Welsh Government education reforms have led to a decline in standards, prompting calls for a review and a “pause” in the process, according to a report by the Institute for Fiscal Studies (IFS). The report suggests that the decline in children’s attainment in Wales is primarily attributed to government policies and reforms, rather than factors like poverty or resources.
The IFS paper recommends revising the current approach, halting the GCSE reform in Wales, and reintroducing more comprehensive data on student achievement. It proposes the implementation of “report cards” to provide parents with better insights into school performance and advocates for drawing lessons from successful practices in England.
Highlighting the overall low educational performance and persistent inequalities in Wales, the report emphasizes the need for a reevaluation of key education policies. It questions the effectiveness of prominent initiatives such as the new curriculum and free school meals for primary schools in improving educational outcomes or addressing disparities.
The report underscores that Wales’ educational reforms over the past decade have directly contributed to the subpar educational outcomes and low test scores among 15-year-olds in international assessments. It urges the new First Minister to prioritize education as a pressing concern and recommends a reassessment of past and ongoing reforms.
Key recommendations from the report include a call for a curriculum in Wales that places greater emphasis on specific knowledge, a delay in GCSE reform to evaluate long-term impacts, increased transparency through the publication of data on student skill levels and attainment disparities, and the introduction of school report cards for enhanced parental information.
The analysis compares educational performance between Wales and England, noting that while per-pupil spending levels are similar, England outperforms Wales across various metrics. It points out that recent Pisa scores in Wales have declined significantly, placing the country below the OECD average, with disadvantaged pupils in Wales performing at levels equivalent to the average student in England.
Moreover, the report raises concerns about the potential widening of inequalities and increased teacher workload resulting from upcoming GCSE reforms in Wales. It warns that limiting educational opportunities, particularly in science, medical, and technological subjects, could have detrimental effects on learners.
In terms of funding and resource allocation, the IFS suggests that differences in educational outcomes between England and Wales cannot be solely attributed to financial disparities. Additionally, the report challenges the notion that pupils’ ethnic backgrounds explain the performance variations between the two countries.
The report questions the efficacy of a skills-based curriculum in Wales, citing evidence from other countries that have shifted towards a more knowledge-focused approach. It emphasizes the importance of utilizing Pisa scores as a reliable indicator of student skills and underscores the need for reforms based on solid evidence to address the existing educational challenges in Wales.
In response to the report, education leaders and policymakers in Wales are urged to focus on evidence-based reforms that prioritize specific knowledge in the curriculum and address inequalities within the education system. The Welsh Government reaffirms its commitment to enhancing literacy, numeracy, and science standards, emphasizing the role of knowledge in the new curriculum and ongoing consultations with educators to improve educational outcomes in Wales.