The Learning Country:

Vision into Action

The Department for Education,

Lifelong Learning and Skills
 THE LEARNING COUNTRY

Vision into Action

Minister’s foreword

NELSON MANDELA HAS MADE THE FOLLOWING OBSERVATION:

‘’Vision without action is merely a dream.

Action without vision just passes the time. But with
vision and action you can change the world.’’
When we published ‘The Learning Country’ in experience might be. If Megan is part of the
2001 our intention was to provide a ten-year new Flying Start programme for babies to
strategy that would embody vision and action, three year olds, she and her parents will have
so that we might transform education and dedicated health, education and childcare
lifelong learning in post-devolution Wales. support to prepare her for the new Foundation
As this successor document demonstrates, the Phase to be introduced across Wales for
vision remains constant, although we have 3-7 year olds in 2008 with its emphasis on
used the opportunity to both reaffirm and active learning. She will eat free healthy
update it. There is much that we have achieved breakfasts at school in the morning and the
in the way of actions: but there is also much school will provide healthy food throughout
more to do in the period through to 2010 and the school day.
beyond. This document sets out, in a new way,
our future plans so that they are transparent As she moves up through primary school,
and show our clear sense of purpose. she will follow a curriculum which will offer her
a rich range of opportunities and experiences.
Our education system here in Wales is She will be assessed by teachers who will use
undergoing radical change. By 2010, the that assessment to inform Megan’s learning
increased education and training opportunities and ensure she is given the best possible
in Wales will bear very little resemblance to support in the move to secondary school
those available at the advent of the Assembly through statutory transition planning.
in 1999. Our aim is to ensure the best possible She may choose to stand for election to the
environment to encourage learning at all stages school council or to support the school’s
in people’s lives. At each step along the way, eco-committee.
these changes have been supported by those
working within education in Wales, and as we Her education will take place in buildings
launch our next big step with this document, I which will have been extensively refurbished or
hope we can all take pride in developing this even replaced over the previous decade. The
agenda together. curriculum that she will follow up to the age of
14 will be built with a focus on the skills that
A child born today - let’s call her Megan - will she will need for future success in education
have unprecedented new opportunities to and employment.
develop to the limits of her ability, rather than
the limits of the system. Let’s look at what her At the age of 14 Megan will have to make

01
 THE LEARNING COUNTRY

Vision into Action

Minister’s foreword

important choices about her future. She will place where everyone has the opportunity to
have the chance to follow high-quality courses learn and to prosper. Wales has begun a
that will take her either along a traditional revolution in education and lifelong learning.
route to GCSEs and A levels, or a new Our vision for the future of learners is clear.
vocational learning route that will be well “The Learning Country: Vision into Action”
established by this time. Both could lead to outlines the strategy and priorities we will be
study in further or higher education, as well taking forward over the next few years to
as to high-skilled employment. Megan has make that vision a reality.
already decided, with the support of her
learning coach to undertake the vocational Vision into Action is also intrinsic to the
route and hopes to do a Modern delivery of our Child Poverty Implementation
Apprenticeship in the field of engineering. Plan and we shall drive both strategies with
Whichever route she takes, her achievements vigour and commitment.
will be captured in the Welsh Baccalaureate
which will broaden her learning experience and The proposals set out in this document take full
enable her to demonstrate the right skills for account of Making the Connections; and of
university or the world of work. the strong support that agenda has received
from the Beecham Report on public service
Whatever the pathway she follows, Megan delivery. Our plans are learner-focused,
will be encouraged to participate in full-time community oriented and founded upon the
education and training until she is at least 19. collaborative principles which underpin our
This will give her the foundation skills that she broader approach to public service
will need to succeed in the modern economy. improvement for Wales - on which the
Whether she goes on to university then, or Assembly Government will be making a further
later in her life, hopefully she will have gained statement shortly in the context of its response
a passion for learning that will last her for life to the Beecham Report itself.
and will be as much about her enjoyment and
wellbeing as her economic security.

I said in my foreword to the original Learning

Country document that education and training Jane Davidson AM
are of the first importance for Wales. I remain Minister for Education,
committed to that view and to making Wales a Lifelong Learning and Skills

01
VISION INTO ACTION

Strong foundations Early Years and Inclusion

The Learning Country vision:
We want all our young people to have the best start in life, the
opportunity to reach their full potential, and a clear entitlement
to influence the services that affect them.

WHAT DOES OUR ANALYSIS

Outcomes: AND RESEARCH TELL US?
• 45 Integrated Children’s • Early and intensive intervention in education and care
produce benefits for the individual and society that
Centres by 2007
are experienced across the lifespan, particularly by
• Free breakfast initiative the most disadvantaged children
rolled out to all primary • An early years curriculum based on active learning
schools that want it and including elements of play and assessment for
by 2007 learning, is capable of increasing the engagement,
enjoyment and achievement of our youngest children
• Complete the
implementation of the • All children have the ability to learn and to succeed in
Foundation Phase education. Through providing for the additional
learning needs of pupils, including those with specific
of education by 2011
learning difficulties and those who are able and
• Six specialist regional talented, we can maximize their achievement
centres for additional • High levels of health and fitness, including good
learning needs to be nutrition, play an important part in the motivation,
established by 2007 wellbeing and achievement of learners
• Developing an appropriately qualified and well-
trained workforce is critical to the success of early
years education and care

WHAT ARE WE CURRENTLY DOING?

• Taking forward the Flying Start programme for
children aged 0-3 living in disadvantaged
communities, supported by other complementary
programmes including Cymorth, Sure Start, the Basic
Skills Strategy, the Parenting Action Plan and the
Childcare Strategy – to target the needs of young
children and parents and improve outcomes for the
most disadvantaged
• Piloting the Foundation Phase for 3-7 year olds in 42
maintained and non-maintained settings across Wales
 VISION INTO ACTION
Strong foundations Early Years and Inclusion

• Working with Mudiad Ysgolion Meithrin and need it and delivered by qualified
Trinity College Carmarthen to train early professionals, dedicated to serving the
years practitioners to deliver the Foundation developmental needs of the children in
Phase through the medium of Welsh. their care
To date 440 have completed their training
and a further 300 have enrolled on
the programmes
OBJECTIVES
• Developing an Inclusion Policy and Give young children the best
Performance Framework for Wales possible start in life
that builds on a whole school and To do this we will:
community approach to meeting
• Make the services supported by Flying
additional learning needs
Start available to many more communities
• Urging local authorities to use surveys where over time, based on the evidence of
appropriate to assess the demand from its effectiveness
parents for Welsh medium education
• From September 2008, roll out the
• Piloting joint commissioning of services for Foundation Phase to all schools and
children and young people with speech, non-maintained early years settings for
language and communication difficulties completion by the end of the 2010/11
• Promoting regional collaboration to meet school year
the needs of learners with additional • Prepare a workforce development plan with
learning needs recommendations on actions needed in the
• Implementing ‘Appetite for Life’, the next 3-5 years to support the delivery of the
proposals of the Assembly Government’s Foundation Phase to the quality levels that
Food and Fitness Working Group and seeking will be required
to appoint jointly with the WLGA a Nutrition • Continue to advocate the take up of the
Champion to take forward the agenda primary school free breakfast initiative
• Supporting all schools to become involved • Ensure that all schools become part of the
in the Welsh Network of Healthy School Welsh Network of Healthy Schools Scheme
Scheme by March 2010
• Making available free breakfasts to primary • Use capital funding from Flying Start to
school pupils and introducing improvements support more integrated centres in
to food and fitness in schools, such as the disadvantaged areas, bringing together a
introduction of fruit tuck shops, water coolers range of services, including early years
and playground markings education, childcare, play and community
• Taking forward “Childcare is for Children”, development
our vision of childcare as part of the modern
welfare state, available to all parents who
VISION INTO ACTION
Strong foundations Early Years and Inclusion

