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‘They are making young people ill’: is it time to scrap GCSEs? | GCSEs

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It’s approaching 8.30am on a Wednesday in June and 140 grim-faced teenagers are making their way into an exam hall. Today it’s GCSE maths paper 2 (calculator). A posse of smiling staff encourage and cajole: “Good luck, hope it goes really well.” “Bags at the back please!” “Use a black pen only.” A few stragglers reluctantly make an entrance. “Find your seats quickly, please. Good luck!”

Once everyone is seated, there’s the exam prayer. (This is Urswick school, a mixed Church of England secondary in north-east London.) “Heavenly father, be with me as I take this exam, keep my mind alert and my memory sharp, calm my nerves and help me concentrate.” Some candidates bow their heads, others stare glumly into the distance. Then, a few final words of encouragement. “So, year 11, this is your time to shine. Good luck – you have an hour and a half. You may begin.” And they’re off. Welcome to the 2025 summer exam season.

GCSEs – the qualifications taken by 15- and 16-year-olds at the end of their secondary education – are well under way in assembly and sports halls across England, Wales and Northern Ireland. But so too is a growing debate about whether it might be time to reform, or even abolish, the exams that have shaped young people’s fortunes for almost four decades. The government’s national curriculum and assessment review, including potential reform to GCSEs, will be published later this year. Not a moment too soon, for many.

The GCSE – or general certificate of secondary education – was introduced in 1986, replacing the two-track “sheep and goats” system of O-levels and CSEs (certificate of secondary education). Since then they have undergone several changes, most significantly under David Cameron’s government and the then education secretary Michael Gove, who wanted a more “rigorous” set of qualifications. He increased content, and replaced modules and coursework with end-of-course exams, graded by a number (from 1 to 9, with 9 being the best) rather than a letter.

Critics have argued there are too many exams: students in England typically sit between 24 and 31 hours of exams in year 11, which is double, even triple, the totals for countries such as Ireland (16) and Canada (10). They say the curriculum content is vast and unwieldy – teachers struggle to cover it in the allotted time and pupils struggle to master it – and the high-stakes nature of the assessment creates excessive anxiety and stress for teenagers, more of whom now experience poor mental health, particularly since Covid.

They are worried about the narrow academic focus, the danger of teaching to the test and the alarmingly high failure rate. Every year, about a third of GCSE pupils across England finish year 11 without achieving a grade 4 pass in English and maths. Then there’s the fact that children in England are now required to remain in education or training until they’re 18, making GCSEs at 16 kind of redundant.

The roll call of industry leaders who would like to see them scrapped is growing. Among them are the former Ofsted boss Sir Michael Wilshaw and Kenneth Baker – the former education secretary who introduced GCSEs. They join institutions that have spoken out against the exams, such as Eton college, Bedales school, St Paul’s girls’ school and the Tony Blair Institute for Global Change. Many teachers, parents and pupils still under the GCSE cosh would concur.

“While there is a place for these sorts of exams”, Blair wrote in the Telegraph in 2022, “we cannot rely on them alone: they only measure certain skills, they do not always do this accurately, and they invite narrow teaching styles aimed at passing tests rather than building other key aptitudes.”

Writing in the Guardian earlier this year, Simon Jenkins condemned what he described as the destructive cult of the exam, warning it was harming young people. “Just say it,” he urged. “Spit it out. Abolish GCSE. It has nothing to do with young people or their advancement. It has everything to do with quantifying, measuring, controlling and governing their preparation for life.”

Then there’s the chronic unfairness of the system. Covid fuelled the attainment gap between rich and poor pupils; now a boom in private tutoring is adding to the sense that there’s a two-tier system, with wealthier families able to pay to secure their children advantages that poorer families cannot afford. According to a 2023 Sutton Trust survey, almost half (46%) of pupils in London received private tutoring, compared with 30% for England as a whole.

“GCSEs are failing the fairness test,” says Lee Elliot Major, a professor of social mobility at the University of Exeter. “We must face up to the stark truth that they reward children not just for what they know, but for the resources their families can draw upon – whether it is extensive help via the booming industry of private tutors or the middle-class assumptions embedded in our curriculum that alienate and disadvantage those lacking a particular cultural capital.

‘Failure is baked in.’ Photograph: Linda Nylind/The Guardian

“We’ve created an exam system that perpetuates privilege from one generation to the next. Our meritocratic elites, obsessed solely with narrow academic memorisation tests, are losing the bigger political battles over our failure to nurture all talents in society.”

