On rates
I'm not sure why you are struggling to get it, I gave a clear example. E.g. if a rate (of anything) increases from 1% to 2% then both of the following are true:
- the rate has increased by 1%, and
- there has been a 100% increase.
When it comes to discussing rate rises, you usually see them expressed in the former manner.
For example, the redundancy rate when Rishi Sunak took office was 2.7 per 1,000 employees, and 3.8 when he left office. I never saw anyone present that as a 41% increase (even though it is).
That's because the percentage increase is not generally what's important, the extent (raw numbers) of the increase is.
E.g. a hypothetical:
Government A: come into power with the redundancy rate at 1 worker in 1,000. When they leave office, it is 2 workers in 1,000.
Government B: come into power with rather rate at 50 in 1,000. They leave with the rate at 75 in 1,000.
For ease of math, we'll assume 30 million workers in the country.
Under Government A, there is a 100% increase in the redundancy rate, and an "extra" 30,000 rendancies.
Government B has a much smaller increase in the rate (only a 50% increase) but an "extra" 750,000 redundancies (25 times more actual job losses compared to Gov A).
I think most people would acknowledge that Government B's numbers are far worse and the % increase is not a very relevant measure.
On the border
By your logic, then, presumably every country in the world has always had an open border policy (i.e. the opposite of what is actually true).
The blasphemy laws stuff did touch on some relevant real concerns, and the Labour-appointed working group identified the same issues. At this point, we can safely say that blasphemy laws are not being introduced, neither "by the back door". People who are continuing to peddle that talking point are being dishonest.
Although it's a bit of a nebulous concept, I think decolonizing the curriculum is a plainly and obviously good thing.
In terms of history, I'd rather students were taught about a range of different perspectives than something more akin to propaganda.
In terms of culture, it is perfectly possible to teach things of " white British" cultural signifiance, but also touch on other cultures too.
I'd rather a generation of well-informed children, armed with a sense of perspective and critical thinking skills, vs an army of unwaveringly patriotic, unquestioning and insular "model Brits".