Tag Archives: grade inflation

UK Youth Unemployment Hits a Million – A Fundamental Not A Short Term Problem

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UK youth unemployment rose above 1 million, its highest level since 1996 according to government figures. Employment Minister Chris Grayling blamed the Eurozone debt crisis for the rising number of jobless. Looking at the table below we can see that youth unemployment in this country has been rising for many years even before the recession.

May-July 2004 580,000 12.2
May-July 2005 600,000 12.6
May-July 2006 706,000 14.5
May-July 2007 711,000 14.6
May-July 2008 727,000 14.8
May-July 2009 944,000 19.8
May-July 2010 921,000 19.4
May-July 2011 973,000 20.8
July-September 2011 1,020,000 21.9

Source: Office of National Statistics

Typically and not unexpectedly the politicians have sought to push blame and responsibility elsewhere. The coalition blame everything on the Eurozone, Labour just want to capitalise on the situation and refuse to take any responsibility for a problem which they largely created. They still claim they did a brilliant job with the education system.

This isn’t a cyclical problem. It’s not about getting the economy to grow (as we keep hearing) it’s about the fundamental failure of our education system to prepare young people for work. The statistics above don’t lie. The problem is an obsession with grades and targets when we should be obsessed with skills. See my earlier article here. The previous Labour government became pushed as many students as it could into universities and it shunned apprenticeships. I myself have first-hand experience of the system I came out of school and university with top grades but totally unprepared for work.

Almost 28% of UK graduates who left university in 2007 were still not in full-time work three and a half years later, figures have suggested.

But if you think it’s bad here and can’t get any worse think again. Youth unemployment in Spain is at an astonishing 46.2% and youth unemployment across Europe has soared. This has been going on for much longer than the Eurozone crisis.

The exception to the rule is Germany. Please politicians look at the German system. The German system is defined by flexibility. It is designed to suit the individual Germany has five different types of secondary school. The German education system is geared to getting people into work. It has an incredibly successful apprenticeship system which allows young people to gain valuable experience and skills. (p.s. It has little or no tuition fees as well) The coalition government has made some progress in regard to apprenticeships but it is not nearly enough. Our entire curriculum, system and culture needs to be completely revised.

I am writing this article not to complain or blame the government but to make people aware of this serious fundamental problem. Make no mistake if we don’t fix this we are heading for a crisis. It will not be fixed overnight. We need a radical overhaul of our education system, if we continue down this path we are heading for disaster. The coalition government thinks it has done enough, it has not.

 

A Failing Education System – A Recent Student's Perspective

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The education system in the UK is failing, despite what the politicians may tell us. Recently a Labour party MP illustrated what a wonderful job they had done in power. It was the usual infuriating Labour spin and refusal to accept any responsibility. She set out an array of meaningless statistics, stating how much grades and standards had improved.

Frankly grade statistics mean absolutely nothing. Grade inflation benefits everyone. It benefits the, politicians the teachers, the parents and the students. Is it any wonder grades keep increasing? Only one statistic really matters, youth unemployment. Youth unemployment will soon hit a million. It is a damning indictment of Labours 10 years in power. For all the great grades people may have it means nothing when it comes to getting a job and ultimately that’s all that matters.

What’s the problem? The problem is teaching culture. It is an obsession with exams and teaching the test. Teachers have become very good at teaching tests and students have become very good at doing them. Everything in the exams can be learnt. There is no opportunity for the students to show their own ideas. All the answers have to fit into a mark scheme (which we studied extensively) even the so called evaluation questions (where a student is supposed to be expressing their own ideas). All this stems from uncreative rigid syllabuses all again designed to fit into a nice and easy marking scheme. This is not how learning should be.

Don’t get me wrong I’m not blaming the teachers it’s certainly not their fault. Most teachers would love to spend more of their time doing real teaching but what choice do they have when their jobs are on the line. The problem is excessive central control and a system which treats everybody as a statistic rather than an individual and is obsessed with targets.

How many practice papers do you think I undertook for each A level module. 5? 10? The true number was closer to 25 per module. By the time I got into the exam I’d already seen and answered all the questions before. Was it any wonder I got great grades? But was it really a test of my intelligence and skill? What did I really learn? I’ve now been doing exams every term since the age of 8. If the education has left me with one thing it’s the ability to pass an exam.

When I came out of the education system I naively thought that with my great grades I would walk into a job. As it was I was completely unprepared.

In my next article I will show what we need to do to fix the system and prevent the country becoming engulfed in crisis in the future, because believe me, if we don’t fix this, it will. In the meantime please add your own ideas and thoughts below.