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The School Curriculum in Wales and Devolution: Evidence Informed Policy
The School Curriculum in Wales and Devolution: Evidence Informed Policy
The School Curriculum in Wales and Devolution: Evidence Informed Policy
The School Curriculum in Wales and Devolution: Evidence Informed Policy
The School Curriculum in Wales and Devolution: Evidence Informed Policy
The School Curriculum in Wales and Devolution: Evidence Informed Policy
The School Curriculum in Wales and Devolution: Evidence Informed Policy
The School Curriculum in Wales and Devolution: Evidence Informed Policy
The School Curriculum in Wales and Devolution: Evidence Informed Policy
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The School Curriculum in Wales and Devolution: Evidence Informed Policy

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Presentation at ECER 2010, Helsinki as part of a symposium : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium. This presentation is by David Egan, University …

Presentation at ECER 2010, Helsinki as part of a symposium : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium. This presentation is by David Egan, University of Wales Institute Cardiff

Published in: Education
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  • 1. The School Curriculum in Wales and Devolution: Evidence Informed Policy? David Egan University of Wales Institute Cardiff ECER 2010 Helsinki
  • 2. Context
    • Role of the Welsh Office before devolution: ‘delivery of programmes and services’ decided at Whitehall
    • National Assembly for Wales took over devolved power in 1999
    • The Learning Country (Welsh Assembly Govt, 2001)
      • communitarian, state provided education system
      • move away from high stakes testing
      • moved away from prescriptive pedagogies e.g. National Strategies
  • 3. Curriculum reform in Wales
    • abandonment of national testing at ages 7, 11 and 14
    • introduction of the Foundation phase , 3-7 years olds
    • reform of 14-19 education
    • introduction of a Welsh baccalaureate
    • initial work scoping 8-14 phase in education
    • School Effectiveness Framework implemented from September 2010
    • Completed within the reformed National Curriculum through greater freedom to innovate.
  • 4. Evidence Informed Policy?
    • Foundation Stage
    • Expert Adviser produced recommendations (2000);
    • development work involving civil servants, practitioners, academics and special interest groups
    • consultation period (2002)
    • pilot in 41 schools (September 2004)
    • guidance information for practitioners
    • nursery and reception children from 2009
    • all 3-7 years olds from 2011
  • 5. Evidence Informed Policy?
    • Assessment
    • decision to end testing for 7 year olds based on evidence from Inspectorate, practitioners and officials within Education Dept.
    • review of curriculum and assessment arrangements by former Chief Inspector in 2003 – questionnaires and stakeholder interviews.
    • further expert review by Prof Richard Daugherty (ARG) in 2004
    • Pedagogy
    • pilot of Assessment for Learning and thinking skills strategies with groups of schools
    • Pedagogy Strategy and School Effectiveness Framework
  • 6. Evidence Informed Policy?
    • 14-19 Education and Training
    • broader curriculum offer from September 2009
    • Review Group formed 2007, Prof Adrian Webb
    • collaboration between providers needs to improve
    • policy development led by WAG officials with practitioner secondees
    • initial development and scoping work involved 170 individuals from a wider range of stakeholder groups
    • 14-19 Learning Networks in the 22 LAs of Wales
    • less involvement of academic research
    • high political engagement
  • 7. Evidence Informed Policy?
    • Welsh Baccalaureate
    • broaden curriculum for 14-18 year olds
    • review of international evidence
    • pilot undertaken between 2003-2006
    • pilot received a positive evaluation by University of Nottingham
    • target: 40% of all 14-19 years involved by 2010
  • 8. Evidence Informed Policy?
    • Review of 8-14 Education in Wales
    • Task Group established in early 2009 led by Prof Egan
    • strong stakeholder engagement: headteachers, Local Authority personnel, school governor, school inspector
    • recommendations:
      • creation of discrete 8-14 phase with discrete policy for pedagogy leadership, transition, assessment, literacy and inclusion
      • development of 8-14 workforce
      • changes to school governance and organisation
      • changes to inspection framework
      • commissioning of educational research on 8-14 achievement
      • more equal distribution of funding between phases
  • 9. Conclusion
    • stakeholder interaction strongest in Foundation Phase and weakest for 14-19 reform
    • greatest impact where there is a strong personal commitment and involvement of senior politicians in networks with practitioners
    • WAG draws on educational research in Wales
      • Issues of capacity and dissemination
    • what counts as evidence?
      • quantitative and qualitative approaches
      • practitioner input and research-based evidence
      • Informal brokerage –
      • Bridging the divide between policy makers and researchers
      • Strong involvement of practitioners

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