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The government wants everyone to get their 5 A*-C grades (the benchmark) and be as employable as possible as a result. And over the past couple of decades, the percentage doing so has skyrocketed - not because people are getting more intelligent or are being taught better, but because exams have been getting easier and easier. I once saw a Foundation tier maths question which listed several integers and asked the candidate to pick an even number. This is GCSE, for crying out loud. This is what 16 year olds are meant to be doing, according to our education system. I don't care if it's the Foundation paper, this is ridiculous - people can achieve a C grade by answering such questions.
And what's going to happen if this continues? Well, for a start, employers and universities, some of which are swamped with applicants (I speak as a recent Cambridge applicant) are going to start raising the bar more and more - no longer will 5 A*-C grades suffice, it'll be 6, then 7, etc. and then all those extra GCSEs people have because they were made easier will be devalued. With propsals of an A** grade for GCSE and an A* grade for A-levels (God forbid), this doesn't look like it's going to end any time soon. In 5 years time, what good will the A** grade have done when it's worth the same as an A* currently is?
Some universities now ask for individual module marks in A and AS-levels, as well as asking for good grades in their own tests, such as STEP, BMAT etc. Even with a personal statement, a list of grades and perhaps even an interview, they still have a hell of a hard time deciding who to accept.
It's not just the government's fault either - I blame many of the schools that discourage people from taking subjects like maths, sciences and languages because they're seen as difficult subjects and will be detrimental to their position in the league tables, which are now just one big joke. Vocational GCSEs are sometimes worth up to 4 times as much as a normal GCSE. Is Cake Decorating really 4 times as important as Physics?
What's just as bad is the fact that iGCSEs (International GCSE, an extension of the GCSE syllabus, and arguably much more difficult), which some schools are changing to in response to the slipping standards of GCSEs, are not currently recognised. A school can be one of the best in the country and have 0 points in the league tables just because they're shunning GCSE and doing something more substantial. As a result, the uptake of iGCSEs (and other such alternative qualifications) has partly been hindered by school boards anxious about the tables.
The goal of the GCSE was to provide people with a good, compulsory minimum level of knowledge and understanding before they leave school, whilst providing a good "stepping-stone" for those who want to continue their studies. It now does neither. People being taught just the standard syllabus are left nowhere near as knowledgeable as they should be, and it seems that other than in the few places that teach well beyond the syllabus, gifted children are not given the means to flourish, or even be recognised as gifted. How many more modern-day Newtons are we going to waste before our education system is fixed?
American computer engineer Laszlo Kish at Texas A&M University in College Station claims to have done just that. He says the thermal properties of a simple wire can be exploited to create a secure communications channel, one that outperforms quantum cryptography keys."