The International Baccalaureate (IB) diploma is more demanding than A-Levels for the brightest students, the university admissions body ruled today.
Top grades in the IB should be worth more than As at A-Level when teenagers apply to university, the Universities and Colleges Admissions Service (Ucas) said. An exceptional candidate achieving maximum grades in the IB would score the equivalent of six and a half A-Level As under the new Ucas points tariff.
The IB has been growing in popularity among schools who want to offer bright sixth-formers a broader course than A-Levels. IB students take six subjects, compared to the usual three A-Levels for most 18-year-olds hoping to go to university.
The Ucas tariff is designed for universities to use when offering places to new students, with an A-Level A-grade worth 120 points and a B 100 points. Under the new tariff coming into force in 2008, a student getting average IB results (of 30 out of 45) will be credited with 425 Ucas points - the equivalent of three and a half A-Level A-grades.
"In the main this reflects the larger volume of study being undertaken by a diploma candidate compared to, say, a candidate taking three A-Levels rather than the achievement of some higher academic standard," the Ucas report said.
But the admissions service report found that the IB was better than A-Levels at identifying the very brightest students.
Ucas awarded the top grade in one of the subjects of the IB - a Higher Grade Level 7 - 130 points in the new tariff, making it worth 10 points more than an A-Level A-grade.
The report noted: "A-Level does not recognise the difference between a good pass and a bare pass at grade A."
Sixth-formers taking the IB study six subjects as well as completing an extended essay and a course in the theory of knowledge. Taking a second language is a compulsory part of the two-year diploma, as is studying maths and science courses.
The IB, designed as a university entrance qualification, is recognised in more than 100 countries around the world. Ucas said: "Diploma students have to follow a broad range of subjects over the two years of the programme, but can at the same time specialise in those subject areas of greatest interest to them. Students are expected to develop the critical thinking skills, independent learning styles and knowledge of academic research that are expected for successful university level study.
"They are also expected to consider the nature of knowledge, to engage in community service and promote international understanding, valuing cultural diversity."
Last year, the Government rejected plans for scrapping A-Levels and GCSEs in favour of a diploma system inspired in part by the success of IB-style qualifications.
Sir Mike Tomlinson, the former chief inspector of schools, proposed a system of diplomas which would cover both academic and vocational subjects, as well as introducing more academic "scholarship" for sixth-formers. Teachers and education specialists reacted with anger when ministers rejected the Tomlinson plan in favour of keeping A-Levels and GCSEs.
The Government's proposals included moves to reform A-Levels to make them harder for the brightest candidates and give universities more detail to help them identify the best students.
A separate system of diplomas will run alongside existing GCSEs, ministers said.
John Dunford, general secretary of the Association of School and College Leaders, said the Ucas decision revived the arguments in favour of the Tomlinson reforms.
"It reinforces the Tomlinson view that broader qualifications are of great benefit and that the 'three A-Level' course remains a very narrow range of study for 16-18 year-olds," he said.
"The essential Tomlinson recommendation was for a broader range of study for those people - that remains an important goal."