Ben Davis, headteacher at St Ambrose Barlow Roman Catholic high school in Swinton, Salford, is among those who want change. “GCSEs have run their course and are not fit for purpose. I’d go so far as to say they are making young people ill and they impoverish teaching.”

They are not inclusive, failure is “baked in” and “there is a disconnect between GCSEs and what employers need and expect,” says Davis. They should be replaced, he suggests, with a single diploma-based system for all young people, so that vocational, life skills, apprenticeships and academic qualifications sit alongside one another and pupils can combine these in the way that suits them best.

Sammy Wright, head of school at Southmoor Academy in Sunderland and author of Exam Nation: Why Our Obsession With Grades Fails Everyone and a Better Way to Think About School, agrees the system is ripe for change. “The short answer is that GCSEs are designed to fit an academic trajectory. The model of learning they follow dovetails neatly with A-levels and then university, but that isn’t what many kids do.

“Essentially, GCSEs ask children to try an academic pathway, and then only when they fail do they offer a different version of what education might be. My favoured alternative,” he says, “is a passport qualification, where instead of discrete grades, they get an overall mark, within which there are many different elements. But this is long-term, it must be thought through and not rushed. It’s a decade’s work, really.”

It is a huge challenge, says Dr Mary Richardson, professor of educational assessment at UCL’s Institute of Education, “because GCSEs are (a) not ‘bad’ assessments at all; it is the culture they support and breed that is our major societal challenge, and one which I feel adds little value to both education and to the lives of teenagers. And (b) they are part of a massive, corporate assessment industry.

“I’ve been castigated in the past for suggesting that we should review national testing of this kind at 16, mainly because there are thousands of jobs that rely on this aspect of our education system. However, if we could invest more money in teacher education, and supporting teachers to assess in schools, then that is a way to reorientate all that expertise in assessment. And by that I mean a really rich type of assessment that adds value to learners and learning, not simply a one-off test situation with limited context.” Maybe, but concerns would doubtless persist about the reliability of and potential for bias in any teacher assessment-based system.

Former education secretary Michael Gove, who made changes to GCSEs as he wanted a more ‘rigorous’ set of qualifications. Photograph: Jon Super/AP

No prizes for guessing what Britain’s strictest headteacher thinks. Katharine Birbalsingh, who founded the high-achieving Michaela Community School in the London borough of Brent, is a firm supporter of GCSEs. She approved of Gove’s changes and thinks it’s important for children to face challenges such as exams, to help build the resilience that will get them through the vicissitudes of life.

“Look, GCSEs are not perfect. I would be the first one to say that. All exams have problems. But exams hold institutions to account. It’s not just about holding the children to account. Most of it is about holding the entire system to account.

“There needs to be something to set the standard. It’s also the case when it comes to employers that they have some sense of how the child has done. Otherwise it’s just a free-for-all where everybody’s just making up whatever they’re doing.”

Richard Brown, headteacher at Urswick, may not see eye to eye with Birbalsingh on everything, but he does agree that GCSEs should be retained, with some changes. “At the end of the day, this is an outcomes-driven business,” he says ruefully. This is his last summer of exams before retirement. “Personally I would not get rid of GCSEs. They are such a powerful brand and children do thrive on the challenge of them.

“I can just about remember when I took exams and I’m sure I was nervous, but I went in and did it. That’s grit and resilience, isn’t it? That’s what schools have to look at and make sure their youngsters can deal with setbacks.”

We are chatting in his office, reflecting on his 40 years as a teacher. Over in the exam hall, maths paper 2 draws to an end. It seems to have gone reasonably well, though the question on angles caused some problems. “It was OK,” says Scarlett cautiously. “A lot of predicted topics came up.” “Challenging questions but nothing I couldn’t overcome,” Kelvin adds confidently. “Topics that I didn’t revise came up but I used my foundation mathematical knowledge to work it out,” says Fatou. “Perfecto!” breezes Joshua.

And so the annual ritual continues. The see-through pencil cases, the clocks, the rows of desks, the last-minute revision and prompt cards, and the final reassuring words from ever-attentive teachers who are desperate for their students to do their very best. Maths paper 2 is over but there’s maths paper 3 still to go, plus religious studies, history, French, English language, geography …

Elsewhere in Urswick’s bright, modern classrooms, year 10s are well on their way through their GCSE courses, preparing for next summer’s exam season. The debate will go on, but in all likelihood, so too will the exams. In some shape or form. For the time being.



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Inside the world of Kenya’s ‘shadow scholars’ paid to write essays for UK students | Universities

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There is a secret industry that generates billions of dollars a year. Its workers are bright, industrious and completely anonymous. Their job is writing essays to order for students – in the UK and elsewhere – to help them get good degrees.

