WHEN it comes to the examination system, we should start from the premise that there is room for improvement.

Without wishing to denigrate the achievements of pupils, the current system is flawed because, with a heavy reliance on course work, it is open to spoon-feeding in order for schools to hit targets.

The Government can hardly complain about schools “teaching to the exam” because so much accountability has been placed on league tables.

But the result, in some schools, has been a less rounded education and that has to be addressed.

It remains to be seen whether replacing GCSEs with a new single endof- year examination – the English Baccalaureate Certificate – is the answer.

We need an exam which is a more challenging test of the highest attainers, but not one which is unfair or excludes some children.

It is also right to make schools accountable but we need to find a way of measuring teaching standards that doesn’t conflict with the need for deeper learning.

Finding the balance is extremely complex and that is why it would be wrong to rush into change for the sake of political opportunism.

The GCSE system can be improved – but it is not without its merits. The proposed English Baccalaureate Certificate is not without its attractions – but there are potential problems too.

What we need is schools, parents and students taking part in comprehensive and meaningful consultation to come up with a balanced, modern examination system.

And Britain will be failing its youngsters if it doesn’t also make sure that employers are at the heart of change.