In 2019 the Welsh Government commissioned the EWC to conduct research examining models of professional learning. This report builds on the previous research project undertaken by us in 2018 (see below) and considers how a diverse range of professional learning opportunities can be made available with greater consistency across Wales - maximising the positive impact on education professionals and their students and supporting the National Approach to Professional Learning (NAPL).
The National Approach to Professional Learning (NAPL) was launched in 2018, creating a professional learning vision fit for the evolving education system in Wales. In order to enrich the evidence base for the emerging model, Welsh Government commissioned small-scale research projects that focus on the NAPL and its components.
In June 2018, the EWC was commissioned to focus on the professional learning blend which is one of eight elements that make up the model. The paper draws on a review of literature and interviews with key people to address the ways in which the ‘Professional Learning Blend’ may enable effective operation of the new approach. It also considers what professional conditions will need to be in place for a blended approach to the NAPL to operate effectively in practice.
Migration Advisory Committee (MAC) Call for Evidence: Impact of the UK’s Exit from the European Union
In July 2017, the UK Government commissioned the Migration Advisory Committee to advise on the economic and social impacts of the UK’s exit from the European Union and issued a subsequent call for evidence on 4 August 2017. The Education Workforce Council submitted evidence drawn from the Register of Practitioners, and also provided some context about education policy in Wales.
Migration Advisory Committee (MAC) Call For Evidence: Partial Review Shortage Occupation List -Teachers
In May 2016, the Home Secretary wrote to the chair of the Migration Advisory Committee and commissioned it to examine whether there is a shortage of teachers, or teachers in specific subjects which it would be sensible to fill through non-European Economic Area (EEA) migration. Following on from this, the MAC issued a call for evidence. The Education Workforce Council (EWC) was invited by the committee to provide information to support their review.
The EWC provided a response which gave a Welsh dimension and used valuable data both from the Register of Practitioners, and from practitioner surveys to support their work.
The Education Workforce Council has commissioned four research reports to examine incentivisation strategies designed to improve recruitment and retention of high quality teachers in:
a) international contexts
b) a range of other professions
c) Wales in comparison to England.