These are “shadow scholars”, highly educated Kenyans who earn a living by working for essay mills. They are contracted to ghostwrite essays, PhD dissertations and other academic papers for students across the world, who pay a fee then pass off the work as their own.

The role is not unique to Kenya. There are similar writers in India, Pakistan and any other number of countries, including the UK, but Kenya has been identified as a hotspot, with an estimated 40,000 ghostwriters working in Nairobi alone.

They are the subject of a new film that talks for the first time to the young Kenyans who may be writing an essay or dissertation on any topic from mechanical engineering, nursing or quantum physics to Jane Austen, linguistics or Ho Chi Minh.

Smart, ambitious, well-educated and tech-savvy, they worked hard to get to university, they graduated with good degrees, but there are no jobs. Instead they spend their days – and nights – logging on to essay-writing platforms, scrolling down the list of assignments and making their bids to win the work.

The cameras follow the sociologist and Oxford professor Patricia Kingori as she travels to Nairobi to interview the writers and explore the power dynamics that enable students in countries such as the UK to secure degrees and begin lucrative careers without doing their own work.

Patricia Kingori said it was important to overturn the idea that ‘Africa isn’t the place that is propping up educational institutions.’ Photograph: Channel 4

She is bowled over by the young people she meets. “They’re incredible,” she told the Guardian. “I felt like I was entering a kind of elite athletes’ camp. It’s like being a recreational jogger and then suddenly entering an Olympic village.

“You’re able to write an essay, on a subject you’ve learned nothing about, in six hours? How are you able to do this? They have to meet these deadlines, otherwise they get badly reviewed and they get kicked off the platform. They don’t get extensions. They don’t get sick notes. They just have to do it.”

Kingori, who is Kenyan-born, meets Mercy, a graduate and mother of Angel, who works through the night, sometimes having to master two different subjects for two different assignments in the space of 12 hours. She has had only three hours’ sleep, but she needs the money.

With the money he has made, Chege, who describes himself as one of Kenya’s academic writing pioneers, paid for his own education, supported his sister through her degree, built his parents a house and bought himself a car.

The writers create fake IDs, using white profiles and names, because they say it helps convince clients they are up to the task. “If you go online now and try to find help with an essay, invariably they sell you the service as if it’s coming from somebody that’s in the UK or the US,” said Kingori.

“Nothing that I’ve seen will tell you that this is somebody in Nairobi. There’s this idea that this could not be coming from an African country. This level of intellect and skills could not be coming from people in Kenya.

The best paid shadow scholars can earn as much as a doctor in Nairobi. Pricing ranges from less than £1 a page to thousands of pounds for a whole dissertation. Photograph: Channel 4

“Africa isn’t the place that educates us, right? This is the place where we do all the cake sales for, it’s not the place that is actually propping up all of our educational institutions. So I think turning that on its head is really important.”

One of the writers in the film says: “They want our ideas. They just don’t want us.”

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Another says: “There’s no Kenyan writer who called an American citizen and asked them to do an assignment for them.”

The best paid can earn as much as a doctor in Nairobi. Pricing can range from less than £1 a page to thousands of pounds for a whole dissertation. Adrian has written essays for students at the universities of Oxford and Leeds, among others. Asked about the ethics of what he does, he said: “For me, I’m gaining knowledge. I would pass that question to the client.”

On the other side of the world is Kate, a US student who was falling behind with her studies and sold nudes so she could pay $300 for someone else to write her essays. Her parents invested their life savings in her education, which is costing tens of thousands of dollars a year, and she cannot bear to let them down.

Essay mills were banned in England in 2022, but one expert said students are still using them, though genAI is changing the landscape. Photograph: Channel 4

Essay mills were banned in England in 2022, but according to Thomas Lancaster, a computer scientist and expert on contract cheating at Imperial College London, students are still using them, though the advent of generative AI is changing the landscape.

“Contract cheating and the use of essay mills remains a major problem in UK higher education, as students are getting awards that they do not deserve. This is unfair to the vast majority of students, who are working and studying hard,” he said.

“Some students have moved to using genAI systems like ChatGPT in place of contracting to an essay mill. I’ve also heard that there is a market now for students who use genAI to create a first draft, but then hire a writer to check the content and to rewrite it so that it is not detected as AI-generated.”

Kingori is angry at what the film uncovers. “Power makes itself invisible so we don’t question whether things should be the way they are. It enrages me. This should not be why Kenya is on the map, and if the world was fair, these scholars would be able to operate on the world stage as themselves.”

