In the moment when current school-leavers open their A-Level results letters today, new imagined futures will be conjured into existence, illuminating in new and sometimes unexpected ways the path that leads beyond the present. In this moment, young people may confirm imaginings of the future already well-forged through years of careful preparation for trajectories through university and beyond into careers. Others may experience the jarring uncertainty of plans unmade and undone, if their results do not offer safe passage into the future that they had anticipated inhabiting in September. For many, the new regime of so-called ‘linear A-Levels’, with their ‘harder’ content and traditional format, offer yet further uncertainty because on one hand they may generate lower levels of attainment while also pushing universities to be more flexible in their negotiation of conditional offers for places. Data out today suggests that male students have out-performed female students for the highest grades – another shift and change that will, in some cases, have led to new reckonings of what the future may hold for young men and women.
All of this change is exacerbated by the brave new world of Clearing for universities, where evermore immediate imaginings of the future can be forged in the space of a single phone call to a university administrator. While in the past clearing was about jostling to find a place at university if your results weren’t quite what you were hoping for, removing the limit on student recruitment numbers for UK universities means that that clearing now represents an opportunity for students to make a deal that will work for them. Universities are chasing student numbers and fees, and in their role as potential future customers for Higher Education, students are flexing financial as well as academic muscle to cast for brighter university futures than they might have previously imagined.
This takes us back to our ethnographic fieldwork on A-Level results Day a year ago, when we observed the reactions, decisions, and occasional desperation of a results day at a local Oxfordshire school. On that day, imagined futures were changed literally minute to minute, as students called through to prospective universities and secured verbal agreements about changing a course or gaining a place. In these moments, futures are profoundly altered, and individuals must navigate the difficult process of re-orienting themselves to new visions of what their lives will be like post-school.
These issues speak to the broader themes that have emerged in this research project, notable among which is the increasingly rapacious uncertainty that characterises imagined futures of school-leavers, both in urban and rural settings across the UK. Whether positive or negative, or somewhere in between, the results delivered to hopeful young people today will be even less certain in their meaning and implications than was the case in previous years. The future-orientation of everyday life at school and the promise of certain rational-choice outcomes from employment and Higher Education suggest a range of futures that are relatively easy to anticipate (in the latter, the clue is in the term ‘prospectus’). In the present, however, the future is irregular. The freshest crop of A-level holders will today need to find productive ways to reckon with this irregularity as they make their way towards the heat-haze horizon of a future as yet unset.