GCSEs-the UK's imperfect education system
This article was written by one of our Young Reporters, a scheme that gives 14 to 18-year-old school students a chance to write for a real newspaper. Find out more at the Young Reporter website.
With exam season quickly encroaching, Year 11 students this year are all too familiar with the four-letter acronym-But it is strange to think that such a well-established system has only been around less than 40 years.
GCSEs, a brief history:
In the 80’s, it was announced a new education system would take place to “modernise the curriculum and provide a fairer assessment method for all students.”, according to Save My Exams. The General Certificate of Secondary Education “stressed equality of opportunity” in assessment of students says AQA, as content was the ‘same’ for everyone, “(with the exception of tiered papers).”
Compared to the rigorous O-levels and the lax CSEs, of which students were forced to do based on their perceived ability, this reinforced the divide of those who were academically ‘better’ and those who were not, often correlating with social status.
While GCSEs incorporated both practical and academic knowledge and lessened the stark divide, it still encompasses the inequalities of the past.
Figures and Statistics:
According to gov.uk, GCSE grades of a 7/A or above were obtained by 28.5% in London 2024, whereas only 17.8% of the North East achieved the same.
In another study of theirs, the Average Attainment 8 Score out of 90, was scored lowest by Gypsy and Roma groups in 2023, with a score of 20.3, followed by Irish travellers at 26.8.
Where many groups are prone to disadvantages, it is shown that almost are prone to stress.
According to Mark in Style, “73% of teachers believe student mental health has worsened since the introduction of the reformed GCSEs.” With 15% possibly falling into highly test anxious.
For a system used widespread across the UK, a less stressful and fairer education is needed,
So how do we improve our education system?
Former Education Secretary Charles Clarke chaired “Striking the Balance”, recommending more reduced and spread out exams to lessen stress, benchmarking exams at 14, and others.
While it is difficult to boost GCSE results of all disadvantaged groups as a whole, there are now more options for those who do not excel academically, offering vocational alternatives like Apprenticeships and T-levels, serving the same function as A-levels.
While it is very much an imperfect system, there are those who work tirelessly to better it to give those of the future a better opportunity-Seemingly fairer than 40 years ago without it.
