Post-school Numeracy / Maths in England and Wales

1. Post-school Numeracy / Maths in England and Wales Noyona Chanda Head of Numeracy Division LLU+ London South Bank University n.chanda@lsbu.ac.uk 0207 815 6283

2. Brief History mid-70’s • Adult Numeracy followed on from adult literacy, as next-step in learning journey • Liberal, second chance learning to address negative school experience – no set curriculum, no tests, social awareness, focus on everyday maths • Mostly situated in adult education centres • Adult Numeracy resources developed collaboratively by groups of teachers and volunteers • Learners mostly white and working class or Afro-Caribbean

3. Brief history continued….. 80’s Change in policy – from liberal to time-constrained /narrow test-focus/re-skilling focus (tightening up of finances and accountability – change in political climate) Competence- based Numeracy curriculum described as adult numeracy “standards” Numeracy now part of further education (16-18) also Emerging range of Numeracy qualifications at a number of levels Emerging standards for professionalising the literacy and Numeracy workforce (on the back of the National Vocational Qualifications Framework)

4. …..and more history 90’s The emergence of “core” literacy and Numeracy skills as integral to vocational training (later called “key skills”) Pressure on adults to achieve Numeracy / maths qualifications for better job prospects Growing need for provision for Numeracy / maths for bilingual learners Teacher accreditation programmes for those working in adult literacy and Numeracy Volunteers also being formally trained to new specifications Increasing formalisation of curriculum

5. ….and finally 2000 onwards Fast-changing scenario – review and recommendations Govt policy and action plan organisational targets and funding changing the ethos and philosophy of adult Numeracy Changing and emerging needs of new groups of learners Move to have better integration of Numeracy and maths at levels of curriculum / organisational structure and teacher expertise

6. Current context • Who are the learners? (LEARNERS) • Where do they learn ? (PROVISION) • Who teaches them? (TEACHERS / OTHER STAFF) • What do they have to achieve? (CURRICULUM / QUALIFICATIONS) • What is being done to professionalise the Numeracy workforce? (TEACHER STANDARDS QUALIFICATIONS)

7. LEARNERS • 14 -19 (main focus – vocational training + job seeking) • 19 + (range of goals) • ESOL learners • The workforce at large • All job-seekers • Adults in all areas of life – health / young families / community groups / prisons, etc

8. PROVISION Any and everywhere But mostly in : • Discrete Numeracy provision • Numeracy as part of vocational programme • Numeracy as part of ESOL programme • Numeracy in range of other contexts – e.g. family learning / workplace / community-based learning /

9. TEACHERS / OTHER STAFF Increasing push for specialist Numeracy teachers to be fully qualified against standards and specifications Numeracy staff more likely to be semi-connected to Numeracy or part-time Issue of lack of higher level maths skills amongst Numeracy workforce Other workers in the field also need training e.g. teaching assistants

10. Learner CURRICULUM / QUALIFICATIONS • The adult Numeracy core curriculum (levels) • Key skill Application of Number (levels) • GCSE Maths (levels) • National tests for Numeracy (levels) • Qualification for Application of Number (levels) • Government interest in target numbers taking and achieving tests

11. TEACHER QUALIFICATIONS All Numeracy teachers now need to have a generic teacher qualification PLUS a qualification against adult Numeracy subject specifications Standards and subject specifications in the process of being revised Numeracy / maths issue unresolved Low levels of engagement in this area – not enough teachers / no queues of learners / not enough commitment from management / govt surveys highlight low level of Numeracy in international comparison