Part time vs. Full time employees

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A full time employee is typically any employee who works for 40 hours or more weekly. On the other hand, a part time employee does not have such a narrowly defined schedule. A part time employee's schedule can range anywhere from as little as a couple of hours per week to hours per week. The amount of hours is typically at the sole discretion of the employer, and is of course agreed to by the employee when accepting the position. However, when an employee has bargaining power, they are more likely to get the hours that they want. Part time work is both beneficial to the employer and the employee in different aspects. What benefits one party, will tend to not benefit the other.

FULL TIME PROS

· A full time position means a steady set of hours per week, which gives an employee a sense of stability, both on and off.

· An employee will get, and the employer will give whatever benefits the company offers. Most companies offer a variety of benefits such as Medical Insurance, 401K, Educational Assistance, daycare, fitness reimbursements, stock options, etc…

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· If a person in a full time position works over 40 hours, they will be paid overtime, which is time and a half, the regular hourly rate plus ½ more for each hour over 40.

· Salaried employees do not have any set of number of hours like employees who earn and hourly wage, but they will still get paid 40 hours even if they only work 0 hours a week.

FULL TIME CONS

· Employers can spend a good deal of time, money and benefits on a Full Time employee, and then discover this person is not right for the position or the employee will quit without notice. This is a sizable loss for the employer, which can be why many employers have gone to the general practice of hiring only Part Time employees.

· Employees can become settled in this position, not just in the workplace, but also as far as setting up their own time and money to fit their lifestyle. They come to depend on the money from this Full Time position just to pay their needs.

· Salaried employees do not have any set number of hours like employees who earn an hourly wage, so they will not get paid any overtime if they work over 40 hours.

· Full time employees are harder to get rid of because of all the different labor laws and regulations that protect workers.

PART TIME PROS

· In most cases, average wage rates for part time workers are significantly lower than average wage rates for full time workers.

· With several employees in the same position, employers will have more options in the scheduling of these employees, which will allow them flexibility, as the demands of the position reveal themselves.

· In some cases, employees are not totally dependent on one work position. If one does not work out for whatever reason(s), they will have a better chance to get a new position, and there are more Part Time Positions offered than Full Time so it will be easier to get one.

· Sometimes Part Time Positions let employees get a variety of experience in different industries/fields and their companies if they choose to do so.

· In some cases, part time employees can be students, or people who do not need to make a great deal of money. People who desire to do something worthwhile with some of their time, or people who only desire to supplement another income.

· For workers, part time positions may offer the chance of a better balance between working life and family responsibilities, training, leisure or civic activities.

· Part time workers are also much more likely to be in control of their own schedules and can decide what times they will work during the business day, for their own convenience. Of course this is with the employers approval.

· A part time employee has as much rights as a full time employee in terms of dismissal, contractual rights, pay, etc……

· There is the potential to get benefits as a part time employee, but it is of course at the sole discretion of the employer.

PART TIME CONS

· Employers will need to keep track of a greater number of employees, and sometimes, depending on the position, paying more than one person to work a position can be more costly than paying just one person Full Time.

· Employees will not be able to get benefits. But then, if they are able to work two, (or three), Part Time positions, they can afford to create and invest in a few benefits for themselves on their own.

· It is difficult for part time workers to get overtime rates. People working a part time can earn overtime after they have worked their hours plus however many more to make 40 hours, then be paid time and a half for each hour over 40.

· Part time workers feel they have less chance to advance than regular full time employees.

· Certain part-timers work on call, without any guaranteed minimum weekly or monthly number of hours and are thus in a particularly vulnerable situation.

· Co-workers of the part time employees can only conduct business with the part time employee while they are available. Not during the entire time they are working.

· Employers are not responsible for giving any benefits to part time workers, which can be a great saving for the company but a big loss for the employees.

· A person who is working part time may not be able to secure exact hours that they need or want, they may be at the mercy of the employer's discretion.

In conclusion, it is easy to see that there are many different issues that must be evaluated when embarking on a contract with a company. Ultimately, an employee must be well aware of all the conditions that are stipulated in the contract, and must be in full agreement. The most important thing is to ensure that each party's needs are met.

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International Law

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International Law

Facts

Saddam Hussein has been a horrible and arbitrary leader of the Iraqi regime. Hussein has committed many counts of genocide and hate crimes against the Kurds and Shia Muslims of Iraq. Mr. Hussein has also invaded Kuwait during the Gulf War of 11, disobeying the Charter of the United Nations, Chapter one, Article two, Sections three and four. The United States in fact, took action against the Iraqi military. President Bush Sr. and his military pressured them back to their homeland, bombarded their cities and, forced them to have United Nation inspectors, and placed sanctions on the country. Yet the Bush Sr. administration fell short of sending Saddam Hussein into exile, which was their primary goal.

The Law

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The International Law that was created concerning this matter was applied to Hussein when invading Iraq. The Charter of the United Nations, Chapter one, Article two, Sections four states that "All members shall refrain in their international relations from the threat or use of force against the territorial integrity or political independence of any state, or in any other manner inconsistent with the Purpose of the United Nations."(www.un.org/Over…) Both the United States and the Iraqi regime have defied this law. Whether it was against the Nicaraguan government in the case of United States or the Kuwaiti regime as mentioned in the section above. Actions towards another sovereign state can only be justified by means of self-defence. A pre-empted attack is not justified as a reason for war according to the United Nations Charter. There is no immanent threat posed by Iraq. They would continue to comply with the United Nations inspections with hesitance of course. The United States is not acting in self-defense, and to disrupt Iraq's sovereignty would be an injustice. Resolution 1441 was developed to ensure the effectiveness of the inspections to identify illegal weapons in Iraq and eliminate them. Although article 1441 was imposed by the United States one must be able to understand that Iraq is being threatened of invasion and the order of disarmament do not coincide with the best interest and safety or Iraq. Finally an attack on Iraq by the United States would be a violation of the section one, article two, and chapter one of the Charter of the United Nations.

Security Concerns

The United States of America placed such sanctions on Iraq as to not allow them to receive and/or create any nuclear weapons of mass destruction. Now although these sanctions were placed, one might wonder why the States would have any reason to fear that Iraq is in possession of nuclear biochemical weapons. The question that must be raised by neighboring Muslim countries is; if Bush is able to invade Iraq without joint international approval what can stop him from attacking us? Also that if the neighboring countries do not assist a fellow Muslim nation than Hussein might attack them. These actions of the United States do in fact increase the possibility of a terrorist attack upon the homeland of millions of Americans. A simple motive of greed by the President of the United States is visible and comprehensive. George Bush owns a great deal of oil industries and it would be to his benefit to gather oil from the largest supplier of the OPEC cartel.

Conclusion

Finally we as a Global Nation should continue the inspections until the process cannot proceed, and the chief weapons inspector of the United Nations Mr. Hans Blix can indicate that Saddam Hussein is not co-operating anymore. At that point, if the United Nations approves of such an invasion is just upon the Iraqi nation, then I believe it would be appropriate to take action. However, a war without United Nations approval will only cause instability in the Middle East and throughout the world. The Charter of the United Nations, Chapter one, Article two, and Section three states "All members shall settle their disputes by peaceful means in such a manner that international peace and security, and justice, are not endangered." (www.un.org/Over…) In conclusion the Bush administration is guilty of this offence and must be tried in an international court if Justice crimes it has committed against the Iraqi Republic and it's innocent people.

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Indian economy in 2020

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Economy

After more than five decades of Independence, India stands at the cross-roads of history in the initial years of the new millennium. During the last five decades we have achieved self-sufficiency in food, created a strong and diversified industrial base and developed a high degree of resilience that could effectively withstand the onslaught of the East Asian crisis in 17 & 18, the Kargil War in 1 and the oil shocks in 1 & 000. None of these could push India into an economic crisis of the kind we faced in 11.

However, there are major weaknesses that still persist as we prepare ourselves for entering the new millennium. More than a quarter of India's population lives in abject poverty, around 50% of the urban population lives in slums in unhygienic conditions and just under half of our vast population is illiterate. At this rate, by the year 010 we may perhaps earn the dubious distinction of having half of the whole world's illiterate population, which shows that India is a country of spectacular paradoxes. We are the largest global supplier of highly skilled manpower and still we could be the reservoir of the world's largest mass of illiterates. The vision for Indian economy in the year 00 needs to be viewed in this context.

