Towards equity and quality in education: Analysing contemporary reform in Wales

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.