Promote inclusion in • Ensure that appropriate quality standards are

in place for schools and local authorities to
education and learning meet a range of additional needs – and take
To do this we will: account of the implications for provision in
• Develop regional provision for children and schools, colleges and other settings post-16
young people with complex needs, engaging
local authorities and Local Health Boards to • Provide guidance on meeting the needs of
pupils with medical needs and on promoting
work more collaboratively to deliver services
emotional health
in accordance with their new duties under
the Children Act 2004 • Deliver a strategy for ethnic minority
achievement that ensures the needs of all
• Review the statutory assessment framework ethnic minority groups, including Gypsies and
for additional learning needs to ensure that Travellers, refugee children and asylum
individual learners’ needs are met effectively seekers are met more effectively
• Ensure that teachers can acquire the • Deliver an Inclusion Policy and Performance
necessary skills to work effectively with Framework that ensures all learners’ needs
learners with additional learning needs as (including those of disabled children) are met
part of their initial teaching training and effectively, that teachers and school based
continuing professional development support staff have the necessary skills to
support a diverse range of needs, that there
• Ensure that there is an adequate supply of
is equality of access to a range of support
special needs teachers, educational services, and that there are robust outcome
psychologists, speech and language measures for learners with additional learning
therapists and other specialists across Wales, needs
working with local authorities to achieve this
• Provide additional support for those learners in
• Introduce an action plan in response to the the care of the local authority, strengthening
recommendations of the Education, Lifelong the legislative basis for the placement of
Learning and Skills Committee Review of SEN young people and using the RAISE (Raising
Attainment and Individual Standards in
Education in Wales) programme to ensure
that they are fully supported in their learning,
especially during the final two years of
compulsory education
• Provide an enriched curriculum and extended
learning experiences in recognition that all
pupils have a range of abilities, talents and
learning needs. In doing so, we will ensure
that more able and talented pupils have
access to a range of opportunities and
challenges to nurture their skills and ensure
they reach their full potential
 VISION INTO ACTION

Schools and Learning

The Learning Country vision:
We shall ensure that the benefits of improvements
are enjoyed by all, in a fully comprehensive system of
learning that serves all our local communities well.

WHAT DOES OUR ANALYSIS AND

Outcomes: RESEARCH TELL US?
• There are already significant numbers of surplus
• All school buildings to be school places and the number of pupils in education
fit for purpose on the basis will continue to decline into the next decade,
of target dates agreed with raising issues of how to best organise school
individual local authorities provision to ensure high-quality education and
• Primary class sizes to be the best value for money
maintained at a maximum • Based on the evidence of assessment at 7 and 11,
of 30 pupils performance at these ages has already reach levels
of attainment which are as good or better as other
• Percentage of pupils countries in the UK. By the age of 14, however, that
achieving the core subject level of performance has not been maintained
indicator (Welsh or English,
• In order to maintain the improvement in standards
maths and science in
achieved in our schools it will be necessary to focus
combination) through teacher increasingly on:
assessment by the age of
- pupils who experience disadvantage
11 to be 80% by 2010
(2007 milestone - 75%) - the relative under-achievement of boys compared
to girls
• Percentage of pupils
achieving the core subject - the relative under-achievement of some black
indicator through teacher and ethnic minority pupils
assessment by the age of 14 - pupils who through non-attendance, poor
to reach 65% by 2010 (2007 behaviour, bullying and other causes, become
milestone - 60%) disengaged or excluded

• Attendance in secondary - schools with pupil outcomes which are below

the levels which might be expected of them
schools to be at least 93%
by 2010 (2007 milestone- 92%) • Schools with a good learning environment, including
high standards of buildings, make a positive impact
on learning
• Community focused schools have a positive impact
on pupils’ learning and attainment, as well as
securing better value for public expenditure
VISION INTO ACTION
Schools and learning

• There is a body of knowledge on how to work together in clusters to provide a

schools can transform themselves using the suitably broad learning experience and
outcomes of research on school effectiveness smooth progression between Key Stages
and improvement, which should be more 2 and 3
widely employed • Implementing our targeted strategy Words
• A skills-based curriculum for 7-14 year olds Talk, Numbers Count to support pupils who
would enable the philosophy of the are falling behind in reading, writing or
Foundation Phase to be built upon and number work
prepare for the diversified learning pathways • Developing quality standards for pupils with
young people will follow in their 14-19 additional learning needs, including the most
education and training able and talented children
• Pupils often lose continuity and progression • Addressing the issue of pupil non-attendance
in their learning during the transition from by improving the quality, accessibility and use
primary to secondary schooling of attendance information; giving guidance
• The effectiveness of the partnership between and support to key stakeholders; and
the Assembly Government, local authorities, identifying and disseminating good practice
schools, business and voluntary sector is • Reviewing approaches to promoting positive
fundamental to the success of education behaviour and high levels of attendance in
policies schools in Wales
• An increasing proportion of parents are • Developing an ICT strategy for schools aimed
choosing Welsh medium education with 8 at realising the potential of ICT to transform
new primary and 2 new secondary schools teaching and learning and improve
opened since 2000 organisational effectiveness

WHAT ARE WE CURRENTLY

DOING?
• Introducing targeted and funded
programmes such as RAISE to help raise
standards of achievement in schools
• Reviewing the curriculum to ensure that
appropriate skills development is woven
through each Key Stage, so that the
curriculum promotes and supports personal
development and is responsive to the needs
of individual pupils
• Requiring primary and secondary schools
 VISION INTO ACTION
Schools and learning

• Reviewing the education welfare service Strategy to assist local authorities and
• Providing £6m of capital funding to improve schools to establish a positive school culture
electronic attendance management systems and ethos

