Graduation indifference

Does the state want to use education to produce citizens able to survive without the crutch of redistribution? Today's system of state school-leaving examinations will produce only prefabricated school-leaving examinations with the same knowledge of twenty books of classical literature and the ability to write a short style in English. Maybe. Is that right?

Minister Dobeš - a central planner for your children
Minister Dobeš - a central planner for your children

I have the honor to be the first graduate of a state high school diploma. A few weeks ago, I even received a paper confirming this. Now I'm gripping him in my arms and contemplating. In the last few years, there have been several chaotic reports in the media, such as "students see it." Often conflicting reports.

Therefore, I will try to give the testimony of a high school student who went through this carousel.

Long live the herd!

First I turn a little - already from the beginning of the project of state graduations (about two years back) I was surprised by a kind of "herdiness" of my peers.

Last year's demonstration under the baton of the new Green Party (you may remember Olga Zubová) she was a real farce and I was disgusted by its participants, who would be able to wear any colored T-shirts with any face if the party declared that it would ban the state graduation (preferably the graduation at all). We welcome new voters to the pen.

Humbuk and the carousel around state graduations began last year. We have been several times one hundred percent assured that the state matura will not / will take place. The forecasts changed like the seasons behind the windows, and when the political barometer finally settled in the sun, preparations for the state school-leaving examination could begin.

The sight of EU money disappearing into the distance seems to be a good motivation. Even assuming that it will be sewn with a very hot needle - from September to March, we received new and new brochures, manuals, instructions and schemes for new graduations from the Ministry of Education.

Spring graduation general I could only compare to police maneuvers before the IMF meeting. Its continuation was to be expected - it rose wave of hysteria from "student failure". I'm really the only one who thinks a third of the students are little?

At one point I had to graduate from five, then from four subjects. In this regard, I understand the displeasure of peers and classmates over the actions of the ministry. Not everyone wants to store 20 papers a week and almost no one likes it anymore not knowing what he will be graduating from.

However, I completely do not understand the cries of high school students. It was clear from the beginning from the beginning that when the level of high school diplomas is compared to the same level as the fields of study, then high school students will definitely not fail. It was therefore absolutely certain that if they would pay the same preparation to the state matura as to the "old" matura, then they can't fail.

A skeleton from the nineties

But then there is the problem - school with graduation. In my opinion, the state made a nice somersault here in the XNUMXs. That system just doesn't make sense.

If you go to an "apprentice", you go to work after school, and if you go to a high school with a high school diploma, you go on to study. However, the post-November politics somehow generated the idea of ​​giving the subjects a high school diploma. The number of high school graduates grew every year and the market responded to it in the only adequate way - where it used to be enough to have a high school diploma, today the applicant only does not come with a high school diploma - There are simply too many graduates.

The emergence of other problems did not take long - for example, the inapplicability of fresh graduates (increasingly also college students) in the labor market.

Dobeš is trying to compare the levels of incomparable - the level of students of grammar schools and vocational schools. It is a mistake to claim that high school students are smarter (as is often half-suggested to us in the media), only that they have teaching set differently.

They study primarily for graduation, therefore, they achieve far better results than students from vocational schools who do not primarily study for the Matura. They are the main ones to beat them. It is the product of ill-conceived state intervention in the 90s.

Graduation? Easy!

In the end, there was a moment when it was handed over to us last version of the Matura exam (March - April) and could begin Holy Week.

Too many newspaper articles and blogs have been written about the content of the Matura exam to discuss. I know what I'm going to say is the high school student's preoccupied gaze, but it should still sound - graduations were not difficult. Definitely not for high school students, although I realize that they could be a problem for students from vocational schools.

Many of the tasks were even at the level of the 1st year of high school. And now I'm not just talking about English, about which our teacher stated that he had to try to get at least the "school" tasks to the promoted level B2. Equally Czech language, mathematics and other subjects.

The main thing was that words about a "expert team" were still heard from Minister Dobeš. In any case, you can see for yourself how difficult the tests are - are already released to the public.

Teacher? Repair robot

Furthermore, I can't fail to mention a fact repeated a hundred times - state school-leaving examinations were organized inefficiently. An incredible amount of paper was printed on each student, which was previously destined to be thrown in the trash, and the delivery of tests to schools was reminiscent of the Kryštof event due to its organizational complexity. More accurate numbers for example on

I must mention at this point work of teachers. Throughout the year, I saw teachers spend tens of hours on various trainings (the content of which was changed as often as she did the rules), which sought only one thing - suck out the last remnants of the initiative and turn them (as one of them noted) into "repair machines."

Task succeeded - Teachers really were degrading to an unthinking object, bluntly correcting tests without thinking. Although teachers tried very hard not to show it, their fatigue and disgust were evident throughout the school year.

To sum up - the state school-leaving examinations were uniform, but inefficient, expensive, absolutely exhausting for teachers and too simple as a result for us high school students. As one of my teachers remarked at the beginning of the year - it will be more difficult for the student to complete the last year than to pass the state graduation.

This was indeed the case - the notorious "slackers" demotivated it to do something, so they took on an easier difficulty and climbed without learning, and those more responsible (or stupider, if you will) with a higher difficulty (which is really useless this year) also climbed without graduation. problems. In the end, therefore, only students of vocational schools grated. I pay tribute to them and hope that the system did not deter them from further study.

Indifference to the result

I personally come somehow impoverished. I passed an exam that I would be ashamed to mention at any job interview - even if it was a "higher level of difficulty".

We really need a state apparatus, which will determine what will be in the adult exam, which will complete secondary education, and according to which our future employer will evaluate us?

