As part of my commitment to life long learning I recently embarked on my Masters in Education & Applied social sciences with the University of Wolverhampton and chose to explore the educational impact “PREVENT” has had and continues to have on young children, teachers and education settings, below is my research into this topic.
Outline:
The September 11th, 2001 terrorist attacks on America was a focusing event, which is as Dorey (2014 p17) highlights how Kingdon explains this as “a critical moment that brings a particular policy to the fore” causing high levels of public unrest so that politicians are forced into swift policy decision making, this terrorist attack mobilized Governments in such fashion. In 2003 the UK Government introduced legislation a wide-ranging key Government strategy commonly known as CONSENT and this became part of the wider Counter Terrorism and Security Act (2015) the policy has four key strands these being: “Pursue, Prevent, Protect and Prepare”.
This UK multidimensional counterterrorism policy arm known as Prevent was poorly designed, is in dire need of reform as Dorey (2014, p12-13) reflects it is at “stage four of Downs issue attention cycle” this is where decline in public interest has caused the original policy to stagnate, caused by the public’s interest being drawn on other issues such as successive Government austerity programs, this is in part as Dorey (2014, p13) quotes Downs “placing an issue on the institutional agenda policy, does not always lead to policy change”
PJR Education Consultancy 
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