What is the difference between gce and cxc

The Caribbean Secondary Education Certificate CSEC syllabus in the Visual Arts will help to promote and encourage tolerance and diversity among students of different ethnic backgrounds, cultures and points of view in the region.

The syllabus also helps students to develop intellectually and seeks to refine their critical thinking skills and judgments through research and the making of art. The knowledge, understanding, skills and values to be gained from the CSEC Visual Arts Syllabus are organized in three components namely:.

We ensure once you buy essay online uk for faculty from us it's almost always a nice experience. We provide the client with the greatest control over the creative process; the client works with the author and editor assigned to them. At this time the OEC also stages its annual training programme for Exam Coordinators island-wide for both public and private institutions. Hard copies for all other subjects have to be physically submitted to CXC, through the Overseas Examinations Commission.

OEC produces and distributes an updated SBA Manual, which gives details of all requirements, including deadlines, procedures, etc. This is communicated in the SBA Manual and is understood by schools. The Overseas Examinations Commission has established an enviable record of a percent rate of return of scripts and SBAs placed in its custody over the years.

Additionally, the Organization has worked hard to improve its auditing of the SBAs and achieved near perfect over The CXC has been modified with questions that pertain to real life cultural backgrounds in the Caribbean that allows students to better relate to the material and problem solving. This is infact being pushed by the Examining Body in the form of lesson plans allowing for a more versatile structuring of the syllabus for the examination.

The evidence supplied in the items show that the CSEC exam of the second paper utilises the time period of 2 hours and 40 minutes to do 10 questions 8 compulsory and 2 optiional. This leaves a threshold for efficiency at 16 minutes per question. But an important observation in difference is that the O level paper uses a period of 2 hours and 30 minutes to do 10 questions 6 compulsory and 4 optional.

This leaves a threshold for efficiency at 15 minutes per question. A conclusion can be drawn in that the Cambridge Examining Body expects students to be more efficienct than the CXC expects students to be.

The efficiency however doesn't factor in the level of difficulty for either examinations. The certain subject material covered in the examinations has not being evolved in either Examination. CSEC however takes a simplistic approach while testing most of these disciplines.

The students of the Caribbean exam are also assisted with formula sheets attaching to the exam sheet itself, an added luxury that GCE students cannot enjoy.

The ridgity can come with its disadvantages especially where students are weak in specific areas of Mathematics that they would normally prefer to avoid in that regard. The two exams both maintain a structure that allows for efficient completion and draws to reason a comprehensive syllabus that encourages mastery in Mathematics. This paper dates back from the era where Dominica accepted the examinations as the standard.

The exam met with a lot of controversy because of late result releases, lack of foundation tools, and non localized teaching methods that were encouraged in that period.

This is the era when the Caribbean Examination Council had been accepted in Dominica in full as the head examining body. The GCE shows that the examination has been watered down over the years in an effort to promote use of technology. One can already notice the two part paper being examined contained a Paper One that utilised structured questions.

This is something that CSEC has never utilised, preferring the multiple choice approach over this approach which could have probably trained the students less to deal with problem solving rather than being presented options.

The time was also constrained as well, but the rate of efficiency was the same as of later examinations 15 minutes per question As in both exams, this exam forbades the use of calculators in paper one but what can be noticed is that the questions being evaluated were of high difficulty without a calculator.

Conclusions can be drawn in that the GCE exams of that time promoted the building of sharpness in the Mathematics discipline, especially in mental arithmetic, and promoted advanced alertness. There is also a lack of formula sheet which could have forced students to actually learn the various formulae being examined at the time.