My vision for Indian economy is that India emerges as a formidable global economic power with every Indian enjoying a decent living standard by 00 while maintaining the broad federal democratic structure of the nation as it has evolved over the last five decades. This vision sounds very ambitious but it is attainable if we can put our act together and pursue the goal relentlessly through well-coordinated hard work, total commitment and complete dedication.

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Basic ingredients of this broad vision would include demographic, economic and social aspects of national development strategy over the next two decades.

Population Growth

One of the main reasons why India has still remained a less-developed country with very low levels of per capita income in spite of being quite large in the global context in terms of physical volumes of output in both agriculture as well as industry is our failure to control the rapid growth of population during the last five decades.

Today, the absolute size of GDP is large enough to make India the 1th largest economy in the world However, our rank in termsof per capita living standards is way below at 16 out of 06 economies and even if we consider per capita GNP at purchasing power parity, India's rank in 1 turns out to be 15 (World Bank, 001). Among the 0 largest economies in the world, India's growth rate of population has been the highest and if this trend continues over the next two decades, it could spell disaster for any ambitious vision that the nation may try to evolve. Hence, it is necessary that we have an explicit demographic vision of attaining less than half per cent annual growth rate of population by the end of the next decade. The social dimension of this vision would involve significant upgradation of the status of women in the society and attainment of almost 100% literacy among adult females. Any vision of a fast developing progressive nation cannot be complete without involving the vision of cent per cent literacy level. If during the last five decades India's population growth rate had been half of what it actually turned out to be, even with much lower growth rates of GDP during the pre-liberalisation period, India's per capita income today would have been 6% higher than what we actually have and our rank in terms of living standards in the global context would have been 14 and still higher at PPP. Our national vision must necessarily focus on ensuring that this part of history does not repeat over the next two decades. If the current growth rate of population continues, India's population would reach 1470 million by 00. But if we can reduce the growth rate of population in a phased manner to 0.5% by 010 and maintain it at that level thereafter, India's population would not exceed 1170 million by 00, i.e., the country would succeed in avoiding a further addition of 00 million to our population over the next two decades. This by itself would increase the per capita living standard of the remaining population by 6%. Moreover, the scarce national resources required to bring up 00 million additional people could then be deployed productively to further enhance the living standards of the rest. We must recognize that the past trend by itself does not represent destiny. Conscious and persistent efforts could always reverse the past trends. What is required for evolving a people-centered population control programme is a fierce determination to succeed through a complete paradigm shift in our approach to managing population growth. The mind-set of not giving sufficient importance to the issue of population control needs to be radically changed. We must also recognise that population control is one of the most powerful means of reducing the incidence of poverty.

Vision of GDP Growth

The national vision of becoming a major global economic power by 00 can be accomplished only if we achieve a real GDP growth rate of more than 8% per annum consistently over the next two decades. Achieving further acceleration in economic growth and sustaining the accelerated growth performance over a fairly long time horizon are the main elements of this vision. Sustaining the high growth rate of more than 8% over two decades is a Herculean task but it is definitely well within our potential. Real GDP growth of around 8.5% per annum will enable us to emerge as the tenth largest economy in the world by the year 00 with a more than seven-fold increase in our GNP, which would translate into a per capita income of around 500 US dollars. It should be remembered, however, that our ranking in terms of average living standards would still remain significantly lower. But the per capita income in excess of around 500 US dollars, which would imply more than 7000 US dollars in terms of purchasing power parity would have enabled us to effectively and comprehensively remove mass poverty.

Visions of sectoral growth commensurate with the overall vision of 8.5% growth rate involve growth rates of 5% for agriculture, % for industry and .5% to 10% for services. In relation to the average growth rates observed during the last 15 years, the growth rates envisaged in the above vision of India's GDP growth over the next two decades imply an acceleration in the growth rates by 1.8 percentage points in agriculture, .5 percentage points in industry, percentage points in services and .55 percentage points for the economy as a whole. A detailed projection of the sources of future growth of Indian economy based on my analysis of the sources of accelerated growth during the post-185 period reveals the possibility of augmenting the contribution of total factor input by 0.65 percentage points over the next two decades. A significant part of the higher growth of total factor input would be contributed by a faster growth of capital input resulting from an increase in the domestic saving rate from the current level of .5% to around 8.5% by 00. While the decline in the growth rate of population envisaged in the demographic vision would lead to some reduction in the growth of labour input measured in terms of man-years especially after 015, such a decline is likely to be more than off-set by a significant improvement in the quality of labour resulting from major changes in the skill composition of working force. Thus, the vision of 8.5% GDP growth over the next two decades requires acceleration in the TFP growth by 1. percentage points. Since improvement in capacity utilisation and structural change are not likely to contribute more than 0. percentage points to the accelerated TFP growth, the residual factor, which is a surrogate for technical progress indicating the improvement in the overall efficiency of resource utilisation in the economy, will have to increase significantly from the level of .5 percentage points during 185-000 to around 4. percentage points during the next two decades. Achieving such a massive increase in the overall efficiency of factor inputs is a formidable task and it would require a highly focussed strategy and a large scale effort in every sector of the economy. Let me make an attempt to highlight some aspects of the sectoral strategies required for accelerating the growth of agriculture and industry.

Vision of Indian Agriculture in 00

Higher growth of agricultural sector can be achieved only through a significant increase in the productivity levels through modernisation of the agricultural sector. Despite our low productivity levels, we have a distinct competitive advantage in several agricultural commodities. We are among the top three producers in the world for several agricultural commodities, but our share of world exports in agricultural commodities is barely 1%.

Traditionally the basic mission of India's agricultural development has been to achieve self-sufficiency in foodgrains and also in major non-food crops. With rapidly changing global economic environment, it is now necessary to shift the focus from self-sufficiency to export orientation. My vision of the Indian Agriculture in the year 00 is as follows Agriculture will be the driving force behind the growth engine of Indian economy through contribution in our export earnings, absorbing a large part of our less skilled workforce, providing good quality raw materials for our industries at competitive rates, generating demand for industrial goods and services, and above all generating income, saving and investment in Indian economy. Indian agriculture should generate exportable surplus of foodgrains and non-foodgrains after meeting the domestic demand at the world prices. Labour productivity in agriculture should rise sharply to offset any increases in the cost of inputs including wages. Fulfillment of this vision would ensure that India will emerge as a major exporter of foodgrains by 00 with around 7% share of the world exports. Total foodgrains production is envisaged to touch 500 mn. tonnes by 00, which would not only ensure sufficient exportable surplus but would also be instrumental almost totally eliminating poverty defined as calorie deficiency on account of unaffordability.

The main factors which have created bottlenecks in our efforts to accelerate agricultural development during the last two decades are

a) Inefficient water management;

b) Poor supply-chain management arising on account of inadequacy of rural roads;

c) Market infrastructure & transportation facilities;

d) Inefficient rural credit delivery system;

e) Lack of proper education at the operating level;

f) Barriers to agricultural trade; and

g) Lack of focus on value addition. In order to accomplish the vision and achieve the targets set for Indian agriculture by the year 00, a carefully designed strategy of increasing total factor productivity growth in agriculture and simultaneously raising the growth of factor supplies to agriculture should be followed. The critical elements of the proposed agricultural strategy would include

ɨ High rate of technological progress in agriculture;

ɨ High rates of public and private investment in agriculture;

ɨ Significant growth in total cropped area, which can be achieved by increasing the area under irrigation; &

ɨ Increasing the effective application of high yielding variety of seeds in dry-land farming.

The policy initiatives required for this purpose should focus on the utilisation of the created irrigation capacity by putting in place a comprehensive irrigation management system. The policy initiatives required to implement the strategy to increase the yield rates would consist of encouraging regional specialisation in crops, developing most appropriate high yielding variety seeds for different regions, and various incentives to make modern farm inputs more viable to Indian farmers. In addition to these initiatives, there is an urgent need to involve the corporate sector formally in the cultivation of high value, capital intensive and modern technology based crops with potential for exports. Corporatisation of farming will not only facilitate technological upgradation, but would also ensure rapid growth of private investment in Indian agriculture. Corporatisation of the farm sector would also result in a significant quality upgradation and growth of value added products and, in the process, it would significantly enhance the export orientation of Indian agricultural sector.