• Providing increased resources to assist local • Funding the All Wales Schools Programme to
authorities and voluntary-aided schools to address social welfare issues such as
make all school buildings fit for delivery of substance misuse, community safety, fire
the curriculum and properly maintained safety and financial literacy. The Programme
now operates in 97% of primary and
• Requiring local authorities to develop plans secondary schools and from 2006-07 is
for capital investment in schools which take extending, particularly to engage with
account of the sharp decline in pupil disengaged or excluded pupils
numbers and the need to invest in schools
which are viable, can deliver high-quality • Requiring all maintained primary (excluding
education and can provide facilities for infant and nursery), special and secondary
community use schools to have schools councils by
November 2006. School councils in
• Supporting local authorities to work secondary schools can nominate 2 members
collaboratively on capital investment from years 11-13 inclusive to be associate
programmes, sharing expertise and good pupil governors on the school’s governing
practice body. The governing body must accept such
• Requiring local authorities to assess demand nominations
for Welsh medium schools places in order to • Highlighting in guidance to government
ensure that provision matches needs bodies and headteachers the need for school
• Piloting late immersion and intensive councils to engage the wider school
language teaching projects through the population to capture and reflect their ideas,
medium of Welsh opinions and concerns - through class
representatives, dedicated school council
• Piloting modern foreign languages in primary
business discussion time in each class,
schools
suggestion boxes, school council web-page
• Tackling bullying by ensuring all governing and e-mail address, questionnaires,
bodies have bullying policies in place which newsletters, school council notice board or
have been drawn up in full consultation with other means
staff, pupils and parents
• Recognising the crucial role which education
• Combating racism in education by providing at all levels has in helping us achieve the
guidance for class teachers and schools in vision and aspirations of Iaith Pawb, our
identifying, recording and dealing with racist national action plan for a bilingual Wales.
incidents Our education system must serve the needs
• Developing a Minority Ethnic Achievement of both our national languages
VISION INTO ACTION
Schools and learning

OBJECTIVES emotional development by promoting Out of

School Hours Learning
Tackle poverty of educational • Use the Better Schools Fund to support
opportunity and raise standards schools to innovate and develop and share
in schools best practice, underpinned by robust
evaluation
To do this we will:
• Develop an ICT Self Review Framework for
• Raise levels of attainment at the ages of 11,
Wales which will help schools to assess their
14 and 16 through intervention targeted on
own performance in the use of ICT to
schools where the core subject indicators,
support teaching and learning against
and, at GCSE, the average points score, are
nationally agreed benchmarks
below national averages and the levels that
would be expected set against benchmark • Use average points score as a wider measure
information of achievement to support a sharper focus on
the needs of the learner and development of
• Refocus on school improvement so as to
skills
narrow the gap in performance - working
with local authorities and schools and taking • Implement, from September 2008, revised
account of existing capacity and expertise in curriculum and assessment arrangements
both; the lessons of the Narrowing the Gap which will promote and support the raising of
project; and the forthcoming requirement standards, skills and personal development
under the Education Act 2002 for partnership and assessment for learning
agreements between local authorities and • Review the PSE framework in time for the
schools setting out the framework of support 2008-09 academic year to strengthen the
to be provided by the authority and the emphasis on values, rights and responsibilities
outcomes expected from the school and personal finance education and to
• Take forward the RAISE initiative to provide extend the framework to age 16 to 19
additional support for disadvantaged pupils • Improve modern foreign language learning in
and help to raise their levels of performance Wales by refreshing the national modern
• Improve peer support and challenge between foreign languages strategy “Languages
schools to enhance performance in schools Count” by September 2008, to coincide with
facing the most significant difficulties the implementation of a revised school
curriculum
• Review current approaches to supply
teaching and consult local authorities, schools • Issue guidance to school governing bodies
and Estyn on whether these impact on and local authorities under section 176 of the
raising standards in schools Education Act 2002 which will set out the
issues that pupils should be involved in, and
• Target improvements in Basic Skills education
how governing bodies and local authorities
• Enrich non-formal learning and help raise might go about involving pupils in decisions
standards in basic and key skills as well as in that affect them
curriculum areas and personal, social and
 VISION INTO ACTION
Schools and learning

Make all school buildings Ensure that all children are

fit for purpose safe at school
To do this we will: To do this we will:
• Promote sustainability and security in the • Introduce legislation to make Criminal
design of new schools and significant Records Checks compulsory across the school
refurbishments by requiring local authorities workforce in Wales
to have regard to the BREEAM standards and • Act on the findings of the Estyn survey of
to incorporate sprinklers when using vetting practices within schools in Wales
Assembly Government grant
• Introduce new legislation to enable the
• Promote effective procurement and strong General Teaching Council for Wales to
project management in the provision of undertake suitability checks on teachers
school buildings through collaborative action
• Ensure that the endorsed recommendations
between local authorities supported by Value
of the Children’s Commissioner’s Clywch
Wales
Inquiry are implemented including the
• Provide on average funding of £150m a year development of a pupil counselling strategy
to 2009-10 for school buildings; keep under for schools
review the progress made by local
• Encourage effective action against bullying,
authorities; consult authorities on the need
including racially motivated bullying and that
for investment beyond 2010 and set target
which may be motivated by the stigma of
dates for individual authorities to reach the
poverty and disadvantage, building on the
fitness target
guidance set out in “Respecting Others”
• Consider developing a link between
• Ensure that children and young people are
allocation of funding for capital investment in
able to use the Internet safely and
schools and effective strategic planning by
appropriately in schools and raise awareness
local authorities, based on their asset
of good practice in the use of online tools in
management plans and their assessment of
teaching and learning
demand for school places
• Agree the role of school nurses and develop
• Promote schools as a focus for the local
a flexible model of school nursing in Wales
community, providing opportunities for out
of school hours activities (educational and • Require secondary and primary schools to
otherwise) for pupils, their families and the put Transition Plans in place from September
local community, including local voluntary 2007 onwards to promote continuity and
groups; and as a base for other services progression in learning for pupils moving
from Key Stage 2 to Key Stage 3
VISION INTO ACTION
Schools and learning

Encourage good nutrition and

healthier lifestyles
To do this we will:
• Commission Estyn to examine the extent to
which schools and local authorities are taking
action to improve health, nutrition and
fitness as an adjunct to lifting educational
attainment overall
• Appoint jointly with the WLGA a Champion
to ensure that the recommendations of the
report by the Food in Schools Working
Group – Appetite for Life – are fully
implemented

Promote the Welsh Language

To do this we will:
• Extend immersion and intensive language
teaching pilot projects which will give pupils
access to a greater range of subjects through
the medium of Welsh
• Develop targeted measures to address the
challenges associated with issues of linguistic
continuity
• Continue to support the development of
Welsh-medium and bilingual classroom
resources
• Work with awarding bodies and others to
extend the range of qualifications,
particularly vocational qualifications, available
through the medium of Welsh
• Address the drift from Welsh first language
to Welsh second language in the transition
from primary to secondary school
• Increase the proportion of NGfL Cymru
resources available in Welsh
 VISION INTO ACTION

14-19 Learning Pathways and Beyond

The Learning Country vision:
We want to transform provision for 14 to 19 year olds, so that within an
overall curriculum entitlement, artificial barriers are broken down to meet the
demands of learning in a new century.

