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The School Curriculum in Wales and Devolution: Evidence Informed Policy
 

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

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

    • The School Curriculum in Wales and Devolution: Evidence Informed Policy? David Egan University of Wales Institute Cardiff ECER 2010 Helsinki
    • 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
    • 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.
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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