Despite Scotland and Wales having cancelled this year’s school exams last autumn, Williamson did so only last month, leaving headteachers floundering with exam withdrawal symptoms. Ministers seemed aghast at the thought that teachers might find better – perhaps even fairer – ways of assessing a young person’s future than their own charts, algorithms and league tables. Officials seem lost without 4.7m GCSE exam results and £300m from the schools budget to play with.
Not a week now passes without a politician or teacher pleading for primary school SATs, GCSEs and A-levels to be abolished. The Commons education committee chairman, Robert Halfon, last month called for a commission to seek a root-and-branch reform of post-16 education. The vice-chancellor of Birmingham University, Sir David Eastwood, wants university admission exams to replace A-levels. Exams apparently now absorb half of all schooling time and have become a teaching and assessing tool, not an education. I know
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Feb. 5, 2021
Quite a few years ago I did a doctoral degree in molecular biology in a laboratory that was focused on embryonic development. It’s one of the intriguing riddles of life: how, from a single cell – the fertilized egg – a whole being is created, a human being, for example, with two hands, two eyes, a nose in the right place, a bladder. How does it come about that the egg divides and that each cell knows what it’s supposed to be?
In doing research on a subject like this, a system model is used – ours was a chicken. Yes, a chicken, because in contrast to mice and humans, the embryo of a chicken develops outside the mother’s body, in an egg that can be incubated and monitored. Because the key players in the process are the genes, the dream of researchers in this field is to create transgenic chickens – each of whose cells contains a gene that is introduced into them artificially from outside and can be tracked during embryonic development. Transgenic mi