Институт NMITE заявил, что наличие A-level по математике не должно быть обязательным условием для поступления в инженерные вузы

An A-level in Mathematics should not be a barrier to studying engineering, according to the New Model Institute for Technology and Engineering (NMITE), which has published a report examining the performance of its students. The statement comes as more than 320,000 A-Level students in England, Wales and Northern Ireland received their results today (13 August). NMITE said it admits students without a prior A-level, or equivalent qualification, in maths. It says maths is one of a broader set of skills that make a capable engineer, alongside communication, design, problem-solving and critical thinking. The institute also argues that the ability to “think mathematically” in real engineering contexts is more important than exam-style technique. Any gaps in students’ prior mathematical knowledge are addressed through embedded maths teaching and opt-in support, rather than being treated as a prerequisite for entry, it said. NMITE compared the performance of its students throughout their degrees according to whether they had arrived with a maths A-level. Across eight tests spanning every year of study, seven showed no meaningful difference between the two groups, according to NMITE. The only gap appeared in the first few months of study, before closing. By the later years, students without a maths A-level were often matching, and sometimes outperforming, those who had studied the subject at A-level, NMITE said. NMITE president and chief executive James Newby said students who did not achieve the maths grade they had hoped for, or who did not take the subject at all, should not assume that the route into engineering is closed. “Every August, talented students rule themselves out of doing an engineering degree because of one grade: maths,” he said. “That’s not fair, and our new evidence suggests it’s not necessary either.” Newby questioned why almost every engineering course in the country still requires a maths A-level if the qualification does not predict who makes a good engineer. He also said fewer girls take maths A-level than boys, arguing that the requirement is “actively pushing capable young women away from engineering”. At NMITE, not having a maths A-level does not disqualify applicants, Newby said. “What matters is whether you can think, design and solve problems like an engineer,” he said. Newby also said practical experience was “just as important as a maths A-Level”, adding that NMITE believed learning skills alongside theory was important. He urged other universities to consider whether their engineering entry requirements are supported by evidence or are instead based on established practice. Reaction EngineeringUK is a not-for-profit that encourages and supports young people to choose engineering and technology careers. Head of research Becca Gooch said: “Congratulations to all students receiving their exam results today. “Stem A levels are a key route into engineering and technology careers, so we are pleased to see an increase in entries for all relevant subjects. This includes maths (+3.9%) maintaining over 100,000 entries for the third year running, further maths (+8.5%), computing (+1.1%), design and technology (+2.8%), and physics (+1.9%).” She added: “It is positive too to see an increase in entries across all of these subjects among girls. In particular, for both computing (+2.8%) and D&T (+3.6%), the increase overall was driven by girls. “While the increases in maths (+2.9%), further maths (+6.4%) and physics (+0.4%) were lower than the overall increases in these entries, it is still a move in the right direction.” Vocational training Separately, Travis Perkins has highlighted the importance of making vocational routes into industries such as construction more visible to young people receiving their A-level results. The company said the construction sector continues to face a significant skills gap and needs to attract the next generation of tradespeople. Travis Perkins director of skills and apprenticeships Andy Rayner said the company had supported more than 2,000 apprentices and that clear vocational pathways were important in strengthening the UK’s future workforce. “Construction offers skilled, long-term careers, but the industry continues to face a significant skills gap,” he said. Rayner said routes allowing students to combine academic learning with practical, job-focused training could help more people see construction as a viable career. He described the planned introduction of construction V Levels as “a positive step”, adding that they could widen access to the industry alongside apprenticeships, college courses and retraining opportunities.