The policy principles

11  The achievement of these goals demands a new approach to policy. A new era must begin in which all of those involved in raising standards work together with a shared sense of purpose and a strong commitment to the future. The principles on which this will be based are these:

Principle 1: Better education and training will feature as the cardinal priority for government in Wales

12  The Secretary of State has already reordered Ministerial functions within the Welsh Office so that education and training are linked with job creation, investment and the wider economy. This demonstrates an early and enduring commitment to lead change, and to raise standards and expectations overall. It will be taken forward by an Education and Training Action Group unique to Wales.

13  The Government intends that over the lifetime of the new Parliament, the proportion of national income spent on education will be increased as expenditure declines on the bills for social and economic failure. We have already announced a significant package of extra funding in the recent budget. The first Queen's Speech of this Parliament also announced two education Bills, one to implement the pledge to reduce class sizes for 5, 6 and 7 year olds, the other - to follow this autumn - to enable the Government to advance the standards agenda set out in this White Paper.

Principle 2: Policies will be designed to benefit the many, not the few

14  We must extend educational opportunity for all our young people, not for just a few. That principle will inform everything we do. Hence the shift of resources over time from the Assisted Places Scheme to the reduction of class sizes for all 5, 6 and 7 year olds. Furthermore, our emphasis will be on policies designed to get things right first time, rather than to expend effort on poorly conceived changes or on attempting to recover from failure. Thus within days of taking office we took action in Wales to end the bureaucratic nursery voucher scheme. We attach the greatest importance to nursery education and to raising standards in the basics of literacy and numeracy in primary schools. What is done in the earliest years is critical to success later - and that must never be forgotten. Support to schools and extending opportunity through outside help matters too. That is why we have included a literacy and numeracy component in the Out of Hours Child Care Programme for the 1997 summer vacation.

Principle 3: Standards matter more than structures

15  We shall consult on and set clear all-Wales targets related to the things that matter most, and we shall stick to them. That will give schools a chance to plan for improvement over time. The more schools can focus on the central task of raising standards, the better the chance of success. There is no institutional, legislative or other device that can deliver success automatically. Everything turns on leadership in schools; committed staff and parents; high expectations; and good teaching. Indeed, change for the better is about changing attitudes. It is about learning from and acting on the evidence provided annually by the Office of Her Majesty's Chief Inspector in Wales (OHMCI) - and from the work of the research community in Wales and elsewhere. We shall recognise this in tone and substance.

Principle 4: Intervention will be in inverse proportion to success

16  The main responsibility for improving schools lies with schools themselves. Where they are successful there is little need to interfere. But all schools must be challenged to improve. The challenge will take account of the widespread support both inside and outside the education system in Wales for a real drive to improve standards and provide a better service. The sense of urgency which informs the policy has been welcomed across the political spectrum. In recognition of the challenges ahead, and of the consensus to achieve higher standards, we shall apply a consistent programme to develop and consolidate a culture of school improvement throughout Wales.

17  Yet successful change will not result from this kind of impetus, and pressure, alone. Those whose task it is to work day in and day out to raise standards need support too. It will come in many forms. The Welsh Office will play its part in securing this as will the Education and Training Action Group. And effective support requires investment. The plans inherited from the previous administration severely constrained provision for the education budget for this year and next. But over the lifetime of the new Parliament the pledges on which the Government was elected will be fulfilled. As resources become available they will be targeted at meeting our overall strategic objectives. We have already announced extra revenue provision for schools in Wales in 1998-99 - plus a substantial additional capital package. The Welsh Office will work with local authorities and others to redirect existing resources so as to begin to work towards achieving our priority goals - not least through the Grants for Education Support and Training (GEST) Programme.

Principle 5: There will be zero tolerance of underperformance

18  Our policy is to promote success for all. Persistent failure must be eradicated. Hence our commitment to zero tolerance of underperformance. This also means that we shall seek every opportunity to recognise and celebrate success. Teachers must be given credit for what they achieve and given the motivation to achieve more. We shall build on the lead given by OHMCI, in Success in Secondary Schools and Classroom Organisation, Teaching Methods, and Leadership in Primary Schools, and by the Curriculum and Assessment Authority for Wales through the School Improvement Index sponsored by Midland Bank. But we shall also put in place policies which tackle failure and make it possible to overcome them, where they occur. Schools which are weak or failing must be challenged to improve or be given a fresh start. Local education authorities (LEAs) will be inspected on a regular basis, as well as schools. Children only get one chance in education and their life opportunities depend upon it. The ultimate aim is to create an education service in Wales in which every school is either excellent or improving in the fundamentals of teaching and learning.

