It seems the Labour Party is once again convulsed over the question of selection by schools on the basis of ability. There is talk of a backbenchers’ revolt over government proposals to liberate schools from local authority control; a measure which opponents contend will restore selection by ability. Here we see a typical example of the levelling-down socialist mind-set which is contradicted by all the evidence of evolution, history and human diversity.  We readily admit there are serious doubts regarding the one-shot 11+ examination as a reliable indicator of  potential, and there is much to be said for adopting continuous assessment in primary schools instead. This, together with ‘streaming’ in all secondary schools according to ability, and the freedom to choose schools on grounds other than academic ability - for example, proximity, cultural factors, and general facilities - would arguably provide an entirely equitable and flexible education system. Thus selection according to ability would be a continuing process within, not between ,all secondary schools. Up to age 16 all pupils would therefore have equal opportunity to demonstrate their innate potential and special aptitudes. Thereafter, in place of the now seriously-discredited GCSE and A-level exams, all 16 year-olds would leave school with a secondary education certificate graded by continuous assessment of their performance to date.

All tertiary education establishments such as universities, technology colleges and art and music schools would be free to select applicants on the basis of their secondary school record, plus entrance examinations of their own devising and all such entrance examinations would be strictly confined to academic considerations and proof against ‘social engineering ‘. The only reliable formula in education and training of any kind is easily remembered:  performance equals innate ability times application; thus hard-working people of modest ability can and often do outstrip the gifted but lazy.

Natural selection meanwhile governs practical outcomes in the real world, determined by one’s personal combination of innate ability and application,but nowadays the hapless pupil of authentic British parentage is burdened with the appalling consequences of massive Third World immigration, including its ‘dumbing down’ effect on the entire educational system. Regardless of his or her innate ability, it is now shackled to inherently less capable races now crowding the classroom, with an inevitably detrimental impact on the native pupils’ morale and performance.

All the blame for the consequent decline in school performance is meanwhile attributed to parents, the Treasury, bureaucracy, racism, class distinction, etc..  But after decades of  multiracial comprehensives, the poor educational performance of  most black and Asian <>immigrants remains stubbornly resistant to the best efforts of a profoundly demoralised teaching profession. This wretched state of affairs derives from the same perverse ideology which so bitterly opposed Apartheid (i.e.separate development), driven as it was by the knowledge that, left to themselves, blacks would very quickly demonstrate their incapacity for anything resembling development. Thus the enforced multi-racialism was always intended to conceal this innate incapacity of the blacks. Similarly, the enforced multi-racialism of our school system is likewise designed to conceal this racial disparity and thereby help to support the egalitarian fallacy of  Lib-Lab politics.
       
Even so, the most reputable researchers have exposed the link between educational performance and ethnicity to an extent that fatally damages egalitarian bigotry; well summarised in the waggish definition of  ‘black intellectual’ as any negro wearing spectacles.  
 
Question: Where does this leave Blair’s alleged priority of ‘Education, <>Education, Education’ ?
Answer: Totally discredited by his (muted) ‘Immigration, Immigration, Immigration’ policy, which has burdened our schools with hundreds of                     thousands of people from the most backward countries on the planet.   

So Blair’s way of  maintaining if not improving Britain’s place in the world via raising educational standards is by importing vast numbers of the least educated on the planet. Thus the TV shots of inner city schools are now crowded with grinning blacks and Asians; their attendant teachers dutifully spouting politically-correct claptrap.

The continued deterioration of educational standards is therefore entirely predictable.

We can expect to see more and more parents turning to some form of private (selective) education for their children, free from political interference and Lib-Lab dogmas; while employers will tend to ignore discredited national exam results and adopt their own screening tests.

As with health care, those with the means will also make use of  prestigious and more successful educational centres in Europe. Meanwhile the state schools will experience ever more indiscipline, delinquency, squalor and truancy, in direct proportion to their immigrant numbers. 

This prediction will be howled down by the usual suspects, without producing any evidence to the contrary. So we could invite them to tackle the following examination questions(Time allowed 24 hours):

1. What percentage of  the school population is made up of immigrants?
2. What percentage of  the immigrants get A to C grades in exams ?
3. What percentage of  indigenous pupils get A to C grades in exams?
4. What is the percentage of immigrant pupils in those schools in the bottom third of  exam result tables?   
We can also safely predict that they will decline this invitation , describing it as ‘racist’.

QED.