GCSE results prompt standards debate

Rising GCSE results are the consequence of hard work by pupils and teachers, the schools minister has insisted.

Rejecting criticism that too many young people are leaving school without basic skills, Jacqui Smith welcomed the "continuing progress" in the core subjects of English and mathematics.

The proportion of A* to C grades was up two percentage points up to 61.2 per cent, the biggest rise since 1992.

Thursday's results showed that in maths the proportion of top A* to C grades was up by 1.7 points to 53.4 per cent.

And in English the proportion rose from 59.9 per cent to 60.9 per cent.

The Conservatives welcomed the results, with shadow education secretary David Cameron urging a "focus on the basics, rigour in exam standards and transparency for results".

And Smith said the results showed government policy was improving standards.

"Today's results are further evidence of rising standards in our education system and this is a clear reflection of the hard work of our young people and their teachers," she said.

"I congratulate them on their achievements - they should take pride in these results.

"I particularly welcome the continuing progress we are making in ensuring more of our young people are achieving highly in the core subjects of English and mathematics - the bedrock of every child's education.

"Increased entries in GCSEs in vocational subjects show that pupils are responding positively to the choice and opportunities we are offering them from 14."

Academies

Entries for GCSEs in vocational subjects are up 34 per cent to over 150,000, although the pass rate was just 39 per cent.

The A*-C pass rate in French and German also improved by around seven percentage points, but fewer people took the exams.

Smith also said that the new city academies were also performing well.

"I am particularly pleased that early indications show that the majority of academies are showing good progress," she said.

Standards

Commenting ahead of the results, the Institute of Directors called on the government to "focus on English and maths standards like a laser beam".

The IoD said its members were desperate for an improvement in basic skills amongst job applicants.

Richard Wilson, head of business policy at the IoD, said: "The starting point for employers recruiting staff is surely to have access to candidates with basic literacy and numeracy skills. We are not there yet.

"If individuals lack these skills, workplace training and development or progression into further and higher education becomes much more difficult."

Basics

The test results for 11-year-olds, published earlier this week, show that 21 per cent did not reach the standard expected of them in English, while 25 per cent fell short in mathematics.

Wilson said: "The government really needs to take three steps. Firstly, ensure that pupils can only achieve good grades in English and mathematics GCSE if they show a mastery of functional literacy and numeracy.

"Secondly, recruit more maths teachers - the Smith report in 2003 noted that English schools were short of over 3,000.

"Thirdly, ensure that students studying for vocational courses also have a mastery of literacy and numeracy."

Confidence

Cameron offered his congratulation to "all those who have worked so hard for their grades".

"Their achievements shouldn't be undermined," he added.

The shadow education secretary rejected calls to scrap GCSEs and A-levels, saying it would "simply lead to unnecessary upheaval, undermine confidence in the system and be abused by the those who back an 'all must have prizes'  mentality".

"Long term success will be achieved by a focus on the basics, rigour in exam standards and transparency for results," he argued.

"I would like to see three steps taken. First, an even sharper focus on literacy and numeracy, particularly in primary schools.

"Second, we need to reform the QCA, making it a true guardian of rigour and independent from the government.

"Third, we need to ensure that people can have confidence in league tables by ending the bizarre situation where one GNVQ counts as four GCSEs. 

"GNVQs are important qualifications, but the current system encourages some schools to push children into them in order to achieve government targets. This is wrong."