THERE is much to welcome in the initial report from the working party looking at the future of secondary education.

The assessment that the present system has too much emphasis on traditional written examinations at the expense of wider learning strikes a chord with most children, parents and teachers.

The concept of a diploma does have the potential to reflect genuine all-round ability, rather than merely the ability to perform well in academic examinations.

The present secondary system concentrates too heavily on examination success, targets and league tables, rather than the development and nurturing of individual young people.

The switch of emphasis from an examination-based structure to one more dependent on continuous assessment, therefore, is to be welcomed.

And a diploma will undoubtedly cater more readily for the many thousands of children for whom GCSEs are not entirely appropriate. What must be ensured, however, is that the development of the most academically gifted children does not suffer.

The case for the abandonment of A-levels, however, is less compelling.

We must remember that last year's A-level crisis was not the fault of students, teachers or schools. Nor was it is the fault of the A-level courses themselves. The crisis was caused by the failings of some examination boards, the shortage of assessors and the rushed introduction of AS examinations.

While the diploma may be the answer to providing a well-rounded education for 14 to 16-year-olds, it may not be appropriate for 16 to 18-year-olds.

Sixth form represents a period of transition from school to higher education, when there is a need to specialise and study fewer subjects to a greater depth.

In this respect, A-levels are a strength of the present English system of education, not a weakness.

This is not the time to rush ahead with reforms. In recent years our schools have suffered as a direct result of ill-judged and ill-considered changes. Those mistakes must not be repeated.

This latest report must be studied and debated. And it must be clearly demonstrated that any changes that are implemented as a result of it will achieve improved system of education for all our of children.