About educational levels , academic achievement , and all that

The notion of educational level is usually related to the educational system or framework within which it is used . For example , there are three cycles (sometimes called ‘levels’) in
higher education . Levels are considered as corresponding to diplomas and degrees ( i. e. High School diploma , Bachelor’s , Master’s degree , PhD) awarded by the educational
establishments , so that people with higher degrees are considered to have a better or higher level . Sometimes the word level is also used (especially in selective schools or
educational institutions) in the sense that students with higher grades or marks have a higher or better level than those with lower or average grades.

It has been shown over the years and decades   by numerous success stories that students with excellent grades ( ‘A’ students in the American education system) don’t necessarily
achieve better in life than average (or ‘C’) students . Not to mention the many  examples of college dropouts who were successful and made important , notable achievements
compared with other people who finished their higher education and got university degrees but accomplished less.

I have written in earlier posts  about kids or young people who have  fast stages , states or phases of  intellectual development and are often misunderstood , cannot adapt to the existing education system and even  fail in it.These young people may   also be called fast learners or fast receivers (of information or knowledge) . I think one possible explanation for the
achievements of average students or dropouts as compared with ‘A’ students  is that a number of these average students and dropouts are fast learners . Their personal  stages ( or
cycles ) of development are faster than and incompatible with the stages or cycles acknowledged by the educational system . Therefore they don’t follow the system well and don’t study as required by the current curricula  , and tend to fail or leave the system  altogether.

Sometimes people pass through a period of time (probably a few years) during which they study a lot and have high grades , then this period ends and they start reading a lot
instead of studying and have lower or average grades . This period takes place at a younger age for some people and ends earlier for them , while it can last longer for others . That’s
why there are people who have high grades at school and then become average ‘C’ ( or even ‘D’) students at the university , whereas others go on and have high grades for a long time
and can continue studying and having degrees till they are thirty or forty years of age . The fast  learners in these cases are the ones who stop studying a lot or stop succeeding in the
education system at a younger age .

It can be seen by the analysis I’ve made above that ‘level’ and ‘educational level’ are expressions that are used abusively in relation to the current educational system . They can lead
to discriminatory attitudes and do not reflect the real potentials , aptitudes or abilities of students and young people.

In the third cycle of higher education it is usually not required of students to study a lot but to read a lot and to do personal research for about three years in order to prepare and
obtain their PhD degree . This is one proof that in the existing system the final , more advanced stage or cycle takes place when reading and research , not studying and getting good grades ,  
become the essential requirements , and although this is commonly expected from students at ages over 20 or 25 or 30 , fast learners reach  this stage at younger ages , maybe at 18 or 15  or
younger . Therefore accelerating  education and lowering the age of entry to the university is necessary to take into account the fast ones and their abilities.


Students and pupils who have high grades or a high academic achievement generally get certain privileges and are accepted before others as they pass the  entrance examinations of high
schools or universities . They are  preferred by cram schools and schools which apply academic selection. In a country such as France an example of selective schools would be
the ‘Classes préparatoires aux grandes écoles’  , and in England the grammar schools.
By the arguments stated above , and since this period of having high marks is one that lasts for a certain time and then passes away ,
it would be preferable if people with high grades are given less privileges , the important thing being to pass the exams and tests and succeed in the educational system ,even within a reformed system where educational acceleration is applied .

When or if (young) people have good grades and high academic achievement , then good for them , they can be proud of what they
have done but can also keep it for themselves . I remember I was the top of my class at school and I had high grades for about seven years before the age of fifteen , and I was at that
time very proud of having such very good results , but then things changed and I began reading more than studying and started having average grades . So one could be happy
about one’s good grades and tell others about it , but there is no need to brag a lot about it and no need to be given additional privileges.

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