Decline in girls studying computing since reforms

A new report by King’s College London highlights how fewer girls in England are studying computing at secondary school since the curriculum became narrower in scope.

The report, funded by the Nuffield Foundation, explores the impact of a 2014 curriculum change in England from Information and Communications Technology (ICT) to a greater focus on Computer Science that elevated computer theory and programming skills.

It highlights how 43 per cent of those who took the GCSE in ICT were girls in 2015 compared to just 21 per cent taking GCSE Computer Science in 2023.

The study surveyed almost 5,000 students, and found that, among girls who did not opt for computing at GCSE level, 74 per cent said they did not enjoy it compared to 53 percent of boys. Also, 56 percent of these same girls felt it did not align with their career plans.

Among Key Stage 3 pupils, girls were more interested than boys in topics such as digital media, project work and presentation work which were closer to the previous ICT curriculum.

The research also involved interviews with stakeholders including teachers and school leaders and analysing over 950 school documents.

It revealed many teachers and senior school leaders were dissatisfied with the new GCSE Computer Science specification and felt unprepared to teach it. They called for better access to continuous professional development, especially around ensuring equality, diversity and inclusion, as well as subject-specific training.

To encourage more girls to take computing and to give all young people access to better digital skills, the report recommends reforming the computing curriculum with a focus on broader digital skills; promoting and enhancing teaching training and professional development; and supporting inclusive computing education in schools.

It also recommends reframing the computing narrative, showcasing diverse digital opportunities, and increasing access to out of school digital making.

The authors call for a concerted commitment from policymakers, educators, business and other relevant parties. Otherwise, they warn: “The lack of women in computing may lead to heightened vulnerabilities and the dominance of men in shaping the modern world.”