Secondary education in the UK - the exams (Part III - the alternatives)

While the problem of exams becoming ever easier and easy routes being sought have drawn continuous criticism, that of the exam hierarchy itself was boiling over only during my days as a sixth former.

At that time, people were casting doubts over the GCSE and GCE systems. The GCE had just been split into AS and A level exams, causing confusion and mark controversies. The questions of whether 'ABB' grades was a better combination than 'AAC' and that candidates were seeking soft subjects in place of languages and sciences were making people think twice about the current system.

Quite rightly so, given that all the changes in the system were moving away from the competitive and meanginful arena. All the concerns were making even the highest attainments of 'AAAA' or above look unsound in terms of recognition of abilities and excellence among peers.

The most popular alternative discussed was that of the European Bacalaureate, in which candidates must study maths, science and languages, as well as writing a thesis-style essay. The candidate would be given a combined mark topping 45. This would be very different different from the current system, given the smaller degree of freedom in choice of subjects, and that potentially students knows less of the relevant knowledge as they enter university (e.g. for science degrees). Also as the subjects cannot be graded individually, much explaining may be needed for a gifted scientist with deficiencies in languages.

The idea was eventually dropped for various reasons, and the current system prevailed. Personally, I am in favour of the current system of individual grading and freedom in choice of subjects, but maybe there should be proficiency test in languages, sciences and maths for not choosing a subject portfolio comprising all 3 elements. A bit like the IELTS exams, as long as they achieve the proficiency during their sixth form career. Only a 'pass' would be required, nothing more.

Education reforms are always tricky, but they are a necessary evil. An idle education system is only doing harm to a society. At present, the UK education system is starting to look old and fragile in the wind of change. It cannot hold on for much longer.