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evidence they give to the pay review bodies. �* ., ,., evidence they give to the pay review bodies. �* ., , , ., bodies. and also, surely some of what ou bodies. and also, surely some of what you are _ bodies. and also, surely some of what you are saying _ bodies. and also, surely some of what you are saying applies - bodies. and also, surely some of what you are saying applies to i bodies. and also, surely some of| what you are saying applies to the nhs. we have talked about nursing strikes in recent weeks. you run an education think—tank, but there will be lots of people watching this saying yes, this teachers deserve it, but so do nurses and so on. that is wh it it, but so do nurses and so on. that is why it is — it, but so do nurses and so on. that is why it is difficult _ it, but so do nurses and so on. that is why it is difficult for _ it, but so do nurses and so on. twat is why it is difficult for the government to concede on this without adding significantly to public expenditure in the short term when the public finances haven't been good. as you point out, the argument for teachers is similar to people who work in the nhs. there are university lectures on strike. there are implications of any government concessions for pay across the whole of the public sector. every concession in one area has implications for another negotiation. that is why the