Jo Johnson on graduate employment

Jo Johnson, Minister for Universities and Science, said in his recent speech
Higher education: fulfilling our potential:

We have all been reminded of the scale of the challenge by a recent CIPD survey suggesting that almost 60% of graduates are in non-graduate jobs.

While it may overstate matters — official statistics show that in fact only 20% of recent graduates did not find a graduate level job within 3 years of leaving college — it is clear that universities must do more to demonstrate they add real and lasting value for all students.

In my humble opinion, there are essentially two ways to improve the percentage of graduates finding graduate level jobs:

(a) Increase the number of  vacant graduate positions available, and

(b) decrease the number of graduates.

All other solutions are log-linear combinations of these two. The only option under control of universities is (b). Is this what Jo Johnson wants from the universities?

Added 11 September 2015: A detailed analysis of Jo Johnson’s speech is given by Martin Paul Eve in his post at THE blog, TEF, REF, QR, deregulation: thoughts on Jo Johnson’s HE talk.

INDRUM2016 Update

INDRUM 2016
First conference of the International Network for Didactic
Research in University Mathematics (INDRUM)
March 31 – April 2, 2016 – Montpellier (France)
Second Announcement & Call for Papers

Information on how to contribute to and attend the conference:

http://indrum2016.sciencesconf.org/
INDRUM 2016 is an ERME Topic Conference:
http://www.mathematik.uni-dortmund.de/~erme/

INDRUM2016 is the first in a series of biennial and bilingual conferences that will address all aspects of research in didactics of mathematics at tertiary level, including students’ and teachers’ practices and the teaching and learning of specific mathematical
topics. The conference aims to attract researchers in didactics of mathematics at university level, mathematicians and any teacher or researcher with interest in university mathematics education (UME). The conference programme consists of: a plenary lecture, a panel discussion, thematic working groups (6h each), short communications in parallel (two sessions of 1h30m each) and a permanent poster exhibition. Michèle Artigue (University Paris Diderot, France) will be the plenary speaker. The conference proceedings will be available before the conference and we aim to publish a post-conference book. This conference is part of the work of INDRUM (International Network for Didactic Research in University Mathematics), an international network initiated by a team of researchers in university-level didactics of mathematics. INDRUM aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular focus on building  research capacity in the field and on strengthening the dialogue with the mathematics community.

We now invite paper and poster proposals on the following two broad Thematic Working Groups (TWG):

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Teachers Aren’t Dumb

An Op-Ed piece in the New York Times, by

Mediocre teacher preparation extends to mathematics. An international study of new middle school teachers showed that Americans scored worse on a math test than teachers in countries where kids excelled, like Singapore and Poland. William Schmidt of Michigan State University identified the common-sense explanation: American teachers take fewer math classes. Instead, they take more courses in general pedagogy — coursework, that is, on theories of instruction, theories of child development and the like.

Can anyone give references to “an international study of new middle school teachers”? What was UK’s results in the study?