The return of traditional subjects
James Groves 5:16pm
Today’s A-level results once again see the pass rate continuing to rise, in this
instance for the 28th year in a row, with 97.6% of entries gaining an E or above, up from 97.5% in 2009. While not wishing to detract from the efforts of students and teachers, unfortunately such a
rise has become all too expected, to the point where there would almost have to be a public inquiry if it were not to happen. Nor should the introduction of the A* at A-Level warrant particular
attention, except perhaps to say that it serves as a symbol of how far we have allowed grade inflation to go.
Crucially, however, this year’s A-Level cohort have distinguished themselves in one particular regard. Faced with the reality of the most competitive year for university admissions in a
decade, the decision of more students than before to ditch softer-subjects and to return to more traditional A-Levels should be welcomed. The number of students who chose maths, economics and
further maths has soared by 6.2 percent, 9 percent and 11.5 percent, respectively. Science A-Levels have resurged this year with biology entries up 4.3 percent, chemistry up 3.7 percent and physics
up by 5.2 percent. Conversely, general studies continued to fall for the fifth year running and made up just 6 percent of all A-level entries.
This year’s cohort of A-Level students and their parents should be congratulated on having the initiative to improve their chances in the midst of economic downturn. Such a change in trend
has not, it should be added, been borne of an improvement in the Information, Guidance and Advice capabilities of our universities. In The Hard Truth About ‘Soft’ Subjects, published in 2008, we at Policy Exchange spoke to 27 leading
research intensive universities, the vast majority of which admitted that they accepted fewer ‘soft’ A-Levels in comparison with the national uptake of these subjects in schools. At
that point we called for each university to give clear guidance on those subjects they consider to be less effective preparation for certain courses. To date, LSE and Cambridge University remain
the only universities to publish lists of non-preferred subjects. Our students have shown that they are capable of stepping up their game. It’s clearly time that our universities did
likewise.
James Groves is Head of Policy Exchange’s Education Unit
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Naomi Muse
August 19th, 2010 5:33pm Report this commentDespite all of that good thought most results will be greeted with scepticism by employers and for good reason. These exams and degrees do not prepare people to work in commercial enterprises.
Interesting about the choice of subjects changing toward core subjects.
Jannie Geldenhuys
August 19th, 2010 5:53pm Report this comment33,000 people took media studies A level this year.
I bet that is 33,000 more than study media studies at the equivalent stage in China...
Shocked
August 19th, 2010 6:29pm Report this commentJannie Geldenbuys - Thirty-three thousand teenagers opted for this worthless degree???
No suprises there, of course, but why was it even offered to naive young people, and why did their parents not insist on their getting a degree in a real subject ... one sought by employers ...?
strapworld
August 19th, 2010 8:57pm Report this commentI am enjoying watching Restoration Roadshow and believe that these excellent restorers should be exhibiting their talents to our schools. Showing young people the value of a good trade. It would, I am sure, inspire many young people and persuade them that a career path via an apprenticeship would be right for them.
Let these experts show young people the value of making things, restoring things and creating things.
Marcher Baron
August 19th, 2010 9:32pm Report this commentWay back when I took my A Levels in the sixties, you had to have five good grades at GCE to enter the Sixth Form. Nowadays you can stay on in the Sixth and take A Levels even if you've got next to no qualifications at GCSE, the so-called "Open Sixth". I've invigilated A Levels and I know they are not as rigorous as before. I'm a linguist, and I could answer most of the questions in softer subjects just by having a good general knowledge. I recently completed another degree and the poor standard of literacy of the younger students was astounding. Many of them struggled to produce any sort of academic dissertation.
Frank Sutton
August 20th, 2010 12:58am Report this commentI was heartened to hear that more pupils are taking â“ and passing â“ chemistry and maths.
Maybe this indicates a trend that sixth formers, at least, are realising that an a-level certificate is not worth much unless attached to a proper subject.
But where are the opportunities for those whose talents are not academic?
Education is in thrall to the idea that a degree, and nothing else, is all that matters.
Once upon a time, apprenticeships leading to useful skills were commonplace.
Of course, that was the bad old days of secondary mods - and we've progressed so much since then...
Haven't we!
Patrick
August 20th, 2010 9:27am Report this commentAs I'm sure you're aware, there's plenty more factors contributing to grade inflation as well as the existence of soft subjects.
But no one seems to be completely sure which factors are driving scores ever upwards, as this article highlights
http://bit.ly/bF3xwD
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