Gareth Evans writes that delays in re-opening schools and a desire to avoid rocking the boat means that pupils are the ultimate losers.
Mae the welsh agenda yn gylchgrawn Saesneg sydd yn cael ei hariannu gan Gyngor Llyfrau Cymru. Mae erthyglau’r cylchgrawn yn Saesneg ond mae’r tudalennau am waith y Sefydliad Materion Cymraeg ar gael yn ddwyieithog.
Now we must live up to ourselves: #RethinkingWales and beyond
Dylan Moore introduces issue 64 of the welsh agenda magazine with a call for us all to use this unique moment wisely
After GCSEs: My New Reality
Poppy Stowell-Evans gives a first hand account of the effect of GCSE cancellations on Year 11 pupils
What next for research in Welsh higher education?
Welsh academic research excellence has been dependent on EU funding and freedom of movement which could be under threat in a post-Brexit UK, writes Trish D’Souza.
Profi’r dyfodol – helpwch i ni wella’n cymwysterau
Mae’r Cwricwlwm i Gymru yn gyfle i feddwl yn wahanol am addysg. Wrth i Cymwysterau Cymru lansio ei ymgynghoriad cyhoeddus cyntaf ar gymwysterau i gefnogi’r cwricwlwm, mae’r Prif Weithredwr Philip Blaker yn dweud bod angen y ddarpariaeth gywir ar bobl ifanc 16 oed yfory.
Testing the future – help us improve qualifications
The Curriculum for Wales is an opportunity to think differently about education. As Qualifications Wales launches its first public consultation on qualifications to support the curriculum, Philip Blaker says tomorrow’s 16-year-olds need the right offer.
The PISA results show we need to invest more in our schools and teachers
Improving PISA results should not mask the reality that we are now just getting back to where we were in 2006, writes Sian Gwenllian.
Points mean prizes in PISA’s education rankings rat race
PISA has the potential to derail much of the reform agenda that has been set in train in Wales recently. We await tomorrow’s results with bated breath, writes Gareth Evans
A liberated curriculum risks entrenching inequality
More freedom for teachers is no bad thing but losing national consistency could lead to generations of learners falling further behind their peers, writes Gareth Evans