This essay explores how Britain's colonial legacy continues to shape its State Secondary School system, arguing that centralised control and rigid hierarchies persist in modern education. Drawing on historical, political, and cultural analysis, it compares colonial administrative systems with current school governance, questioning whether today's policies reflect outdated imperial frameworks. Through a comparison with the French colonial model, it highlights common educational legacies and their influence on leadership, accountability, and decision-making. A key argument is that school...