EDIT: I sat down with a pad and pen, and tried to map out my original post...so, now it makes even more sense and is more concise.
I think there should be a system that goes from GCSE right through to Degree level, to sort out the wheat from the chaff as it were. So, I came up with my own system, not that it'd ever be implemented:
At GCSE, people study English, Maths, Sciences, RE and PE as compulsory subjects. Welsh is compulsory in Wales. All of these subjects would graded at 0. They would hold no weighting on the final rating of the GCSE. Optional subjects would be scored at 10credits per A* for 'soft subjects' like Media or Art; 20credits per A* for Humanities like History or Geography; and 30credits per A* for socially useful subjects like Technology, or Languages. Students would take up to 5 optionals, making a total of 10subjects. A pass would be counted as 50credits.
Those who fail to pass would be offered the chance at an apprenticeship or an NVQ, in order to gain a useful job in manufacturing or offering a vital service (in plumbing, or construction, for example). This way, we're not leaving everyone with "No GCSEs" at the wayside, we're picking them up, brushing them off, and providing them with a job - in a sense, we're also cutting the jobseeker rate (well, in an ideal world where it was the government who said who stayed and who went from a job, unlike companies who can just fire someone willynilly adding to the unemployment rate...)
Those who pass, advance to A-level. Despite being 'young', they should have an idea of their preferred Uni course. The UCAS process would allow them to choose 2 Universities, and one course. The first University would offer a degree at "Level 1", and the second at "Level 2". Level 1 would be considered the 'creme de la creme' of courses, while Level 2 would offer a firm grounding in it. So, if someone wanted to do something with languages, they'd choose two Unis, and be told they needed to hit 340 credits to get into the Level 1 Uni (regardless of the Uni).
So, using the language example, the person is meant to choose two languages, and a humanity. 3 would be the minimum number of courses allowed, and 4 would be the maximum...so, they could choose a 'soft subject' like Drama, and get an A* in it, which gives them 80; and even if they don't get A*s in the other three, they might have the chance to get the desired credits.
On entering Uni, with reasonably standardised courses, it's just a case of passing each year. Fail the first year, do a resit. Fail the resit (or worse, fail second year), drop down to a Level 2 course and start from year 1. Fail Level 2 first year, do a resit. Fail that (or the 2nd year), drop down to NVQs/Apprenticeships (with a lot of competition for places).
I just thought that, it'd be so much easier to split the 'wheat' and the 'chaff' as the courses go on. It builds up a layer of Primary and Secondary workers from those who failed to pass GCSE; it then gives skilled graduates on two differing levels from Universities, not on multiple levels - Universities could be multi-tiered, depending on the courses they offer - Cardiff might be Level 1 for Medicine, but only Level 2 for Sport; while UWIC would be Level 1 for Sport, but non-existent on Medicine; example-wise.
Then, it only matters that the person did a level 1 course and got [degree] or a level 2 course and got [degree]. "Hi, I'm Bob, and I have a 1:1 from St Andrews" "Hi, I'm John, and I have a 1:2 from Oxford" "Hi, I'm Mark, and I have a 2:1 from Lampeter" - the difference here, Bob has done Level 1 and got a first, John has done lvl1 and got a 2nd, and Mark has done level2 and got a 1st. He'd be on the same pegging as John, perhaps. It's less on the names, and more on the marks.