GCSE Catch-Up & Completion

In the United Kingdom, the official academic year starts in September and ends in July. This conflicts with the official academic years of origin countries of most diasporans.

Also, schoolchildren’s education streams are based on their specific age, and they cannot belong to year streams outside of their age groups. This contrasts with most diasporan-originating countries, where children can sometimes start school at later ages than they would in the United Kingdom due to reasons like poverty, war and conflict, and social deprivation.

As a result, when young people migrate to the United Kingdom while studying for their GCSE qualification, they may do so when they are about to sit their examinations in the last quarter months of the year (September to December). This will misalign with the system in the United Kingdom where GCSE examinations are done and finished by July, thus causing young people not to have any options for completing their GCSEs, which they would have worked hard on for the previous two years of their lives.

Whether you’ve missed classroom time, need help in core subjects like Maths or English, or want structured guidance, our program is here for you. With experienced tutors and culturally aware mentors, we provide a supportive learning environment where young people can thrive both academically and personally.

Upon migrating to the United Kingdom, young diasporans are often forced to skip some academic stages so that they will be deemed to no longer belong to the local education system. They will, resultantly, be moved ahead to skip GCSEs that they will no longer be age-suited to join, and, instead, join the Advanced Level (A-Level) stage, which they will, unfortunately, be unprepared for. This scenario can seriously impact the confidence levels of young people and lead them to underperform in their future studies. It can also cause affected young people not to have sufficient chances to demonstrate aptitude in their preferred, meaningful subject areas, which lessens their ability to choose meaningful study combinations in further education and subsequently compromises their future professional prospects.