COVID-19 highlights flaws in education system – Jasmin Hörmann CLFS
We need to tackle the apparent degree of reform needed to adjust the education system in the UK to improve the educational well-being of our school and university students today. As the recent coronavirus epidemic has introduced new ways of life to our country, it is likely that the education system will follow suit in order to fully support struggling students who still face a fog of confusion and deception brought on by the government. to try to “rectify” the GCSE and A Level processes, among others.
There is no doubt that the pandemic has revealed that technology is the key driver of successful education in the future: working from home has proven to be successful, both for schools and in businesses, a virtual meeting is just a click away. far, however, that technology must be accessible to all, not just the privileged few.
Children from less well-off families should have access to cheap or even free hardware and software so that they do not fall behind in their learning. The motto “children are our future” could not have more influence on our government, emphasizing how today’s students should be provided with sufficient knowledge relevant to the chosen subjects or degrees and provide them with the appropriate modern technology. in order to attain said knowledge. How can a future doctor successfully pass his level A biology exam, if he has not learned the difference between mitosis and meiosis at GCSE? It just isn’t fair. Children will one day be masters of the world, which is why the government must act by putting in place appropriate programs to provide hardware and software to less fortunate students at little or no cost.
The necessary change in the UK education system means that the one major end-of-year exam – whether GCSE or A Levels – must become a matter of the past. Imagine revising diligently during school only to get sick on the morning of your public exam and receive a bad mark as a result; this is hardly fair. In the future, we should adopt the concept of constant learning, which will be emphasized by short and frequent assessments after completing a subject.
A big, long exam at the end of the school year puts unnecessary stress and anxiety on the students. The average attention span of a 16-year-old is between 48 and 80 minutes (which he definitely can’t control), so why do we measure his intelligence with long and tedious exam papers? The past two years have shown that being examined “little and often” is a much more effective indicator for assessing student progress.
We can apply this situation to the morality blatantly displayed in “The Tortoise and the Hare”: when teachers “slowly and steadily” collect evidence of a particular grade for each student over the years, each student will “earn the award. race ”by receiving the mark they fully deserve. City of London Freemen’s School student Hannah Masood agrees with this approach and states that “the final exam is just a glimpse of what a student is capable of and it is unfair only if they pass. a bad day, that’s what they’re portrayed. through.”
We should all be interested in seeing how our Department of Education intends to help students in UK schools and universities by changing the education system that has collapsed since the first emergence of COVID-19 – this Is not fair.