WHAT DOES OUR ANALYSIS AND

Outcomes: RESEARCH TELL US?
• Nearly 50% of our young people who do not attain
• The average points score a level 2 qualification (GCSEs at *A-C) at the age
per 15-year-old pupil for all of 15 often feel that they have ‘failed’ in education
qualifications approved for and do not participate in any additional education
pre-16 use in Wales to or training in their immediate futures
improve year on year • A lower percentage of our 15 year olds attain level
• The percentage of 15 year 1 (GCSEs at D-G) or level 2 qualifications at the
age of 15 than in other areas of the UK
olds achieving the
equivalent of GCSE grade • Young people who are not in education,
employment or training at the age of 16 or 18,
A* to C to reach 60% by
become disengaged and attain poorly during their
2010 (2007 milestone 53%) education: in the future they are likely to be
• By 2010, no pupil to leave economically inactive and in danger of exclusion
full-time education without from society
an approved qualification • Young offenders aged 11-17 are 3 times more
likely to have very poor basic skills than young
• The percentage of 16-18 people of this age in the population as a whole
year olds in employment,
• Education is the single most important protective
education or training to factor in preventing offending and re-offending
reach 93% by 2010 (2007
• One of the major reasons why young people
milestone - 90%) become disengaged from education before the age
• 95% of young people, by of 16 and do not stay in education or training after
the age of 25, to be ready 16, is because of personal problems and/or a lack
of advice on their learning and career options
for high skilled employment
and/or further or higher • The availability and take-up by young people of all
education by 2015 aptitudes and abilities in vocational learning is very
limited
• Collaboration in 14-19 education and training
between schools, further education colleges and
work-based learning providers is weak
VISION INTO ACTION
14 to 19 Learning Pathways and Beyond

• The external evaluation of the Welsh • Rolling out the Welsh Baccalaureate at
Baccalaureate has recommended the Advanced and Intermediate levels in post-16
implementation of a staged roll-out at education and piloting a Foundation level
Advanced and Intermediate levels in post-16 model, alongside the Intermediate model,
education from September 2007 with 14-19 year olds from September 2007
• Professionals other than teachers or FE • Piloting work-focused learning pathways,
lecturers, particularly Youth Workers, have working very closely with Sector Skills
a valuable role to play in supporting young Councils
people during their 14-19 education and • Promoting the effective participation of
training children and young people in decision
making on issues which affect their lives
What are we currently doing? • Working with the Youth Justice Board for
• Introducing new opportunities for 14-19 year England and Wales and other partners to
olds as part of our Learning Pathways ensure more young people in the criminal
programme, to provide them with enhanced justice system can access and benefit from
choice and flexibility, including attractive the learning opportunities they need
vocational offers for all abilities and • Supporting the effective delivery of
participation in a wide variety of experiences, Extending Entitlement for all 11-25 year olds
with accreditation of learning wherever across Wales
possible
• Piloting counselling approaches to ensure
• Reviewing existing qualifications and that young people who may be facing
developing new qualifications to meet needs difficulties continue with their studies
of learners, employers and higher education
in the 21st century
• Developing the role of Learning Coaches -
adults who have been trained to help young
people understand and develop their study
skills and learning styles and make choices
which reflect their aptitudes and potential
• Raising the capacity of Learning Coaches to
use Welsh as a medium
• Piloting the use of video conferencing
between schools and colleges to promote
subject specific collaboration, including
proficiency in Welsh and teaching other
subjects through the medium of Welsh
 VISION INTO ACTION
14 to 19 Learning Pathways and Beyond

• Complementing support for learners through learning, their personal lives and in their
specialist, impartial advice and guidance from career choices
Careers Wales, working closely with the • Develop a collaborative approach between
learning providers and with Learning Coaches providers, supported by robust financial
• Developing an education and training system mechanisms to enable our 14-19 Learning
that offers young people between the ages Pathways policies to be delivered
of 14-19 the highest possible quality • Ensure 14-19 Networks, including local
provision, whether in schools, further authorities and other learning providers, work
education colleges and work-based learning, together to develop strategic planning and
or through some combination of these local implementation
• Ensure that a range of learning opportunities,
OBJECTIVES including those of a vocational nature, and
access to a Learning Coach are available
Provide engaging, stimulating, through the medium of Welsh
and flexible learning programmes • Develop more and better opportunities for
and pathways young people to access valuable
To do this we will: apprenticeship opportunities to create
• Offer a wider range of relevant courses and attractive options for individuals
qualifications and, in particular, a high-
quality, employer informed, vocational Equip young people to be
learning route targeted at young people of all able to respond to changing
abilities, whilst maintaining GCSE, AS/A level
and other established courses employment markets
• Provide a Learning Core aligned with the To do this we will:
Welsh Baccalaureate where wider skills and • Enable all learners to acquire the essential
experiences will be developed, whichever skills needed for employment, working with
pathway young people follow providers and stakeholders particularly the
• Use the Credit and Qualification Framework Sector Skills Councils
for Wales as a tool to ensure that learning • Extend the Welsh Baccalaureate, which
achievement is recognised in ‘bite sized’ brings breadth to studies and develops the
chunks where appropriate Key Skills that are important in employment
• Offer 14-19 year olds a unique blend of and learning, to be available to 14-19 year
support mechanisms to help them in their olds from September 2007
VISION INTO ACTION
14 to 19 Learning Pathways and Beyond

• Implement revised A levels from 2008 and • Implement a training and development
revised GCSEs from 2009 strategy for youth workers and others
• Ensure that Careers Wales continues to working with young people to ensure that
provide an all-age service and works with the workforce possesses the necessary skills
partners to extend services to under- and competencies to work most effectively
represented groups – and sets new with young people
benchmark requirements to upgrade the • Ensure that young people have the services,
quality, relevance, and rigour of its services support and opportunities to which they
• Further enhance Careers Wales Online are entitled
(www.careerswales.com) as a flexible, all- • Encourage children and young people to
age, fully bilingual, interactive web-based participate in decisions about services and
support service to individuals that will enable provision which affect their lives and more
them to take more control in planning and generally in the life and work of their schools
recording their learning and communities
• Overhaul the partnership systems and • Ensure that every primary, secondary and
arrangements that link Education and special school has a school council in place
Business, taking full account of by November 2006; support adults, children
recommendations from the Vocational Skills and young people to develop schools which
Champion for Wales are truly participative, and support Associate
Pupil Governors to make an effective
contribution to the work of school
Ensure that services meet the governing bodies
needs of young people • Listen to learners and take account of the
To do this we will: messages they give us in designing and
refining future provision
• Encourage all partners to evaluate their
provision, planning and expenditure for • Encourage learners and staff to make more
young people in the light of their awareness use of bilingual learning and coaching
and understanding of young people’s needs, materials
gained through each Young People’s • Engage a range of statutory and non
Partnership, and through the genuine statutory agencies in developing
participation of young people in these opportunities for young people to use the
decisions Welsh language outside educational settings
• Develop a national youth service strategy to
set out our vision for youth work in Wales
 VISION INTO ACTION

Supporting Practitioners
The Learning Country vision:
We want to drive up standards of teaching
and attainment in all learning settings, valuing
and supporting practitioners to achieve this.

