Under the most radical shake-up of 14-19 education in 50 years, A-levels and GCSEs will be scrapped and replaced by a diploma. Lindsay Jennings looks at what the changes mean.

STUDENTS may no longer spend entire summers in the exam hall if sweeping changes to the education system are brought in. Many of the external examinations at GCSE level will go in favour of internal teacher-led school assessments if the proposals made by Mike Tomlinson, former chief inspector of schools, are adopted.

We look at what exactly the proposals will mean.

Q What changes are being proposed?

A The Government commissioned Mike Tomlinson, the former chief inspector of schools, to overhaul the education system with the aim of improving literacy and numeracy.

His proposals are to have a new four-level diploma which will replace GCSEs, A-levels and vocational qualifications.

Q How will this work?

A Under the proposals, the diploma will have two elements - "core learning" and "main learning". The core learning, says Mr Tomlinson, is to get the basics right and is designed to ensure students gain a "mastery of functional maths, functional literacy, communication and ICT." Everyone will have to pass the "core" element in order to get a diploma and as part of the core learning students will have to produce an extended project or "personal challenge." This could take the form of a long essay or something they have designed or built, perhaps even a performance, and it replaces all the coursework previously carried out at GCSE level.

Students might choose to take their project in one favourite subject or cover a range of subjects. The idea is to demonstrate the ability to plan something, research it, analyse material and compile a finished piece.

Q What is the main learning element?

A It is the main learning element which will make up the majority of students' work. This will comprise building blocks, or modules, which will make up either a specialised or an open diploma. The open version will leave you free to pick and choose which modules you do.

For the specialised diploma, there are between 15-20 "lines" which students can choose from. These ''lines'' will include groupings such as health, public services and care, science and maths, retail and commercial enterprise, and arts, media and publishing.

The idea behind this is to give stronger or more respected vocational qualifications, which under the proposals will take on a much higher profile and be given equal status to more traditional academic education.

The courses will include ''relevant, structured work placements'' from the age of 14 onwards and businesses may be involved in developing new vocational study programmes. Even apprenticeships will eventually be integrated with the diploma system.

Under the proposals, students will also be able to progress at their own rate, with classes streamed more on ability rather than age.

The four levels will comprise entry, foundation (roughly equivalent to GCSE grades D to G) intermediate grades (GCSE grades A+ to C) and advanced (A-levels).

Q How will the diploma be graded?

A The average student now takes about 40 public exams between the ages of 16 and 18. The report says that GCSEs take up too much time in preparing for exams and that the current coursework system will be scrapped, along with most external exams that pupils now take at GCSE level. The idea is for youngsters at this level to be largely assessed by their teachers in school, but some external testing would continue in the core elements of the diploma.

Under the proposals, the current A-level stage exams will be made more challenging for the brighter students. They will be asked optional questions which are harder than the current A-level standards and lean more towards first year degree level, to stretch the brightest students more.

New grades of A+ and A++ (the latter, in theory, being awarded to the top five per cent) will be introduced to make it easier for universities to tell who the brightest students are.

Students will also receive "transcripts" with their diplomas which will say which specialism they did, if any, and give a breakdown of every mark for every module they sat as well as full details of their "core" achievements.

In line with cutting back exams, the current system of six units to make up an A-level will be reduced to four.

Each level of the diploma above entry level will be graded pass, merit or distinction - rather as GNVQs do now.

Q What has been the reaction to the changes?

A Teachers and pupils have already had to adjust to what seems like an endless procession of reforms. Indeed, the last time there was a major shake-up in A-levels in 2000 thousands of papers had to be remarked following a row over allegations that the grades had been fixed.

Teachers are wary that the new proposals do not mean their workloads increase, but essentially many have reacted positively to the Government putting more trust in their professional judgment.

Universities have also given a cautious welcome, saying the proposals tackle a number of growing concerns, at one end a lack of core skills among students, and at the other, being able to differentiate between the most able candidates.

But business leaders remain sceptical. The Confederation of British Industry says it is not convinced that a shake-up in education will lead to improved levels of literacy and numeracy.

Q So what happens now?

A The Government will respond to the Tomlinson report and make ''positive and detailed proposals'' in a White Paper early in the New Year. Mr Tomlinson has assured parents that changes will take ten years to introduce and will not be rushed in. He says the core elements, the vocational provisions and the cuts in the number of external exams students take will be dealt with first. Each element will be piloted before being implemented nationwide.