Students should be restricted to eight CXC subjects only

Jun 21, 2017 Letters

Dear Editor,
“I am strongly in favour of whatever mechanism we can find to discourage the taking of so many subjects at CXC. I think eight subjects are sufficient where students can do the fundamental subjects- Math, English, Science and so on, that they need to do and have a better childhood” (Roopnarine, 2016). I agreed with Dr Roopnarine then and do so even more strongly now. I have decided to contribute to this topic because it is current and my contribution as an educator with 25 years of experience in the UK would add another view, if not context to the debate.
It is my understanding that our current education standards are under threat because teenagers are being forced to sit up to 15 CSECs (CXC) at school. This has consequences; by doing so many subjects, students are failing to develop key life skills that are designed to meet the needs of the modern economy. The modern economy is a digital economy and as such, schools, with measured guidance from the Government, must steer young people towards developing the skills and the mind-set for digital technology. For example, more can be gained if traditional science practicals’ could be replaced with virtual reality systems in which students conduct experiments on screen. This way, there can be no limits as to what can be done and achieved.
If one goes into Land Rover’s plant in the UK, one can walk up to a big television screen and touch a virtual reality component and learn everything there is to know about that component and its associated parts. Why can’t we use that sort of virtual technology so that teachers can deliver science practicals online, when they want it, without having to have the whole laboratory set up? That’s the sort of innovation necessary in a digital economy. Using virtual technology can make a big difference to the way we assess practical skills because it means you can record it and review it in so many different ways. In addition, and more importantly, students opting to study abroad are not approaching those areas of study in a vacuum.
I would further suggest that English and Mathematics are included and are even ‘double weighted’ to ensure schools focus on the core subjects. This will ‘free up’ more time for schools, teachers and students to make more time for community volunteering and work experience rather than encouraging students to sit ‘exam after exam after exam’. Some students without doubt think, or are encouraged to think, that 14 or 15 CSECs are a good thing to do. My personal opinion is that it’s not.
In my opinion, eight subjects should be the limit. This limitation in subjects study leaves room in the curriculum for the other activities alluded to above. Educationally it will be better. In the UK we do not have students write exams after exams for exams sake even though we have a rigorous and solid education system. Instead, time is allocated to enrichment activities; activities that are designed to provide inspiration and a love for learning. Music, sports and aspirational trips are high on school agenda.
What’s missed when you are doing these extra CXCs are opportunities to engage and work in the community which is an important part of developing social skills. A number of senior educationalists have already said that traditional pen and paper exams will be scrapped in coming years in favour of online assessment. Guyana cannot afford to be left further behind.
Brendon Mounter

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