In recent months, there have been renewed calls for the Grade Six Achievement Test (GSAT) to be scrapped. Persons have argued that it is too difficult an exam, too stressful, and that it is a way of maintaining the society's class structure. The Education Minister is on record as likening elements of the examination to the now defunct Apartheid Regime in South Africa.

The GSAT examination is based on the grade four, five and six syllabuses. A number of teachers too have agreed that the exam is challenging and stressful for the students.

The stress factor, unfortunately, is difficult to avoid; however, it can be minimised with the provision of more guidance counsellors in the school system, and having special seminars for the teachers concerned. The parents too should not be left out of the equation as they are the cause of much of the stress and anxiety. Appropriate workshop sessions should be held with them.

I emphasised that the class issue is a difficult proposition and that in this regard there are challenges as it was with the Common Entrance. The traditional high schools will continue for some while yet to be seen as elitist. Just listen to the principals' reports across the island during the recent school-leaving exercises. Perhaps as high as 95 per cent of them were bragging about the number of their students who were successful in gaining places at traditional high schools.

The thing to do is to bring the upgraded high schools to the level of the traditional high schools. This will take time and a lot of resources. It will also take innovative leadership on the part of principals and dedication by the teachers in these schools. Sponsorship by private sector groups is needed if we are truly going to have more equity in the system.

Indeed to their credit several non-traditional (upgraded) high schools have already started the ball rolling by registering stellar performances. The efforts of these schools need to be adequately publicised so that others will follow suit. Only by doing so will we overtime develop a culture of excellent performances in these schools. Only then will there be little to chose between traditional and non-traditional high schools.

Until then we will have well-to-do parents sending their children to high-priced, high-performing prep schools in order for them to gain a coveted place in the traditional high schools.

Founder's remedy

But perhaps the most comprehensive assessment seen so far is that given by the creator of the exam, Dr Fitz-Albert Russell and his colleague, Rev Charles Danvers as reported in one of our daily papers.

Dr Russell made the assertion that the GSAT, which replaced the Common Entrance Examination in 1999, was meant to be an achievement and not a placement exam. It was envisioned that at the end of grade six students would have acquired certain skill sets which would enable them to successfully transition into the secondary tier of the education system.

Grade six represents the culmination of the National Assessment Programme (NAP) which starts at grade one. Incidentally, Dr Russell was the first coordinator of the NAP. The other areas of assessment include the Grade One Individual Learning Profile, the Grade Three Diagnostic Test and the Grade Four Literacy and Numeracy tests.

Both Dr Russell and Rev Danvers admitted that the GSAT is not perfect and suggested that instead of disbanding it, the government should opt for modification. They also stressed that it is a curriculum-based examination and made the call for the authorities to stick to the original intent of the programme, which is, for the purpose of assessment. The government would then have to put in place the necessary structure to ensure quality secondary school places for all students.

Should we decide to retain the GSAT but tweak or modify certain areas, I believe that it would make good sense to retain Dr Russell and Rev Danvers as consultants.