Much of the educational system, within the UK, was built in the 1880’s, with specific purposes, and the examination system that accompanied curriculum was ideally designed for a small section of the population, or so it can be argued. Indeed, due to accountability, most of the educational systems within the UK have resulted in a ‘one-size-fits-all’ examination process that leaves many left behind, assessing on a curriculum that (some will argue) is very narrow.
With the emergence of automation, artificial intelligence, and advances of technology, does the GCSE (students aged 16), and the A-Level (students aged 18) curriculum and examination system best prepare young people for the advances in society, and their working futures?
In a recent call, Robert Halfon, chairman of the Education Select Committee has called for GCSEs to be scrapped and A-levels should be replaced by a mix of academic and vocational subjects (see BBC article). His radical rewriting of England’s exam system is designed to give young people a much broader range of skills for their working lives, based on a baccalaureate system.
This #UKEdChat session explored the issues raised above, and the questions raised were:
- Quite simply, are you for or against the current way GCSE and A-Levels are taken? Why do you believe this?
- How could the current GCSE and A-Level system in the UK be improved?
- How should examinations taken at 16 and/or 18 truly reflect the skills of young people?
- What are the key skills (list 3) that young people need, in your opinion, to be active workers of the future?
- How can examinations (or assessments) reflect the key skills required for future jobs?
- How could a Baccalaureate education system better suit young people?
- How would you prefer assessments and/or examinations to be taken for your specific subject?
- What key skills and subjects should be taught to young people, to truly prepare them for the challenges of their futures?
View the tweet achieve here