Back Core Maths to boost jobs and economy

Significant new wins for mathematical education in the UK will help young people get jobs and boost the economy – now Core Maths qualifications need practical backing, a key figure in maths education has said.

Professor Paul Glaister CBE, professor of mathematics and mathematics education in the Department of Mathematics and Statistics at the University of Reading, has worked for over a decade to support the provision of Core Maths in the curriculum for all students aged 16-19 in England who are not taking A level Mathematics.

He welcomed the announcement that all schools and colleges in England will now receive an additional £900 for each student taking a Core Maths qualification, on top of the overall funding allocation per student for their post 16 studies, and says that universities and employers now need to back Core Maths further by showing how the new qualifications will benefit students.

Professor Glaister said: “Providing mathematics for all school and college students up to the age of 18 is a smart way to turbocharge the UK economy and provide the next generation with the skills they need for the future. Schools and colleges needed additional funding to support students taking Core Maths, and this has now been granted, which should help the UK catch up with other countries around the world, where maths is already an essential part of the curriculum at every stage of education. Now universities and businesses need to step up to show how valuable these qualification are. Universities need to show prospective students that they value Core Maths, by offering a higher number of courses with alternative entry requirements – for example by reducing the overall entry tariff needed for those achieving a Core Maths qualification.“

Employers should make it crystal clear that Core Maths provides the much-needed mathematical, quantitative, and problem-solving skills required for many roles in their organisations.

"Core Maths enables students to acquire, and develop, deep mathematical and quantitative knowledge and understanding, along with reasoning and problem-solving skills, in real-life contexts. All of this is essential for many careers and further study, so universities and employers alike stand to benefit significantly from better-prepared students and employees. As such, they should also be strongly supportive of this major step-change in commitment from the Government, and must now follow their lead and take action in support of young people and the UK economy through corresponding strong signalling and support for Core Maths.”

The proposal to introduce a ‘Core Maths Premium’ was trailed in the Department for Education’s October 2023 policy paper on ‘A world-class education system: The Advanced British Standard (ABS), a new Baccalaureate-style qualification for 16 to 19 year olds’ which has at its heart the Prime Minister’s desire for all students to continue studying mathematics to 18. The ABS consultation also includes reference to the Core Maths Premium, with Core Maths featuring strongly in the ABS vision and plans to realise the ambition of universal participation in mathematical and quantitative study post 16.

Reading leading on university maths

Professor Glaister’s work is helping the University of Reading to build a position as one of the most forward-looking mathematics departments – not only supporting mathematical education on its degree courses, but with innovative research and postgraduate training in mathematical study, and supporting maths education for all students. This included support for the Maths Manifesto, launched this month at the inaugural UK Maths Summit at the Science Museum in London.

Professor Glaister, who is set to become the President of the Mathematical Association from 2025, added: “To realise the full potential that mathematical sciences have to offer, and to realise the vision in the Maths Manifesto, we must secure and support a well-qualified and highly skilled workforce of the future. This will necessitate a well-resourced education system; a fit-for-purpose, agile and forward-looking curriculum, qualifications and associated assessment regime; and a full complement of well-qualified mathematics teachers.

“Many stakeholders are working to support these common goals, including mathematical sciences departments in UK universities, like Reading, who are undertaking fundamental, applied and impactful research, while also teaching and fostering the next generation of professionals through their undergraduate and postgraduate degree programmes. It is vital that the breadth of provision currently offered across our universities continues to provide the diverse and inclusive education and training that students from all backgrounds can benefit from, and lead to a productive and fulfilling career.”