WHAT DOES OUR ANALYSIS AND

Outcomes: RESEARCH TELL US?
• We should utilise the vastly increased knowledge we
• By 2010, the quality of
have of how learning takes place and what makes for
learning in primary and successful learning and teaching
secondary schools assessed
• Improving the quality of initial training, induction and
by Estyn to be Grade 3 or continuous professional development of teachers and
better in 98% of classes post-16 education and training staff has an important
• By 2010, the quality of part to play in achieving our goals
teaching in primary and • Improvements in learning and teaching pedagogy
secondary schools assessed and in the sharing of good practice can contribute
by Estyn to be Grade 2 or significantly to the raising of standards in education
and training
better in 80% of classes
• Effective leadership, at all levels, plays a key role in
• By 2010, the quality of FE improving the quality of all education and training
programmes assessed by
• There has been an exponential growth in the number
Estyn to be Grade 3 or of staff other than teachers and lecturers, who are
better in 95% of involved in supporting learners in education and
programmes, and Grade 2 training
or better in 65% of • Improvements are needed in the training,
programmes qualifications and continuous professional
development of this wider educational workforce
• By 2010, the quality of
training programmes
assessed by Estyn to be
Grade 3 or better in 85% of
programmes, and Grade 2
or better in 40% of
programmes
• By 2010, completion rates
for Modern Apprenticeships
to increase to 40%
VISION INTO ACTION
Supporting Practitioners

What are we currently doing? practitioners to learn from each other by

• Introduced a Statutory Induction period sharing experience
for all newly qualified teachers in • Providing a range of Basic and Key Skills
September 2003 support to practitioners through Words Talk,
• Introduced an Early Professional Numbers Count and the key skills Support
Development programme for teachers in Programmes
September 2004 • Using technological and traditional methods
• Providing funding, since 2001/02, through to support the sharing and development of
the General Teaching Council for Wales, innovative practice and collaboration in
to support the individual professional learning and teaching across Work Based
development of teachers Learning, Community Learning, Further
Education and Schools
• Developing, with the General Teaching
Council for Wales, a professional
development framework for teachers that OBJECTIVES
will help identify individual development
needs by providing guidance on the skills Extend and enhance the capabilities
and competencies that can be expected of of our learning workforce
teachers at different stages and paths in To do this we will:
their careers
SCHOOLS
• Launched the National Headship
• Implement changes in Initial Teacher Training
Development Programme in 2001
(ITT) provision via the ITT Change Plan
• Made the National Professional Qualification (following the Furlong review of ITT
for Headship mandatory for teachers aspiring Provision in Wales)
to the role of headship in Wales to recognise
• Task the General Teaching Council for Wales
and promote effective leadership
with the continued development of the
• Introduced the School Workload Agreement Professional Development Framework,
to help ensure that teachers in maintained exploring the concept and applicability of
schools are able to focus their time on the Chartered Teacher status
teaching and learning of their pupils and that
• Refresh the National Headship Development
the role of school support staff is properly
Programme in Wales, taking into account the
recognised and supported
outcomes of the five-yearly review and the
• Sharing innovative practice in learning and possibility of introducing structured
teaching, through the Pedagogy Initiative, leadership programmes for those beyond the
launched in November 2005, to enable school setting
 VISION INTO ACTION
Supporting Practitioners

ALL SETTINGS ALL SETTINGS

• Develop and improve flexibility of • Develop a five-year strategic plan, based on
deployment within and across sector our pedagogy initiative, to create the
boundaries expectation that all practitioners in Wales will
• Explore ways of paralleling developments on engage in the most effective learning and
Induction and Early Professional teaching, including leading edge research in
Development that have been introduced for this important area
teachers for other staff within and beyond • Strengthen the practitioner base in
the school setting knowledge and application of embedding
Key Skills through collaborative student
Develop the skills and knowledge centred learning

of our learning workforce • Encourage the development of programmes

to accredit and recognise the skills of the
To do this we will: wider school workforce beyond teachers and
SCHOOLS lecturers
• Encourage local authorities to increase their • Strengthen the practitioner base in the vital
collaborative working to provide high-quality area of literacy and numeracy through our
advisory, school improvement and support Basic Skills Strategy Words Talk, Numbers
services for the school workforce Count
• Provide a bilingual e-learning course for • Continue work on enhancing the Welsh
teachers to develop their skills in working Medium Incentive Supplement Scheme and
with pupils with additional learning needs, consult on a revised scheme offering greater
working with Higher Education Institutions support for the trainees, institutions and
across Wales to do so schools involved
• Ensure a steady supply of specialist staff • Promote a Welsh Language Sabbaticals
working with pupils with additional learning scheme for primary and secondary school
needs through the Better Schools Fund teachers and for FE practitioners and
providers and consider its application to
• Support NGfL Cymru to provide online school support staff. We will develop a
resources for teachers in Welsh and English similar scheme for practitioners who are
which are focused on the needs of the engaged with the Foundation Phase
Curriculum Cymreig
VISION INTO ACTION

Beyond Compulsory Education: Skills,

Further Education and Lifelong Learning
The Learning Country vision:
We want to strengthen the contribution of education and training to
economic development. We want learning to be an every day part of working,
and non-working life, in which the interests of learners come first.

WHAT DOES OUR ANALYSIS AND

Outcomes: RESEARCH TELL US?
• We are out-performing other countries in the UK
• The percentage of working
in the achievement of Key Skills awards
age adults with level 1 or
• Despite improvements, skills and qualifications of
above basic skills in literacy
working-age adults are still too low
to be 80% by 2010
• In certain key growth areas of the Welsh economy
• The percentage of working there are insufficient workers with the required
age adults with level 1 or skills
above basic skills in • Workers who move from level 1 to level 3
numeracy to be 55% qualifications can gain significant improvements in
by 2010 salary levels.
• The percentage of adults • Improvements are needed in the overall quality of
of working age with a work-based learning
qualification equivalent • The overall quality of further education provision
to level 2 or above to be is variable
70% by 2010 (2007 • Provision of post-16 education and training does
milestone - 67%) not always provide young people with an
appropriate range of courses and, thereby,
• The percentage of adults contribute to improving participation rates
of working age with a
qualification equivalent
to level 3 or above to be What are we currently doing?
50% by 2010 (2007 • Delivering the Skills and Employment Action Plan
milestone - 48%) to improve the levels of skills in Wales and the
levels of employment
• The percentage of adults
• Responding effectively to the requirements of the
of working age with a Sector Skills Councils by working to improve skill
qualification equivalent to levels by sector
level 4 to be 30% by 2010 • Identifying the needs of employers, addressing
(2007 milestone - 27%) skills gaps and shortages, identifying barriers to
learning and enabling learners and workforces to
develop generic skills including basic skills
 VISION INTO ACTION
Beyond Compulsory Education: Skills,
Further Education and Lifelong Learning

