Leadership

Major Challenges For Education In Wales

Disadvantaged children in England score about 30 points higher than disadvantaged children in Wales.

This IFS report examines the major challenges for education in Wales, including low outcomes across a range of measures and high levels of inequality. The report argues that low education outcomes, high levels of inequality and their consequences for children’s life chances represent a major challenge for the new First Minister of Wales.

In December 2023, the OECD published the latest round of PISA scores. These international comparisons of reading, maths and science skills always prompt significant public debate, particularly in countries seeing declining scores. The latest tests were taken in 2022.

Most countries saw declining scores, reflecting the effects of school closures during the pandemic. In Wales, scores declined significantly, with the lowest test scores across the four nations of the UK. This erased all the increases seen in Wales since 2012.

This contrasts with the picture elsewhere in the UK.

Low educational outcomes are not likely to be a reflection of higher poverty in Wales, a different ethnic mix of pupils, statistical biases or differences in resources. They are more likely to reflect differences in policy and approach.

PISA test scores in Wales fell significantly in maths, reading and science in 2022. To some extent, this matches the decline seen across other OECD countries following the global pandemic. However, there was a steeper fall in Wales in reading and science.

Equally concerning are the level of performance of disadvantaged pupils and the state of educational inequalities in Wales, which are visible in both PISA and GCSE results.

The gaps in performance between the most and least disadvantaged groups are broadly similar across England, Wales and Northern Ireland, and are perhaps a little larger for Scotland in reading and maths. However, the difference in levels between England and other nations of the UK by level of disadvantage is very stark. For the least disadvantaged group, we see that scores in England are about 25–30 PISA points higher than in the other nations of the UK, on average. Some of this is likely to be explained by higher incomes at the top end of the spectrum in England. However, it is notable that scores for the least disadvantaged 25% of children in Wales are only barely above the average for all children in England.

At the other end of the distribution, disadvantaged children in Wales have the lowest scores across all four nations for reading and science (and the second-lowest for maths, just above the very low maths scores for disadvantaged children in Scotland). Disadvantaged children in England score about 30 points higher, on average, than disadvantaged children in Wales. This is a large gap and equivalent to about 30% of a standard deviation. Indeed, the performance of disadvantaged children in England is either above or similar to the average for all children in Wales.

The authors recommend that policymakers and educators in Wales pause, and in some cases rethink, past and ongoing reforms in the following areas:

  • The new Curriculum for Wales should place greater emphasis on specific knowledge.
  • Reforms to GCSEs should be delayed to give proper time to consider their effects on long-term outcomes, teacher workload and inequalities.
  • More data on pupil skill levels and the degree of inequality in attainment are needed and should be published regularly.
  • A move towards school report cards, alongside existing school inspections, could be an effective way to provide greater information for parents without a return to league tables.

Key Findings:

  • PISA scores declined by more in Wales than in most other countries in 2022, with scores declining by about 20 points (equivalent to about 20% of a standard deviation, which is a big decline). This brought scores in Wales to their lowest ever level, significantly below the average across OECD countries and significantly below those seen across the rest of the UK. Scotland and Northern Ireland also saw declines in PISA scores in 2022, whilst scores were relatively stable in England.
  • Lower scores in Wales cannot be explained by higher levels of poverty. In PISA, disadvantaged children in England score about 30 points higher, on average, than disadvantaged children in Wales. This is a large gap and equivalent to about 30% of a standard deviation. Even more remarkably, the performance of disadvantaged children in England is either above or similar to the average for all children in Wales.
  • These differences extend to GCSE results. In England, the gap in GCSE results between disadvantaged and other pupils was equivalent to 18 months of educational progress, which is already substantial, in 2019 before the pandemic. In Wales, it was even larger at 22–23 months in 2019 and has hardly changed since 2009. The picture is worse at a local level. Across England and Wales, the local areas with the lowest performance for disadvantaged pupils are practically all in Wales. There are many areas of England with higher or similar levels of poverty to local areas in Wales, but which achieve significantly higher GCSE results for disadvantaged pupils, e.g. Liverpool, Gateshead and Barnsley.
  • A larger share of pupils in England are from minority ethnic or immigrant backgrounds than in Wales. Such pupils tend to show higher levels of performance. However, even this cannot explain lower scores in Wales, as second-generation immigrants also tend to show lower levels of performance in Wales than in England.
  • The differences in educational performance between England and Wales are unlikely to be explained by differences in resources and spending. Spending per pupil is similar in the two countries, in terms of current levels, recent cuts and recent trends over time.
  • There are worse post-16 educational outcomes in Wales, with a higher share of young people not in education, employment or training than in the rest of the UK (11% compared with 5–9%), lower levels of participation in higher education (particularly amongst boys) and lower levels of employment and earnings for those from disadvantaged backgrounds.
  • The explanation for lower educational performance is much more likely to reflect longstanding differences in policy and approach, such as lower levels of external accountability and less use of data.
  • There are important lessons for policymakers in Wales from across the UK. The new Curriculum for Wales is partly based on the Scottish Curriculum for Excellence, with both having noble aims to broaden the curriculum, improve well-being and focus on skills. However, there is now evidence arguing that these quite general skills-based curricula might not be effective ways to develop those skills. New GCSEs are due to be taught in Wales from 2025, including greater use of assessment, a broader range of subjects and the removal of triple science as an option. These reforms run the risk of widening inequalities, increasing teacher workload and limiting future education opportunities. There is much greater use of data to understand differences in outcomes and inequalities in England. This could easily be emulated in Wales without a return to school league tables.

Link: Major Challenges For Education In Wales