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Universities should do more to signal the value of maths


Supporting school maths and embracing alternative entry requirements will help, says Adrian Smith.

In March 2016, I was asked to undertake, on behalf of the Treasury and the Department for Education (DfE), a review of mathematics education for 16 to 18-year-olds. My report was published this July. 

The review was prompted by two issues: the increasing importance of mathematical and quantitative skills for the future workforce to underpin economic growth and productivity; and the low percentage of students in England who continue to study maths post-16 compared  with competitor economies.

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