CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) IS DEFINED AS ‘THE PURPOSEFUL MAINTENANCE AND IMPROVEMENT OF YOUR KNOWLEDGE, SKILLS AND COMPETENCE TO CARRY OUT YOUR PROFESSIONAL ROLE THROUGHOUT YOUR WORKING LIFE’. DR RICHARD EVANS LOOKS INTO THE CONCEPT OF CPD AND HOW IT CAN BENEFIT BOTH EMPLOYER AND EMPLOYEE WHEN IMPLEMENTED CORRECTLY. In summary CPD is ‘any activity which enhances an individual’s professional practice and encompasses formal, informal, course based, work based, individual and collaborative learning. Formal off-job training is only a part of CPD. Most learning actually takes place not through attending training courses, but through the work people carry out and

The Concern of Declining Numbers in Science Education

We live in a world dominated by science and technology. Yet many countries struggle to educate and train sufficient numbers of qualified people in these strategically important disciplines. Malta is by no means alone in needing to increase participation in science and science related subjects, especially at the post-16 stage. Dr Richard Evans takes a vast look at the issue. Employers have voiced concerns over the years about the quantity and quality of school leavers, graduates and undergraduates entering employment and lacking scientific and mathematical capability and skills. In many countries this is now seriously threatening their ability to compete

The Mathematics Problem [Part 2]

DR RICHARD EVANS CONTINUES TO EXPLORE THE DIFFERENT FACTORS THAT CAN CAUSE DIFFICULTY WHEN IT COMES TO UTILISING MATHEMATICAL KNOWLEDGE AND SKILLS WITHIN THE WORK ENVIRONMENT. IN THE SECOND PART OF THIS FEATURE, THE FACILITATION OF TEACHING AND LEARNING THROUGH THE EDUCATIONAL ENVIRONMENT IS DISCUSSED. In (part one of this article](/2011/04/the-mathematics-problem) (published in the April/May 2011 issue), I identified some of the problems related to mathematics and numeracy in our education system. However, perhaps it is too simplistic just to view the negative perception towards the subject in terms of a series of causes and effects. If the problem is

The Mathematics Problem

THE PROBLEMS ASSOCIATED WITH THE TEACHING AND LEARNING OF MATHEMATICS AND NUMERACY AT ALL STAGES OF EDUCATION AND TRAINING CONTINUES TO CAUSE CONCERN IN MANY COUNTRIES IN EUROPE. DR RICHARD EVANS DISCUSSES IN DETAIL, IN THE FIRST ARTICLE OF A TWO PART SERIES. The teaching of mathematics and numeracy, at all levels of education, is one cause of concern in many countries in Europe, and Malta is no exception. The problems precipitate a series of worrying issues namely: A generally negative perception of these subjects amongst learners in school, college and university. Low participation levels post 16 in subjects that


DR RICHARD EVANS HIGHLIGHTS THE NEED FOR A CLEAR GUIDANCE STRATEGY WHEN IT COMES TO DECIDING ON EDUCATIONAL AND TRAINING PATHS. At this time of unprecedented change in the nature of the world of work and the transformations that are occurring in the profile of employment, guidance for people to decide on their education, training and employment is even more critical than ever. Educational and training institutions must develop comprehensive and effective guidance systems to open up access, increase and widen participation, improve retention and produce individuals who will match the employment needs of Malta and Gozo. People, whether preparing