A framework for evaluating quality and equity in post-compulsory mathematics education

Abstract

Working with adults returning to study mathematics in order to achieve goals, such as entry to further study or employment, reveals that the tradition school mathematics education - in English-speaking countries at least - has failed to meet the needs of many. In the post-compulsory sector, traditionally autonomous higher education institutions are now competing amongst each other along with the vocational sector for student enrolments and funding, both public and private. Accompanying this has been an increasing interest and involvement in quality assurance. This chapter will draw upon the relevant quality literature together with the author's extensive experience in adult and vocational ed..