Received: 11 April 2026 | Revised: 10 July 2026 | Accepted: 21 July 2026 | Published Online: 31 July 2026
Abstract
This study was conducted within the adult English and mathematics department of a further education (FE) college. Traditionally, the majority of adult learners enrolling on mathematics courses at the research site come from lower socio-economic backgrounds. In recent years, however, an emerging trend has been observed: increasing numbers of individuals in professional careers are seeking to undertake mathematics assessments in order to progress further in their chosen fields. Many professions now require not only higher-level qualifications but also a recognised Level 2 mathematics qualification. The research investigates how professionals have managed to progress academically and professionally, often achieving higher-level qualifications, without having first secured a Level 2 (or equivalent) qualification in mathematics. Drawing on a review of relevant literature and data from participant questionnaires, the study explores the barriers these individuals faced in attaining mathematics qualifications during their schooling, as well as throughout their academic and professional journeys. Findings highlight inconsistencies regarding the level of mathematics required for entry to or completion of postgraduate degree programmes, including teacher training. The study recommends the adoption of a more robust and standardised approach to mathematics entry requirements for graduate and postgraduate programmes. Furthermore, it advocates for fostering a culture of high expectations in relation to mathematics skills, particularly for those pursuing professional careers. The article also discusses practical strategies for achieving this, including ways to ensure that recommendations from Ofsted (2021) are effectively implemented by education leaders.Keywords:
Professional Occupations,Functional Skills Maths,Adult Learners,Maths Qualification,Numeracy Methods,Further Education,United KingdomReferences
Issue
2026 Vol.2 No.2
Copyright & License
Copyright (c) Copyright © 2026 Kevin Norley, M. Mahruf C. Shohel, Wendy Sall
This work is licensed under a Creative Commons Attribution 4.0 International License.
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