The English Examining Boards: Their route from independence to government outsourcing agencies

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Schools. Its report, published in 1911 and known as the Dyke Acland Report,
advocated a more uniform examining system.

The immediate result was that in 1912 the university boards cooperated in creating
England’s first national structure of ‘School Certificates’. These were what is now
termed ‘grouped’ qualifications; candidates were examined in specified subjects
within a narrow range of specialisms while also completing papers in general
subjects. Each examining board offered its own version of this scheme, and schools
were free to enter candidates with any board. Theoretically, then, the Boards were in
competition, although in practice the small number of grammar schools tended to
have connections with one or other of the university boards.

It is important for this study to note that the design and implementation of the new
scheme was entrusted to the Boards with no involvement from the Board of
Education. Because the war intervened, it was not until 1917 that the Board of
Education set up a Tight touch’ regulatory body in the form of the Secondary Schools
Examinations Council (SSEC). This body of 21 members represented the university
boards (10), local authorities (5) and teachers (6). Its link to the Board OfEducation
was through its Chairman and Secretary, whom the Board nominated (Brereton 1944:
95). There was no question that the examining boards’ role was that of the
professionals on the Council. The power balance was spelled out by an official of the
Cambridge board: ⁱⁱThe Board [of Education] holds the ultimate power of control
through the examination fees, but has expressed its intention of being advised by the
Council in all matters concerning examinations.” (Brereton 1944: 95) This is almost
the exact reverse of the present-day relationship between the Boards and their
regulator: all matters concerning examinations are advised by the regulator, while the

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