Andrew James Davies – författare

As Wales marks a quarter of a century of devolved policymaking in education, this edited volume celebrates the successes of – and grapples critically with the ongoing challenges faced by – Wales’s education system. Researchers from across the UK education landscape pose critical questions: about the leadership of reform; about where responsibility lies for the successful implementation of a number of post-devolution policy innovations, such as the Foundation Phase and the Curriculum for Wales; about the nature and ownership of accountability; about how professionals can best be developed and supported to deliver the current ambitious reform journey; and about a great deal more. In answer to the recurring question of ‘by whom shall Wales be raised’, this volume suggests the responsibility lies with all of us, at every level and in every domain of an education system that is unrecognisable from that which preceded devolution, and which today continues to evolve apace.

As Wales marks a quarter of a century of devolved policymaking in education, this edited volume celebrates the successes of – and grapples critically with the ongoing challenges faced by – Wales’s education system. Researchers from across the UK education landscape pose critical questions: about the leadership of reform; about where responsibility lies for the successful implementation of a number of post-devolution policy innovations, such as the Foundation Phase and the Curriculum for Wales; about the nature and ownership of accountability; about how professionals can best be developed and supported to deliver the current ambitious reform journey; and about a great deal more. In answer to the recurring question of ‘by whom shall Wales be raised’, this volume suggests the responsibility lies with all of us, at every level and in every domain of an education system that is unrecognisable from that which preceded devolution, and which today continues to evolve apace.

As Wales marks a quarter of a century of devolved policymaking in education, this edited volume celebrates the successes of – and grapples critically with the ongoing challenges faced by – Wales’s education system. Researchers from across the UK education landscape pose critical questions: about the leadership of reform; about where responsibility lies for the successful implementation of a number of post-devolution policy innovations, such as the Foundation Phase and the Curriculum for Wales; about the nature and ownership of accountability; about how professionals can best be developed and supported to deliver the current ambitious reform journey; and about a great deal more. In answer to the recurring question of ‘by whom shall Wales be raised’, this volume suggests the responsibility lies with all of us, at every level and in every domain of an education system that is unrecognisable from that which preceded devolution, and which today continues to evolve apace.

Wrth i Gymru nodi chwarter canrif o lunio polisïau datganoledig ym maes addysg, mae'r gyfrol olygiedig hon yn dathlu’r llwyddiannau ac yn bwrw golwg feirniadol ar yr heriau parhaus a wynebir gan gyfundrefn addysg Cymru. Mae ymchwilwyr o bob cwr o dirlun addysg y DU yn mynd i’r afael â chwestiynau tyngedfennol am arweinyddiaeth diwygio; am bwy sy’n gyfrifol dros weithredu effeithiol agweddau arloesol ar bolisi ôl-ddatganoledig (megis y Cyfnod Sylfaen a’r Cwricwlwm i Gymru); am natur a pherchnogaeth atebolrwydd; am sut y gellir datblygu a chefnogi gweithwyr proffesiynol orau er mwyn cyflawni’r daith ddiwygio uchelgeisiol bresennol; a llawer mwy. Mewn ymateb i’r cwestiwn oesol ‘Pwy a gyfyd Cymru?’, mae’r gyfrol bresennol yn awgrymu mai cyfrifoldeb pob un ohonom yw gwneud hynny, ar bob lefel ac ar draws pob agwedd o gyfundrefn addysg sy’n parhau i esblygu ac sy’n wahanol iawn i’r hyn a fodolai cyn datganoli.

Wrth i Gymru nodi chwarter canrif o lunio polisïau datganoledig ym maes addysg, mae'r gyfrol olygiedig hon yn dathlu’r llwyddiannau ac yn bwrw golwg feirniadol ar yr heriau parhaus a wynebir gan gyfundrefn addysg Cymru. Mae ymchwilwyr o bob cwr o dirlun addysg y DU yn mynd i’r afael â chwestiynau tyngedfennol am arweinyddiaeth diwygio; am bwy sy’n gyfrifol dros weithredu effeithiol agweddau arloesol ar bolisi ôl-ddatganoledig (megis y Cyfnod Sylfaen a’r Cwricwlwm i Gymru); am natur a pherchnogaeth atebolrwydd; am sut y gellir datblygu a chefnogi gweithwyr proffesiynol orau er mwyn cyflawni’r daith ddiwygio uchelgeisiol bresennol; a llawer mwy. Mewn ymateb i’r cwestiwn oesol ‘Pwy a gyfyd Cymru?’, mae’r gyfrol bresennol yn awgrymu mai cyfrifoldeb pob un ohonom yw gwneud hynny, ar bob lefel ac ar draws pob agwedd o gyfundrefn addysg sy’n parhau i esblygu ac sy’n wahanol iawn i’r hyn a fodolai cyn datganoli.