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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
Language: English
Authors: Alma Harris (ORCID 0000-0002-5554-3470), Michelle Jones, Anna Bryant
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
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  Data: Towards Equity and Quality in Education: Analysing Contemporary Reform in Wales
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. 2026 34(6).
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
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  Data: 1068-2341
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Quality
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      – SubjectFull: Educational Change
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      – SubjectFull: Educational Policy
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Teachers
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Masters Programs
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: United Kingdom (Wales)
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      – TitleFull: Towards Equity and Quality in Education: Analysing Contemporary Reform in Wales
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