You think that the non academic should be forced to do a Language A level even if they do not want to. They could be into sports, arts, music, driving, building or a multitude of other non academic pursuits. What purpose is served by forcing them to sit in a classroom?
At some point, someone older and wiser needs to assess future needs of the economy and realise that the days of the horse drawn plough, etc., are over. Or the individual man who can drive making a living and supporting a family without recourse to welfare. At some point even the least inclined to sit in a classroom need to take instruction from someone who actually knows how to 'build' or drive or do some other non-academic pursuit. (Art and Music are absolutely not non-academic pursuits).
In Ireland educational policymakers established Regional Technical Colleges back in the late 60s and early 70s. They are now Institutes of Technology. They provide a huge number of the sort of not-traditionally-academic courses that will actually help an economy grow, for the sort of students who used to emigrate in droves to provide unskilled labour in Britain and America, hard work for little or no pay -- driving, and building. The sort of glorious jobs-with-a-future you think British youngsters should aspire to, in other words.
In order to get into an Institute of Technology, you do your Leaving Cert and you pass the necessary subjects - maths, science, language, English, Irish, and whatever other subjects you may have chosen in your Leaving Cert curriculum. The purpose that is served by sitting in a classroom is to gain entrance to a college where you will earn a diploma or a degree in some useful area, a qualification that an employer can check. In the space of one generation the existence of the techs has opened up a new world of opportunity to parts of Irish society that previously did not see much use in school.
Here are the hopes of the Irish Steering Committee on Technical Education, also called The Mulcahy Report (1967) for the regional techs:
'we believe that the long-term function of the colleges will be to educate for trade and industry over a broad spectrum of occupations ranging from craft to professional, notably in engineering and science but also in commercial, linguistic and other specialties. They will, however, be more immediately concerned with providing courses aimed at filling gaps in the industrial manpower structure, particularly in the technician area...
...we do not foresee any final fixed pattern of courses in the colleges. If they are to make their most effective contribution to the needs of society and the economy, they must be capable of continuing adaptation to social, economic and technological changes. Initiative at local and national levels will largely determine how far this vital characteristic is developed. We are concerned that the progress of these colleges should not be deterred by any artificial limitation of either the scope or the level of their educational achievements'
This was a tremendously bold ambition, given that Ireland was a desperately poor country in 1967, and had not even joined the EEC at that point.
The same could happen in Britain, but classism and complacency get in the way.
Bear in mind that nearly one in 5 french kids never finish the French Baccalaureate
And France is going down the toilet faster than you can say 'pardon'.