The matura examinations appear to create, in most instances, incentives that are at odds with the stated goal of providing a competency-oriented education. Furthermore, policy makers and educators recognise that matura examinations focus the effort, attention, and investment of learners disproportionately at the end of studies, while the preceding years of study - such as grades 9 and 10 in the gymnasium - are weakly incentivised. Students w'ould be required to plan, implement, and present a project and to be assessed on this work by their teacher and an independent assessment board of subject professionals. It is hoped that this project-based learning w ould encourage not only the development of subject knowledge, but wider competencies including creativity, analytical skills, critical thinking and communication skills.