The government is determined to give all young people the
world-class education they need to fulfil their potential.
This includes providing opportunities to develop the
mathematical and quantitative knowledge and skills
appropriate to their chosen careers. In an increasingly
technological world this will be vital to ensuring that our
future workforce will be productive and competitive in the
global marketplace.
Sir Adrian Smith’s review identifies a strong economic and
social mobility case for raising participation in post-16
mathematics and improving knowledge and skills at all
levels. He presents clear evidence for the value of
mathematical and quantitative skills to students, whichever
route they take.
The report includes recommendations and challenges that are
wide-ranging – for example, the need to address negative
cultural perceptions of mathematics. Thesel issues will
require detailed engagement and action between government,
industry, universities, schools and colleges.
I have today written to Sir Adrian thanking him for the
review and confirming that the Government will set out our
plans across the range of Sir Adrian’s recommendations in
due course. The letter confirms that work is already
underway to address a number of the challenges highlighted
in the report, and there are a number of recommendations
where we have been able to take immediate action.
We agree with Sir Adrian that we must be ambitious and take
greater action to encourage and support more young people
to choose mathematics post-16, particularly in areas where
take-up is low. That is why one of the immediate actions we
are taking today is to announce a new £16m Level 3 Maths
Support Programme. It will build on the momentum created by
the Further Mathematics and Core Maths Support Programmes,
and will work with schools and colleges to improve
mathematics education by sharing best practice, and
delivering knowledge-rich curriculum materials, as well as
working to increase participation and attainment in 16-18
mathematics. The programme will work to deliver focused
intervention targeted to those who need it most.
The other immediate actions we have taken in response to
Sir Adrian’s recommendations are set out in my letter. For
example, taking forward work on the new T level
qualifications to ensure they include mathematics where
employers identify this as a requirement for employment;
working with the newly constituted Royal Society Advisory
Committee on Mathematics Education to ensure appropriate
expert advice. We are alsoworking with institutions such as
the Royal Society and British Academy to encourage
universities and employers to signal the value of level 3
mathematics qualifications for entry to undergraduate
courses with a significant quantitative element and for a
wide range of job roles.
We have placed a copy of Sir Adrian’s report and our letter
in the libraries of the House and on the government’s
website.
