Education Journal Review, 24(2) pp 40-49
Since 1999 it was the view that parliamentary devolution had enabled Welsh Governments to pursue a wide range of imaginative policies across the whole gamut of educational provision. More recently, however, the focus of political discourse has shifted to the perceived failures of Welsh schools. This ‘crisis of Welsh education’ has provided the basis for the introduction of new policy approaches. However, in this article, Gareth Rees argues that a more nuanced analysis of Welsh educational attainment suggests that policies aimed at addressing educational inequality may be more appropriate.