Since Monday, people living in England are no longer allowed to meet in groups of more than six. Although this is not hugely practical given that many employees and students are being required to return to work and study, these new restrictions show that our incompetent Government is prepared to occasionally act in service of public health rather than into the hands of the free market. But it’s very apparent that these restrictions are aimed at minimising social gatherings amongst young people, who have unjustly been the subject of blame for the recent upsurge in COVID-19 cases.
After the government’s U-turn on GCSE and A-level moderation, widespread celebration has broken out among student and teaching communities alike. But, drowned out by the cheering, a yet unsolved problem remains: the injustice and uncertainty for those taking BTECs, who have been left behind in the race to secure places at chosen further and higher education institutions.
Last week, young people across Scotland reached the end of years of schooling and were presented with their final grades. Due to the coronavirus pandemic, these results were based not on a summer exam series, but on predicted grades from teachers and subsequent moderation by examining bodies. As many as a quarter of grades were lowered, hitting working-class pupils in poorer regions and schools the hardest. Further south, A level and GCSE students are still awaiting similarly-calculated results, due for release on the 13th and 20th of August respectively. But, with individual pupils’ futures at the mercy of wildly varying school averages, the most disadvantaged students are facing even more barriers to higher education.
By Howard Green
Tony Blair, upon his election into government in 1997, famously declared that his top three priorities were “Education, education and education”. At the other end of the century, Vladimir Lenin proclaimed that education that didn’t teach about life and politics was indeed a “hypocrisy”. Education has been a central focus of politics for over a hundred years, and today is no different. As the Coronavirus pandemic has disrupted conventional ways of learning for many, the modern British educational system needs short term and long term reform if it is to adapt to the issues of the 21st century. With the advent of Zoom lessons and online assessments, now is the time to explore the full potential of digital technology as the new frontier of education.
By Dan Davison
Examinations are woven into the fabric of student life. From the ‘Key Stage’ National Curriculum assessments I sat in childhood through to the tests I took as a Master’s student, every stage of my education has known the familiar cycle of revision, testing, marking and grading. It was not until I became a precariously employed university tutor that I realised how dangerously uncritical we are of that cycle. By this point it seems so natural to make people sit exams at various points in their lives that it scarcely occurs to the public consciousness that students and teachers might be better off without such a regimented approach to learning.
by Laura Potts
In the midst of multiple crises faced by students, universities and schools, the outcome of the snap general election will be a major indicator of the future of the UK education sector. Each week until the vote we are featuring perspectives from our regular contributors and guests on what the election could mean for students.
The snap election. The vote looming over the future. We in the UK have the privilege of affecting the result. As students, young people and members of a fast changing world, voting in a western country like ours means more than just influencing your own future. Electing certain policies through parties can drastically alter how Britain relates to the rest of the world. How the next generation develop, what they value, and the state of the planet they will live on are all on the line. It is crucially important, therefore, for us each to familiarise ourselves with each party’s policies and plans. Not only is it vital to consider how these policies will affect broader issues such as the environment or foreign relations, it is also vital to be sure that the party you vote for stands to protect what you value in your country.
Disclaimer: mentions suicide
by Olivia Davis
Nightline is unique.
A phone call at 3AM under normal circumstances as a regular student would result in a sigh or occasionally, slight frustration. However, at Nightline it is an opportunity for a student to reach out when they may be feeling at a low or a vulnerable point in their life. As a volunteer listening service operating at over 50 universities in the UK with over 2000 student volunteers, Nightline operates as a reliable network for fellow students.
Norwich Nightline is open for both UEA and NUA students, 8PM-8AM everyday of term, regardless of exams or holidays. “We’ll listen, not lecture” is the main policy volunteers abide by in our mission to provide others in need of guidance.Continue Reading