Let's think about this idea - what if schools were fully diversified according to what kind of high school diploma they would provide? And what if the state did not determine what would be in it, but controlled the market? Imagine an employer who reads in his CV that the applicant has graduated from the Jan Novák Grammar School in Prague (a fictional school).

In a system where there is a market in the field of education, the employer would know that at this school the graduate was required to pass a high school diploma in relatively difficult mathematics (the school would rely on it) and will therefore be eligible for technical positions - because the candidate and therefore even the school proved successful on the market. The same procedure would be applicable to university admission procedures. So I think the solution is free your hands for schools and give them the freedom to create "their" graduations.

Today's system of state graduations will produce only prefabricated graduates with the same knowledge of twenty books of classical literature and the ability to write a short style in English. maybe.

Some universities even announced admission exams for the first time this year, instead of accepting on the basis of a state school-leaving examination. Simply afraid of the influx of low-quality students.

If we free our hands on the market, schools will specialize and build a name based on what graduates they will produce with which graduation. Maybe then the unpleasant characteristics of Czech schools will disappear - for example, teaching English by trained Russian speakers instead of native speakers from English-speaking countries, encyclopedic data buffering, instead of learning argumentation, understanding the text, or God forbid forming your own opinion after hearing two different arguments.

Simply things like today the market requires workers, not what the state requires them to do. But there are things mentioned at all in the interest of state? Does the state want to use education to produce citizens able to survive without the crutch of redistribution? Let's answer this for ourselves.

Central planner Dobeš

But according to Minister Dobeš, however, we have nothing to fear - we will solve everything with good old state interventions. For example, it plans to balance pupil numbers between humanitarian and technical fields state regulations.

He is already launching an extensive advertising campaign to remind students what is right to study and what is not. It also has a plan to abolish grammar schools and make a list of "family silver", schools, which we keep. There is perhaps no need to comment on these steps - Dobeš only proved himself as a central planner producing places for other bureaucrats.

To sum it up - the last impression of the high school diploma is nothing but indifference. Indifference to the ones they would spend incomparably more time with at the "old" high school diploma. Further outrage over the fact that the state has again expanded its power in a completely undesirable direction. The direction in which Czech education should not continue. Towards centralization, state intervention and arrogant planning.


  1. to Matěj Soukup:

    I had to add an article - I talked about teachers of mostly Czech and English. In particular, mouthpieces were insane for English speakers, as they had to follow every word throughout the conversation and write down any discrepancies in the paper (prepared) within a second. They had about a minute to reach an agreement with another teacher. This way all day. I spoke with several English speakers and it was said that it was mainly a great pressure on the psyche. Moreover, as I have already mentioned - it was the degradation of the teacher to the computer - the "circuits" of grammar errors were determined and the train did not pass through them. Thus, for example, a large grammatical error was evaluated very slightly (even if it was repeated). I just don't imagine level B2 like that. In addition, I do not understand that the Ministry is not able to accept the B2 certificate as a substitute for the exam (or at least part of it).

    The Czech language is the same - especially in style.

    To your comments on the "market graduation" - today, HR professionals do not discuss it, because t makes no sense - the graduation is uniform and the same everywhere. In my opinion, when the school breaks down according to the offered graduation services, it will be in the employer's best interest to find out this information (even from external companies).

  2. 2MatejS: market-driven education was last here before Maria Theresa. The fact that the employer does not care what I have in high school is 1) distorted most probably by what positions you have experience with 2) the problem of the fact that the vast majority of secondary schools are state and therefore simply "gympl / ekonomka / prumka / ucnak .." , since the schools do not differ at all (the whole study is planned centrally through the curriculum, etc.).

    As proof, let's try to imagine that I would like to establish a libertarian high school with a focus on the pornographic industry and slang of American Mexicans. I would not want to practice there, I would like only one language, back physics, etc. nakonec And finally, I would like to give my own certificate of secondary education.

    Both today and ten, thirty, one hundred and two years ago, you wouldn't * have allowed it * to me. Because it doesn't fit into the central plan. So somehow a market mechanism.

    And on VS, as if.

  3. Nice article from the point of view of a fresh graduate. I am glad that some students also see the problem of simplicity of state graduations.

    However, I do not agree with a few points. Mathematics was prepared by adequate staff who have also completed teaching practice at schools with a focus on mathematics. Correcting tests (open tasks) in mathematics was easy for teachers (via the net - own experience). Except for minor disagreements between the evaluators, it was a matter of five days (both versions). From what I've seen for the answers, the level is desperate. Some examples are also calculated by seventh-graders from primary school (own experience).

    I will show greater disagreement over the market-driven school-leaving examination. She was here so far, and not a single interview I did did they decide what school I had my high school diploma from - they were interested in higher education than just a high school diploma.
    A possible solution could be a more difficult higher level of the state school-leaving examination, which would be a measure mainly for the entry of applicants to universities.

    Personnel professionals in companies will not want to discuss the rankings of school-leaving examinations and, in addition, verify the credibility of the source that compiled the rankings, because the ÚIV is dissolved, so statistics from education will probably be compiled by external companies.

    I agree with the author about the skeleton, which caused the low bar of both versions of graduations. I also don't understand what apprenticeship graduation is for.

  4. to eKSBii:

    The question is whether this is the teacher's incompetence or the simple chaos of state graduations.

    For example, it happened to a friend that during the English school-leaving examination, the teacher wanted to give him enough points to pass, but she was wrong and gave him a lower number of points than he could pass. So she let him go, even though she didn't want to. However, the bureaucracy of state graduations forbade the teacher to change the result and the friend graduates in September.

  5. The biggest problem of the state school-leaving examination was teachers. Before graduation, the Czech teacher assured us that points for more words in style are not deducted. Unfortunately, her colleague already read during the repair.

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