In order to become a British citizen, one of the many hurdles to get over is the ‘Life in the UK’ citizenship test. The rationale for requiring applicants to pass such a test is presumably to see if they have a good enough understanding of life in the UK to be a citizen here. But unfortunately the people who set this examination have failed a basic intelligence test themselves.
First of all, what is it about ‘life in the UK’ that one should know in order to live as a citizen in this country? Is it to do with knowing how to use public transport; how to greet people (or not); where to get a good takeaway; how to ignore interminable scam calls on the phone; or when to ask to speak to a councillor (and when to seek help from a counsellor)? It turns out the questioners just want to take people on a whimsical quiz (here are a few delightful examples) - What medal did Mary Peters win in the 1972 Olympics? How many Scottish ski resorts are there? Where was Florence Nightingale born? When did Britain become permanently separated from the continent by the Channel? Which poet was inspired by daffodils and nature?
Secondly, even if there is a case for demanding people share a reasonable degree of common cultural and historical knowledge to be citizens of the same country, that commonality should surely be based on reality rather than the inklings of a wannabe quiz-night question setter. Research has long established that the vast majority of Brits have not a clue what the answers are to most of the questions in the ‘Life in the UK’ test. 66% of us would not pass! So all the test does is to establish that those who pass it do NOT fit in with the British public in general.
Thirdly, instead of concocting some parlour game that tests one’s far-from-general knowledge, any examination that is meant to help ascertain if someone is ready to be a citizen of a country should relate to that person’s understanding of the rights and responsibilities associated with that country’s citizenship. Here are just a few examples: how to report on crime and suspicious behaviour; what constitutes peaceful protest; what are the different roles of MPs and councillors; how to get medical help; how to check the reliability of information sources; what to do about loud noises in the neighbourhood; how to pay taxes, request support, etc.
The compilation of questions and appropriate multiple choice answers is something experts in the field of citizenship education and citizens advice are well prepared to assist. A guide should accordingly be produced to help those applying for citizenship learn about what it would be like to be citizens of the country. Indeed, the guide should be an integral part of citizenship learning for all existing as well as new citizens. From school age on, all members of a country should be supported in developing a practical understanding of the mutual expectations between themselves and others (and statutory institutions).
It is important to remember that this should not be reduced to rote learning of mundane facts (e.g., how many MPs sit in the House of Commons, or who acts as the returning officer for elections to public office). It should focus on what is valuable for citizens to grasp to act responsibly and secure the support they are entitled to. And there should be trained teachers and advisors to help people learn to be effective citizens.
It's time to set aside trivial pursuits, and bring on a meaningful citizenship test.
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