La enseñanza de matemáticas en el mundo y en la historia:

flexibility

i) Student respondents

Many of the students interviewed expressed a clear desire for a practical based curriculum which enabled them to be engaged in the process of production rather than having to be the recipients of didactic teaching which did not appear to be relevant to their needs. They spoke positively of teachers who helped them to learn by flexible means and by way of developing role model relationships. The camaraderie associated with college based learning appealed to them more than the traditional teaching methods utilised in formal school settings.

ii) Staff respondents

The majority of the staff questioned had positive views on what the Diploma had to offer learners and, more importantly, what they as teachers, could contribute to the students. College based staff in particular felt that it was an essential component in

logistics of schools and colleges working together in geographically based consortia. College staff had concerns about school staffs insufficient grounding in the applied learning being offered in colleges. This, they felt, led to unrealistic views of the suitability of the Diplomas for all learners. Staff also voiced their unease about the future

sustainability of the Diploma given Government changes and therefore for the opportunities for prospective upcoming cohorts of students.

This section of the data analysis has focused on the area of curriculum choice arid flexibility. It has looked at these issues in relation to the Diploma and has identified themes arising for student and staff respondents respectively. Students were

overwhelmingly in favour of the practical nature of the course and the nature of the work involved which reflected their area of interest. Several highlighted enjoying the fact that there was flexibility in what they did rather than the rigidity that they had experienced in school. Along with this, some student respondents commented positively on the manner in which they learned, with peers and by following teacher demonstrations. Concentration on theoretical learning was seen as a challenge when it took priority over practical work. Relationships with teachers were cited as being an important component to learning and allowed for a climate of flexibility in learning to be established.

Flexibility was seen as being one of the advantages in the structuring of the Diploma. This could allow students to learn and develop at their own pace and so retain their motivation. Staff respondents believed that ongoing small successes were important in motivating learners along with eventual improved employment prospects providing some sense of empowerment. Once again there were some similar views expressed by respondents with overall positive responses relating to the empowering and motivating elements of the courses which built confidence as well as competence in the learners. The

172

following section reviews the final theme being examined through the data: curriculum choice and flexibility.

Staff felt very positive about what they felt they offered as a suitable curriculum for these students but they felt at times thwarted by school staff who they felt were not sufficiently aware of the requirements of applied learning of the Diplomas or even, in sympathy with such learning. There was also criticism of Government policy makers not showing sufficient commitment to the ongoing needs of learners especially with the Government’s lack of recognition or support for the positive vocational developments for this age range, offered through the Diplomas.

Discussion

There was therefore, agreed importance shown in the literature and collected data in respect of the importance of relationships in enabling student achievement. Similarly, there was evidence that a meaningful curriculum was vital to engage learners. Young people should be able to see the connection between education and their future in the world of work (Schoon, 2003) with vocational and applied learning properly embedded in any strategy aiming to reduce low achievement and maximise engagement (Cassen & Kingdon, 2007). Lumby and Foskett suggested that students of this age increasingly want to ‘control their lives, to receive respect from other adults, to make choices according to their own preferences and not necessarily to be confined by school parameters’ (Lumby and Foskett 2005:06). Some staff respondents felt very positive that they could offer as a suitable curriculum but expressed the view that there were training issues for school staff and that further commitment was required on the part of policy makers in meeting the ongoing needs of learners. Many of the students interviewed expressed a strong desire for a practical based curriculum which enabled them to be engaged in the process of

production rather than having to be the recipients of didactic teaching which did not appear to be relevant to their needs. Data from both students and staff reaffirmed Freire’s

173

(1968) belief in the transformative nature of education at this transitional stage in the lives of young people. The first chapter of Tomlinson’s was called ‘Our vision’ and in it he outlines the 14-19 phase of learning should be acknowledged as crucial for all young people who by age 19 should have a passion for learning which enables them to acquire the skills, knowledge and attributes necessary to participate fully and effectively in adult life. To achieve this goal, Tomlinson emphasised that 14-19 learning should be inclusive and challenging and should cater for and excite all young people, whatever their

aspirations, abilities, interests and circumstances.

While the tripartite thematic examination applied throughout this thesis has had relevance here, it is most interesting to note that in considering the dominant themes to emerge from a comparative analysis of the literature and the data, a new emphasis has emerged. While many views have been aired on achievement and underachievement, there have also been disagreements and a lack of consensus. Moving forward, there has been more of a shared appreciation of what is required to help all young people achieve their potential. There has been a clear message from both literature and data that young people must be motivated to learn and achieve and that this motivation is fuelled by positive relationships with inspiring teachers on courses of study which have a strong element of practical and applied learning and a progressive structure which leads to transparent and worthwhile outcomes. All of this is required within a framework which involves young people in the decision making on important issues which will affect their lives and the wider society within which they are taking their place as adults.

174