The Importance and Application of English and Math Skills

THE IMPORTANCE AND APPLICATION OF ENGLISH AND MATHS SKILLS
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The Importance and Application of English and Maths Skills
In the United Kingdom, English and Mathematics skills are highly valued in almost every workplace. Formerly, English and Maths skills were referred to as Skills for Life. The United Kingdom seeks to improve the literacy and numeracy skills of millions of its adult population because the E & M skills are significant in the overall economic growth. Research indicates that only one in five adult workers in the UK have literacy and numeracy skills (Reder, Gauly, and Lechner, 2020). In my institution, the management usually administers the BKSB Diagnostic Test. Therefore, in this essay, I will explore the importance tied to promoting Math and English skills by first examining the already available institutional support, how Maths and English are embedded in the curriculum and within my teaching practice, and finally provide insights how collaboration is expected to improve learning and promote inclusion as well.
Importance of E&M Skills
According to statistics collected in a study, 6% of all the learners and workers that take the Diagnostic test manage to get all the numeracy and literacy skills questions. Further statistics before the Covid-19 pandemic indicated that 10% of the learners scored a zero. Further results indicate that 43% of those included in the survey were not interested in improving their literacy and numeracy skills, and 23% said they did not understand how it could benefit them (Kings College London, 2019). It has emerged that education is one of the vital aspects of UK citizens’ lives after the outbreak of the Covid-19 pandemic. Even adults that did not see the importance of English and Maths skills have understood what it takes to have the knowledge and how significant it can be in their daily lives. Therefore, if the government has to improve the UK economy, there is a need to invest a lot in education which will be a way of ensuring that citizens can make informed decisions in such tough times as well as prepare for any adverse eventualities that would otherwise lead to an improvement in economic growth (Wyse, 2020). Learning would help equip learners with important skills significant in improving their literacy and numeracy skills. If these literacy and numeracy skills were widespread among the citizens before the Covid-19 pandemic, citizens would have understood preventive measures and made calculated moves to ensure that they spend wisely, leave alone manage their finances, understand statistics and make meaningful conclusions from these observations. This way, they would have lessened the Covid-19 impacts on their lives and the overall UK economy. 
Institutional Support for E&M Skills Adoption
The current adoption that would promote E & M skills among employees in every workplace is the mandatory BKSB Diagnostic Tests. Institutions offer these tests to help identify employee competence and implement programs that help them acquire the skills annually. The Diagnostic Assessments include questions accompanied by multiple choice and short answers that help to assess staff at each level on their current knowledge base (Livock, 2016). The questions are level-specific, and they include application knowledge questions whereby nurse students provide their understanding of their issue related to their profession. Therefore, senior and manager nurses are provided with their tests which vary from the graduate nurses. While undertaking specific courses, nurses of all levels and other healthcare practitioners have to undergo a mandatory E&M short procedure every two years. In this case, the strategy is to ensure that the health practitioners work towards achieving the needed literacy and numeracy skills to provide quality service to clients. 
E&M Integration in the Curriculum and Teaching
As a healthcare practitioner, I have undergone E&M short courses at every level of my training. In teaching nursing students, remediation is applied to help students with challenges in Maths skills meet their instructors on an average of 4 weeks face-to-face to ensure that they learn calculation strategies. The face-to-face meetings with their instructors help eliminate the anxiety associated with Maths (Stolic, 2014). In these meetings, the teacher allows the students to ask questions and highlight their difficulties in math. Therefore, the teacher manages to explain "why and how," helping them understand further. In this way, the strategy helps relieve the anxiety and tension these students have regarding math competence and assessments. (Revell...