Vision of Indian Industry

Having discussed various aspects of the vision of Indian agriculture, let me now turn to the industrial sector. My vision for the industrial sector is to achieve sustained annual growth of around % in real terms through international benchmarking of the productivity levels and attaining global competitive advantage in a large range of industrial products. India has already developed a strong industrial base and Indian industry is by now quite prepared to face the challenge of international competition. The radical changes in economic environment during the last decade have propelled Indian industry to bring about a major restructuring of its operations leading to mergers, amalgamations, joint ventures, strategic alliances and significant technological upgradation. Indian corporates have now learnt to focus more on enhancing core competencies instead of diversifying in unrelated areas. The transformation phase of Indian industry is nearing its completion. What is now required is to create the enabling conditions through a series of comprehensive second generation economic reforms to provide a strong fillip for rapid industrial growth. The major obstacles to accelerated industrial growth are

a) high incidence of domestic taxes;

b) outdated labour laws;

c) difficulties involved in dealing with industrial sickness;

d) continued existence of inefficient public sector enterprises; and

e) relatively rigid factor markets operating in India. The major policy initiatives to accomplish our vision for the industrial sector would include the following measures

ɨ Comprehensive reform of the existing indirect tax structure including excise, customs, sales tax and local taxes to ensure that the domestic firms in India carry the same overall tax burden as their global counterparts in the respective industries.

ɨ Adoption of new comprehensive labour legislation that would reflect the main characteristic features of best labour legislations observed globally.

ɨ Enactment of the bankruptcy law to facilitate closure of inefficient and non-viable units.

ɨ Effective divestment of government stakes in non-strategic public sector enterprises and utilisation of the proceeds of divestment to restore the country's fiscal health.

ɨ Government business partnership to aggressively promote Made-in-India brand with a proper timeframe and benchmarks of progress achieved in that direction.

Vision of India as a Leading Exporter

A significant weakness of our process of economic liberalisation during the last decade has been the high degree of inconsistency in our export performance. During the period 185 to 1, the growth rate of exports has fluctuated widely from less than 0% to more than 0%.

This phenomenon is perhaps indicative of the high vulnerability of our exports to external shocks as well as internal constraints and bottlenecks. Failure to sustain high growth of exports is one of the main reasons why we have not been able to achieve high rates of economic growth in the past. Our failure to sustain the high rates of economic growth achieved during the mid-nineties could also be attributed at least partly to our failure on the export front since 16.

Global vision of Indian economy has to focus on massive export thrust during the next two decades. During the period 10 to 18 India's commodity exports have increased from 18 billion dollars representing around 0.5% of world exports to 4 billion dollars representing around 0.6% of world exports. Currently, the top 0 products that we are exporting account for more than 70% of our exports and their share in the world exports is 1.%, while our share of world exports for the remaining products which account for less than 0% of our exports, is only 0.%. During the period 10 to 16, the average growth rate of our exports of top 0 products has been around 1% as against the world export growth of 8% for these commodities, while the average growth rate of exports of other products has been around 8% as against 7% growth of world exports for this category. If we ignore the experience of 17 & 18 as more of an aberration and apply the pre-16 trends to the post-18 period, India's commodity exports would turn out to be around 45 bn. dollars by the year 00 accounting for about 1.% of the world exports. This shows that even if we can replicate what we achieved on the export front in mid-nineties in a sustained manner over the next two decades, India could still achieve a ten-fold increase in exports with a more than doubling of its share in world exports by 00. Global vision of Indian economy should actually aim at doing better than this.

Hence, my vision of India as a leading exporter is to achieve at least % share of world exports by the year 00. Based on the past trends in world trade and new developments in global economic scenario envisaged over the next few years, aggregate world exports are likely to cross 5000 billion dollars by 00. India's exports should, therefore, exceed 500 billion dollars to accomplish this vision. To many, this target might appear to be too ambitious to achieve and one might dismiss it as an exercise in wishful thinking. However, while formulating this vision, let us not be guided by undue conservatism or pessimism. Let us not under-estimate the great export potential of our agricultural sector as well as our service sector. It should not be surprising if our IT exports alone cross 150 billion dollar mark by the year 00. What is required is to formulate a highly focussed strategy and its rigorous implementation to achieve the desired export thrust. Currently, India exports more than 7000 products through more than 00 thousand exporters both big and small. While the range of products as well as the exporter base could be expanded further, there is an urgent need for a focussed approach which involves selective intervention and targeting in specific sectors and product groups. The experience of several newly industrialising economies clearly shows that a focussed strategy for exports enables the country to carve out a significant niche in the global market. Our success on the export front will depend critically on our ability to control inflation and pursue a market-oriented exchange rate policy. The vision of export growth requires that the average rate of inflation over the next two decades is kept below 4% per annum which would help in restricting the average rate of currency depreciation to around % per annum and also in maintaining a relatively stable interest rate regime. Fulfillment of our export vision will raise India's export GDP ratio to around 0% over the next two decades.

Infrastructure

Infrastructure is a crucial factor in the overall development of economy. In India, a comprehensive policy framework for infrastructure development has been lacking. As a result, private investment in the infrastructure sector has not taken off as per our expectations. My vision for the infrastructure sector is to ensure ready availability of basic infrastructure facilities at the lowest possible costs with standards of service comparable to those observed in the newly industrialised economies. To accomplish this vision, it is necessary to evolve a framework that would integrate macro-level policy issues, regulatory aspects and managerial aspects of infrastructure development in the field of power, roads, railways, ports and telecom.

Vision of India's Education Sector

The 1st century will herald a powerful era of knowledge revolution. Vision for India's education sector should be not only to achieve and sustain 100% literacy, but also to refocus our higher education to nurture centres of excellence that would acquire global standing and international recognition. The main source of competitive advantage in the 1st century is going to be knowledge rather than wealth per se. The focus should, therefore, be on more equitable distribution of knowledge to empower the people of India to create wealth. The key to success in India's vision of dominating the knowledge industry lies in the ability of higher education system to quickly refocus and reorient itself to become a globally efficient provider of knowledge. One of the preconditions for achieving this goal is to significantly increase the public expenditure on the education sector to the level of at least 5% of GDP. Highly skilled manpower with a rare combination of hard work, sincerity, commitment and capability is our major strength. We must capitalise on this strength through a complete revamp of our education system to emerge as the most competitive force in the field of information technology, financial services and entertainment industry.

Emergence of New Areas of Economic Activity

The 0th Century has witnessed three distinct shifts in the basic forces driving global economic activity. Economic growth during the first half of the 0th Century was driven by industrial sector involving mass production of manufactured goods. As against this, the period from 160 to 10 has been marked by the emergence of what can be called the `era of services'. The rapid growth of the service sector has turned out to be the main engine of growth in the high and middle-income countries during this period. Finally, the last decade of the 0th century has witnessed the emergence of information age with emphasis on knowledge- based industries, which has proved to be the prime engine of growth during the post-15 period. The 1st century would, therefore, witness the emergence of new drivers of growth. A recent study by Graham Molitor argues that by the end of the next decade leisure time will dominate the total individual life-time activity in high income countries.

As a result, the business activity focussing on leisure time pursuits will emerge as the fastest growing business segment. According to Molitor's estimates, leisure time businesses will account for almost 50% of American GNP before the end of 00. Determining the size of leisure time business essentially depends on what is included in this business segment. Leisure time entrepreneurial activities in the orbit of this next wave of economic activity include recreation, hospitality, entertainment, gambling, travel, tourism, pleasure cruises, adventure seeking, reading, hobbies, sports, exercising, games, computer games, outdoor activities, cultural pursuits, theatre, drama, arts, poetry, opera, symphony, disco & bands, night clubs, bars and taverns, country clubs, retreats, bird watching, gardening, movies & cinema, theatres, television & other broadcast media, visiting and socialising (with family, friends and neighbours), audio & video recordings (including production, distribution, retailing, sales,rentals, etc.) internet and on-line activities, etc. As we add up the income generating potential of these individual segments, the overall potential of the leisure time industry would assume staggering proportions. As society progressed through each of the previous great eras of economic activity, leisure time has increased. Leisure time, which continues to steadily increase, will very soon account for over 50% of lifetime activities in advanced countries. This offers big growth opportunities for India.

