Abstract
The transition of England’s computing education landscape in 2014 witnessed a
notable shift from a broad information and communications technology (ICT) focus to a curriculum emphasising computer science. This transformation, marked by the introduction of the General Certificate of Secondary Education (GCSE) qualification in 'computer science,' aimed to elevate computer theory and programming skills as essential components of a rigorous subject. However, this shift has been accompanied by challenges, including a pronounced decline in the representation of girls in GCSE digital qualifications. In 2023, girls constituted only 21 % of the GCSE Computer Science cohort, compared to 43 % in 2015 in the previous ICT GCSE. Given it is ten years since the computing curriculum change and with technological advancements such as artificial intelligence (AI) changing the way we use computers, it is time to look again at the digital education offered in England.
The Subject Choice, Attainment and Representation in (SCARI) Computing project (2021-2024), funded by the Nuffield Foundation, explores this shift in secondary computing education in England. Our data, comprising quantitative and qualitative insights from the National Pupil Database (NPD), School Workforce Census (SWC), an extensive student survey (n = 4,995), interviews with stakeholders (n = 45) and analysis of school documentation (n = 960 items), sheds light on the influences on female participation and students’ attitudes towards computing. The schools involved in the research all offer GCSE Computer Science and represent some of the best-case scenarios in terms of computing provision in England. The project findings underscore significant challenges
and highlight the imperative for targeted policy interventions.
notable shift from a broad information and communications technology (ICT) focus to a curriculum emphasising computer science. This transformation, marked by the introduction of the General Certificate of Secondary Education (GCSE) qualification in 'computer science,' aimed to elevate computer theory and programming skills as essential components of a rigorous subject. However, this shift has been accompanied by challenges, including a pronounced decline in the representation of girls in GCSE digital qualifications. In 2023, girls constituted only 21 % of the GCSE Computer Science cohort, compared to 43 % in 2015 in the previous ICT GCSE. Given it is ten years since the computing curriculum change and with technological advancements such as artificial intelligence (AI) changing the way we use computers, it is time to look again at the digital education offered in England.
The Subject Choice, Attainment and Representation in (SCARI) Computing project (2021-2024), funded by the Nuffield Foundation, explores this shift in secondary computing education in England. Our data, comprising quantitative and qualitative insights from the National Pupil Database (NPD), School Workforce Census (SWC), an extensive student survey (n = 4,995), interviews with stakeholders (n = 45) and analysis of school documentation (n = 960 items), sheds light on the influences on female participation and students’ attitudes towards computing. The schools involved in the research all offer GCSE Computer Science and represent some of the best-case scenarios in terms of computing provision in England. The project findings underscore significant challenges
and highlight the imperative for targeted policy interventions.
| Original language | English |
|---|---|
| Number of pages | 66 |
| Publication status | Published - 27 Jun 2024 |