My speech is a persuasive argument in favour of abolishing GCSEs in order to

reduce academic stress and improve the education system, irrevocably. For
decades, GCSEs have been the standard method of evaluating academic ability
in the UK, since 1986

GCSEs are exams that are the most important evaluation of academic success
in the UK education system. They are taken by student’s aged 15-16 and are
equivalent to the American SAT. The GCSEs have been in place for decades and
have been a major factor in determining the career paths and educational
opportunities of many students. They once served a purpose that is now
considered as an obstacle.

Let me supply the context of the GCSE system. The GCSE system is based on a
standardized curriculum that focuses on compulsory academic subjects such
as: English, Maths, and Science. Clearly suggesting that, this system is too
narrow and does not account for individual skills and talents. Insinuating that
WE are not able to pursue OUR own interests or develop skills in areas outside
of the core GCSE subjects. They are known as, one size fits all, which is
detrimental to US who have a passion for different certain career path but are
unable to pursue it due to the demands of the GCSEs. The lack of flexibility in
the GCSE system also means that some of US may not have the opportunity to
develop important skills for the workplace, such as communication and
problem-solving, which are not assessed in GCSE exams. They are purely used
to determine OUR eligibility for further education, such as A-Levels and
university. One study published in the journal of education in 2016 found that
students who achieved high grades in their GCSE are not necessarily successful
in their careers than those who achieved lower grades. The study analysed that
over 2,000 students in the UK found external factors such as social class and
family background were more predicative of successful career paths.

The GCSE system is extremely stressful for both YOU and I and can have a
negative impact on their mental health. The pressure to perform well on the
GCSE exams can lead to a significant amount of stress and anxiety in the lead-
up to the exams. This can lead to unhealthy coping mechanisms, such as
substance misuse and eating disorders, which can have serious consequences
for the student's wellbeing. Additionally, the focus on exams can lead to both
YOU and I being overly fixated on their results, which do not adequately
prepare US for the world of work. Vocational training, work experience and
problem solving should be more emphasised in the education system in order
for the US to obtain more skills which will help greatly increase their chances of
success in this modern world. According to research by the Confederation of
British Industry, in 2017, over 40% of employers were dissatisfied with the
basic skills of school leavers, particularly in areas such as communication,
problem solving and teamwork. So are GCSE’s really a good way for US to be
prepared for the world of work?

The GCSE system is TOO based on a competitive system of grading, with the
top grades being the most desirable. This can lead to an unhealthy competitive
environment in which WE are constantly trying to outperform each other. This
can have a negative effect on the learning environment as students are more
focused on competing with each other than on actual learning. Additionally,
WE are driven to take extreme measures to achieve top grades, 80% of
teachers reported that their school placed too much emphasis on exams
causing numerous negative impacts such as cheating or taking performance-
enhancing drugs, which can lead to an increased risk of academic misconduct.
This current grading system is flawed and does not accurately reflect OUR
individual true potential. It can also be disadvantageous to those who perform
poorly under exam conditions, but excel in other areas, authorising top
universities such as Oxbridge to unfairly discriminate when comparing
applicants. Using ones performance at age 16 is unfair and irrelevant, surely it
should only matter what you are like now. The Oxford Review of Education in
2019 argued that GCSEs are biased against certain groups of students, such as
those from low-income backgrounds and those with English as a second
language.

Now let us consider the arguments in favour of maintaining GCSE’S. According

to the Joint Council for Qualifications, in 2020, over 5.2 million GCSE exams
were taken by students in the UK. These exams are an important guideline for
academic achievement, and provide a clear indication of OUR level of
knowledge and understanding in various subjects. In 2020, 24.5% of students
who achieved at least five GCSEs at grades 9-4 went on to study A-levels,
compared to just 2.2% of students who were not able to achieve this guideline.
Moreover, GCSE’s are a clear indication of a student’s level of knowledge and
understanding in different subjects which can be applied and useful for OUR
future career paths. This can be particularly important for universities and
employers, who use GCSEs as a key factor in their selection process of
university applications and employment. It is also worth noting that while
there may be limitations to using GCSEs as a sole indicator of student potential,
they are just ONE of many factors that universities and employers may
consider when evaluating candidates. This allows employers and further
education providers to compare students' qualifications and abilities fairly.
Should we really be compared through our GCSE grades?

GCSEs provide a sense of structure and purpose to the education system, by

setting clear goals and objectives for US who are from all backgrounds to work
towards, regardless of their social and economic status or family backgrounds.
This can help to motivate students, and provide a sense of direction and
purpose to their studies. In the end this provides the school pupil a sense of
achievement and allows them to learn discipline.

In conclusion, there are valid arguments on both sides of the debate over
whether GCSEs should be abolished. While there are certainly limitations to
the current system, particularly in terms of its narrow focus on academic
subjects and exam-based assessment, there are also advantages to
maintaining a standardized system of assessment that provides a clear
indication of a student's academic abilities.

Perhaps the best solution would be to reform GCSE’s to address some of the
current criticisms brought upon by parents and students of the modern
generation, by emphasising other skills which will be more helpful in their
future aspirations and career paths. However, it is important to remember that
GCSEs are just one aspect of the education system.