Foreign Investment

Achieving 8.5% growth of real GDP would require aggregate investment rate of around 0-% of GDP depending on the magnitude of efficiency gains achieved by the economy in terms of TFP growth leading to a corresponding decline in incremental capital output ratio.

Currently, our incremental capital output ratio is around 4. As a result of the process of structural change envisaged in our overall vision, the share of services in our economy is expected to increase from 48% in 18 to 58% by 00. This phenomenon coupled with technological improvements in agriculture and industry should lead to a reduction in the overall incremental capital output ratio to .6 over the next two decades. Our resource needs to achieve 8.5% growth rate could then be restricted to 0.5% of GDP of which around 8% to 8.5% could be contributed by the increased flow of domestic savings. The gap of around % to .5% of GDP that would remain could then be easily financed by attracting foreign investment. The aggregate flow of foreign investment required to finance our ambitious GDP growth target would be around 60 bn. dollars by the year 00. Given the recent experience of East Asian countries, we should not aim at a rate of foreign investment of more than % of GDP and should try to finance it by attracting foreign investment rather than external commercial borrowing. If we implement the second generation reforms and the macroeconomic scenario gathers enough strength and momentum, attracting 60 billion dollars of foreign investment per annum should not be a difficult proposition by the year 00.

Critical success factors

Before I conclude, I would like to emphasise that effective translation of the broad macro-level strategy and specific policy initiatives into tangible results at the micro-level leading to the fulfillment of the proposed vision for Indian economy in 00 depends on several critical factors. Some of these critical success factors are

ɨ Long term political commitment to the proposed vision and specific goals on the part of the Union Government;

ɨ Shared vision and cooperation from all State Governments in this national endeavour;

ɨ Sensitive technically well informed and administratively competent bureaucracy dealing with this Herculean task;

ɨ Effective and efficient coordination among various levels of government departments, agencies and institutions involved in the implementation of various policy initiatives;

ɨ Overall environment of mutual trust and respect between the government, the bureaucracyand the private sector; and finally

ɨ Organizational effectiveness and adaptability of the Indian corporate sector.

ɨ It would be necessary to strengthen and cultivate these factors during the course of our long journey to economic prosperity over the next two decades.

Services Sector

Services, the tertiary sector of the economy, covers a wide gamut of activities like trading, banking and finance, infotainment, real estate, transportation, security, management and technical consultancy among several others. The contribution from services sector today stands over 40 per cent of the total GDP in India. The sector currently employs close to 0 million people in India. The TIFAC study on services covered nine select sub-sectors ranging from advertising, HRD services, testing and certification to Government administration.

For all the aforesaid areas, IT plays the prime role in information processing, storage and access with a view to providing improved services to the consumers. Some of the typical IT applications in major services sector are outlined in the following sections.

Financial Services

Financial services have been the major users of IT and communication technologies. IT expenditure by US banks has recorded a compounded annual growth rate of 8.4 per cent. The management information system (MIS), distributed computing devices, open systems, high-speed data networks (LAN MAN, WAN, ISDN, etc.), related database management services (RDBMS) have been important development milestones in IT with major impact on financial services.

The development of optical fibre has greatly improved the communication speed, anticipated to touch trillion bits per second eventually. Packet switching transmission method like asynchronous transfer mode achieving a speed upto 6 million bits per second has been the major breakthrough in communication technology. CD-ROMS with storage capacity of 1.6 GB of data have been instrumental in fast information retrieval and access. Use of multimedia for storage of text, graphics, video, sound, etc. has immensely benefitted the information storage system. All these technologies are used extensively by the banking and financial services sector.

Automated Teller Machines (ATM)

ATMs, though operational in the country for quite some time, are expected to make a big head-way in India. It has been estimated that there are around 400,000 ATMs worldwide out of which 1,00,000 are located in Japan alone. The latest generation networked ATMs allow the user to perform upto 150 kinds of transactions ranging from simple cash withdrawals and deposits, to fund transfer to trading in stocks to buying mutual funds to something mundane like payment of electricity bills, booking air-tickets and making hotel reservations.

ATMs are synonymous with credit cards; 578 million credit cards issued worldwide were involved in a transaction of US $ 10 billion by June, 1. India is poised to become one of the worlds largest credit card users by 00.

Virtual Bank

Multimedia technology has been quite effective in bringing the banking services to the door-step of its customers. The customer activated terminal (CAT) or Kiosk is an interactive multimedia display unit, housed in a small enclosure, typically consisting of a computer workstation, monitor, video disk player and a card reader. It allows the customers to browse through information and use the available banking services at their own speed. Some banks are thinking of establishing virtual branches where a customer can walk through the door, explore services by touching parts of the screen and at any time call up a member of the bank staff by video conferencing. While the banks do not need to invest heavily in real estate for setting up such a branch, the customer gets the benefit of one-stop banking at a convenient location.

Home Banking

Smart phones with screen built-in modems and programmable microprocessors let the customer access a variety of financial services from home.

Electronic Funds Transfer at Point of Sale (EFTPOS)

While travellers cheques meant pay-now-buy-later and credit cards had buy-now-pay-later advantages, EFTPOS or debit cards signify buy-now-pay-now but without cash transaction. The user presents his ATM card when he buys goods and the EFTPOS system immediately debits his bank account.

Smart Cards

The Processor type smart cards with in-built integrated circuits (ICs) or micro-chips offer a wide range of transactional opportunities even from remote areas. The smart cards are extensively being used for employee clocking in, withdrawing cash from ATM, using pay-phones, payment of various bills, etc.

Electronic Data Interchange (EDI)

EDI typically denotes paperless financial transactions across the locations. EDI is fast becoming the norm for inter-company transactions and also for procurement of boughtout items from the suppliers. The companies can now operate their bank accounts through corporate banking terminals in their own offices which are linked to the bank computers. Companies can thus carry out transactions like transferring funds, managing its cash flow, opening letters of credit,etc. without any paper work. Singapore has established trade-net to facilitate electronic submission of trade documents by traders to various Govt. agencies and the response of these agencies to the sender. It has reduced document processing time from one day to 15-0 minutes and the estimated saving are of the order of $ 1 billion annually.

Image Processing

As financial services including capital markets and banking are highly document intensive, image processing technology can have a far reaching impact for such applications for its Less paper handling characteristics. In banks, image technology could be used for automatic identification or character recognition to read text and diagram wherein the cheques or documents can be scanned.

Expert System

The financial services sector is increasingly using decision support systems (DSS) or expert systems for functions such as credit risk appraisal, forecasting loan delinquencies, investment decisions, etc. One of the most promising developments in this field is the use of neural network approach to build an expert system which lets the software literally learn from example and experience. Several banks today are using neural network programmes to detect credit card fraud. It is also being used by some leading investment banks to track stock price patterns and predict their movements.

Advertising, Media & Infotainment

The areas of advertising, media and infotainment are interrelated and their growth and momentum are closely linked with economy, demography, life-style and simultaneously with technological innovations. The levels of literacy and poverty alleviation also have direct bearing on mass media. And again IT applications would have far reaching impact on these services sectors.

International Scenario

The Deloitte delphi survey of more than 100 industry executives (comprising chairmen/presidents/CEOs, VPs, directors/managers) from telecom, broadcasting and cable TV, consumer electronics, computer industry, publishing and advertising agencies in USA has predicted the following future scenario.

