Malcolm Douglas (still at large) wrote "Finally, don't dismiss Anglo's comments just because you don't like them." I couldn't find any posting from Anglo in the thread; is there something my browser is missing?

More to the point of the topic, I'd like to take Frank Hamilton's questions further, after first stating my prejudices. All of my experiences with examinations (from both sides of the table; candidate and examiner) has reinforced my belief that examinations really test only one's ability to do exams. If you are trying to create a 'competency benchmark' you'll have to create a set of criteria of competency that is defensible and then create assessment tools that are valid, reliable and equitable. Anyone for cans of worms?

As a complete outsider (I used to be a member of EFDSS but it lost its relevance to me after a while) I'd have to tug my forelock to the decisions of the English in such matters. In Australia we have music examinations run by AMEB with all the strengths and weaknesses mentioned above and we have Eisteddfods (ditto) but most learning is at the University of Hard Knocks, despite the fact that some universities (ones with Vice Chancellors and Academic Bawds) have music departments who will supervise useful postgrad theses.

There has been a lot of talk about the working class roots of folk music. Leaving aside the truth/worth/relevance/etc of such talk I'd reckon the best way to get rid of any vestiges of working class roots would be to have representatives of the muddle class setting themselves up as dragon gate-keepers with middle class rites of passage.

Cheers, Rowan