Regional context
3. Accreditation/Recognition
Transparency, currency and portability of learning across the system.
Professional learning experiences are made available across a wide range of accreditation and recognition models.
Initial teacher education (ITE) is the most formal version of accreditation in the system, but there are a range of postgraduate options for practitioners, from postgraduate certificate and diploma to professional doctorate.
There is also some unaccredited but recognised provision, such as the National Professional Qualification for Headship (NPQH) which is nationally recognised but not accredited as a qualification.
The majority of the professional learning offer from regional consortia and from other middle tier organisations such as Estyn and the Education Workforce Council (EWC) carries no national recognition.
The options for recognition, endorsement (as in the National Academy for Educational Leadership) and accreditation are being developed through implementation of the National Approach to Professional Learning.
Reflect on a ‘Talking Head’ video from a lead school improvement expert focusing on the importance of this element in the context of the wider national approach.
Research
Consider research commissioned by Welsh Government to inform the evidence base for this element of the national approach: