In the wake of significant changes to England’s A-level curriculum, the educational landscape is experiencing a marked shift. Since the reforms initiated by former education secretary Michael Gove, which decoupled AS-levels from A-levels, students have increasingly gravitated towards a narrower selection of subjects. This shift is sparking discussions about its long-term implications for both students and higher education institutions.
Before the 2015-16 reforms, over half of A-level students engaged in at least one humanities subject. However, by the 2021-22 academic year, this figure had plummeted to just 38%. In stark contrast, the proportion of students taking exclusively STEM subjects has surged from 7% in 2014-15 to 14% in 2021-22. The decline in arts subjects such as music, design, and media studies further underscores this trend.
Molly Morgan Jones, Director of Policy at the British Academy, highlights the gravity of the situation: “Neglecting this decline will have repercussions not just for these disciplines in UK universities, but also for the skills that young individuals carry into their future careers and the broader community.” The shift towards a STEM-centric focus might seem aligned with current economic priorities, but it also raises concerns about the narrowing of educational experiences.
Michael Scott, Senior Economist at NFER, points out that the trend towards fewer subject choices can be traced back to the reforms implemented over the past two decades. This narrowing of focus may limit students’ exposure to a broad education, which is essential for developing critical thinking and creativity. The implications for higher education could be significant, with universities potentially struggling to maintain a balanced array of courses. This could lead to the closure of departments and a reduction in the diversity of academic programs available to future students.
The economic and societal consequences of this trend are also worth noting. A workforce predominantly skilled in STEM may lack the critical thinking, communication, and cultural awareness fostered by humanities and arts education. This imbalance could impact innovation, cultural industries, and societal cohesion, highlighting the need for a more holistic approach to education.
To address these challenges, educational policymakers must consider strategies that promote a more balanced curriculum. Encouraging interdisciplinary studies and providing incentives for schools to offer a diverse range of subjects could help reverse the current trend. By doing so, we can ensure that students receive a well-rounded education that prepares them for various career paths and contributes to a more robust and dynamic workforce.
As we reflect on the effects of these curriculum reforms, it becomes clear that while a focus on STEM is crucial, it should not come at the expense of a broader educational experience. Ensuring that students have access to a diverse range of subjects is vital for their development and for maintaining a rich and varied higher education landscape.
Summary
- Recent A-level reforms in England, initiated by former education secretary Michael Gove, have caused a shift towards fewer subject choices among students.
- The percentage of students taking humanities subjects has dropped significantly, while those focusing solely on STEM subjects has doubled.
- The decline in arts and humanities participation raises concerns about future skills and diversity in higher education offerings.
- Recommendations suggest promoting a balanced curriculum to address the potential long-term impacts on students and the workforce.