• Targeting weaknesses and strengths that are networks to offer a full range of academic
specific to Wales through strategic sector and vocational learning
programmes developed jointly with the • Undertaking in-depth reviews of provision,
Department for Enterprise, Innovation and through Geographical and Sectoral
Networks Pathfinder projects identifying options for
• Ensuring greater collaboration in the post-16 structural reconfiguration, new investment
sector to develop networks of provision and better partnership working
embracing sixth forms and other providers • Promoting Modern Apprenticeships as a key
• Taking forward an improvement plan for pathway enabling learners to progress from
work-based learning to improve the quality general education towards their chosen
and range of provision, thereby helping to lift occupation or to higher education
families out of poverty and combat in-work • Seeking to increase the numbers progressing
poverty to Modern Apprenticeships through Skillbuild
• Developing a strategy for community and and Foundation Modern Apprenticeships,
adult learning linking these programmes to the “Combined
• Addressing economic inactivity through close Apprenticeship” route being developed
joint working with the Department for Work under 14-19 Learning Pathways
and Pensions, Job Centre Plus and Wales • Introduced a new Workforce Development
Employment Advisory Panel Programme which provides in-depth support
• Delivering the three-year, all-age basic skills to business, supported by action plans to
strategy Words Talk, Numbers Count, improve Leadership and Management and to
launched in April 2005 and supported by assist more organisations to become Investors
funding of more than £40m in People

• Developing vocational opportunities,

teaching and learning resources, e-learning
and video conferencing opportunities and
increasing capacity in Welsh medium and
bilingual provision
• Appointed a Vocational Skills Champion (until
April 2007) to work with employers, learning
providers and other partners to identify and
help tackle the key barriers that are
preventing many learners from obtaining
the skills and qualifications that employers
really need
• Developing integrated 14-19 provider
VISION INTO ACTION
Beyond Compulsory Education: Skills,
Further Education and Lifelong Learning

• Introducing a new, consistent Provider individual businesses, jointly with the

Performance Review in further education, Department for Enterprise, Innovation and
work-based learning and community learning Networks
• Implementing the Credit and Qualification • Pursue an approach to workforce
Framework for Wales (CQFW) development which is differentiated by
• Implementing a new demand-led National sector, working closely with Sector Skills
Planning and Funding System for post-16 Councils (SSCs) in the development of their
provision respective Sector Skills Agreements and
Sector Qualification Strategies, and taking
• Reforming vocational qualifications to ensure account of the needs of different types of
that they meet the needs of Wales, improve business
levels of skill and educational achievement
and command public confidence • Ensure that vocational learning routes are
clearly informed by the needs of employers
and based on National Occupational
OBJECTIVES Standards and robust Sector Qualification
Strategies
Improve skills and add value to
• Strengthen our policy to become more
the Welsh economy demand led by working with SSCs, and the
To do this we will: Sector Skills Development Agency, to
articulate skills demands at a sector level,
• Review the strategic mission of the FE sector
which will inform prioritisation of delivery
in Wales. The review will consider the extent
through the National Planning and Funding
to which FE institutions should focus more
System
clearly on economically useful skills; the
extent to which they should specialise; efforts • Deliver innovative approaches to create more
to improve quality; the place of self- and better opportunities for high-quality
regulation and other measures to streamline apprenticeships, to meet the skills demand of
governance; the diverse nature of the sector; employers, and offer a credible career path
workforce development initiatives; and how for individuals of all ages
best to monitor the views of students on a • Develop new approaches to reduce gender
regular basis and to publish the results stereotyping in learning
• Develop new products – such as the • Support Leadership and Management
Workforce Development Programme – that Development training for organisations to
will be comprehensive in scope and flexible help drive forward economic development
enough to cover the requirements of
 VISION INTO ACTION
Beyond Compulsory Education: Skills,
Further Education and Lifelong Learning

• Enable learning at all levels to be acquired in sustainable employment, thereby reducing

‘bite-sized’ episodes and accredited towards re-offending and helping create safer
whole qualifications by continuing to communities
implement the Credit and Qualification • Explore the introduction of Foundation
Framework for Wales (CQFW) Degrees through HE/FE partnerships, linked
• Develop the Welsh for Adults curriculum by to our agenda for skills and vocational
unitising the suite of programmes, promoting learning
both participation and progress toward • Promote the benefits of gaining skills to
recognition of learning achievements people of all ages
• Work with partners to establish effective • Develop skills strategies for specific groups of
mechanisms for the accreditation of prior people such as offenders
learning
• Continue the installation of video
conferencing equipment to facilitate e- Improve the quality of post -16
learning, including linking learners and tutors learning
between schools and colleges learning in and
through the Welsh language To do this we will:
• Strengthen union-led learning, building on • Drive up the quality of post-16 provision for
the successful Wales Union Learning Fund, as work-based learning in partnership with
part of our wider strategy to tackle basic and Estyn, Fforwm, local authorities, the National
other skills in the workplace Training Federation and the Association of
Learning Providers. Our improvement plan
• Promote still further the benefits of the
for work-based learning will identify
Investors in People standard and help
additional ways to make these routes more
organisations to achieve it
effective
• Support the Department of Work and
• Develop a suite of indicators against which
Pensions’ welfare-to-work programmes and
FE institutions and work-based learning
ensure they meet the needs of Wales as part
providers in Wales might benchmark their
of a wider drive to raise economic activity
performance, as an essential element of
rates and help people out of inactivity
moving towards a greater degree of self-
• Develop a Wales Offender Learning Journey, regulation by the sector of its management
setting out the standards of service and and governance
delivery of learning for those serving
• Explore the scope for the establishment of a
custodial or community sentences, in
professional body to set and safeguard
collaboration with the National Offender
professional standards relating to Principals
Management Service (NOMS) Wales.
and lecturers within the FE sector and other
This will help offenders in Wales move into
post-compulsory providers in Wales
VISION INTO ACTION
Beyond Compulsory Education: Skills,
Further Education and Lifelong Learning

• Build capacity, improve skills and raise • Develop integrated local learning networks
standards for staff in all sectors in order to wherever practicable - commissioning Estyn
improve the quality of delivery. We will do area reviews as appropriate
this by developing a comprehensive • Apply the Provider Performance Review in
workforce planning strategy (including an further education, work-based learning and
enhanced leadership programme) community learning to improve quality, raise
• Improve the quality of delivery and access to standards and share best practice. By 2008
a wider range of learning opportunities by we will not fund provision which, post Estyn
facilitating increased collaboration between inspection, does not have as a minimum
FE institutions, so that institutions which grade 3 (acceptable) in all areas of delivery
develop specialties in particular subject areas • Fully implement the National Planning and
can more readily lead in delivering or in Funding System for post-16 provision, using
organising the delivery of such subjects by information from Future Skills Wales surveys
arrangement with other institutions. We and demand intelligence from the Sector
would expect similar arrangements to Skills Councils and others to steer future
develop locally with maintained schools as funding decisions. The National Planning and
opportunities for enhancing the range of 14- Funding System will work alongside the
19 learning opportunities are explored and CQFW - credit will become the basis for
taken forward funding across all sectors of post-16
• Facilitate collaboration by supporting more provision
Pathfinder studies and pursuing this outcome
by working with local authorities and other Support the Welsh Language
partners, including the voluntary sector, to
deliver appropriate reconfiguration and To do this we will:
change. We will support existing Pathfinder • Revitalise Welsh for Adults provision by
areas in taking forward the recommendations continuing to strengthen national
coordination through the six established,
• Put statutory provisions in place to permit
dedicated language centres to help develop
maintained schools and FE institutions to
learning networks which can deliver
form joint committees in order to formalise
high-quality opportunities for people to
governance arrangements for collaborative
learn Welsh
arrangements
• Support staff training in schools, FE and
• Encourage formal partnership arrangements
training providers, in the development of
including mergers between institutions where
Welsh-medium and bilingual provision to
they offer clear benefits to learners in terms
increase opportunities for learning through
of the range and quality of learning
the medium of Welsh
opportunities to be made available, and the
wider access to those opportunities which • Commission the development of further
may thus result teaching and learning resources through the
medium of Welsh
 VISION INTO ACTION

The Future of Higher Education

The Learning Country vision:
We want to modernise the collaborative efforts of higher education in Wales,
to widen access significantly; improve income generation; lift research activity;
and exploit knowledge transfer to the benefit of the economy in Wales.