ɨ 40 per cent of the key residential and business markets across the USA would be served by cable TV network based on optical fibre

ɨ Most popular mass market services as expected

ɨ Movies and music on demand

ɨ Home shopping

ɨ Video games via network

ɨ Participatory TV

ɨ Distinction between telephone and cable entities are expected to become blurred

ɨ Direct broadcast satellites (DBS) would emerge as a potent delivery factor

ɨ Affordable mass market for multimedia products and services are predicted by 18 - 000 time-frame

ɨ Potential new products

ɨ PCs for scheduling appointments or displaying an electronic book

ɨ Digital camera for still photographs stored on disk for viewing and editing

ɨ Multimedia CD player desired as a compact disk attached to a TV

Internet has already revolutionized the media and advertising scenario all over the world. The companies in USA had spent US$ 70 million in 1 (that was easily doubled in 14) for advertising in the Internet. Internet usage is growing @ 15 per cent a month, thats 45 per cent a year ! Currently more than 00 magazines are available online in USA. Time, Money and Entertainment Weekly provide full-text articles through their home-pages in the Internet. Newsweek on Prodigy enables advertisers use high quality graphics, video and sound. It is expected that 0-50 per cent of the magazines earnings are from the advertisement whereas download fees from the users provide the rest.

The commentators have predicted some more interesting technological innovations. The most important of them all is interactive television, this is expected to be available by another ten years in advanced countries. This would provide the impetus for user controlled on demand interactive advertising services. The interactivity reduces the time gap between image advertising and tactical promotions. Interactivity further allows the advertisers to target or address the audience with absolute precision. It is expected that 55-60 per cent of US households would be served by interactive networks by another ten years.

Future Ahoy! - India

Television would forge ahead with its domineering role in mass media relegating the print media much behind. With more and more channels getting available coupled with strong emergence of cable networks for localized programmes, TV would pave the way for multi-million rupees entertainment, advertisement and allied business. While rural sector would account for nearly 50 per cent of TV ownership, it is predicted that not more than two-thirds of all the households across the country would own a TV by 00. TV (including satellite and cable transmission) would account for 40 per cent of advertisement outlays in 00 against per cent at the current level.

Online electronic newspapers may become a reality in India with the advances in telecom services but such dramatic changes are unlikely for at least another five years. Steep rise in input costs, declining advertisement support (anticipated to reduce by 0 per cent) and shortage of trained manpower would pose major threats to the newspaper industry.

Multimedia technology enabling simultaneous exhchange of voice, text and data would prove to be a major medium of advertisement. Spending on advertisement is expected to be around 5 per cent by 000 and to reach 1-15 per cent by 00 AD. Ultimately the market would see an increase from Rs. 50 million to Rs. 10-150 billion by 00. Around 50-75 million household are expected to be potential users of multimedia by 00.

Information Technology & Services Sector Key Issues

While the technological possibilities of IT may be unlimited, their applications and adoption in INdia need a conscious approach towards business process reengineering of existing practices and procedures to take the fullest advantage of IT. Continuous training and skill upgradation of human resources assume critical importance towards absorption of new technologies.

The elimination of manual records, the introduction of electronic fund transfer, ATMs, etc. raise the important issue of security and integrity of data. This includes issues relating to confidentiality of information, preventing data corruption and prevention of fraud. Appropriate technologies for encryption of data for secured transaction, regular and multiple backups, extensive use of passwords and other forms of authorization would need to be adopted.

For paperless and electronic financial transactions in India, a host of legal aspects need to be looked into. As in case of EFT, a cheque is not required to be presented physically for making payment as per the current practice. Also the legal liabilities of banks and customers in case of loss of ATM cards, ATM frauds, etc. are not quite understood in the present system. The adoption of new technologies would warrant a thorough review of the system towards changed legal stipulations.

Finally, the most important aspect of costs involved and benefits expected need a closer scrutiny. Expenditure on IT has always not been in tune with the returns envisaged. The American example of spending US $ 100 billion on IT applications in financial services during 170-80 has been a pointer. With 100 per cent more expenditure on IT per worker, it increased productivity by only 0.7 per cent per year. Hence, proper implementation programme and technology management aspects assume much importance.

This article attempts to touch upon the emerging IT applications in a few select services sectors. The TIFAC study covers in details the IT aspects in diverse sectors like marketing, logistics and distribution, technical and management consultancy to even in the Government administration.

The services sector covers a vast range of occupations involving comparatively little capital investment leading to gainful employment and has a very good potential for export revenues. The sector calls for continued induction and infusion of knowledge-based technologies with cutting edge applications of information technology. With the highly skilled manpower and excellent entrepreneurship qualities, India can truly emerge as a global player in the services sector.

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TEAM LEADERSHIP COURSE

001

Custom Essays on Websites in Mathematics

NEIL PLUMRIDGE

Action Research Project

Numeracy Implications and Planning for the Future

Team Leadership Course

001

N F Plumridge

Coomealla High School

Table of Contents Page

Introduction 4

What is Numeracy and how are States catering for numeracy 5-7

Numeracy for Indigenous people 7-

Numeracy for people with special needs

Planning for Numeracy across the School -10

The role of Parents and the Community 10-11

SNAP Analysis 000 001 11-15

Coomealla High School Numeracy Plan 00-00 16-18

Elementary Numeracy Lesson Plan 1-0

Appendices 1-4

Bibliography 5

Introduction

The purpose of this research paper is to outline where Coomealla High School has come from in the area of numeracy provision to all students, what is currently occurring and a proposed course of action to be undertaken.

Later in this paper both Australian and world trends are examined to show the progress made as a nation but the first part of the paper presents Coomealla High between 15 and 1 and the thinking and practices that were evident in these years.

Mathematics was seen to be the sole domain of the Mathematics KLA and because of this they had the responsibility of numeracy development with the school. Little attention was placed on individual students as class were streamed according to ability and lessons planned and delivered based around the premise that all students within a class were of similar ability in the area of Mathematics.

Class placement for students coming into year 7 (whilst stages of learning eg stage and 4 were talked about in articles, students were placed according to year level and chronological age) was done largely by forming or 4 group of equals numbers of students, teaching topics decided by the classroom teaches and having all students doing a 'common test' which were graded and students ranked on performance. This practice went on until the end of term 1, or some years term , when students were placed in streamed classes. The practice of 'common testing' prevailed until the end of year 8 ( stage 4 ) and students subsequently placed in the appropriate course in years and 10 ( stage 5 learning ). All assessment was content performance. No consideration was given to outcomes or methods of learning.

Students found it very difficult to move between classes (except in a downward direction) as performance had to be outstanding to warrant a move).

The emergence of Course Performance Descriptors in Mathematics (and other KLAs) set some staff to thinking that 'common testing' was not an appropriate method of assessment for judging standards students had achieved.

Mathematics teachers, traditionally, have been reticent to change their teaching and assessment culture. This new pedagogy was seen as a direct affront to the adage of " I was taught this way, I have always taught this way and I will always teach this way".

It was also at this time that some teachers also started to see the difference between Mathematics and Numeracy. The responsibility for these areas still rested with the Maths KLA however some teachers started to lead by example and assess their students numeracy ability by exploring what they could do and developing them from there.

While this was occurring, forums of discussion were emerging on a district and state level regarding the use of standards and applying them to Mathematics.

The advent of the new HSC saw performance standards introduced for the first time, while the rigor of syllabus content was maintained, if not increased. There is still debate as to whether the best starting point may have been in at the start of stage 4 and allowed time for the K 10 review to be implemented.

The question of numeracy and the standards students get to while at school has been around for many years and has been hotly debated throughout the past 5 years and now perhaps more so than ever before. We are witnessing both State and Federal Governments acknowledging the need for not only a literate society but also a numerate one.

We are seeing the emergence of many schemes and programs designed to not only increase the numeracy level of students but to also change the culture of the classroom teacher to ensure this increased level comes about.

It is essential that if any program is to produce results, all participants have to be committed to the plan. For this reason planning and implementing numeracy strategy across a school is a difficult, time consuming and protracted task.

In the case of Coomealla High we have entered the second of a five-year plan to see numeracy incorporated across the curriculum offered in the school.

Planning began before this period and during the planning and implementation within the Maths KLA, the introduction of schemes such as Count Me in Too and Counting On has emerged. For any plan to be successful staff have to be aware of current trends and be trained in new programs as they arise. A great deal of cooperation has to exist between the major stake holders primary schools, secondary schools and district consultants in conjunction with parents and the students themselves as it is critical for success that students feel they have ownership of their learning.

