Back to School - and After

J. Shackleton
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Abstract

School closure has been damaging to the mental health of some children and to the educational progress of many. The long-term costs to individuals and the economy of this hiatus in schooling can be exaggerated, but are still likely to be substantial. The costs of the damage are likely to have fallen most heavily on poorer or otherwise disadvantaged children, and the government is understandably taking particular note of this in designing policies to assist educational recovery. As with the NHS, the COVID-19 crisis has exposed longstanding problems in the educational system, and there is a strong case for government policy to look beyond short-term recovery and temporary changes. Such policies as changing the structure of the school year and school day length, which have been advocated for years, could now be brought forward. The government could consider changing the ages, at which children enter and leave primary school, review teaching practices in light of new technologies and changes in how children learn. It should become easier for a wider range of people to become teachers, and the requirement for Qualified Teacher Status could be dropped. In the short run, some form of examination is needed for A-levels and other terminal qualifications, rather than reliance on teacher assessment. In the longer term, the National Curriculum could be decluttered, and there could be only a limited number of examinations at the age of sixteen. A-levels might usefully revert to a modular structure. The Pupil Premium could be given to parents to spend on tutorial support or other relevant educational provision. Experiments with education vouchers could also be encouraged, with the ultimate objective of making it possible for the distinction between state and independent schools to be broken down.
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回到学校之后
学校关闭损害了一些儿童的心理健康和许多儿童的教育进步。这种中断学业对个人和经济的长期成本可能被夸大了,但仍然可能是巨大的。损失的代价可能主要落在较贫穷或其他方面处于不利地位的儿童身上,政府在制定帮助教育复苏的政策时特别注意到这一点,这是可以理解的。与NHS一样,新冠肺炎危机暴露了教育系统长期存在的问题,政府政策有充分理由超越短期复苏和暂时变化。诸如改变学年结构和上学时间长度等政策,已经被提倡多年,现在可以提出。政府可以考虑改变孩子进入和离开小学的年龄,根据新技术和孩子学习方式的变化来审查教学实践。应该让更广泛的人更容易成为教师,并且可以取消对合格教师身份的要求。在短期内,需要某种形式的a -level和其他终极资格考试,而不是依赖于教师的评估。从长远来看,国家课程可以精简,并且在16岁时只有有限数量的考试。a -level可能会恢复到模块化结构。学生津贴可给予家长,用于辅导或其他相关的教育服务。教育券的实验也可以得到鼓励,其最终目标是打破公立学校和私立学校之间的区别。
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