The Matriculation Certificate (Matsec) was introduced in October 1995, coinciding with the opening of the University of Malta Junior College.

The concept was broadly based on the International Baccalaureate and sought to replace the previous entry requirements for the University, which comprised three A-levels and the Systems of Knowledge (SOK) certificate.

The problems with the previous system were that students had the tendency of sitting for their A-levels during different sessions, sometimes rushing through private lessons which would enable them to take some exams early. Furthermore, in the previous system, science students were not exposed to the humanities; similarly, arts students did not study science.

The Matsec aimed to remedy these shortcomings. The objectives of the new system, consisting of two A-levels, three Intermediate (I) levels and SOK were as follows:

To give students a broader spectrum of subjects covering sciences, humanities, business studies and IT; to oblige students to sit for the certificate in one session at the end of a two-year course; to replace one A-level with three intermediate subjects, with the level of study and achievement to be set between O- and A-level standard; to cut down on money leaving the island by way of students paying for foreign exams; to give Maltese students a local certificate recognised as a University level entry requirement, not just locally but also by foreign universities.

The problem now is that students are stressed by the burden of being examined in five subjects and SOK simultaneously.

Another shortcoming is that while standards of A-levels were retained, I-levels have not delivered in line with the original objectives. The syllabus of some subjects is overwhelming and the I-level finds itself being pitched more towards A- than O-level. While for their A-level subjects students can avail themselves of tutorial sessions, this is not the case for I-level subjects. Consequently, a new 'niche' of extensive private lessons has mushroomed to assist students to fill any gaps in preparation for their I-level exams.

Students have always labelled SOK a pain. The Matsec did very little to remedy this situation. The technical project, which was lately modified in an attempt to cut down on abuse, for years caused students hours of despair, while creating a market for cunning and unscrupulous persons to sell manufactured-to-order or recycled projects to students.

The Matsec board and administration have been facing serious problems which are rendering the system unsustainable in the face of increasing numbers of students. Finding qualified and experienced examiners, paper setters and markers is becoming a nightmare. Competent and experienced teachers are automatically precluded because they either teach students at that level or are committed with private tuition.

Furthermore, remuneration is paltry when one considers the hours of work, the responsibility and commitment. Often, one must resort to appointing people who do not have the ideal qualifications for the job.

Raising fees to the same level as those charged by foreign universities would, however, present difficulties for any government wishing to increase the proportion of people qualified at tertiary level.

A point worth reflecting on is whether students are being adequately prepared for tertiary level education. Some improvement has been registered and students seem better prepared and more academically mature than the freshmen of the past. However, we are still far from enrolling students with strong, holistic, cultural foundations.

Has examination stress, a constant topic on the agenda of educational authorities been reduced? If anything, students are now more stressed, having to sit for six examinations at one go, at the end of the two-year course.

The ideal system should guarantee standards, prepare students better for University, cut down on pressures on the Matsec board and office, limit examination stress to a bearable minimum, and prepare students to register with any university, including colleges abroad. Is this realistically achievable?

I believe the following proposal would equip students with a wider spectrum of knowledge, competence and culture, but would ease examination stress known to be a significant cause of mental ill health among our young students.

The proposed certificate would retain the two A-level subjects with tuition based on lectures, tutorials and seminars. All I-level subjects and SOK would be abolished, and the eight to 10 hours a week presently taken up by these subjects (circa 450 hours over two years) would be replaced by a set of compulsory and optional modules valued as credits.

Compulsory modules may include proficiency in English and Maltese (except for students taking these subjects at A-level), European studies, environmental sciences, basic research methods, Maltese heritage (art, archaeology and architecture), ICT, and economics and political sciences.

Modules could be distributed over the two years, with assessments held at the end of the module corrected by the lecturers delivering the modules and monitored by the Matsec board.

Results would be either a pass or fail, and credits could be awarded in relation to the number of hours taken up by the modules. A student who fails to pass may sit again for tests when these are held for other groups.

Besides these compulsory credits, students would have to choose from a list of optional subjects to accumulate the number of credits required at the end of the course to enable him or her to register for the A-levels and for the awarding of the certificate. All subjects normally taken at A-level would be offered as optional credits; however, a subject may not be chosen at both levels.

The benefits of such a system would be various:

Students would only be sitting for two A-levels at the end of the course, minimising examination stress; SOK would be replaced by compulsory modules; A-level examinations may start in June and, in this way, the second year of the course would not end before the Easter holidays but lectures would proceed until May, spreading the syllabus over a longer period; administrative burdens for the Matsec office would be reduced; fees for A-levels may be adjusted to offer a more decent remuneration to examiners and markers.

In conclusion, such a proposal would enable students to be academically and culturally better equipped for tertiary education and lifelong learning.

In its reform of the transition between primary and secondary education the government has recently shown it has both the vision and courage to effect radical change for the benefit of students. I believe the time is ripe for a similar radical reform to address the transition at post-secondary level.

I encourage all stakeholders to come forward with their feedback and proposals to foster a healthy discussion on the way forward for the benefit of our future generations.

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Mr Muscat is former principal of the University of Malta Junior College.