Evaluation of the City and Guilds Level 3 Adult 8umeracy Support Course at Merton College in the UK

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI:10.4314/AJESMS.V5I1.38614

J. Fletcher

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Abstract

This paper looks at the evaluation of the Level 3 Certificate in Adult Numeracy Support (City and Guilds 9484) course at Merton College. The latter is a general further education (FE) college and the main provider of post-16 education and training in the London Borough of Merton. The College also runs a number of higher education (HE) courses. The course was introduced into the School of Community Education following the college's successful bid to run a Level 3 course in numeracy in partnership with other colleges in the South London learning Partnership. The main objective of the evaluation of the course at Merton College was to find out how the course measured up to the standards specified by the DfES/FENTO Subject Specifications and echoed by City and Guilds in the Course handbook (City and Guilds, 2005) as well as the procedures specified in the Merton College College's Quality Assurance system. It was clear that the team was faced with challenges in understanding the level of the mathematics content required, and of linking this with strategies, methods and skills to teach adult numeracy learners. One critical observation the author made was the team's inability to change the course structure and content to suit the needs of the candidates. One other limitation of the course was the absence of information and computer technology use. Candidates were not introduced to adequate use of information and computer technology (ICT) as part of their learning. The author observes further that initial teacher education is a complex combination of knowledge as it requires specialist knowledge but at the same time much depends on experience and learning on the job. There is little doubt that the lack of thorough and systematic support for trainees in the place of teaching is a profound systemic weakness that impoverishes all teacher education programmes, not just those discussed in this paper African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 49-60

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英国默顿学院城市和行会三级成人八级读写能力支持课程的评估

本文着眼于默顿学院成人算术支持三级证书(城市和行会9484)课程的评估。后者是一所普通的继续教育(FE)学院，也是伦敦默顿区16岁后教育和培训的主要提供者。学院还开设了一些高等教育(HE)课程。这门课程被引入了社区教育学院，此前该学院成功地与南伦敦学习伙伴关系的其他学院合作开设了3级数学课程。默顿学院课程评估的主要目标是找出课程是否符合DfES/FENTO科目规范规定的标准，并在课程手册中得到城市和行业协会的回应(城市和行业协会，2005年)，以及默顿学院学院质量保证体系中规定的程序。很明显，该团队面临着理解所需数学内容水平的挑战，并将其与教授成人计算学习者的策略、方法和技能联系起来。作者所做的一个重要观察是，该团队无法改变课程结构和内容以适应候选人的需求。这门课程的另一个限制是没有使用信息和计算机技术。考生在学习过程中没有充分使用信息和计算机技术(ICT)。作者进一步指出，初级教师教育是一个复杂的知识组合，因为它需要专业知识，但同时也很大程度上取决于工作中的经验和学习。毫无疑问，在教学场所缺乏对受训者的彻底和系统的支持是一个深刻的系统性弱点，它使所有教师教育计划陷入贫困，而不仅仅是在《非洲数学与科学教育研究杂志》2007年第5卷第49-60页中讨论的那些

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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African Journal of Educational Studies in Mathematics and Sciences

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