Back to the future? Reflections on three phases of education policy reform in Wales and their implications for teachers

Gareth Evans

doi:10.1007/s10833-021-09422-6

Abstract

Wales’ education system is part-way through an extensive journey of reform. This contextual paper explores the evolution of that journey, from the establishment of the Welsh Parliament in 1999 to late 2020, as Wales readies itself for the launch of a radical, new national curriculum. Drawing from a range of international literature and experience, it provides an overview of key policy developments and insight into the rationale for decisions taken by the Welsh Government to effect change. To do this, it separates reform into three core phases, each with its own characteristics borne out of landmark events that helped shape contemporary political and public discourse. In particular, the paper examines the impact of Wales’ shifting approach to policy development on the teaching workforce and considers implications for those at the site of practice. Ahead of forthcoming parliamentary elections, the paper resolves that a new, long-term approach to policy reform and teacher development is needed if Wales is to realise its ambitious vision for education.

Highlights

Wales is a relatively small country that is a constituent part of the wider United Kingdom (UK), a socially and politically complex island nation that gives each of its member countries the authority to administer and develop their own public services
The first relates to the formation of education policy development and its separation into three distinct phases: the initial phase characterised by the freedom to innovate, resistance to high-stakes accountability and giving teachers licence to explore new pedagogical approaches; the second an era dominated by performativity and compliance, prominent in the period immediately following
Whole-system reform, move to self-evaluation, co-construction of policy, collaboration involving range of partners, teacher autonomy the publication of Programme for International Student Assessment (PISA) results in 2010; and more recently, in light of a promised overhaul of Wales’ national curriculum, the beginnings of a more collegiate chapter defined by professionalism and agency

Summary

Introduction

Wales is a relatively small country that is a constituent part of the wider United Kingdom (UK), a socially and politically complex island nation that gives each of its member countries the authority to administer and develop their own public services. With around 3.1 million inhabitants, Wales has sought to preserve its distinct cultural identity and enjoys a form of self-government via Senedd Cymru, the Welsh Parliament.

Yr Athrofa

Findings

Drawing conclusions