The future of GCSEs and A-levels in Northern Ireland

With a major announcement due on the future of qualifications in Northern Ireland, CCEA Chief Executive Richard Hanna reflects on the lessons learnt from his organisation’s fundamental review of GCSEs and A-levels.

In October 2012, the Minister for Education, John O’Dowd MLA, commissioned the Council for the Curriculum, Examinations and Assessment (CCEA) to carry out a fundamental review of GCSEs and A-levels.

The CCEA review reported in June 2013 and the Minister has subsequently carried out a consultation on its recommendations.

The review process involved engagement with a wide range of stakeholders and provided an opportunity to reflect on the qualifications system in Northern Ireland and consider the future, given changes in policy relating to qualifications in England and Wales. We consulted on a range of options and the recommendations made were based on a wide range of stakeholders’ views and research evidence.

There was strong support expressed for GCSEs and A-levels. There were, however, areas where it was felt change may be necessary and that this should take into account the needs of learners, education policy and the economy in Northern Ireland.

A critical aspect of feedback was the need to ensure under any circumstances, qualifications taken by learners in Northern Ireland are comparable to similar qualifications taken elsewhere. CCEA will continue to work with regulatory counterparts in England and Wales to ensure qualifications taken here are comparable to those taken elsewhere and command the confidence of universities and employers.

However, as demonstrated in other jurisdictions, high standards, comparability and consequent confidence in qualifications can be achieved when there are differing assessment practice and qualification structures.

Many of those who responded to the consultation were keen to stress that qualifications in Northern Ireland need to be relevant to and contribute to our skills agenda. Of particular note was that students should achieve their potential in English, mathematics and ICT and that these subjects should equip learners with the skills employers highlight as fundamental.

It is important to consider how qualifications deal with the issue of underachievement and recognise achievement across the full ability range. Research, including studies from Oxford University Centre for Educational Assessment (OUCEA), has shown that raising the demand of examinations will not in itself raise standards of achievement.

Not all individuals learn in the same way and there must be equality of opportunity for all ensuring every learner achieves their full potential and has this recognised.

Flexibility in assessment was viewed as essential to suit the needs of learners and subjects. Representatives from a number of leading universities, including Oxford and Cambridge, have recently highlighted the importance of retaining the AS/A2 relationship in light of plans in England to introduce linear A-levels and remove the AS contribution to the A-level grade. Modular assessment was valued by learners and educationalists here, supporting the Minister’s interim announcement to retain the current A-level AS/A2 modular structure.

Across Northern Ireland, students are working hard to achieve qualifications that provide them with the opportunity for progression. Whatever changes are made to qualifications here, standards must be maintained so as to ensure learners continue to be able to progress to further study or work. CCEA looks forward to playing an integral part in the process.

www.ccea.org.uk
Follow us on Twitter @ccea_info