Publications

Participation in higher education (HE hereafter) has increased dramatically during the latter part of the 20th century. The latest HEFCE research indicates that since the late 1990s, the rate of HE participation among young people has increased from 30 to 38 per cent (HEFCE, 2013:2). However, while participation has increased, concerns regarding unequal access to…

This report presents the principal findings and policy implications of a research project carried out by researchers from the Wales Institute of Social and Economic Research, Data and Methods (WISERD), funded by the UK Economic and Social Research Council (ESRC) and the Higher Education Funding Council for Wales (HEFCW). The broad aims of the research…

This final report presents the main findings from the evaluation. These are organised in four main chapters: the implementation of the Foundation Phase Foundation Phase practice the impact of the Foundation Phase an economic analysis of the Foundation Phase. The final chapter discusses the implications of these findings with associated recommendations.

The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of…

Executive Summary The aim of the 2013 ESF Leavers Survey is to assist in assessing the effectiveness of labour market interventions delivered under ESF. Telephone interviews were conducted with approximately 2,000 people who had left an ESF project delivered under Priorities 2 and 3 of the Convergence Programme and Priorities 1 and 2 of the…

It draws on: 239 classroom/setting observations 341 practitioner interviews 604 school/setting survey responses 1,008 parent/carer survey responses 37 Local Authority interviews 4 non-maintained organisation interviews.

It draws on: 239 classroom and setting observations 341 practitioner interviews 604 school and setting survey responses 37 Local Authority interviews 4 non-maintained organisation interviews.

The Foundation Phase is a Welsh Government flagship policy of early years education (for 3 to 7-year-old children) in Wales. Marking a radical departure from the more formal, competency-based approach associated with the previous Key Stage 1 National Curriculum, it advocates a developmental, experiential, play-based approach to teaching and learning. The Learning Country: a Paving…

Since devolution, the Welsh Government has implemented a range of progressive curriculum reforms that have sought to foster enthusiasm for learning, to develop key academic skills and competencies and to promote a strong sense of citizenship. The Welsh Government has now committed itself to a fundamental and independent review of the national curriculum and assessment…

Home care should be about empowering people to live independent lives near the people and places that are important to them. It should be the way that we help people get back on their feet after a health or personal crisis. It should be the way that we save money by avoiding unnecessary hospitalisation and…