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There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the trajectory of this qualification (later Functional Skills mathematics) through analysis of policy literatures over the last twenty years and empirical data from two studies in Further Education colleges. For a time, Functional Skills mathematics flourished and was becoming valued by many stakeholders but the privileging of GCSE Mathematics in recent policy has affected its status and uptake. It is important to understand this waxing and waning trajectory if future skills policy is to have better chances of long-term success. Key challenges include the unsuccessful integration of Functional Skills with the established mathematics curriculum, the difficulty of achieving qualification recognition across the vocational-academic divide and the negative unintended consequences of linked policy decisions. Raising the adult skills base is currently a policy priority in England and understanding these challenges to a skills-based qualification that is more aligned to the needs of vocational education than to schools is important. [ABSTRACT FROM AUTHOR]

England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organisations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students’ mathematics learning opportunities: (1) subject choice, and (2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England. [ABSTRACT FROM AUTHOR]

The political importance of mathematics in post-16 education is clear. Far less clear is how mathematics does and should relate to vocational education. Successive mathematics curricula (e.g. core skills, key skills) have been developed in England with vocational learners in mind. Meanwhile, general mathematics qualifications remain largely disconnected from vocational learning. Following a brief historical survey of mathematics within vocational education, the paper presents findings from a nested case study of student groups in three large Further Education colleges in England. The primary unit of analysis herein is student groups learning Functional Mathematics in two vocational areas: construction and hairdressing. We show how approaches to organising teaching, developing connected curricula and classroom pedagogy tend toisolateorintegratemathematics from/with the vocational experience.Integratedapproaches are shown to impact positively on student engagement and attitudes to learning mathematics. The paper concludes by discussing the potential impact of academic qualifications displacing vocationally relevant mathematics. [ABSTRACT FROM PUBLISHER]