Teacher survey

Transmaths: Policies - Through College

For policy there appears to be a contradiction between the standards and inclusion agendas. Performance measures currently focus a great deal on achievement narrowly conceived around examination grades and standards. Although nationally there is a desire to have more students studying mathematics post-16 recruitment to, and retention in mathematics, these are not valued to the same extent, other than in some colleges with a particular (and often local) inclusion agenda. This is deeply problematic if we are to encourage wider take-up of mathematics and other STEM-related subjects in Higher Education. It is an issue that policy makers need to consider more deeply than merely using funding mechanisms to support courses in Higher Education: at the heart of the matter is encouraging student engagement and participation at a much earlier stage.