A key consideration being

Everyone is capable of learning but

Not everybody learns on the same day, in the same way

needs to be adopted and acted upon by these stakeholders.

In deciding the best delivery method or methods of numeracy across the curriculum throughout all stages of education in NSW (K 1 in this case) it is important to establish a working definition of numeracy not only in NSW schools but across Australia as this issue is larger than one school, district or state, in fact more and more research is emerging on a global perspective.

What is Numeracy ?

The term numeracy first came to light in 15 when the writers of the Crowther Report stated that numeracy dealt with a mirror image of literacy (and for me these two words or concepts have always been intrinsically linked ). On one hand it is observation, hypothesis, experimentation and verification and on the other hand it is quantitative.

So the Crowther Report regarded numeracy as encompassing met cognitive frameworks in the same way as literacy does.

Since then there has been, and still are, many differences in the way people perceive and define numeracy. Some notions that have been put forward are Mathematical Literacy ( by the National Research Council18 and the Organization for Economic Cooperation and Development 18) ,Quantitative Literacy ( Dossey 17 and Forman 17 ), Mathematical Skills ( Marks & Ainley 17 ), Critical Numeracy ( Yasukawa, Johnston & Yates ), Statistical Literacy ( Watson 15 ), and critical mathematics ( Frankenstein 187 )

Each of these aspects has had ramifications in the ways policy makers and educators have made decisions for the development of numeracy in students.

Willis ( in 18 ) found these concepts to be incomplete as they emphasise either mathematical concepts, procedures and skills or practical tasks / social goals students should be able to meet or generic and strategic processes students need to know.

At the very least, Willis says, being numerate is about having the competence and disposition to use mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life.

There are differing concepts between the states as to the meaning of numeracy.

In Tasmania

Numeracy is focussed on the intelligent use of mathematical knowledge (knowledge of number, space and shape, measurement calculation and chance and data ) to other school studies and practical contexts in everyday life.

In Queensland

Queensland ran a Supporting Literacy and Numeracy in Queensland Schools from 18 to 1 as a joint Commonwealth, State and Catholic Education initiative. Materials based around Number, Space, Measurement and Data and common learning strategies in each.

In Victoria

Victoria has seen the development of the early Years Numeracy Program, centred around teacher professional development with the principal components being a structures classroom program, provision of additional assistance, parent participation and staff development.

In Western Australia

The First Steps Program aims to improve mathematics learning in lower and upper primary school years particularly those at risk.

In the Northern Territory

There is a strong focus on numeracy in the early years of schooling through school entry assessment, teacher professional development and programs for parents and the community. From 000 a system wide strategy for early intervention has been operating.

In South Australia

The major initiative is an Early years of Schooling project in support of the National Literacy and Numeracy Professional Development Program

In NSW

The Count Me in Too program began operating in 00 schools in 18. The aim of this program is to improve the outcomes of instruction in the early years of school ( K ) by providing teachers with support in using 'learning frameworks' to assess students' strategies in counting and number. This project has been supported by the introduction of the Counting On program in to upper primary and early secondary in what could be described as the middle school years.

It is evident that since 18, numeracy programs are being linked to systemic assessment of student achievement and linked to nationally agreed to strategies ( the Adelaide agreement ) and the state programs that have been implemented have a common thread in that they clearly focus on early number and counting strategies.

Numeracy for Indigenous People

The introduction of new syllabuses in K 10 in Mathematics by 00 and the emphasis being placed on outcomes based assessment with the introduction of standards references provides a unique opportunity for Mathematics KLA's to revisit their philosophies and pedagogy.

Catering for indigenous students has been an area that has been lacking over the years. This is based on my personal experiences and the realisation that in my own teaching this is an area that has been sadly lacking. This can be attributed to a number of factors including

q Not wanting to go outside my comfort zone

q A lack of knowledge in catering for these students

q Little available research into indigenous education except for the past five years

Poorer outcomes, both educationally and socially can be attributed to inappropriate curricula, pedagogical practices, lower attendance rates, socio-economic factors and past experiences by parents / caregivers.

An understanding of the basis of indigenous culture is vital as an underlying lynchpin in the provision of literacy and numeracy experiences to these students. Indeed low attainment in foundational skills such as these significantly contributes to lower overall achievement, non engagement, poorer attendance and lower retention levels. Numeracy skills allow students to participate successfully in school and beyond training opportunities and by the provision of skills for them to become role models in their communities.

The provision of culturally inclusive teaching programs and pedagogy and delivered in a manner that accounts for the diversity of student backgrounds and starting points, combines with the use of alternative assessment tools ( eg formative assessment ), will see the achievement of Aboriginal students improve significantly.

The challenge is to bring this new pedagogy into being as the are limitations to ways in which a syllabus will challenge the long established pedagogical practices of many teachers particularly mathematics which has been seen to be largely culture and value free.

The Adelaide declaration of 1 states that all students should have

… attained the skills of numeracy and English literacy; such that, every student should be numerate, able to read, write, spell and communicate at an appropriate level.

DEETYA goes on to formulate a definition of numeracy that incorporate the disposition to use a combination of underpinning mathematical concepts and skills from the across the mathematics discipline (numerical, spatial, graphical, statistical and algebraic ).

The National Indigenous English Literacy and Numeracy Strategy 00 004 identifies six key elements, based on programs that were found to improve educational outcomes for aboriginal students. These areas have been targeted through extra funding and relate to

q Increasing attendance rates to the national level

q Addressing effectively health needs

q Providing pre school options

q Training teachers in the skills and cultural awareness necessary for them to be effective in indigenous communities

q Ensuring an effective pedagogy is implemented

q Have transparent, achievable measures of success for schools and teachers as a basis of accountability

Research indicates, and these areas will be adopted as a new starting point at Coomealla High, that the key issues critical to numeracy skill development in Aboriginal students include

q Supporting a learner centred curriculum

q Scope and sequence of learning outcomes

q Equity issues

q Teaching strategies

q Assessment

q Implementation and evaluation

Actions that will be taken to implement these recommendations include

q Teachers becoming more aware of the cultural and social contexts in which aboriginal students learn mathematics

q Exploration and use of particular contexts, especially numeracy ones, for aboriginal students in classes

q Identifying particular needs and learning styles of aboriginal students

q Reflect and build on what works

q Maintain high expectations, a positive classroom climate and recognise student achievement

q An understanding of the Count Me In Too program and the Counting On program

q An understanding of the SNAP results for year 7 and 8 students and the adoption of strategies to improve performance across the cohort

q Classroom activities incorporate relevance to Indigenous students

q Provision of a gradual path of learning, with a lot of practice, ensuring that students have developed the confidence as well as the ability to perform at one level before progressing to the next (the meeting of outcomes) combined with this is the realisation that students will meet these outcomes at different times and this needs to be catered for.

q Exposure to a range of tasks

q Group work of various kinds

q Explicit teaching, with the use of modelling with clearly defined tasks and expectations

q Assessment carried out in a supportive environment in which Indigenous students feel confident

q Assessment strategies developed in consultation with Indigenous education workers

q Results reported in a way that encourages parent / caregiver participation in student's learning

The success of these strategies will ultimately be shown in the assessment of Indigenous students numeracy levels. State assessment takes place in year 7 and 8 ( stage 4) through SNAP testing , while in years ( and 10, the external school certificate exam can be used as a benchmark. At this stage though very few Indigenous student s get through to this level for a host of reasons, one being the lack of educational success in stage 4 and pressures from their peers and the wider community.

The use of explicit teaching, which refers to both the pedagogy and the establishment of mathematical connections, is the key to addressing a number of issues faced by Indigenous, and in fact all students.

Students who are ' naturally mathematically able' make these connections for themselves and therefore view maths as making sense. ' Less mathematically able ' students do not see the interrelationships and view Maths as a plethora of isolated facts. The latter group can be led to see these relationships through explicit teaching. (McRae et al, 000)

Numeracy for students with Special Needs

Students with special needs both physical and mental have the right to learn perhaps by different means to those used in a traditional classroom. The point that every student will learn just not on the same day in the same way is more pertinent here than in other areas.

