WALES’ Minister for Education, Kirsty Williams has welcomed the nation’s significant improvement in the Programme for International Student Assessment (PISA) study.
PISA is a worldwide study by the Organisation for Economic Co-operation and Development in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school pupils’ scholastic performance on mathematics, science, and reading in PISA.
The PISA assessment is regarded, with some misgivings among educational experts, as a guide to education policies’ performance across 79 participating countries.
For the first time since Wales began participating separately in the PISA studies, Wales has caught up with the international average in all subjects. The results record Wales’ best ever scores in reading and maths and improvement in science
Kirsty Williams said: “For the first time, Wales is in the international mainstream, thanks to the efforts of our teachers and students.
“We have caught up, we are continuing to improve in all areas and, as a nation, we must be determined to keep up this momentum.
“This is positive for teachers, parents and students and the nation as a whole, but not perfect.
“We can go further still.”
Following the 2015 results, the Education Minister set a challenge to improve the proportion of top-performing learners.
The number of high performing students in reading rose from 3% in 2015 to 7% in 2018, with a 4% to 7% increase in maths and a 4% to 5% increase in science.
Wales saw an improvement in its ranking compared to other participating nations.
Kirsty Williams added: “Today’s news is positive for our young people and education system. We are continuing to improve in all areas and we’ve got more top performers than ever before.
“Our increase in high-performers is a big step forward. It’s a culture change for Wales. But there’s still more to do, as we’re not quite at the OECD average for this aspect yet.
“Not only have our overall scores gone up, but we’ve also reduced the attainment gap. We can be proud that in Wales we truly partner equity with excellence.
“We are heading in the right direction with our reforms. Our National Mission has charted the right course. The OECD is telling us to move forward with confidence.
“That’s why we are delivering the biggest ever investment in our teachers, have developed the biggest ever professional learning programme and are striding ahead with our new curriculum.”
UCAC, the Welsh education union, has called for all concerned to make wise use of the data.
Dilwyn Roberts-Young, UCAC General Secretary said “This year’s PISA results provide a wealth of information about various aspects of our education system. The headlines are comparatively encouraging – and everyone concerned is to be congratulated on that. However, we must be careful to go beyond the headlines.
“It appears that some of the reforms that have already been implemented are beginning to pay off. But we must remember that the major reforms to the curriculum, assessment arrangements and accountability systems have yet to be put in action. We now need to concentrate on effectively implementing those reforms over the coming years if they are to help us on our journey towards improving education for all in Wales.
“The report draws attention to concerns about pupils’ wellbeing – with higher than average levels being reported of feeling miserable or worried. Also, schools in Wales were more likely to report that insufficiencies of physical resources – especially textbooks and ICT equipment – were hampering their efforts.
“UCAC strongly believes that we need to keep to the reform route that we have set, whilst ensuring sufficient levels of funding, resources and time for teachers. Alongside those reforms, we need to continue and expand our efforts to support the wellbeing of everyone within our school communities.”
Commenting on the results in Wales in the 2018 Programme for International Student Assessment (PISA), Eithne Hughes, Director of the Association of School and College Leaders (ASCL) Cymru, said: “PISA results have not been kind to Wales in the past, and this latest set of results is a real boost at a time when we are introducing a transformational new curriculum in Wales. We are delighted that performance in maths has continued an upward trend and with the recognition that Wales is roughly in line with the OECD average in reading, science and maths.
“Of course, we want to do a good deal better than this in the future and our national ambition is to make our education system among the very best in the world.
“We would always caution people against over-claiming or over-blaming any one factor on the difference in results between countries. PISA is just one measure of an education system and cannot possibly tell the full story about our schools.
“However, today’s results are a positive step forward, and we extend our congratulations to our students and teachers.”
David Evans, Wales Secretary of the National Education Union, said: “Pisa offers some benchmarking against other countries but it is only one measure of performance and we would do well to avoid any suggestion that a Pisa ranking is the ‘be all and end all’ of a country’s educational performance. It is not!
“This years’ results clearly show that Wales has improved in all 3 areas tested and we know that the Welsh Government has set a target for the next round of tests that will place our results above the OECD average if achieved. We are confident that our members’ professionalism and desire to provide the best education service will bring improvements in every performance measure but are conscious that we need to ensure that our priorities for youngsters in our schools are the correct ones.
“Providing the necessary resources and tools to embed the new curriculum in Wales has to be a primary focus which will reap its own rewards. That and striving to secure pupil happiness and wellbeing should be the emphasis for the Welsh Government going forward.”
University to host industry summit online
SUPPORTING industry’s recovery from the impact of the pandemic is a key priority for the University of Wales Trinity Saint David (UWTSD).
The University has a track record for working with industry through knowledge transfer, research innovation, workforce development and by providing a ready pipeline of skilled students and graduates, in partnership with employers.
In addition, UWTSD’s MADE Cymru initiative was established to support manufacturing industries in Wales to adapt to the challenges of Industry 4.0.
