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Association for Science Education
Institute of Physics
Royal Society
Royal Society of Biology
Royal Society of Chemistry

Progression to HE

The issue

SCORE has highlighted the sheer volume and complexity of information available to young people considering applying to enter higher education. Multiple sources of information often need to be consulted before a full picture of entry requirements could be obtained. In addition, there is a lack of connection between the relatively small number of subject options available in pre-university education and the very large number of options available at university.

Policy advice

There is a need to improve current communication systems and processes between the stakeholders involved in HE admissions. For students wishing to gain entry to STEM degree courses, careers professionals and teachers should advise that they attain qualifications in at least two science-related subjects. Also, guidance must make students, parents and teachers aware that when universities are considering applicants for science, technology and engineering degree courses, mathematics is highly valued as a subject.


In 2010, SCORE commissioned research into subject combinations and qualifications that enable students to progress into Science, Technology, Engineering and Maths (STEM) degrees. This provided evidence on access to STEM degrees, and was used to inform SCORE policy, as well as initiatives such as the Future Morph careers website. SCORE also worked with the Royal Society on its State of the Nation report looking at the transition from school to STEM higher education.

SCORE is currently working with ACME on post-16 mathematics routes, which it is hoped will encourage greater uptake of mathematics among those taking science subjects at A-level, which will in turn ease the transition from school to STEM higher education.