All names have been changed. The Shadow Scholars can be seen in select UK cinemas from 16 September and on Channel 4 on 24 September at 10pm



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How to manage a part-time job alongside your student workload … and boost your CV at the same time | University guide

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If you’re planning to go to university, you may also be thinking about getting a job while studying. But it can be difficult to know where to look, especially if you’re moving to an unfamiliar city.

The most important thing is to find a job that’s flexible enough to fit alongside your studies. With the third term increasingly quiet or even empty you might consider filling it with temporary work – but remember your main goal is to get a degree that opens the door to the career you want. Many universities, including Edinburgh, Birmingham and Brunel, recommend working no more than an average of 15 hours a week during term time so that your studies aren’t compromised.

Aside from the usual job search platforms such as LinkedIn, Indeed and Reed, there are other sites worth a look if you want flexible work either during term time or the holidays. Jobtoday, Caterer, E4s, StudentJob and JobsBear all list jobs around the UK, including casual work.

As well as searching on job sites, you could contact local catering companies – they often let you pick up waitering shifts as and when they suit you. From October, Christmas temp roles are worth looking out for as many retail and hospitality companies will be offering flexible working contracts during this time.

Working for a chain that has branches around the country is great because it can give you the flexibility of transferring to another outlet when moving between home and university and vice-versa.

When you get to university, your campus will have an employability or careers team. They should be able to give you guidance on finding jobs in the area, as well as helping you with your CV and cover letter.

Even if the role does not match what you hope to do for a living post-university, having a job while studying will equip you with essential life skills. All jobs involve being organised and punctual, many will help you build resilience and your communication skills as you deal with different people and situations.

Roles such as restaurant work can have great transferable skills such as conflict resolution (dealing with awkward customers), building rapport (with colleagues and not-awkward customers) and being able to work well under pressure. These will all serve you well on your CV.

“Increasingly, major graduate employers are prioritising skills over academic qualifications when selecting candidates,” says Claire Tyler, head of insights at the Institute of Student Employers, the biggest UK student recruitment community.

“We recommend students research the skill requirements of the graduate employers they may wish to apply to after university and then seek part-time work which will help demonstrate these skills.

“Developing skills during part-time employment work is an accessible way students can ensure they stand out in a competitive graduate job market.”



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No alcohol? No problem: how to make friends at university without booze | Universities

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For as long as anyone can remember, drinking has been a key part of the student experience – but this is changing. An increasing number of young people are turning away from drinking, with a 2024 poll by Student Beans finding that half of first-year students did not plan to drink during their freshers’ week.

If you’re considering a teetotal uni experience, or want to limit your drinking, here are four places to look for sober fun.

Societies

One of the easiest ways to find like-minded people and make friends without alcohol is to join any society that you’re interested in. There are more than 10,000 societies across all universities in the UK, with at least 50 to choose from at most universities, many of which do not involve alcohol.

Georgia Burdis, a vice-president of activities at Northumbria University, says that for “students who don’t drink, university can still be a very rewarding social experience when you find the right spaces” and advises teetotal students to “seek out communities that align with your intentions rather than the social norms of alcohol consumption. This way you will naturally build meaningful friendships”.

Parties

It is absolutely possible to go to parties where people are drinking and still have fun while sober. Although it might be outside your comfort zone, try at least one to find out if you enjoy it.

If you want to go to a party with other people like yourself, there is a surprising amount of choice. Sober parties have fast become normalised, with events spreading across the country. In Glasgow, for example, Good Clean Fun puts on monthly ticketed events that combine a variety of musical genres with activities such as meditation.

Enjoy the outdoors

A study by the Mental Health Foundation found that 39% of students did not do regular exercise, often citing tiredness and a preference for socialising. So how about combining looking after your health with making friends in the process?

Most universities will have great sportsfacilities and a plethora of teams you can join, with something to suit all ability levels. Ask at your fresher’s fair to find the perfect fit.

For something more intrepid, outdoor societies such as Dundee University’s Rucksack club, the University of Plymouth’s Adventure & expo group and the University of London Mountaineering club take advantage of the local countryside and are open to people of all backgrounds and experience levels.

Games

You might think only mature students would enjoy playing board games – but you’d be wrong. One study by Edge Hill University (pdf) found that 26.9% of board game players are between the ages of 18 and 25.

There are a surprising number of games clubs and campus societies dedicated to them. Edge Hill has several, including the Poker and card games society, which says new members should “feel free to bring along any card game you wanna play and I’m sure we’ll enjoy playing too!”.



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