THINK GLOBAL PEOPLE EDUCATION


97.6%. Northern Ireland’s Council for the Curriculum, Examinations & Assessment (CCEA) also continued its journey to pre- pandemic grading. Here 37.5% of students achieved A-A* grades, with “results higher than pre-pandemic levels [and] lower than 2022”. Earlier in August, the Scottish


Qualifications Authority noted its “further progress on the path back to normal awarding” after the pandemic: 78.8% of National 5 results were at A-C; 77.1% for Highers; and 79.8% for Advanced Highers. For GCSEs and IGCSEs –


those awarded by Cambridge International Assessment – the number of highest grades fell from last year but is still higher than 2019. A total of 22.4% of entries were awarded a grade 7 or above (equivalent to the old A*-A), down from 26.3% last year but up from 20.8% in 2019. Around 68% of students received a grade 4 or above, down from 73% last year. Again, reflecting the demographic bulge, GCSE entries from 16-year- olds increased by over 400,000 compared to 2019. Cambridge Assessment International also reported higher entry numbers; up 6% on 2022.


ALL-ROUND EDUCATION AND ALTERNATIVE ROUTES RISE IN IMPORTANCE This year more than any other, schools and educators were also keen to highlight the all- round capability of students, acknowledging the wealth of extra- curricular activities, internships and voluntary experience students participate in, as well as the quality of pastoral and careers guidance. At Clifton College, an international day and boarding school in Bristol, student Alex achieved eleven 9s and is now looking to studying in the school’s sixth form. He credited his teachers, particularly his English teacher, for helping to raise his


grades in English from 6s and 7s to 9s in a short space of time, along with extra clinics and focused practice papers. Almost a quarter of Clifton


College’s GCSE grades were 9s and 61% were 9-7. Some of the College’s 2023 A level cohort – which achieved 76% of A level grades at A*-B – are heading for pre- university gap years internationally, including placements, to enhance their learning, wider experience and undergraduate studies. Alex, for example, achieved four A*s and will be studying engineering at Cambridge University after a gap year in Hamburg on an internship with the renewable energy company, RWE. The reporting for the first


time ever of T level results played into this important message – frequently explored in Relocate Global’s International Education and Schools Fairs – that vocational (especially around STEM subjects) and interpersonal skills, as well as citizenship and global mindedness, are essential elements of all-round education today. As employers including professional services firms remove traditional barriers to entry, like minimum A level grades and degrees for those applying to entry-level training programmes, recognition of the importance of life experience and personal qualities, as well as academic outcomes, is gaining ground. Dan Hutchinson, vice president,


HR, UK & Ireland at Schneider Electric summed up the value of considering all options for young people to learn, earn and gain in-demand skills – as well as for employers to diversify and build resilience into the business. “While many will still have their


sights set on university, alternative career routes, like apprenticeships, shouldn’t be ruled out,” he said, adding that Schneider Electric has doubled the number of opportunities


on its apprentice scheme this year. “Fostering both 65


technical and interpersonal skills directly in the workforce, these can be invaluable – especially for those most affected by the pandemic’s educational disruptions. They are also crucial to shape much-needed talent to future-proof the workforce and support the government’s focus on greener jobs. “Businesses have a vital role


to play in changing perceptions. This means investing more in relationships with education providers, starting with young school pupils, to increase understanding of the broad and valuable opportunities available. Students should be reassured that there are many options available to help them to thrive and more than one route to success.”


Students from Clifton College


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