WHAT DOES OUR ANALYSIS AND

Outcomes: RESEARCH TELL US?
• The rate of participation in higher education by 19
• The percentage of Research year olds from our most disadvantaged communities
Council funding attracted by whilst higher than the UK average, is still to low
HEIs in Wales to rise from • We should aim to retain in Wales more of our 19
3.3% to 4.5% by 2010 year olds who enter higher education in order to
• Research income from improve the percentage of students who after
graduation stay in Wales to work
resources other than the
Research Councils to • The employability rates of graduates from our
higher education institutions are extremely high
increase by 100% by 2010
(2007 milestone - 60%) • There is a clear wage premium for those holding
graduate qualifications
• The percentage of full time
• We need to grow further the research base of the
HE students enrolled at HEIs higher education sector in Wales
in Wales who are Welsh
• Higher education institutions in Wales are generally
domiciled to increase from
smaller than in similar sized countries
60% to 70% by 2010 in
order to encourage more • Virtually all young people in Wales who have the
appropriate qualifications and wish to access HE, are
graduates to work in Wales able to do so. We therefore need to increase the
• The proportion of Welsh number of young people in our most disadvantaged
domiciled students in Welsh areas who attain such qualifications
HEIs undertaking some
element of their courses
through the medium of
Welsh to increase to 7%
by 2010
• The percentage of new
entrants to undergraduate
courses at UK universities
from our most
disadvantaged communities
to rise from 8.9% to 11.4%
by 2010
VISION INTO ACTION
The Future of Higher Education

What are we currently doing? OBJECTIVES

• Enhancing partnership working and Promote reconfiguration and
collaboration between sectors in order to
develop a research base which builds on the collaboration within the HE sector
considerable strengths of the HE sector in to improve quality and strengthen
Wales and is commercially viable research
• Developing the relationship between higher To do this we will:
education and the other parts of the • Use Reaching Higher funds not simply to
education and training sector to secure a support collaboration but more strategically -
much closer alignment of schools, further through the development of world class
and higher education, allowing a continuum research groups that will attract the best
of lifelong learning students and world-class academic talent
• Introducing a new tuition fee regime from • Promote reconfiguration and collaboration in
2007-08 to strengthen the financial base of higher education, particularly in relation to
higher education institutions and enable the merger of our post-92 institutions in
them to improve access from disadvantaged South-East Wales
or under-represented groups through strong
outreach activities • Support the developments that will result in
Merthyr Tydfil and Ebbw Vale becoming
• Providing effective financial support tailored university towns
to the needs of Welsh students through
Student Finance Wales • Continue to work with the Credit and
Qualifications Framework for Wales, taking
• Strengthening the capacity of higher account of developments elsewhere in the
education institutions to offer opportunities UK and beyond
for students to study through the medium of
Welsh. We will also continue to develop our Improve knowledge exploitation
suite of fully bilingual Student Finance Wales and maximise the contribution
services of HE to the development of a
• Higher education is taking account of credit knowledge economy
developments and wishes to ensure that
To do this we will:
learners on full-time programmes, part-time
and access provision can achieve credits at • Use Reaching Higher and other funding
the appropriate level sources to ensure that the strengths of the
higher education sector in science are
• Following the Graham Review, developing
matched with the strengths in the Welsh
plans to promote and support part-time
economy and other sectors such as health to
higher education
secure the maximum benefit to Wales
• Reviewing current strategies for promoting
access to higher education, in the light of the
Rees Report and in partnership with the
sector and other key stakeholders
 VISION INTO ACTION
The Future of Higher Education

• Take forward the recommendations of the additional, targeted support for students
“Nexus Report” in collaboration with the HE from disadvantaged backgrounds and widen
sector, and use reconfiguration and participation by under-represented groups
collaboration funds more strategically to help
• Consider the needs of under-represented
deliver the objectives set out in “Wales: A
groups in designing student support
Vibrant Economy
mechanisms
• Enhance opportunities for studying part time
Enhance Welsh Medium Provision and the support provided for part-time
To do this we will: learners in response to the recommendations
of the Graham Review
• Provide support for expanded marketing
initiatives on an all-Wales basis and take • Review the ‘Student Finance Wales’ service
action to widen access and progression delivery model to ensure that it is fit for
routes for Welsh-medium provision purpose, customer focused and continues to
provide value for money
• Expect all Welsh HEIs to access the expertise
of the UK-wide Higher Education Academy • Evaluate the extent to which the new
which supports quality enhancement in package of support for Welsh domiciled
teaching and the student experience in students studying in the HEIs of Wales
higher education and excellence in teaching encourages more of them to stay, and
through the medium of Welsh indeed to start their own businesses here

• Introduce training programmes for new and

existing staff

Support the needs of Welsh

students and enable them to
participate in higher education
To do this we will:
• Take forward the recommendations of the
second Rees Report on the funding of higher
education and student support arrangements
in Wales, including proposals for subjects not
available in Wales
• Develop a National Bursary Scheme for
Wales in partnership with the HE sector. The
additional income generated by higher
tuition fees will enable HEIs to provide
VISION INTO ACTION

Quality Education Services and Equal Opportunity

for Children, Young People and Adults
The Learning Country vision:
We want Wales to be a learning country, where high quality, lifelong learning
provides the skills people need to prosper in the new economy, liberates talent,
extends opportunities and empowers communities.

WHAT DOES OUR ANALYSIS partnerships and plans for delivery of

AND RESEARCH TELL US? service for all children and young people
• Achieving at least a minimum level of • Enabling children and young people to
educational attainment is critical to the participate at all levels through Funky
happiness, success and wellbeing of Dragon (the Children and Young People’s
individuals in our society Assembly for Wales), Youth Forums and
Schools Councils
• Early and intensive intervention in
education and care produce benefits for • Taking forward ‘Extending Entitlement’ for
the individual and society that are all young people between the ages of 11
experienced across the lifespan, and 25 in Wales to ensure that they can:
particularly by the most disadvantaged - participate effectively in learning;
children - take advantage of opportunities for
• Reducing levels of child poverty and employment; and
ensuring that we safeguard our most - participate effectively and responsibly in
vulnerable children are important for their communities
educational success
• Lifelong learning is crucial for securing
employment, personal wellbeing and the
participation of individuals in society
• A focus on all of the needs of children,
and a unified system of providing for
those needs, are important factors in
achieving successful outcomes
• Providing children and young people with
the opportunity to influence their
education and training not only promotes
democracy and citizenship but also
increases their motivation and
achievement

What are we currently doing?

