During my thirteen years in the tutoring industry I have seen an enormous change in the way private tuition is perceived. In the last five to ten years having your child tutored has moved from a dark art to a badge of honour. Granted, my experience is very London-centric, but from what I read this seems to be the case right across the UK – and indeed the rest of the world. Back in the early years of the new century when I founded K & C Tutors there was an element of secrecy and possibly a little embarrassment connected to engaging a tutor. Is your child stupid? Nowadays having a tutor is seen as a strong support mechanism rather than a lifeboat. Because tutoring has become so mainstream many new agencies have been established and inevitably, with the light speed growth of the internet, so have a myriad of websites offering lists of tutors and providing a shop window for individual ‘tutors’ to place themselves in. Be careful when choosing a tutor. Now I’m bound to say this, but using an agency is by far the best way to choose the right tutor as long as correct procedures are in place. Does the agency interview EVERY tutor they offer? Does the agency carry out Enhanced Disclosure background checks through the Disclosure & Barring Service (DBS)? Does the agency check tutors’ academic backgrounds and experience? Does the agency understand the ever changing education system in which they exist? At K & C the answer to all these questions is a categorical YES and it has been since day one. However, this misses one crucial point, our years of experience mean that we have insight and empathy – a CV only tells one superficial side of the story. Much depends on personality and match. Only experience gives you this and we have lots of it. Cost is also a critical factor. An industry that is talked of as ‘booming’ will inevitably attract individuals and organisations keen to get their pound of flesh. One very important thing to remember is that within certain geographical areas (for us it is London) the best tutors will be signed on with several agencies but those agencies will charge them out at different rates. At K & C we charge NO REGISTRATION FEE which makes us very unusual and our prices remain lower than all our immediate competitors. And these are competitors with far less experience.
Schools and teachers are not to blame for social immobility, disadvantage and poverty. This is a grass roots social problem, so blame can really only be apportioned in one direction – towards the Government; past, present and future.
There is an implication here that schools and teachers carry a bias. Teachers want to teach and they want ALL their pupils to succeed regardless of their social status. The suggestion that they can and should ‘do more’ for those with less is insulting to the profession.
The government needs to cut the red tape, unify the system and support teachers better instead of always making them the scapegoats for problems which are totally unconnected to the classroom.
Why does the government want to fill the nation with undergraduates? Nonsense politicising AGAIN. “removing the cap on aspiration”. What utter nonsense from the Department of Education and Skills in the run up to an election.
Who’s going to pay? We’ll be creating a graduate population with crippling debt and questionable qualifications. Let’s not forget that students don’t feature on unemployment figures. The government knows that private providers can already smell the money. Very convenient that it makes them look good and costs them little.
Short-termist nonsense from government as ever.
Does nobody in these departments ever start a meeting by considering what would be best for these human beings who they are pushing to becoming undergraduates? Vocational training perhaps? Employment?
Just read the table below and wonder at how this is going to pan out. Everybody will be totally confused from students through to employers and universities. Why can’t the government just admit that terrible mistakes have been made and rectify them. A* always was an idiotic idea – basically an admission that exams are too easy. And exams ARE too easy. Does anyone at the D of E understand what the terms ‘Examination’ and ‘Testing’ literally mean? Go back to A-E grades that everybody understands and make the exams hard. Surprise, surprise, only the top students will get top marks.
“The new approach will also mean:
- Broadly the same proportion of students will achieve a Grade 7 or above as currently achieve an A and A*
- For each examination, the top 20% of those who get Grade 7 or above will get a Grade 9
- The bottom of Grade 1 will be aligned with the bottom of Grade G”
This is where demographics and governmental aspirations clash. It’s a bit like the rain following the plough. Creating more graduates doesn’t necessarily boost an economy. We need to learn lessons from this with our ever increasing further education sector. We need to help the young develop skills that are beyond the academic. China’s economy rests almost entirely on global consumerism which makes it a long-dormant volcano; who knows when – but it will erupt.
At least here in Britain (maybe tomorrow a smaller one!) we have the opportunity to balance the population and restructure the education system before it’s too late.
As the article says…
“China’s education ministry has already indicated that it wants to turn 600 universities into polytechnics, providing more technical and employment-related courses, rather than academic and theoretical subjects.”
Will this be too little too late?
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.