We need PROPER vocational skills taught in schools alongside core subjects. Help the less academic gain vocational skills whilst still having the opportunity to study mainstream academic subjects.
We are being left behind by the rest of the world because our compulsory secondary education system is confused, complicated and not testing enough.
Standards have been dropping year upon year for decades, reflected in higher and higher ‘pass’ rates and a greater quantity of ‘top’ marks. Look at the attached Graph. O Level & GCSE Achievement 1953 -2009
(Source: House of Commons Library – Standard Note SN/SG/4252 – Social & General Statistics)
This lowering of standards has fed right through to Higher Education. Top Universities are finding that freshers do not possess the knowledge which their high marks should reflect. Mathematically heavy subjects are particularly badly effected. Engineering Undergraduates at top Universities often have to have extra lessons in Mathematics because their assumed and necessary knowledge of Mathematics is just not there.
This is because we have dumbed down our examinations.
There needs to be a revolution in the examination system and it needs to happen NOW.
Through Kensington & Chelsea Tutors I come across students from all over the world. I have been consistently shocked by how we are being left behind by other nations, particularly in the 11 – 16 age range. The difference is particularly noticable in Mathematics and Science where students abroad are tackling far more testing material than students of the same age in the UK.
Unless this changes the future looks bleak; we need reform to keep the UK competitive.
Surely this is a sensible policy? By reducing standards and allowing almost everybody to ‘pass’ their exams the government has entered into a world where the difference between students is being masked. Not everybody is an academic and that doesn’t matter. Every pupil should be given an equal chance. Gathering people of similar abilities together is surely going to make teaching easier and more efficient. It also introduces (DARE I say it) competition; something that we are surrounded by every day of our lives. Let’s not pretend it doesn’t exist. It’s hard enough taking my 8 year old son to football tournaments where everybody ‘takes part’ but nobody wins. God forbid that somebody should lose!?
Imagine if we had just one body setting examinations for 16 year olds in the UK. The government is constantly looking for ways to save money; printing costs alone would save millions. I don’t think parents and the public in general have any idea of the ludicrous work load put upon Examination Officers these days. At many schools it is a full time job! At many private schools children in the same class will be sitting different exams for the same qualification! Mistakes are often made because of the complexity of so many different papers for the same subjects. Results comparisons are meaningless and standardisation is virtually impossible.
We need ONE body setting the examinations for core subjects at 16 and EVERYBODY should sit identical examinations for each subject. This would save money, raise standards, avoid errors and make statistical comparison of results have some meaning.
Does the government just trawl through statistics in an effort to find a way to lower standards through budget cuts? How can anybody seriously put forward the point of view that larger class sizes will not effect standards? Why can’t the government focus on improvement rather than cost cutting?
It’s a big question with many answers; often conflicting. I have been involved in education professionally for nearly 20 years, I am state educated but have had intimate ties with private education throughout that time.
The answer to the question is enormously affected by demographics. Most privately educated children will aspire (or at least their parents will) to A Levels, University and a career to follow. This will also be the case with many state educated pupils. However, (mainly) within the state sector there will also always be enormous quantities of students for whom school is just compulsory. They have to go and they look forward to leaving; often with few prospects and very little idea of what to do next.
It is these students that the system lets down the most.
If you leave school at 16 what should you know? Most people will agree that a basic knowledge of English and Maths (numeracy and literacy if you prefer) is a given – but what else?
In our heavily politicised system there is far too much emphasis on passing (so that the government can say what a good job they’re doing) and far too little on content.
To take one example it is possible for two students to both get an A* (A* being of course a nonsense concept in its own right) at GCSE without having done a single question in common. How can we possibly compare pier groups in this way? With multiple Examination Boards the statistics are meaningless. With this system there is also no standardisation of content excepting broad National Curriculum guidelines.
We need to sweep away the nonsense of the multiple exam board system, set up panels consisting of a mixture of academics and representatives from industry to decide exactly what people ought to know at 16 for each subject. There should be a single syllabus for each subject and everybody should sit the same examination.
Beyond 16 is the time to academically diversify, compulsory education should give everybody a solid grounding; even if they never read another word in their lives. Telling them they’ve ‘passed’ a meaningless exam helps nobody.
Gove wants tests for four-year-olds
Education secretary Michael Gove strongly indicates that he wants to introduce formal assessments for four and five-year-olds when they enter school in England.
On what is Mr Gove basing his sweeping self congratulation? Mr Gove appears to live in some fantasy parallel universe.
‘State schools will be able to stay open longer, so that there is more time for after-school activities, and the education secretary has repeated calls for tougher discipline.’
Has anybody consulted teachers on these life changing statements? How will teachers be empowered to toughen discipline? Will legislation be passed to allow punishments without the possibility of litigation?
Regarding the criticisms by Sir David Bell; I entirely agree. ‘Sir David was part of a group of business leaders and academics who published a report last week calling for a more independent, non-political approach to education policy.’
At last somebody talking sense. Michael Gove needs to stop looking in the mirror and actually try and improve the education system apolitically.
For me what credibility he might have had is now non-existent.
Although Tristram Hunt is commenting from a purely political standpoint (always say the opposite of the other side), I entirely agree that there should be, ‘… a qualified teacher in every classroom.’
Be interesting to see what happens with that if Labour get in.