The use of concrete materials and the understanding of teachers are paramount to the development and increase in the self-esteem of these children. Providing positive experiences develops the will to succeed and the preparedness for risk taking.

Planning for Numeracy across the school

To adequately plan for numeracy across the curriculum three areas needs to be addressed. What makes an effective teacher of numeracy, assessing the progress of students and proving adequate feedback in terms of reporting to the students and their parents / caregivers.

Research has shown that effective teachers of numeracy had a particular set of beliefs and understanding which underpinned their teaching practice.

Their beliefs related to

Ø What it meant to be numerate.

Ø The relationship between teaching and pupils' learning of numeracy.

Ø Presentation and intervention strategies.

Effective teachers believed that being numerate requires ;

Ø Having a rich network of connections between different mathematical ideas.

Ø Being able to select and use strategies that are both effective and efficient.

Highly effective teachers believed that, in relation to pupils' learning that

Ø Almost all students are able to become numerate ( I would argue that it is possible to have degrees of numerate behaviour and so all students are capable of reaching some level of numeracy. )

Ø Pupils develop required strategies and networks of ideas by being challenged to think through explaining, listening and problem solving.

In relation to teaching, effective teachers believed that

Ø Discussion of concepts and images is important in exemplifying the teacher's network of knowledge and skills, and in revealing pupils' thinking.

Ø It is their responsibility to proactively intervene to assist students to become more efficient in the use of calculating strategies.

It would be ideal if all teachers were to work collaboratively at numeracy across the curriculum. For some this will come easily (see appendix 1) and for other the concept will require a lot of time, effort and training.

As a starting point teachers could consider activities they are currently or about to use and analyse them for potential numeracy demands (see appendix )

This will provide a quick analysis of whether what they have planned provides sufficient opportunities for students to improve their fluency in familiar situations, to use their numeracy skills to adapt to new situations and to develop critical thinking skills.

The Mathematics teacher has a vital role to play in this planning. An essential part of their role is to develop their understanding of the nature of numeracy and use this understanding in dealing with student numeracy issues within the mathematics classroom ie they recognise when a numeracy issue arises, are able to diagnose the issue, and develop and implement strategies for improving each student's response.

In the middle school setting, teachers have opportunities to use other areas to develop student outcomes in mathematics. The outcomes of the lesson/s or activities need to be considered very carefully as it is easy for the numeracy aspects to override the purpose in mind.

The Mathematics teacher can also act as a resource person for other staff members. For this to be effective, they need to familiarise themselves with the ways in which mathematics can be used to improve learning across the curriculum.

The role of parents and the community.

People in the community and hence parents still tend to view numeracy as a set of computational skills. Increasing community awareness of numeracy is important to the development of any school plan and seeing the improvement in individual students.

Parents play a major role in developing their children's self esteem by providing positive reinforcement for tasks completed each day.

There are many parental based programs with interesting and stimulating activities that reinforce basic numeracy concepts as well as challenge children and parents to move to higher order thinking.

One of the best I have encountered is a Victorian Based Program called FAMPA (Family Maths Project Australia). Schools are able to subscribe to it and use the resource for parents wishing to help at home.

SNAP analysis

Year 7 001

Based on the results obtained for Coomealla High School, it becomes apparent that there is a weakness in some of the strands tested then combined to form an overall numeracy picture of a student.

It can be argued about the validity of such a test and the intention of individual schools to prepare students to undertake the assessment, combined with issues such as ethnic background and the allocation of special provisions but it still remains that as a standardising assessment tool, it is used by all students in year 7 and hence the educational analyses can be thought of as valid in terms of planning for the future.

Measurement can be seen to be the weakest of the strands and the implication here is for stage and 4 teachers to re-examine what outcomes they are trying to achieve and the means of achieving them.

The following table highlights school results compared to state results for each of the four bands, High, Proficient, Elementary and Low.

As can be seen from the examples of questions from each of the strands taken from the 001 SNAP paper, it is evident that this school and schools in general need to address the issues of numeracy and numerate students in the immediate future. (See appendix )

It is interesting to note that measurement seemed to be a weakness showing up in the Basic Skills Test done in 001.

Numeracy Percent Number Percent Measurement Percent Space Percent Data Percent Numeracy Problem Solving Percent

High Year 7 16 1785 5 14878 1666 17457 4 167

School 14 16 18 0 7 8 1 1 16 18 14 16

Proficient Year 7 057 40 15667 1 18 4 1617 4 1805 5 16 4

School 8 4 46 51 40 44 1 4 40 44

Elementary Year 7 165 5 1551 0 117 1045 0 160 5 1140

School 0 7 41 8 1 1 1 1 4 6

Low Year 7 01 4 446 5 84 6 486 5 081 6 007 4

School 8 6 7 10 1 1 1 1 10 11

The next tables show the analysis of the year 7 cohort 000 to the year 8 cohort 001. It is very difficult to place a lot of validity on the comparison as the year 7 results were from a pilot scheme introduced and factors such as question validity, marking consistency and implementation of all test provisions need to be considered in the overall result validity.

Year 7 000

Numeracy Percent Number Percent Measurement Percent Space Percent Data Percent Numeracy Problem Solving Percent

High Year 7 465 554 1 4770 1 57 4 40 4406

School 1 1 1 8 1 8 6 1 1 4

Proficient Year 7 6 41 507 645 41 56 4 565 6464 4

School 48 1 46 48 4 4 48

Elementary Year 7 506 80 5 48 1 484 8 6 4 475

School 1 18 15 11 16 18 7 1 7 10

Low Year 7 584 4 64 6 115 7 56 4 887 6 104 7

School 5 7 0 0 4 6 5 7

Year 8 001

Numeracy Percent Number Percent Measurement Percent Space Percent Data Percent Numeracy Problem Solving Percent

High Year 8 418 44 46 44 468 4 4506 40 551 47 4841 4

School 5 40 7 44 5 40 0 0 48 6 4

Proficient Year 8 4016 6 4 1 456 450 40 614 41 8

School 47 5 7 44 5 5 47

Elementary Year 8 04 18 57 1780 16 1876 17 164 17 1805 16

School 7 11 1 1 8 1 15 4 6

Low Year 8 5 4 404 4 45 400 4 70

School 1 1 0 0 1 5

It can be noted that there was significant improvement between year 7 and 8, except in the area of Space. While state percentages have increased in all strands, the results from Coomealla High School indicate that programs already in place are starting to work as the resultant increase in the High band has come from students in the Proficient band in year 7 improving to the next band in year 8. It is also pleasing to note the decline in percentages in the Elementary and Low bands.

A detailed graphical analysis of the year 7 001 results can be found in appendix . This analysis has been taken from the perspective of comparing boys to girls and indigenous to non-indigenous.

The general trend shows girls attaining a higher level than boys and although a very small representation of indigenous students was used, the trend is for non-indigenous students to perform better then the indigenous students.

The challenge for Coomealla High School is to use these results, look at what is currently done, refine and come up with a proposal that address these issues while increasing the number of students who could be classified as numerate.

Proposed Plan for Coomealla High School

Ensuring the physical and mental needs of students are catered for forms the basis of learning. For this reason it is proposed that initially all students in the maths KLA classes will be actively encouraged to sip water during lessons and have access to "brain food" nuts and dried food to nibble on during their lessons.

It is then proposed to lobby for the extension of this across the school.

The proposed plan is designed to cater for individual needs and fulfil system requirements with the content continuum ensuring students are provided with ongoing success up to stage 6 learning and post secondary studies.

Action By Whom When Anticipated Outcome Measures of Success

All Maths KLA staff trained in Counting On Head Teacher / G Stratford / LD Teacher / District Maths Consultant Term 1 Weeks - 4 All year 7 students using a common approachIdentification of Students with special needs Individual student progressSNAP Results

Seek funding for the continuation of the tutor program in year 7 Principal / Head Teacher Maths / CAP consultant Term 4 000 Increase in numeracy for students with an identified need Progressive assessment of students / SNAP 0 results

Training of tutors including AEAs in the Counting On program Head Teacher / G Stratford / LD Teacher / District Maths Consultant Term 1 Weeks - 4 Increase in numeracy for students with an identified need Individual student progressSNAP Results

Joint meetings with HSIE / Maths KLAs Head Teachers Maths / HSIE Term 1 Weeks 4 Common understanding of approach and terminology Interaction in planning activitiesIncreased emphasis on numeracy as a base in activities

Using Technology in Activities Individual StaffComputer Coordinator / Librarian Terms 1 & Staff & Students using technology as a learning tool Increased use of the school's intranet

Seek Aboriginal mentors to attend classes Aboriginal Education Unit Term 1 00 Increased acceptance of people in classrooms.Deeper understanding of cultural issues relating to indigenous people Increased attendance rates.

