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?
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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
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
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 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 IMPORTANCE OF CONTINUOUS PROFESSIONAL DEVELOPMENT
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
CONSEQUENCES
Richard Evans is the Chairman of the CIPHE’s Education & Training Group. In this issue of ETM he continues with his views on issues that will have an affect on the plumbing industry. Perceptions This article focuses on the continuing crisis in the industry resulting from the shortage of qualified practising plumbers. The article in the last issue highlighted that fewer training places means fewer plumbers qualify. However, more funda- mental is the negative attitude towards practical occupations, coupled with a still prevailing perception about technical and vocational qualifications as somehow second class. Funding Since the early 1990s as a
Youth Matters
One of the most unfortunate consequences of the current global financial crisis is the very high level of youth unemployment particularly in Europe. Sadly the present situation looks like it will persist for some time and already commentators are talking about a lost generation mirroring a similar situation in a number of regions in Britain in the 1980s e.g. North East and South West of England. I had direct experience of that situation in Cornwall and the plethora of short term schemes introduced by the then government most of which failed to create long term solutions. Unfortunately at present one
The Challenges of Introducing Environmental Issues into the Skills Agenda
Dr R G Evans FCGI. Education and training must play a significant part in addressing the critical issues currently confronting the planet including those associated with the environment. These include energy, food and water shortages and the consequences of global warming, pollution control, land reclamation and over population. Clearly in spite of a number of sceptics, many people recognise the dangers of overlooking these issues. There is a growing consensus that science and technology can provide some of the solutions in addition to creating new jobs and occupations. In spite of the current economic climate of austerity, recession and high
The Threat to Work-related Learning
Dick Evans analyses the Coalition’s approach to the 14-16 curriculum and WRL and points out the inconsistencies and risks implied by this policy. One of the most disappointing aspects of the Wolf Review was the recommendation that Work-Related Learning (WRL) should not be a statutory requirement for 14-16 year olds. Equally sad was that the government endorsed that recommendation and removed the funding for education business partnerships. This decision is consistent with others of the government as it continues to narrow the curriculum and heavily prescribe and proscribe areas of it creating a bland and sanitised offering to the majority of