Dick Evans explores the impact of gender difference on mathematical performance. Whilst writing the articles on ‘Mathematics – Why the problem’! (Numeracy Briefing issues 9 and 10) I became aware that the interacting factors that created the negative view of the subject could reflect the widely-held perception that females perform less well than the males. This view has generated a popular stereotype that the women and girls are not good at the maths. Research. A considerable amount of research has been carried out in this area from analysis of basic international statistics on numbers of females and males studying mathematics
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General Further Education Colleges.
Dick Evans takes time out to examine the role of General Further Education (GFE) colleges and suggest that league tables and inspection criteria often fail to recognise the role and scope of these institutions. Are changes necessary and what might happen if these don’t occur? General Further Education Colleges (GFEs) have always occupied an important place in the FE sector. These institutions form part of the FE sector along with others institutions such as sixth form colleges, tertiary colleges and specialist/ mono-technical institutions when managed by the FEFC and now are part of the extended network of providers under the
GETTING THE BALANCE RIGHT
Richard Evans is the Chairman of the CIPHE’s Education and Training Group. In this issue of ETM, he looks at the Trailblazer concept and the Plumbing & Domestic Heating Technician Apprenticeship. Bigger doesn’t mean better! Apprenticeships still occupy a central part of the skills agenda, but will all this discussion bring about the high quality frameworks that are now urgently required? The main political drive seems to be to create large numbers of appren- ticeships, but with little reference or debate about the quality and fitness for purpose of the programmes. These two elements are surely the most important and
Give Us a Chance
The Press should look at the facts behind the pilot General National Vocational Qualifications (GNVQs) before judging them, says Richard Evans. Yet again, the GNVQ awards are under the microscope. Almost daily the Press report in their usual sensationalizing fashion the growing pains of this important qualification with little attempt to provide a careful analysis of the background and context of the developments with the award. The importance of GNVQs surely merits a sensitive and well-informed analysis of the purpose of the qualifications by the tabloid and broadsheet Press; they owe it to the students, prospective students, parents and the
GUIDANCE IN FURTHER EDUCATION
by Dick Evans, Principal, Stockport College of Further and Higher Education. Guidance must now be one of the most important processes in post-16 education and training. Following incorporation, colleges in the new FE sector must develop comprehensive and effective guidance systems in order to open up access, increase participation, improve retention and play a part in realising the National Education and Training Targets. For too long guidance has been treated as as a marginal bolt-on activity and must now be truly integrated into the whole range of provision of post-16 education and training. It must become central at entry, on-programme
HERE WE GO AGAIN!
Richard Evans is the Chairman of the CIPHE’s Education and Training Group. In this issue of ETM he reminisces on his own experience of the days of grammar schools and the 11+. Stepping back in time Following the announcement of the reintroduction of grammar schools, I thought a personal recollection of my experience of the 11+ and the selection system that resulted in the 1940/50/60s will highlight the real concerns I have on this divisive proposal. One of the many notable hypotheses made by Karl Popper was that we learn from our mistakes. He brilliantly expressed it as ‘a negative
Higher Education –A Rite of Passage?
Has HE become the modern day equivalent of the “world tour” for the privileged classes, providing little value to its students, and leaving them seriously in debt. Dick Evans explores. The recent fiasco about the funding of Higher Education has again highlighted the Government’s lack of a long-term strategy on this sector of education. In spite of the financial difficulties faced by the universities they still continue to promulgate the 50% participation rate for under 30 year olds. Many commentators have argued strongly that the figure is highly questionable in the light of the other problems confronting HE. It is
Higher Education’s Hindrance of Schools and Colleges.
How many of the problems currently being experienced in British education should be blamed on the institutions within the higher education sector? They, after all, exercise a major influence on setting the agenda for the various examining bodies. Does this top-down approach cause the great loss of potential students? Even as the implications of the demographic decline materialise many institutions admissions tutors still worship at the GCE A level altar, only accepting novitiates who have pursued a content-led course. A number of institutions still view non-standard entry gates with suspicion, especially prospective students with vocational qualifications, such as National Awards
Higher Level GNVQs
The first phase of consultation on Higher Levels of GNVQ has just finished, and follows on from the earlier consultation exercise into Higher Levels of NVQ awards. The extension of qualifications to the Higher Levels within these two areas will represent the completion of the two vocational frameworks. The consultations have raised important and fundamental questions, in particular, how the vocational frameworks will align with the academic framework. What will be the purpose of GNVQs in the Higher Education framework? The distinctions between academic and vocational frameworks continue to converge. Within Higher Education some awards are very much academic, e.g. a
Hydrogen Fuel Cells
New forms of heat pumps and hydrogen heating are urgently needed to meet the 2050 zero carbon targets. Recent reports state that the country will not achieve its emission targets while continuing to use natural gas namely a fossil fuel for heating. A third of the countries greenhouse emissions emanate from central heating, Fuel cells are devices that convert chemical reactions into low-voltage DC electricity and heat. A fuel cell generates electricity through an electrochemical reaction, not combustion. In a fuel cell, hydrogen and oxygen are combined to generate electricity, heat, and water. Fuel cells are used today in a