Education is supposed to be a fundamental human right – something every child and grown-up across the world should have equal access to, no matter their circumstances.
But when you examine the state of education globally, it becomes clear there are still massive barriers preventing many people from getting the education they deserve.
This is especially visible when looking at the International General Certificate of Secondary Education (IGCSE) system and Learn Now are passionate about improving accessibility.
Why IGCSE?
For those not familiar with it, the IGCSE is an international qualification similar to the GCSE here in the UK. It was developed by the University of Cambridge International Examinations Board in 1988 as an alternative to the GCSE and O-Level systems.
The IGCSE aims to provide a broad, internationally-recognised qualification that is accessible to students across the world. Subjects covered include languages, humanities, sciences, mathematics and creative arts. It is offered by schools in over 150 countries and is recognised globally by universities and employers.
At first glance, the IGCSE seems like an excellent system – it provides a high-quality qualification that can open doors for students in many different countries. However, when you look more closely, it becomes clear that IGCSE is not as fair as it makes out.
There are many groups who can’t access this qualification due to socioeconomic, cultural and geographic obstacles.
Wealth Inequality
One of the biggest obstructions to accessing IGCSE is wealth inequality. Although in theory any school can offer IGCSE subjects, in reality it is mainly private schools and schools in prosperous areas that provide it. The cost of becoming an approved IGCSE centre, training teachers and resources puts it out of reach for many schools in developing countries.
As you can probably imagine, this creates a massive discrepancy in who can access IGCSE and the benefits it offers. If you come from a well-off family who can afford to send you to an elite private school, you’re likely to gain an IGCSE qualification that will open doors to top universities worldwide. But if you’re born into poverty in a rural area, you probably lack the means to get schooling that meets IGCSE standards.
Just consider the distribution of IGCSE entries globally. In recent years, 70% of entries came from just 10 countries – predominantly developed nations with high GDP and strong education systems like the UK, India, Singapore and Malaysia. Countries with weaker economies and education systems in regions like Central Africa had tiny numbers of IGCSE entries. This huge inequality in access urgently needs addressing.
Language Barriers
Another barrier that prevents fair access to IGCSE is language. To study most IGCSE subjects, you need to have advanced English language skills. This excludes many students who don’t speak English as their first language.
Although foreign language IGCSE subjects are available in languages like Mandarin, Spanish and Arabic, the choice is far more limited. Important STEM subjects like Physics, Chemistry, Biology and Maths are generally only offered in English. Even in countries where English is not an official language, English-medium IGCSE is often preferred by prestigious private schools due to its international recognition.
This creates an unfair disadvantage for students whose English skills aren’t up to scratch. Even very bright students can find themselves excluded if their language abilities aren’t quite at the level required to study complex scientific or mathematical concepts through English.
More needs to be done to break down this language barrier. Offering key IGCSE subjects in other globally important languages would help students access this qualification regardless of their mother tongue. Partnerships between schools in different countries could also facilitate foreign language learning alongside studying IGCSE subjects.
Cultural Biases
The content and assessment methods used in some IGCSE subjects also potentially exclude those from certain cultural backgrounds. Subjects like English Literature and History focus predominantly on topics relevant to British culture and history. While international content is included, there is bias.
For students from former British colonies like India, Pakistan and Nigeria, this can feel alienating. Studying their coloniser’s history and literature is unlikely to inspire or motivate them. Students learn best when content feels relevant to their lives and culture.
A similar issue exists around assessment methods in some subjects. Exams require strong written English skills, but those from oral cultures may have formidable knowledge without being able to express it effectively in writing. Creative subjects like Art & Design and Drama have criteria biased towards Western cultural perspectives too.
Diversifying subject content, assessment methods and examiners to value knowledge and skills from a broader range of cultures would help. Students across the world could feel included rather than marginalised. Subject choice could also be expanded to include subjects like World Literature that draw from a globe-spanning range of cultural viewpoints.
Limited Subject Choice
The range of subjects available through IGCSE is also relatively narrow, especially compared to many national qualification systems. Core subjects like Maths, Science, English and a foreign language are covered but choice outside of these is limited.
Many subjects that provide pathways to important careers are missing. There are no IGCSE courses in Economics, Computer Science, Psychology, Sociology, Technical/Vocational subjects etc. This restricts options for specialisation, particularly in fields that are growing in importance for young people’s futures.
Expanding the IGCSE subject range could open doors for students interested in diverse career pathways – not just academia. Collaborating with employers during subject development would ensure content meets industry needs too. This could make IGCSE qualifications more fair and useful for those who want to pursue vocational careers.
Access Issues for Marginalised Groups
There are also access issues for marginalised student groups under the current IGCSE model. Gender inequality in education affects uptake in some regions. Students with special educational needs or disabilities are often excluded due to lack of tailored support. Rural students can miss out due to IGCSE centre locations. Refugees and migrants frequently struggle to provide the paperwork needed too.
More targeted initiatives are required to increase access for marginalised groups. Scholarships, extra tuition support, flexible assessment arrangements and mobile exam centres could help. But a wider rethink is needed on how education systems serve disadvantaged communities. Recognising that one-size does not fit all is key. Otherwise, existing imbalances become further entrenched.
Is Change Possible?
Of course!
Though the issues discussed paint a bleak picture, there are reasons to be hopeful. In recent years, Cambridge Assessment International Education has made efforts to increase IGCSE accessibility.
Strategies like staged fee structures and training programmes for teachers in developing countries show willingness to address barriers.
Change is possible – but only if students, parents, schools and governments worldwide demand it persistently.
Grassroots educational movements have achieved great change historically. And now in our highly interconnected world, international collaboration and exchange of best practices can support this change. But real transformation requires re-examining not just IGCSE, but the purpose of education overall.
Final Thoughts
Though IGCSE has made some strides towards accessibility, this qualification – like most education systems worldwide – still has far to go before it can claim to provide equal opportunities to all students. Socioeconomic, cultural and other barriers continue to exclude many.
Real change requires rethinking not just exam content, but the very purpose of education. Narrow academic measures of success need expanding to value diverse skills and knowledge.
When education nourishes creativity, community values and student wellbeing alongside academics – that’s when it will empower all equitably.