With concerns over society’s numeracy levels and the advent of new technology, Dick Evans calls for a major, wide-ranging inquiry into maths education. Recently, a number of reports have highlighted the continuing concern about mathematics education and the problems associated with the level of numeracy in school leavers and in members of society in general. Ongoing concern is voiced by employers and educationalists from all the sectors. Many reports, over many decades, have mapped out the possible causes and made innumerable recommendations to improve the situation. Sadly, in spite of all these laudable endeavours, nothing has happened and the concerns
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To Learn or Not to Learn?
That is the basic question says FE College Principal Dick Evans. A recently-introduced government performance indicator focuses on graduates obtaining employment and the new national target regarding participation rates for 16 to 19 year olds. This has provoked reflection on student retention, achievement and the wider aspects of people who do not participate in education and training. Student retention and achievement justifiably continues to be an important issue for colleges and universities. Obviously they wish to see all their students succeed and have value added to them through their studies and the associated learning opportunities and experiences afforded to them
VIEWPOINT
“THE SANDS OF EDUCATIONAL RESEARCH ARE LITTERED WITH THE WHITE BONES OF WELL INTENTIONED ENDEAVOURS”. A Viewpoint. Paper presented at a conference. 1997. The recent announcement to scrap the White Paper on ‘Lifelong Learning’, to be replaced by a series of consultation papers shows the fragmented situation as far as the Government’s long term strategic vision for education is concerned. This White Paper was supposed to draw together and respond to a number of pre-existing initiatives and research, namely Higginson, Kennedy, Fryer and possibly Dearing. One could add to these the ideas of the Labour Party in opposition on the
Viewpoint – Graduate Nation.
A recent Government White Paper proposed the introduction of General National Vocational Qualifications (GNVQs) to rationalize the British education system. Under this scheme, those who left school at 16 would be able to enter higher education on the strength of vocational qualifications. Dick Evans explains the workings of this radical new approach and argues that such a system will give Britain’s workforce the flexibility necessary to maintain the nation’s position in an increasingly competitive world. At last this country has realized that it must invest in post-16 education and training, not only for its existing workforce but for that of
Vocational HE
Bringing an occupational focus into degree courses may be considered an important aspect of Government policy, but is HE prepared and willing to respond? Dr Dick Evans provides an interesting insight. The crude oppositional approach to debates between vocational (training) and academic education has been a long and largely unproductive one. Many reports and government publications have over many decades advocated the merits of recognising the equal value of vocational education and training within the Further and Higher sectors. It now appears that this government have rediscovered the importance of vocational education particularly at the higher education level and through
Vocational Science -Endangered Provision?
Post-16 institutions currently offer a wide range of programmes of study for awards in science-specific and science-related areas. Examples of this provision are GCSE, A levels. General National Vocational Qualifications (GNVQs), occupationally specific National Vocational Qualifications (NVQs) and other vocational qualifications (VQs). Many FE colleges are now finding it difficult to maintain this range of provision, because of the high cost of delivery coupled with relatively low numbers of students enrolled on some of the programmes of study. This is particularly true for vocational provision. The recent tariff revision proposals, given in FEFC Circular 96/28, indicate that the tariffs are
What Price Institutional Solvency
The continued operation of the ‘free market’ precipitates a whole series of paradoxes to companies and organisations. Employers, both in the private and public sector, struggle to cope with increasing competition and continuing cuts and Government requirements to make ‘efficiency gains’. As staffing levels continue to be reduced, they are finding it increasingly difficult to maintain the quality of their products and services. This is most certainly true of organisations such as the prison service, probation, health, social services and education. One accepts that a great many manufacturing industries have witnessed significant cutbacks, yet they have managed to increase productivity
What’s in a Name?
The University for industry (UfI) is a serious misnomer. Dick Evans brings employers and colleges into the debate. The Government’s Green Paper ‘The Learning Age’ highlighted a number of initiatives to develop lifelong learning. Two of these will become a reality – as the Government, and particularly Gordon Brown, is committed to them – the University for Industry and Individual Learning Accounts. The Green Paper projected a vision of the University for Industry that would exploit the newer technologies to boost productivity, employability and competitiveness. Although this seems exciting and innovative, many questions are still unanswered. Even when the Ufl
WHENCE THE SKILLED TECHNICIAN?
On 23 April 1996 the Foundation held a lecture and dinner discussion under the title “Whence the Skilled Technician?” The Lord Butterworth CBE DL was in the chair and the evening was sponsored by the Engineering Council and the Engineering Training Authority. The speakers were Mr John Spensley, operations manager, Graseby’s pic, Mr Victor Lucas, senior inspector (Engineering), FEFC and Dr R.G. Evans, Principal, Stockport College of Further Education and Higher Education. Summary of talk by Dr Evans who said there was still no long-term strategic framework for education and training in the country. The need for an urgent review
Working Away
Dick Evans, Principal of Stockport College of F&HE, considers Curriculum 2000, NVQs and realistic working , environments (RWEs). The Qualifications and Curriculum Authority (QCA) are currently preparing the specifications for the qualifications and awards that will attach to the new proposed national curriculum framework. This is increasingly being referred to as Curriculum 2000 (C2k). The framework will be established from September 2000 and one of the new pieces of jargon is associated with the word ‘specifications’, previously known as syllabuses. ‘Specifications’ will recognise the necessary knowledge, skills, understanding and competence that will be assessed for the purpose of awarding a