Learning Without Doing Equals Shortcoming

In the UK, Ofqual (the Office of Qualifications and Examinations Regulation) is charged with maintaining standards and confidence in qualifications. Ofqual has decided to remove the practical examination and grading component from biology, chemistry and physics A-levels (taken by 16-18 year olds) from the 2015 new academic year, much to the annoyance of the Institute for Chemical Engineers (IChemE). IChemE’s chief executive David Brown said, “… it seems illogical to remove practical assessments from science, when it remains at the heart of grading in other subjects.”

Brown continued, “Chemical and process engineering employers need graduates and apprentices with strong practical skills as well as sound knowledge and understanding.”

As George Whiteside notes in last month’s feature, enjoying the day-by-day activities of a profession (including “washing dirty dishes”) is often more important than aspiring to reward or great success. By removing practical assessments, students are likely to focus more heavily on written work rather than the exciting (and challenging) aspect of experimentation, which could deter them from continuing into graduate level education. “The changes will not help students who we know are inspired and motivated by doing science […] And they will not help universities, colleges and companies who already struggle to recruit people with the practical experience they need,” said Campaign for Science and Engineering’s (CaSE) director, Sarah Main.

The UK Chemical Industries Association “Policy Issues” report notes that 90 percent of chemical businesses surveyed in the UK had some difficult in recruiting science graduates. In addition, 69 percent of companies felt that they were training their staff in skills that should have been learned at school, college or university (1).

What’s the status of school education where you are? Let us know by commenting below.