Education in Wales: The Future Can Be Bright

Nick Hudd, Senior Youth Work Practitioner, Pembrokeshire County Council

There will be those reading the title of this article already questioning such optimism considering the severe challenges being faced. There will also be others questioning a practitioner from the youth work sector commenting on the education system. I will attempt to address the latter first, as it is arguably easier and more straightforward. The Youth Work sector facilitate informal, non-formal learning and at times, (a controversial statement for some from within the sector) utilise formal educational approaches. Hopefully the content of this article will help at least inform, if not persuade those of such opinions to reconsider.

So, let’s now acknowledge the next elephant in the room; the evident and severe challenges currently being faced across education. For those who are familiar with Anthony Willoughby’s Nomadic School of Business, Territory Mapping approach, the following can be considered as mountains and swamps. These elements need due consideration but are not insurmountable, though do require careful navigation.

1. Funding and Resources: All educational establishments, whether schools, colleges, universities or youth provisions are struggling with limited, often decreasing funding, which affects facilities, staff recruitment, and the availability of learning materials and resources.
2. Curriculum Changes: The implementation of the new Curriculum for Wales can be complex, requiring significant training for staff and adjustments in teaching methods. With an increased responsibility and emphasis on emerging agendas, such as youth homelessness, the youth work sector is also adjusting to similar changes regarding what it does and how it does it.
3. Staff Recruitment and Retention: There is a shortage of qualified teachers in certain subjects. In relation to youth work, there are a decreasing number of candidates wanting to study this at degree level. In addition to these factors, retaining staff can be difficult due to workload, pay concerns and insecurity around funding.
4. Poverty and Inequality: Socioeconomic factors have a clear impact on young people’s engagement in education (as well as attainment), with disadvantaged individuals often facing barriers to achieving their full potential.
5. Assessment and Accountability: The transition to new assessment methods and the balance between accountability and support can be challenging both for schools and the youth work sector. The latter also now subject to an Estyn inspection framework (having had a hiatus from this for many years).
6. Digital Divide: Ensuring all young people have equal access to technology and digital resources, especially after the shift to online facilitation during the pandemic, is an emerging challenge.
7. Additional Learning Needs (ALN) & Neurodiversity: Meeting the diverse needs of young people with ALN and or neurodiversity can be resource-intensive and requires specialist training and support. This obviously requires not only financial investment but also time and resource.
8. Community Engagement: Encouraging parent/guardian and community involvement is an ongoing struggle for all arms of the education system. This is arguably more challenging in communities with high levels of deprivation.

Far from attempting to prescribe and exhaustive list, such examples illustrate the level and complexity of the challenges those across the education system face. So why the optimism illuded to in the title? Well, because of some of the tools at our disposal here in Wales, if used effectively, can offer a pathway to improvement even if not fully resolving some of these issues. Let me start by naming just a few; The Youth Work Strategy for Wales, Donaldson’s New Curriculum for Wales and the Well-being of Future Generations Act. More closely aligning all three of these initiatives could create a cohesive framework for a truly collaborative and comprehensive education system that supports young people’s learning, development and well-being.

Whilst there is clear synergy between all three examples given and at times, direct references to each other in some of the related documents, I would argue full integration is yet to be achieved. So, never one to identify a problem without at least proposing some solutions, here are some potential strategies to address some of the issues:

1. Shared Goals and Objectives: Ensuring that the aims of the Youth Work Strategy, the New Curriculum for Wales, and the Well-being of Future Generations Act are aligned. If we start with the overarching commonality between all three, it is clear each is aimed at improving the lives of children and young people. The parallel’s do not stop there though and include focusing on holistic development, well-being, and active participation in society. References to these initiatives and shared goals should be included in all planning, reinforcing this closer alignment. Servicing the requirements of each individually neither makes sense strategically or indeed fiscally.
2. Collaborative Framework: This is the next step, building on the above. We need to further promote and develop collaboration between young people, youth workers, formal educators, and community organisations. Regular meetings and joint initiatives can ensure all stakeholders share ideas and best practices, further reinforcing working towards common goals. In addition, such an approach can mean the finite resources available are maximised to their full potential. For example, if different organisations are facilitating a form of student/youth forum, surely it makes more sense to combine them, share resources and amplify the voice of young people across several agendas.
3. Youth Voice and Participation: Again, picking up on the previous point. Whether from a school or youth work provision, we should all look to empower young people to have a say in the development and implementation of systems and processes that are aimed at serving them. This aligns with the principles of the Well-being of Future Generations Act, which emphasises involvement and participation in decision-making.
4. Integrated Learning Opportunities: Create opportunities for experiential learning that combine formal education with informal youth work, with each having parity with the other. This could include projects that address real-world issues, enhancing skills and knowledge while promoting well-being. In my own role of helping to address youth homelessness, this is exactly the approach we have adopted in my own authority.
5. Focus on Well-being: If we incorporate the well-being indicators from the Well-being of Future Generations Act into the youth work and curriculum frameworks, all educators can play a proactive role in helping to identify areas for improvement, as well as measuring the impact and effectiveness of our programmes on young people’s lives. I referred to pressures on resource and finances earlier when I prescribed just a few of the ‘mountains and swamps’ we need to navigate. It is therefore vital that we understand what is having a positive impact in this regard, and more importantly what is not, so funding and resource can be reallocated or perhaps saved.
6. Professional Development: Provide training for youth workers and educators on the interconnectedness of these frameworks as well as better understanding of each other’s approaches and pedagogy. This will not only develop a better understanding of how to effectively implement strategies that benefit young people’s learning and well-being, but also promote the development of a truly comprehensive education system where rather than competing or working in isolated silo’s, utilises informal, non-formal and formal approaches to meet the bespoke needs of individuals.
7. Monitoring and Evaluation: Establish metrics to assess the effectiveness of aligned initiatives. This ensures that strategies and plans are adaptable and responsive to the changing needs of young people. The pandemic surely demonstrated how fast the landscape can change, but also how effective all arms of education can be when needed. Let’s learn from this and factor in effective monitoring and evaluation that informs this process.
8. Community Engagement: The very title of the Youth & Community sector hints at the proactive role they can play in involving families and communities in our education system. That is not to question the ability of other forms of education in this regard, but rather a plea to work more collaboratively in this regard. Creating a support network that reinforces learning and well-being both inside and outside of formal settings.

By fostering greater alignment among these frameworks, Wales can create a more integrated approach that effectively supports the diverse needs of its young people, ultimately leading to better outcomes in their personal, educational, and social development. So, the future can be bright.