Principle 6: The Welsh Office will work in partnership with all those committed to raising standards

19  The Welsh Office will create the framework to promote higher standards. But this can only succeed if it is implemented in partnership, recognising that it is essential not to undermine the objective that in future local decision-making should be less constrained by central government and more accountable to local people. The Department will seek to work with teachers, parents, governors, local authorities, the trade unions and teacher associations, employers, OHMCI and other public agencies in Wales, to achieve our ambitions. Working with our partners is not an end in itself but a means to an end. The partnerships we create need to share broad aspirations and above all a clear sense of urgency about the task ahead. Mindful of that, the Secretary of State has affirmed his commitment to developing a strong and effective relationship between the Welsh Office and local government in Wales, recognising the Welsh Local Government Association (WLGA) as its authoritative voice.

20  We shall continue to make the most of Wales' relatively small scale and ready lines of communication to co-ordinate the efforts of all the agencies and interests involved in raising educational standards. It is a considerable advantage that the Welsh Office can meet regularly with all 22 Directors of Education in Wales. We shall be open to new ways of working more generally; new forms of public-private partnership; new relationships between private and state schools; and new forms of collaboration between local and central government. In forging these partnerships, we recognise that the Secretary of State, the Welsh Office and in due course the Assembly, must share the task of raising standards and accept their share of responsibility for achieving the goals set. For much of the post-war era, the education service had support without pressure. Then, for most of the last decade and much of this one, it has had pressure without support. The aim now is to apply a balance of pressure and support in an open, inclusive and co-operative spirit to transform standards of educational attainment in Wales for the new millennium.

Principle 7: Government policy for education and training will be applied in ways that reflect the distinctive needs and circumstances of Wales

21  The experience of recent years has shown what damage can be done when central government presses ahead with policies that are not suited to Wales, or sets aside arrangements that have developed in and for Welsh circumstances. From now on, the Government will ensure that education and training policy is properly adapted to the needs and realities of life in Wales itself. This will take account of:

• the strategic priorities for social and economic development in Wales;

• the equal status of the Welsh and English languages;

• the specific content and shape of the National Curriculum for Wales including the statutory status of the Cwricwlwm Cymreig;

• the distinctive character and size of schools in Wales, and the country's advisory, executive, regulatory, examining, inspectorial, professional and representational bodies;

• the demonstrable willingness of employers in Wales to support schools in links with the world of work;

• the need to prepare the way so that the proposed Assembly can take responsibility for raising educational standards.

22  The Welsh Office's relationship with the education service will continue to develop positively. Education and training are central to policy development within the Department as a whole. Its multi-functional character means that it is especially well placed to tackle the key strategic priorities in an integrated way. The most will be made of its relative accessibility in stimulating, supporting and sponsoring those who are striving to raise standards in schools - and to reduce the burdens of bureaucracy on them wherever possible. The Welsh Office has both to advise the Secretary of State on policy and oversee its implementation. So, amongst other things, secondments or exchanges, together with regular visits to schools and local authorities, plus greater use of 'task and finish' joint working groups, will provide continuous feedback to complement formal consultation exercises. This will ensure that the Welsh Office gains a full understanding of operational and practical realities in the education service. Named official contacts will be featured more prominently to sharpen communication - which in turn should help ensure that policy is well directed. The Education and Training Action Group will adopt an outward looking style towards engaging the help and views of every sector.
 
 

Summary This chapter has set out the role of education in the Government's overall plans and the approach government will take to education policy in Wales.     By 2002 There will be a far greater awareness across the country of the importance of education and training to building a world-beating economy in Wales. Standards of performance and attainment will be markedly higher. The policy principles outlined in this chapter will have been applied consistently over five years. They are: better education and training will feature as the cardinal priority for government in Wales; policies will be designed to benefit the many, not the few; the focus must be on standards, not structures using OHMCI reports and other evidence, to improve education in Wales; intervention will be in inverse proportion to success; there will be zero tolerance of underperformance; the Welsh Office will work in partnership with all those committed to raising standards; government policy for education and training will reflect the distinctive needs and circumstances of Wales. The Welsh Office itself will have become still more outward looking and in touch with the education service. It will seek to learn constantly from those working in schools.     Issues for consultation We invite comments on all the proposals put forward in this White Paper. There are also areas on which we would particularly welcome views. Questions can be found throughout the text, and are summarised at the end of each chapter. Comments should be sent preferably by 1 September to Chris Johnes, SPD, Welsh Office, Cathays Park, Cardiff CF1 3NQ. Under the Code of Practice on Open Government any responses will be made available to the public on request unless respondents indicate that they wish their response to remain confidential.