GCSE Results Reveal Uptick in Crucial Computer Science Entries, While Design & Technology Numbers Dwindle

The 2024 GCSE results, released yesterday by the Joint Council for Qualifications (JCQ), show a promising 5.8% increase in computer science entries compared to 2023. However, this positive trend is tempered by a concerning decline in the design and technology (D&T) GCSE uptake, which has seen more than half of entries since 2016.

Of the 95,841 students who took the computer science GCSE this year, a significant portion of the 5.8% increase was driven by a 10.3% rise in the number of girls taking the subject. This is an encouraging sign that efforts to improve diversity in computing are beginning to bear fruit.

Debanjali Ghosh, Technical Evangelist at ManageEngine, commented: “The rise in entries in subjects like computer science, mathematics, and statistics means more students are finishing GCSEs with the foundational skills required for our digital future.”

In contrast to the positive trends in computer science, entries for the D&T GCSE have dropped from 185,279 in 2016 to just 88,607 this year. While there was a slight 2% increase compared to 2023, this uplift was lower than the overall 4.8% increase in GCSE entries.

Becca Gooch, Head of Research at EngineeringUK, highlighted the importance of D&T for future STEM careers: “D&T provides students with contextualised, hands-on learning opportunities and is an important subject for future STEM careers.

There’s more to be done to ensure more students from all backgrounds take computing, D&T, and other STEM subjects at the greater levels required if the UK’s need for a skilled workforce to meet net-zero targets is to be met.”

David Lakin, Head of Education at the Institution of Engineering and Technology (IET), emphasised the need to help students understand how STEM subjects relate to future career opportunities.

“We know that the appetite for studying and working in science, technology, engineering and maths is there, so we need to make sure young people now know how these subjects apply to their future ambitions, what roles in the STEM sector are available and what routes they can take to get there,” Lakin said.

“We need engineering to be recognised more widely within primary and secondary education. The country needs more people studying engineering subjects at university and taking up apprenticeships, and that must start with uptake at GCSE level.”

The GCSE results also highlighted the persistent gender gap in STEM subjects. While there was an even split between males and females studying maths, boys significantly outnumbered girls in science, construction, engineering, computing and D&T.

Dr Laura Norton, IET Head of Equality, Diversity and Inclusion and WISE Managing Director, said: “We must inspire the next generation of women engineers, and this starts from a very young age. We need to tell primary school children about the opportunities and range of careers within engineering and technology.”

She added, “Visibility and representation matter, so we need to provide real-life role models for the younger generation to look up to and tell them first-hand about their experiences and how to get into the sector.”

As the UK works towards ambitious net zero targets, a strong pipeline of young people with STEM skills will be crucial. The 2024 GCSE results indicate positive momentum in areas like computer science, but more needs to be done to engage students with subjects like D&T that provide vital hands-on experience.

“There’s more to be done to ensure more students from all backgrounds take computing, D&T and other STEM subjects at the greater levels required if the UK’s need for a skilled workforce to meet net zero targets is to be met.”

We hope that with a collaborative effort between government, educators and industry, the UK can build on the promising trends in this year’s results and create a future workforce equipped with the STEM skills needed to power the green economy.