Towards Equity and Quality in Education: Analysing Contemporary Reform in Wales
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| Title: | Towards Equity and Quality in Education: Analysing Contemporary Reform in Wales |
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| Language: | English |
| Authors: | Alma Harris (ORCID |
| Source: | Education Policy Analysis Archives. 2026 34(6). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Foreign Countries, Equal Education, Educational Quality, Educational Change, Educational Policy, Professionalism, Professional Autonomy, Teachers, Curriculum Development, Trust (Psychology), Preservice Teacher Education, Masters Programs, Elementary Secondary Education |
| Geographic Terms: | United Kingdom (Wales) |
| ISSN: | 1068-2341 |
| Abstract: | This article focuses on the current education context in Wales (UK) and outlines some of the policy drivers aimed at securing greater equity and quality. In many education systems, equity remains the primary policy priority, as the persistent and endemic impact of poverty on subsequent educational achievement and attainment persists for many young people. Equity is also a central policy driver across many education systems globally, as it is now well established that equity is essential for improved system performance. This article examines how recent reforms in Wales are focused on building teacher professionalism and agency. It outlines how curriculum reform and accredited professional learning at scale offer a policy platform for enhancing professional practice, trust, and agency in ways that could positively impact quality and equity. The article suggests that generating higher levels of professional and relational trust within the system could facilitate significant progress toward equity and quality. The article concludes by suggesting some core system-level conditions necessary to make equitable education and high-quality learning more achievable. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500573 |
| Database: | ERIC |
| Abstract: | This article focuses on the current education context in Wales (UK) and outlines some of the policy drivers aimed at securing greater equity and quality. In many education systems, equity remains the primary policy priority, as the persistent and endemic impact of poverty on subsequent educational achievement and attainment persists for many young people. Equity is also a central policy driver across many education systems globally, as it is now well established that equity is essential for improved system performance. This article examines how recent reforms in Wales are focused on building teacher professionalism and agency. It outlines how curriculum reform and accredited professional learning at scale offer a policy platform for enhancing professional practice, trust, and agency in ways that could positively impact quality and equity. The article suggests that generating higher levels of professional and relational trust within the system could facilitate significant progress toward equity and quality. The article concludes by suggesting some core system-level conditions necessary to make equitable education and high-quality learning more achievable. |
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| ISSN: | 1068-2341 |
