The research we produce helps to make sure education policy in Wales is based on evidence. Some of the research has been done by us, but we also commission research.
Leading Reflective Practice – Reviewing the Evidence
Authored by Professor Carol Campbell and Maeva Ceau from the Ontario Institute for Studies in Education at the University of Toronto, the paper offers an in-depth review exploring the concept of reflective practice, its significant impacts on education, and the leadership practices that support and encourage it. It also highlights policies, frameworks, and professional learning opportunities that foster reflective practice, with a focus on the Welsh education system.
Supporting the post-16 workforce in Wales
Between 2020 and 2024, we completed a series of projects on behalf of Welsh Government to support and enhance the professionalism of the post-16 workforce in Wales.
Increasing diversity within the school workforce in Wales
In 2019, the Welsh Government commissioned us to undertake a review of evidence relating to the ethnic diversity of the school workforce in Wales.
We examined the data relating to diversity of the school workforce in Wales and the extent to which it was representative of the wider population of the country. We also reviewed examples of best practice regarding what measures that could be taken to help improve the ethnic diversity.
The information gathered was summarised in a report presented to Welsh Government in May 2020 which outlined wide-ranging policy ideas for Welsh Government to consider.
Building on these findings we undertook extensive stakeholder engagement involving diverse communities from across Wales which informed a further report presented to Welsh Government in July 2021 which outlined our final recommendations on increasing the ethnic diversity of the workforce.
National Approach to Professional Learning: The Professional Learning Blend 2.0
In 2019, Welsh Government commissioned us to conduct research examining models of professional learning. Our report explored evidence regarding the use of blended professional learning and considered how these approaches might be used to support the introduction of Curriculum for Wales, and to help practitioners to maximise their potential.
National Approach to Professional Learning (NAPL): The Professional Learning Blend
In 2018 the EWC was commissioned to focus on the professional learning blend. 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.
Incentivisation strategies for teacher education
On behalf of Welsh Government, the EWC commissioned four research reports to examine incentivisation strategies designed to improve recruitment and retention of high quality teachers.
Incentivisation Strategies A Synoptic Report
Teacher Training Incentives in Wales International Policy Context
Comparison of teacher training incentives in Wales and England