Academy regulation ‘too weak’

http://www.bbc.co.uk/news/education-29219757

Unfortunately this is what can happen when you give these schools free reign with their budgets and accounting. The system for non academies where local authorities award funds after consultation creates checks and balances. That system is not perfect, but at least it is fair. In a local authority containing a mixture of academies and local authority run schools funding is not balanced, with academies getting greater sums of money. This system leads to the elitism that the original ethos of academies – to help struggling schools – was designed to prevent.

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Centralise UK Compulsory Education NOW

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.

SCHOOLS SHOULD BE FOCUSED ON LEARNING..NOT PASSING

Here’s my take on the latest news about GCSEs in Maths as featured on the BBC website today (22/5/12)…

http://www.bbc.co.uk/news/education-18152706

Too many schools are entering pupils for maths GCSE early, says Ofsted in a major report that is critical of the way the subject is taught and tested.

I agree that students should not be encouraged to sit Maths (or any other subject) early. School should be focused more on learning and less on passing.

This is the problem with an examination system that is driven from the top down. Start with grades and how to achieve them and think about the teaching and content later.

Because of the structure of the system schools are keen for students to take exams early to relieve the pressure on other subjects. Maths is a solid candidate for early entry as it is relatively easy to assess how an individual will perform. Schools can then put these ‘pass’ statistics on the ledger. Unfortunately, this production line method means that many students who are gifted at maths (and therefore ideal candidates to sit early) are not stretched and encouraged to develop their mathematical acumen.

If the system wasn’t so entirely grade driven, teachers would be able to teach Maths with a view to making pupils able mathematicians. If there wasn’t such pressure to achieve a certain quantity of As, Bs & Cs we might produce pupils who actually understand the maths rather than just being taught how to pass the exams.

Also, over structuring the exams removes the need for pupils to think a little more laterally, therefore not adequately stretching the more gifted. The problem is reflected across the entire GCSE system. In History, the emphasis is more towards learning by rote and regurgitating facts and less on analysis and conclusion.

In short the need to think to excel has greatly diminished.