ABSTRACT
In Wales, as in the UK and more generally across the globe, education systems were initially created for elite groups within societies. In this chapter, the author argues that the paradigm of school improvement has brought with it unfortunate consequences and a fallacy that makes it no longer a 'fit for purpose' approach to tackling the historical and contemporary problems of inequity within education systems. The school improvement movement – particularly through its focus on teacher quality – has undoubtedly made important contributions to improving equity within education systems. The author describes the importance of working with the children and families of the most disadvantaged in the early years of a child's life. A focus on employability that evaluates whether resources spent on early years and early intervention does lead to the most disadvantaged eventually progressing through to becoming skilled young adults entering the labour market and moving out of poverty is supported by research evidence.
