‘Resilient communities’ is a phrase that’s been hard to avoid in recent months and is central to the discussions about the future of Communities First. Great though it sounds, it is much less clear what resilience means or how it Read more »
In ‘After PISA: A way forward for education in Wales?’, Professor David Egan identifies poverty – and the impact that this has on achievement – as the major challenge facing Wales’ education system.
In the report, he calls on education policymakers to stop obsessing over indicators such as the PISA results as a measure of performance, and instead look at a much broader range of evidence including the wellbeing of children and young people, as well as a significant increase in the support available to teachers and an end to the school categorisation system.
Prof Egan, an Associate of the Bevan Foundation, recommends that there should be a renewed emphasis on a distinctive, Welsh approach to school improvement, a new approach to ensuring education works in partnership with communities and a relentless focus on improving equity. He has outlined the following principles to strengthen partnerships between education providers and the wider community:
- Recognition that parents and families have a critically important part to play in education.
- Realising all the assets that the community possesses to support education.
- An acceptance that relationships and processes are as important as hard outcomes such as test and examination results.
- That education is not the only public service that can contribute to educational outcomes.
- The importance of all education sectors (pre-school, schools, further education, adult and community-based learning, work-based learning and higher education) working together collaboratively within the community.
- The important role of shared and distributed leadership.