Abstract

The aim of this article is to consider some of the most critical factors that have been at play in the Education and Welsh language policy spheres during the twenty-five years in question. The article will analyse the policy development context and will also present data, focusing on statutory education, since the devolution of powers to Wales. Consideration is given to the relationship between the Welsh language portfolio and the Education portfolio at the national level as allocated by the First Ministers of Wales since 1999. In addition, there will be a focus on the development of strategies in these areas, in recognition of the importance of education in language policy and planning. It is not intended to offer a critical analysis of all strategic documentation published over the twenty-five years; however, reference is made to a selection of the areas and themes prioritized for policy and strategy development in Welsh language education. In the context of the above areas, we explore the development – or lack thereof – in Wales over the period in comparison to what happened in the Basque Country Autonomous Community during the same period. Finally, the full extent of the Welsh and Education Bill will be assessed, with consideration of whether it will be possible to achieve the necessary trajectory to meet the targets of the Cymraeg 2050: A Million Welsh Speakers strategy (Welsh Government, 2017a).

Keywords: Welsh Language and Education Bill, Welsh language, education, Welsh Government, Basque, language policy and planning, minoritized languages

How to Cite:

Lloyd Williams, S., ap Gruffudd, G. S. & Gruffydd Jones, E. H., (2024) “The Development of Welsh Language Education since Devolution”, Wales Journal of Education 26(2). doi: https://doi.org/10.16922/wje.26.2.6eng