Combined meetings with Stage teachers Linkages Consultant Terms 1 & Understanding of Student Development in the Stage / 4 continuumHeightened awareness of benchmarking and the attainment of standards of achievement Feedback from meetings

Numeracy lesson incorporated into week teaching cycle Year 7 Maths teachers Awareness of numeracy based activitiesIdentification of students with individual needs both remedial and extension Common approach to identification of students in need Introduction of an extension program for applicable students

Aligned with this course of action it is proposed in the latter part of 00 to

q Continue to evolve the Maths KLA numeracy plan to ensure the needs of individual students are met.

q Continue to encourage tutors to expand their training by attending specialist session organised by the district Maths consultant.

q Implement an Extension program for students to be run in conjunction with the year 7 numeracy lesson.

q Continue to develop and expand the Training and Development program with the HSIE staff ( including History teachers )

q Development of a support program with the LD teacher to support students with special needs.

q Maintain and increase the link established with stage teachers to ensure a common understanding of the K 10 continuums are reached.

In 00 and beyond

q All staff trained in Counting On strategies.

q Expansion of KLA training to embrace TAS, Science, and English.

q Support for the expansion of the middle school to see less teachers with classes in stage 4 education.

q Support for students to become involved in a program of interaction with Coomealla High to see stage and 4 students sharing common activities and teachers to achieve preset outcomes and standards.

q Increased Training and Development supplied by District Office personnel and utilisation of expertise with the staffs of primary and secondary schools.

Conclusion

The proposed course of action is one that cannot be separated from existing KLA practices and plans. To effectively cater for individual differences, teachers need to continually examine, assess, reassess and modify classroom practices as a normal part of their teaching.

What has been proposed is the modifications to what is happening at Coomealla High and the direction the school is taking based on research at a system, district and school level combined with anecdotal evidence and many many hours of discussion and conferencing.

For any plan to be implemented successfully, staff must take ownership of it and continually look for ways of improvement.

Everyone is capable of learning, just not on the same day, in the same way

Example of a numeracy activity

Topic Basic Addition

Rationale To identify students with addition concepts pre stage and post stage 4

Aim To ensure an understanding of the process of addition is reached by all students.

Concepts Introduced

· Place value to Hundreds.

· The use of a blank number line used for other concepts in stage 4.

· Subtraction as an inverse operation of addition.

Terminology

· Addition, Total, Sum, All together, Add up

· Place value

· Number line as a counting technique

· Blank number line, Small jump, Middle jump, Large jump

Resources required

· Centicubes

· Multi based block

Outline of Lesson structure

Start with a simple example using explicit teaching techniques

4 +

Instruction - Locate 4 on the number line provided and place a small x then move small jumps to the right it may be necessary for some to receive instruction in left from right, small from big

0 1 4 5 6 7 8

So the conclusion to be drawn is that 4 + = 7

Teachers can use this to start the process of backtracking

If I start at 7 and go back , where am I ?

So 7 = 4.

Moving through different examples such as

7 + 5 using the same technique can lead a teacher to the point where a blank number line can be introduced and by initially Counting On by ones can lead to a successful outcome but also opens the door to teachers looking at more efficient ways with students. An appropriate support program put into place can assist students who require individual or small group help.

This approach lends itself to the introduction of meaningful terminology for students such as

Small jumps - one place

Medium jumps- 10 places

Large jumps - 100 places

Teachers have the opportunity to use aids such as multi based blocks although in general research has shown that teachers relying on concrete aids solely as a teaching method tend to produce lesser numeracy results than those who continually challenge students regardless of ability level shown and disabilities that may be evident.

A follow on for this activity is to ensure all students get to a comfortable level working with and digit numbers such as

1 + 10

1 + 4

67 + 8

568 + 17

Whilst these examples will seem trivial to many teachers, particularly those teaching more able students, it is essential that students demonstrate a clear understanding of the process they are using as this lays the foundation for future content areas and the degree of understanding required in order to shown numerate behaviours. Anecdotal evidence suggests that whilst a student may have a good grasp of the skill of addition, there are those who total lack understanding of the process because of methodologies used in prior learning both at school and at home.

Addition is the linchpin for many numeracy strands as it forms the basis of multiplication ( repeated addition ), subtraction ( addition in reverse ) and division ( repeated subtraction ). The process of addition also allows the area of place value to be explored in depth and this then leads to other number concepts such as decimals, fraction, percentages and ratio.

Appendix 1

Appendix

Examples from across the curriculum that may make numeracy demands on a student

While these are not taken from NSW curricula, they can be adapted to fit.

Early Years of Schooling Middle Years of Schooling Later Years of Schooling

The Arts Students drew a 'bird's eye' view of a familiar setting Students designed and illustrated a page for a children's picture book Students designed the sets and the lighting for a school drama production

English Students heard a story, which included the line ' they went about sinking twice as many ships'. They discussed with the teacher what this might mean and if it made sense. Students read a magazine article and had to summarise the main points. The article was about Australian eating habits and some of the information was presented in statistical form. Students examined media coverage of a minority group over a period of time, commenting on the patterns of representation, and the ways in which the group was represented

Health and Physical Education Students kept score in a game of basketball by counting the number of points scored rather than the number of baskets thrown Students studied the relationship between pulse rates and exercise. They designed an experiment that required them to measure and record results during and after vigorous exercise and while cooling down. They then summarised and presented the data Students chose a health issue and had to gather and analyse information about it. They then designed and promoted a health project based on their findings

LOTE Students tasted a variety of food from a culture being studied then talked about what they liked and why. Opinion were collected and students found ways to show this information Students collected information on travel within their state for students overseas and published the information in English and another language Students researched a social issue, presented a written report in the language studied.

Science Students grew some seedling making decisions about the size of containers, amount of soil and the type of fertiliser to be used. They measure and recorded growth at intervals in the growing process Students needed to make sense of the solar system and the universe. They were presented with a range of statistics such as light years, gravity, mass etc Students compared relative efficiencies in appliances in heating 500ml of water. They used a wattage / cost table to calculate the cost of each appliance

Society and Environment Students drew maps showing the routes they followed to come to school Students investigated the impact of white settlement on Aboriginal Australians. They designed their own plans of research, collected data and drew conclusions Students prepared a folio on different economic systems, including media coverage of them, developed criteria for selecting six of them and reported briefly on each

Technology and Enterprise Students designed and made a library bag A class designed and made a land yacht model with a sail area of 000 sq mm Students designed and made a piece of furniture

Bibliography

NSW Department of Education and Training

SA Department of Education

Tasmanian Department of Education

WA Department of Education

Queensland Department of Education

NT Department of Education

DEETYA

Planning for an Emphasis on Numeracy in the Curriculum, Ms Marian Kemp & Mr J Hogan, Murdock University 18/

Numeracy Assessment and Associated Issues, Dr Jan Lokan ACER, Mr Brian Doig ACER, MS Catherine Underwood ACER, 18/

Envisaging the Future Our changing technological society demands and links between numeracy performance and life outcomes for employment, education and training, Assoc Prof Joy Cumming, Griffith University, 18/

Early Childhood Numeracy, Assoc Prof Bob Perry, University of Western Sydney, 18/

Numeracy Education What do we know and what can we learn from the literacy experience, Prof Peter Hill, University of Melbourne 18/

Supporting teachers to implement a numeracy agenda, Dr Janette Bobis, University of Sydney, 18/

Identification and evaluation of teaching and learning practices that enhance numeracy achievement, Dr max Stephens,, Education Consultant, 18/

Appendix 1

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