The Guardian view on GCSE calls: recognition of the problem is just the first step Editorial
andOr years, the solid rules and the sudden failure of the mandatory GCSE restored one of the dirty secrets of the examination system. In the end, this terrible situation gets some of the attention it deserves. This year, nearly a quarter of all mathematics and English language posts in England, Wales and Northern Ireland were for students between 17 years or older in a repeated attempt – with only one of every six of those who re -implement mathematics.
By describing this crisis, the Duffy generation, which heads the optical recognition plate on letters, shed light on the problem. But admitting a problem in eradication, as officials now does, is only the first step. There are different views about what should happen after that.
GCSES reform is outside the scope of review led by Professor Becky Francis. But the suggestion to get rid of mandatory eradication on the table. The Sixth Flag Colleges Association wants to follow a follow -up – for those who fail – with a normative alternative. This means that students are not forced to repeat the parts of the courses that you mastered indefinitely, and focus instead on the gaps.
Nick Jeep, the former conservative school minister, has put his face against change and demanded all schools Follow the best example. But although the major differences in the results should be dug, and the successes that you learned, this is not enough response. Many topic experts believe that qualifications are not badly designed if the purpose is to serve as a global gateway to the world of work. Instead of adhering to vital competencies (such as arithmetic, statistics and reading understanding), current publications include calculus, complementarity and engineering (in mathematics) and almost an analysis (in English).
It is a great shameful matter that these issues were not more effective by labor in the opposition. Changes in curricula and examination system are a strenuous process. Professor Francis review is the best opportunity to break a devastating cycle. But the Ministry of Education recently registered with the additional education sector – where most of the extracts are taken – not good. There is no secondary English specialist in the review, and the lack of teachers and challenges remain about providing special needs and education in relation to.
Opinions must also be seen in the context of a broader discussion on the future of education after 16, including the pledge by the ministers Cancel the courses They see unwanted competition for T levels. As with extracts, critics of this policy are more concerned about the least academic pupils with lower test degrees. Even government numbers appear a gap, with tens of thousands of students in threatened courses, including some BTECs, which are likely to be inappropriate for newer alternatives.
With a white sheet of skills in the fall, it is not too late to address the questions that were not answered. A better balance between ambition and pragmatism can definitely be found. Many jobs in the United Kingdom do not require calculation, integration or textual analysis. The TTi was supposed to aim to strengthen academic and most practical teenagers. This year’s Recit numbers are a disturbing addition to the current evidence that these are the students who work well. The ministers should be completely confident that any changes they make make things better, not worse.