The initiative, funded by the EU via the Welsh Government, aims to support the economic recovery of manufacturers in Wales by offering part and fully funded training to businesses to upskill staff, as well as research and development that improves processes and products to reduce waste and costs.
In addition, UWTSD and MADE Cymru have organised an Industry Summit to be held online between June 8-10 to inform, engage and inspire businesses during this critical period of post-Covid recovery.
Expert speakers will be sharing their insights including James Davies from Industry Wales, Carol Hall, Regional Investment Manager, Development Bank of Wales, Chris Probert, Innovation Specialist, Welsh Government and Geraint Jones, Knowledge Transfer Adviser at KTN.
The line-up also includes Welsh manufacturers who will be sharing their own experiences, including Tim Hawkins, Managing Director, Markes International, Julia Chesney-Roberts, Commercial Manager, Riversimple, Angus Grahame, Founder of Splosh and Jacques Bonfrer, Co-Founder and Team Lead, Bot-Hive.
There will be guest talks from circular economy expert Eoin Bailey and lean author Daryl Powell and an opportunity to find out about the range of services offered by the University.
Graham Howe, Executive Head of the MADE Cymru project at UWTSD says: “This Industry Summit aims to explore issues and challenges facing manufacturing in Wales so that we can work together with employers to find solutions.
“We always start with asking a manufacturer what their biggest problem is today and look at how we can help them with it.
“We aim to unravel potentially confusing challenges like these. Our approach begins by looking at what companies need to increase their productivity and competitiveness.
“We aim to lead the businesses we work with through a journey of continuous improvement – a journey that makes the most of Industry 4.0 technologies and their ever-growing digital capabilities to help solve the specific problems faced by each company.
“All of the feedback we receive from businesses shapes our curriculum – we want to produce employable, digitally literate graduates who can contribute to their workplace from day one”.
Alison Orrells is CEO and Managing Director of Safety Letterbox and has been one of the organisations participating in the MADE Cymru initiative.
She said: “It was important to keep innovating and investing to set us apart and come out stronger. It’s been intense but we had a game plan – now it is all about business future-proofing, being agile, collaborations and being adaptable.”
Covid-19 has affected every part of a business and shifted the focus from production to survival.
UWTSD recently led a round table discussion with Welsh manufacturers about the future of manufacturing in Wales.
That discussion found that their outlook is positive about the future.
Manufacturers accelerated their adoption of new technologies to enhance and optimise production.
With many employees on furlough, managers took the opportunity to rethink and invest in better IT, particularly communications, training and diversified into new product areas. They looked to local colleges and universities to help shift perceptions of jobs in manufacturing and demonstrated the career opportunities and pathways available.
They also loosened their reliance on overseas imports and looked for suppliers in the UK to minimise future risk of disruption.
All sessions of the Industry Summit are free to attend and places can be booked on the UWTSD website: https://uwtsd.ac.uk/made/made-cymru-industry-summit/
A long road back for education
EVEN before schools find out what the new normal will be, the pressure is already on the education system to deliver significantly more.
Some talk about a ‘lost generation’ needing to ’catch-up’ amid concerns those comments stigmatise children. However, the reality is that children have missed months of face-to-face teaching, and that has inescapable consequences.
DISADVANTAGED SLIP FURTHER BEHIND
Wales’s learners have been part of the pandemic’s ‘collateral damage.’
Although, for now, there are more questions than answers, solutions to repair that ‘damage’ will need to be carefully considered and delivered during the Welsh Parliament’s sixth term.
Even before the pandemic, Wales already faced an uphill struggle to secure good educational outcomes for all its learners.
The most disadvantaged learners have extra challenges which can prevent them from achieving their full potential.
Even though the previous Welsh Government invested £585 million since 2012 through the Pupil Development Grant (PDG), the attainment gap it was seeking to close, didn’t narrow.
It also typically widens as learners get older.
There’s a stark difference between children eligible for free school meals and their peers at Key Stage 4, the two years where learners usually take GCSEs and other examinations.
Children and young people themselves are well placed to give their verdict.
A 2021 Children’s Commissioner survey of 20,000 children found that 35% didn’t feel confident about their learning, compared to 25% in May 2020.
63% of 12–18-year-olds were worried about falling behind.
There are countless reports setting out adults’ views about how missing more than half a year of ‘face-to-face’ schooling has affected learners.
One of the major concerns is the variation between what schools have delivered to pupils.
There’s a long list of potential impacts:
· ‘Lost learning’ meaning pupils could underperform academically and have their long-term prospects affected.
· A loss of confidence in the examination and assessment system.
· Long-term reductions in school attendance, a factor known to be key to educational outcomes.
· Difficult transitions between school years and from primary to secondary.
· Challenges in re-engaging learners and addressing low motivation.
