Results of the Transnational Comparative Study on the Math Educational Needs in Baltic States

Abstract

EU directives distinguish 8 key competencies, which should be developed for lifelong learning; one of them is for mathematical literacy and competences in science and technology. In the context of lifelong learning, the definition of “mathematical competence” is based on the ability to solve problems in everyday contexts, and places emphasis on aspects of the process and the habit of using models of thinking (logical and spatial) and presentation (formulas, constructs, graphs, charts, etc.). It consists in the ability to identify structures and connections, repetitions and consistency. Moreover, a positive attitude in mathematics is based on the respect of truth and willingness to looks for reasons and so assesses their validity (European Recommendation, 2006). Mathematics knowledge and competences becomes essential in lifelong learning process. What is the problem? Mathematics as discipline is been taught in schools, colleges, vocational training and universities. However, many companies have difficulties in preparation of qualified and competitive specialists of mathematics for the main economic sectors in Baltic States. Mathematics must appear understandable and relevant and be of practical use in the adults’ living world. That’s why the changing socio-economic situation requires practical knowledge, which could be easily adapted in the labour market. In order to identify Baltic States citizens' math educational needs, transnational comparative study the employers and employee survey was carried out on the adults’ math education actual issues: motivation to learn mathematics, assessment of the basic mathematical knowledge / skills / competence, fields of the mathematics educational needs and how to organize math further education etc... In this new era of knowledge and creative society, there is a need and importance to prepare intellectual professionals and specialists for the labour market. Because of changes in the social, technological, educational and other environments, the information, knowledge and skills gets older very quickly, so there is constant need for lifelong learning and permanent renewing of acquired skills. Europe 2020 puts forward three mutually reinforcing priorities: (1) smart growth: developing an economy based on knowledge and innovation; (2) sustainable growth: promoting a more resource efficient, greener and more competitive economy; (3) inclusive growth: fostering a high-employment economy delivering social and territorial cohesion. The most important priority of Lifelong Learning programme is to increase the input in educational sphere by contributing to one of the priority initiatives in the „Europe 2020“- "an agenda for new skills and jobs" to modernise labour markets and empower people by developing their of skills throughout the lifecycle with a view to increase labour participation and better match labour supply and demand, including through labour mobility.