History repeating itself?

Whatever the Government may claim about students becoming increasingly clever or increasingly better taught, there is little doubt that "A" levels are easier to pass, whether because of modularity and re-sits, work done away from school or less demanding subject content.

As a consequence, with so many students achieving A grades it has become necessary to create a higher grade still, A*, in order to introduce some discrimination in student performance.

Addtionally, Students in selected pilot groups will also begin the new "Diploma" next month. This qualification will be rated as worth 16% more in Ucas points than three "A" level passes at grade A, - 420 as against 360.

We should not dismiss the Diplomas before they have even been tried, but clearly a number of universities have considerable doubts about them, not least because there will be vocational or practical elements added to what was supposedly already a full academic content.

The Government, responding to the criticism that the Diploma will lack sufficient academic rigour to enable a student to attempt a good university degree programme, has announced that students will be able to "bolt on" additional academic elements. This seems to be the A* appearing again.

Nobody questions the need to have vocational elements for those not able or not wishing to enter higher education, especially if the Government succeeds in keeping all young people in full time education until they are 18, but it is still more evidence of the "No-one should be seen to fail" mentality.

Many graduates will need vocational training, if they are embarking on a professional career, but the time for this is after graduation, when they will receive "on the job" training.

If the Government is trying through the Diploma to put right some of the deficiencies of secondary education, - teaching how to write letters or CVs, and other things, should these be part of a final qualification which assesses a student's potential to study in higher education? This may be the real problem throughout, - trying to have a qualification which all can pass, and yet one which enables universities to be able to assess student academic potential.