Student evaluation systems are widely applied in higher education, as universities utilize them to collect feedback from students to understand their educational experience and to identify areas that schools could improve on (Blair & Valdez Noel, 2014). The widespread introduction of student evaluation systems in UK universities aims to improve both the quality of teaching and learning, and student satisfaction (Nixon, Scullion, & Hearn, 2016). With the marketization of higher education, the increasing prominence of students as consumers means that student satisfaction has become a key measure of the quality of university education.

The value of learner categories has been the subject of significant debate, with some prominent examples including ADHD, dyslexia, and autism. Whether these categories positively or negatively affect their education is a matter of debate among educators (Davis, 2008). This essay holds that in the British education system, learner classification has a predominantly negative impact on individuals with learning disabilities. However, if different learning disabilities are approached with more diverse and flexible treatment methods based on classification, the existence of learner categories can still play a specific value.

The development and implementation of school choice policy have been widely studied and are of great concern. School education not only reproducces culture but also an important role in social redistribution (Connell, 2012). As a core policy affecting the educational opportunities and quality, there has been a longstanding controversy over whether school choice policies break the class segregation caused by previous policies or promote new inequality (Angus, 2013). This paper argues that the practical results of school choice policies generally show that this policy has caused significant class differentiation and social inequality.

Gender inequality in Afghanistan's education system has long been a cause for concern in international education developments. As the result of the war, conflict, extreme education policies, and the extent of women's educational suffering have been widely concerned by the international community. In addition to international aid and foundation support, many online education courses have been created specifically for Afghan women (Pherali and Sahar, 2018). Since podcasting, as an online medium, is also widely used in education, whether podcasts are improving educational inequality for school-age girls in Afghanistan or reinforcing the problems caused by the gender digital divide has become a controversial issue.