My observations are all based on my own experience plus some input form ICT professionals and teachers working in the school education field. But do exams boards require or even imply that Microsoft software must be specified? Let's look at this in some more detail... Qualification assessments used by exam boards fall into two main categories; 1. exams and 2. course-work. 1. Exams are strictly paper based -- except for students with Special Needs who have been granted a special arrangement by the exam board. In these cases the teacher (or student) are responsible for supplying the equipment, and for printing the student's output onto paper when the exam is over. This hard-copy is then forwarded to the exam board. Electronic answer papers (forwarded automatically to exam boards) are still a very long way off. Far too many schools have few machines that are powerful or reliable enough to use for this purpose! 2. Course-work may be produced using PC based systems. However the end result is always a hard-copy report printed out onto paper, ready for marking by the teacher. Thereafter this is stored safely in case this needs to be audited later by the exam board. Some teachers may allow their students to submit their assignments electronically, but this is rare and is up to the teacher's discretion. Teachers need to be careful their marking is based on the final paper report, in case this varies from the student submitted electronic version. The systems used to produce assessed course-work is supplied by the school, almost all of whom have already opted for a Microsoft based OS and applications software. A few may still be using old Amiga/Acorn machines, OSs and applications, but these are now rare in the secondary sector. The only area where there might be some Microsoft bias shown by exam boards is with 'A' level or 'AS' level ICT or Computing courses, however I personally don't have experience working in this sector. Certainly GCSE and GNVQ ICT courses don't require the use of specific software, although exam markers may have some problems with source listings, macros and configuration settings of systems they are not familiar with. My feeling is that exam boards need to challenged now, so as to ensure they are not tempted to go down the proprietary route at some future date. However what's going to make the biggest difference to Open Source use in education is the availability of high quality closely integrated open-source systems software, applications and courseware that's simple to install, configure and maintain. Possibly the three biggest potential niches are these; 1. Samba / Linux based servers initially used as standby devices or to increase network reliability and availability of school networks -- a big issue in many schools where downtimes of up to a whole month are not uncommon! Once ICT staff see and understand the benefits of Open Source based server solutions they may be more inclined to abandon Microsoft based solutions. 2. Many schools have got lots of slow old hardware kicking around. Furthermore, many schools can easily acquire lots more low- or no- cost hardware thrown out by upgrading commercial organisations. So there is a niche for 'thin client' Linux / Open Source server and client systems software and applications. 3. Maybe the biggest niche is for Open Source office applications and courseware that students can run on their home PCs. Many home PCs also don't have a full office suite installed on them, so there is a need for an 'Open Office' based students distribution that might / might not also include Linux. Furthermore a considerable proportion of students still don't have access to a home PC -- or only severely restricted access. Maybe when schools upgrade they can could supply their PCless students with a Linux / Open Office based PC. Overall, the biggest problem I see for Open Source in schools is the initial 'getting the foot in the door'. What the Open Source movement really needs is some 'must have killer application' that starts teachers and school ICT staff on their journey up the Open Source learning curve. David Bowles Education Support / TeacherLab
But what evidence have you based on your experience that will provide Richard Rothwell with a case to take the OFT? Have you observed or been told by teachers that they must buy M$ Office because the exams require it?
We need to stay focused if we want any of this action to help. Describing the problems is less helpful than solving them - which is why OFSTED's job is a lot easier than the schools.
-- ian