October 19, 2004

(Educators)So begins yet another attempt to reform Britain's secondary education - imposed on a school system reeling from the perpetual changes forced on it by

meddlesome bureaucrats and politicians.

Since New Labour came to power, our exam system has been in a state of almost permanent revolution. The introduction of the useless AS level... easier modular assessments... the introduction of social criteria into university entrances... and, of course, targets, targets, targets.

Why do we need these continual changes? The answer is that New Labour needs to find ever more ways to disguise the fact that a party which promised 'education, education, education' has presided over a remorseless dumbing down, accompanied by the equally remorseless grading up of exam results.

This does not conceal the fact that today it is possible to get GCSEs in English without being able to write grammatically and in Math without being able to count properly. Too many leave school at 16 with no qualifications while still more are not truly stretched by their exams.

To be fair, some of his suggestions merit good marks. He deserves considerable praise for proposing A-levels in vocational subjects that give long overdue recognition to technical skills. But replacing GCSEs with teacher-led assessment devalues an important exam and will lead to inevitable charges that low standards are being covered up

On the one hand his new diploma system seems to simplify things. On the other, it has so many layers that it is open to abuse and begs the question whether the most able will be truly stretched.

But the real problem is that after seven years of spin and incompetence, can we really trust New Labour and their obsession with social engineering with such radical 'reforms'.

The sooner Britain's exam system is taken out of the hands of politicians and made truly independent the better.