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
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THE IMPORTANCE OF GUIDANCE IN EDUCATION, TRAINING AND LIFE LONG LEARNING
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
Issues Associated with the Teaching of Mathematics
Richard Evans is concerned about the quality of new maths teachers. A recent feature in the Observer (1) highlighted some of the consequences of the current recession namely the migration of people from the private sector in areas such as banking, IT, PR executives and journalism into teaching. 13,500 career changers have applied for teacher training programmes – this represents a 35% increase over the past year. Coupled with more applications from graduates this has made entering teaching a more competitive activity. So how does this increased flow of teachers align with the impending massive cuts in the public services?
Skills for the Future (part2)
Read: Skills for the Future (part 1) Dick Evans continues his consideration of skills required forthe future UK economy In Part 1 I briefly explored some of the current issues associated with skills gaps and shortages and the failure by this and previous governments to tackle and resolve these long-term problems. In this piece I want to address the problem of innumeracy and low maths skills in the population and possible solutions to the problem. I, along with many other committed and enthusiastic individuals and organisations, have highlighted some of the factors involved in perpetuating low mathematical skills amongst the
Skills for the future.
Skills are still a top priority for the government, but Dick Evans questions whether the agenda is valid and asks how we can hope to solve our future skills problems. Resources, human, time and financial, continue to be expended on developing frameworks and models to address the problems of skills shortages and gaps among people already in employment and those wishing to enter employment. Turbulent times require radical decisions and strategies. But will the current efforts resolve today’s challenges and those of the future? Fallout Let’s look into the crystal ball and suppose that fallout from the financial crisis is
Skills for the Future (part1)
Dick Evans is worried about how we plan provision of education to meet future skills needs Introduction, background and scene setting This is the first part of a two part piece on skills in which I will attempt to provide the background for this important topic. I will describe the factors in play across the skills spectrum and the way the government is tackling the problem of persistent skills shortages and gaps including the continuing levels of poor numeracy in the adult population. Skills still seem to be a top priority for the government, but are the strategies and policies
Writing for Toffee?
Richard Evans is concerned about the decline in writing skills. Last September a number of daily papers (e.g. The Independent 6/09/08) ran reports on a study by exam boards and assessors/markers on the ability of candidates sitting GCSE and ‘A’ levels examinations to write their answers in longhand. According to the report, the number of requests from candidates for ‘scribes’ in examinations had increased from 28,324 in 2005 to 40,215 in 2007. The figures relate to the total number of requests for ‘scribes’ and clearly a particular candidate might require help for more than one subject. However it was unlikely
Reading Skills and ICT
Richard Evans returns to his soap box on the issue of computers and their possibly negative impact on education A recent BBC World Service programme presented by Michael Rosen raised a number of interesting issues regarding the impact of the declining use of narration in popular films on reading skills. An American film critic on the programme voiced his concerns about Hollywood productions which were increasingly superficial and undemanding on the audience. Too often, the films were formulaic in character e.g. car chases, explosions, sex and special effects with predictable and superficial story lines and plots. The audience were primarily
A Continuing Crisis
New scientific and technological frontiers open every day, but is the bias against science and maths in our culture and education system about to let us down again? Dick Evans reports. Long-running worries about science and mathematics in this country show little sign of abating. Having just returned from East Asia I am more than ever convinced that we are simply not producing enough people qualified in the physical sciences, mathematics, statistics and engineering. By contrast, they are highly valued and flourishing in much of Aisa, with ever growing numbers of students leaving school, college and university qualified in scientific
Teacher Shortages Revisited
Richard Evans returns to his theme of teacher shortages and what can be done It’s been said before but here is my take on the current situation. It’s a case of good and bad news. First the good news: the government seems to have recognised the long standing crisis associated with the supply of teachers in mathematics and numeracy both in terms of quantity and quality. The bad news is that there is continuing difficulty in significantly increasing the flow of qualified teachers let alone retaining the stock of both new and experienced teachers. To highlight the paucity of thinking