• Delivering our seven core aims for children
and young people, themselves developed
from the United Nations Convention on
the Rights of the Child
• Supporting local authorities and the
voluntary sector in developing local
 VISION INTO ACTION
Quality Education Services and Equal Opportunity
for Children, Young People and Adult

• Implementing the National Service OBJECTIVES

Framework for Children, Young People and Improve services and protection
Maternity Services which sets out standards
that children, young people and their families
for children and young people
have a right to receive in Wales in health and To do this, we will:
social services and related aspects of other
• Increase the opportunities for children and
services, such as education
young people to participate in all aspects of
• Implementing a range of initiatives under the policy and decision making which impact on
Iaith Pawb banner, our national action plan their lives, in particular by requiring all
for a bilingual Wales, which extends from primary (excluding nursery and infant),
early years through to adult learning special and secondary schools to have
• Implementing the all-age Basic Skills Strategy schools councils by November 2006 and
Words Talk, Numbers Count which aims to supporting the continuing development of
get the maximum number of people of all local youth forums
ages up to a minimum of Level 1 literacy • Promote collaboration under the Children Act
and numeracy 2004 to improve the delivery of services for
• Ensuring that adults and older people can children and young people through
benefit from lifelong learning through our partnerships for joint planning,
Strategy for Older People commissioning and delivery, so as to secure
effective multi-agency working and
• Ensuring that minority and disadvantaged information sharing based on the needs of
groups benefit from our strategies to tackle the child
inequality and underachievement in schools
and other settings • Give guidance to Children and Young
People’s Partnerships on the development of
• Removing barriers and providing improved Children and Young People’s Plans covering
advice and guidance services to help more all services, including education, which will
people into learning and employment be required from 2008
• Ensuring that children and young people are • Secure the 10 entitlements we have
properly safeguarded within learning established for all 11-25 year olds through
environments Young People’s Partnerships
• Consulting on a youth work strategy • Implement the standards set out in the draft
National Service Framework for Children,
Young People and Maternity Services
VISION INTO ACTION
Quality Education Services and Equal Opportunity
for Children, Young People and Adult

• Ensure that high-quality early years education training in Wales; implementation to be

and care provision is available to provide the taken forward by an ESDGC Champion
best possible start in life for all our children, appointed by the Assembly Government
including improvements for preventative • Respond to the recommendations within the
interventions; parenting; play; childcare; and Safeguarding Vulnerable Children Review
safeguarding children and the endorsed recommendations of the
• Provide additional support for those learners Clywch Inquiry undertaken by the Children’s
in the care of the local authority, using the Commissioner to ensure children and young
RAISE programme to ensure that they are people are educated within safe learning
fully supported in their learning, especially environments, identifying children and young
during the final two years of compulsory people who may be in need or at risk and
education enabling an appropriate partnership response
• Improve the tools, frameworks, and • Revise arrangements to prevent unsuitable
methodologies that facilitate contact people from working with children and
between professionals who support individual young people
children or who have concerns about their • Deliver on the outcomes of the youth work
development, well-being or welfare to secure strategy consultation
early, coherent interventions
• Implement the Play Policy Implementation
Plan, which takes forward children’s right to Promote equality of opportunity
play as set out in the Assembly Government’s for all learners
core aims
To do this we will:
• Develop Education for Sustainable
• Help to eradicate child poverty by 2020
Development and Global Citizenship
through the Assembly Government’s Child
(ESDGC) by implementing the Action Plan
Poverty Implementation Plan
launched in September 2006, which provides
a comprehensive agenda for education and • Remove barriers to learning for pupils with
additional learning needs and re-engage
those who are disaffected by implementing
an Inclusion Policy and Performance
Framework
• Ensure that the Commissioner for Older
People gives close attention to matters of
access to learning and skills development to
encourage more people to remain
economically active for longer
 VISION INTO ACTION
Quality Education Services and Equal Opportunity
for Children, Young People and Adult

• Ensure that regardless of race, disability, Improve opportunities and support

social circumstances, ethnicity, age or gender for Welsh speakers and learners
all learners have access to education and
learning opportunities which address their To do this we will:
individual needs • Help to create a bilingual Wales through Iaith
Pawb, reviewing progress and developing
• Implement the Credit and Qualifications
further action to ensure that our goals are
Framework for Wales to enable all learners
achieved
to climb the learning ladder and to support
the development of an inclusive society • Address the drift from Welsh first language
where everyone has the opportunity to fulfil to Welsh second language in the transition
their potential from primary to secondary school
• Ensure that learners in Wales are guaranteed • Seek to turn the positive initial outcomes of
high-quality qualifications and have sufficient the immersion and intensive language teaching
information to make informed choices about pilot projects into mainstream provision
the qualifications that best suit their needs • Extend the range of qualifications,
• Develop a Wales Offender Learning Strategy particularly vocational qualifications, available
that provides more appropriate and relevant through the medium of Welsh
learning to those serving custodial or • Continue to develop national coordination
community sentences and leads to sustained for the Welsh for Adults programme through
employment as a means of reducing the language centres, by improved planning,
re-offending and building safer communities quality assurance, tutor training, marketing
data collection, development of teaching and
learning courses and advice to adult learners
T H E L E A R N I N G C O U N T R Y:

Vision into Action

The Welsh Assembly Government wants Wales communications. We are helping to establish
to be a place where high quality, lifelong UNESCO Chairs in the University sector and
learning liberates talent, extends opportunities, teacher exchanges, especially with Sub-
empowers communities, provides better jobs Saharan Africa. Through Dolen Cymru, we are
and skills to enable people to prosper in the developing and sustaining the special
new economy and creates a sustainable future relationship that has been growing between
for our country. Through our education and Wales and Lesotho since 1985, including key
training policies, we aim to raise levels of education links.
achievement and empower children, young
people and adults to achieve social and The Assembly Government is a key contributor
economic well being. to the international debate on education
reform. Wales is acknowledged on the world
We are taking forward a far-sighted, ambitious stage and our achievements applauded by
agenda for education and lifelong learning. other countries. We are building the lessons
We want to rival the best in the world. learned from these exchanges into our policies
We therefore need to learn from the best by and delivery strategies, developing active and
sharing experience and expertise. We are ongoing partnerships with other countries in
positioning Wales within the context of doing so.
European and global reforms.
We approach the future with confidence,
Wales is committed to the Lisbon Agenda, therefore. I believe the strategy we have in
which aims to deliver stronger, lasting growth place is the right one for Wales. We have the
and create more and better jobs. support and commitment of our partners. And
Modernisation of Europe’s education and in pursuit of our goals, we are seeking out and
training system is needed to achieve this. applying best practice from across the world.
Wales is also one of the founder members We are well on our way to making Wales a
(and Vice President) of the European learning country and by 2010 I believe we will
Association of Regional and Local Authorities have achieved truly great things.
for Lifelong Learning – EARLALL – a network
of 20 regions, spread across 9 European
countries.

Beyond Europe, we are working alongside Jane Davidson AM

UNESCO to develop important initiatives in the Minister for Education,
fields of education, culture, natural science and Lifelong Learning and Skills