Welsh Government (2024-27)

This large-scale evaluation of the new Curriculum for Wales, commissioned by Welsh Government, is being undertaken in partnership with Cardiff Metropolitan University, University of Stirling, Open University in Wales and Bangor University. The research involves a variety of methods, including data collection with school practitioners, school-based research, surveys and focus groups with learners, parents and carers and wider education stakeholders.

Arad is leading an evaluation of the Additional Learning Needs (ALN) reforms in Wales, with research ongoing until 2027. This evaluation, commissioned by the Welsh Government, involves developing a theory of change and assessing the implementation of the ALN system. Our research methods include data analysis, surveys, and fieldwork with education practitioners, local authority officers, health boards, schools, parents, and learners.

Through this evaluation, Arad aims to support the Welsh Government in understanding the effectiveness of the ALN reform and its impact.

(WLGA 2023-25)

Arad is currently conducting an evaluation of the National Music Service. This is a £15 million investment from the Welsh Government to support music education in schools and communities across Wales and ensure equality of opportunity in accessing musical experiences and activities. Arad has developed a logic model and evaluation framework to support the overall evaluation and is working with local authority music services across Wales to assess the progress and impact of the NMS. One of the main aims of the evaluation is to assess the impact of accessing music experiences on the wellbeing of learners in schools and community groups across Wales.

HEFCW (2023)

The main objectives of Arad’s research were to provide HEFCW with insights and understanding of the issues faced by PGR students. The research covered key aspects of this experience including academic support, development and training opportunities, community building among PGR students and representation at the institutional level. The methodology involved a combination of qualitative interviews with HEIs and wider stakeholders and focus groups with PGR students from eight HEIs in Wales.