· An unhelpful ‘catch up’ narrative about lost learning placing unnecessary psychological pressure on children and young people; and
· A negative effect on learners’ ability and confidence to communicate in Welsh where they haven’t been able to do so at home.
As well as these obvious educational issues, there are wider predicted effects.
Current learners could earn less, with one estimate of up to £40,000 in a lifetime.
The harm to children’s physical health and a higher prevalence of mental health issues, including anxiety and depression, are also serious concerns.
The pandemic’s wider economic impact is also likely to increase the number of children living in low-income families.
Again, it’s the most disadvantaged learners who are predicted to bear the brunt in the longer term.
For example, in March 2021, the Child Poverty Action Group found that 35% of low-income families responding to its UK wide survey were still without essential resources for learning, with laptops and devices most commonly missing.
The Fifth Senedd’s Children, Young People and Education (CYPE) Committee heard that there is “plenty of evidence” that” there are striking differences between families in terms of their ability to support young people in their learning: the resources they have around them, the enthusiasm, the engagement, the commitment”.
There must be work to rebuild relationships that have been under significant strain during the past 12 months.
Those between teaching unions and the decision-makers within the education system; between parents/carers and schools; and perhaps, most importantly, re-establishing the relationship between learners and their teachers.
Some of the immediate solutions which are already on the table or up for discussion are: more money, including the ‘Recruit, Recover and Raise Standards funding’; more teachers and learning assistants on the ground; changing term times; and setting up summer schools, holiday clubs and home tuition.
However, the longer-term problems are far harder to solve.
One estimate puts the cost of Wales’s journey back from COVID-19 at £1.4 bn to meet the challenges to the education system alone.
The opportunity exists for major reform and an examination of the whole approach to and aim of education.
Children and young people’s return to the classroom has been heralded as a big chance to put their well-being at the heart of education. As well as having a positive impact on well-being, put, mentally healthy children are much more likely to learn.
Following pressure from the Fifth Senedd’s CYPE Committee and its stakeholders, Wales has already made a significant shift towards establishing a ‘Whole School Approach to Mental Health’. The challenge during the Sixth Senedd will be to deliver it.
The potential sting in the tail is that, at the same time, the education system is getting children back to school, it also contends with major legislative reform.
This is in the form of wholesale changes to both the school curriculum and support for learners with Additional Learning Needs.
Some may argue that there’s been no better time to have such significant changes.
If the education system can successfully implement these three major reforms, arguably Wales will complete significant leg work and be on a firmer footing to meet the challenges presented by Covid-19.
At this stage there may be many more questions than answers for the education system.
The world into which learners will move has changed forever.
Not only has the pandemic interrupted their schooling, but the future journeys they were expected to make into the workplace or further and higher education could be unrecognisable.
The skills and aptitudes needed in the ‘new normal’ are only now beginning to be identified and are likely to be different from those needed before the pandemic began.
UWTSD launches new Vocal Performance degree
UWTSD has launched a new Vocal Performance degree for the next academic year.
Building on the success of the postgraduate programmes at the Wales International Academy of Voice, the newly devised BMus (Hons) Vocal Performance is a specialist industry-focused programme for singers.
The new programme is delivered by expert academics and practitioners of national and international repute within a specialist facility.
Students will be offered extensive 1-to-1 vocal tuition, and masterclasses from world-renowned artists, and of course all of this will be located within our specialist facility in Cardiff.
Modules on the programme examine areas such as vocal technique, performance studies, movement, music theory, technologies of performance and performance projects designed to develop a holistic approach to vocal performance.
Assessment on this programme is by a range of methods offering opportunities to present learning in a variety of different ways throughout the course.
Learning methods include performances, portfolios, technical assessments, recording, electronic testing, arranging, mock auditions, podcasting, essay writing and presentations.
The staff at the Wales International Academy of Voice are looking forward for students to enrol on this newly designed degree.
David Bebbington, Academy Manager and Programme Director said: “Students on the new BMus programme will study voice in a holistic context, enabling them to engage with performance in a variety of settings, and introducing them to the multitude of opportunities available in their future careers.
“Central to the vision of the programme is ‘the industry’, and as such elements of the course will involve aspects of performance, recording, movement, music theory and studio techniques for example.
“At the end of the course, students will move into performance, music creation, teaching or a host of other session music opportunities.”
Barry Liles, Pro-Vice-Chancellor and Head of the Wales Institute of Science and Art (WISA) said: “The University is pleased to witness the strategic development of a BMus in Vocal Performance at the Wales International Academy of Voice.
“We believe this programme will provide an exciting opportunity for a significantly greater number of undergraduates to join our prestigious, world-class academy.
“Based on our enviable reputation within this vocal domain, the new programme will provide progression opportunities for our students on to postgraduate study or as practitioners in the sector.”
It is anticipated that graduates of the Vocal Performance programme will commence careers as performers, creators, teachers, recording artists and within various other related disciplines. The BMus (Hons) Vocal Performance may also lead to further postgraduate study.
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