Welsh Government: “With the right support, we can all find our place in the world of education”

The words of Adele, who is now studying to be teacher, after attending a Welsh Government funded, teacher recruitment event in Cardiff.

At the event, designed to promote teaching as a career to people from ethnic minority communities, she discovered pathways to becoming a teacher.

From a young age, Adele had always aspired to become a teacher. However, after moving to the UK she experienced a lack of self-esteem, and her qualifications fell short of what was required for teacher training.

Inspired by the stories she heard from Black, Asian and minority ethnic teachers at the event, she felt empowered and supported to study and reapply to university. She subsequently secured a place on the PGCE course at Cardiff Metropolitan University.

Adele said:

“I really do believe that if it wasn't for me attending the PGCE event I would have not persisted through in my application process.

“My desire to teach is deeply rooted in the belief that education can transform lives. I've seen this truth firsthand. My mother, a nurse, bravely migrated our family to Cardiff, and her pursuit of education opened doors that reshaped our future. I want to be that catalyst for change in the lives of children, showing them that no dream is too big and no obstacle too great to overcome. I want to help children find their ‘cynefin'.”

Taking place again this year in October as part of Black History 365, the recruitment events are part of a wider campaign to increase the number of Black, Asian and Minority Ethnic teachers in Wales.

Hosted in the EYST regional hubs in Cardiff, Swansea and Bangor, they are organised by the Education Workforce Council (EWC) (Educators Wales), and the ITE partnerships (the organisations who deliver teacher training across Wales). Attendees hear from lecturers, teachers and Educators Wales, gaining valuable insights into teaching pathways, the profession itself, and funding opportunities.

Cabinet Secretary for Education, Lynne Neagle, said:

“Education can take us a long way in addressing the social, cultural and structural factors that sustain racial inequality. To do this, it is vital that we increase the diversity of our teaching workforce. Adele's story is an inspiring example of how successful partnership working can achieve this.

“I am committed to ensuring we have a workforce that better reflects the population of Wales to better support our learners and ensure they see themselves reflected in the people who are teaching them.

“As a government we are committed to tackling structural and systemic racism and creating a Wales that is anti-racist by 2030.”

Aminur Rahman, Recruitment and Support Officer at the Education Workforce Council (EWC), who organises the recruitment events said:

“We're working with grassroots organisations like EYST and NWAS to deliver these sessions with the aim of inspiring even more people to join and enrich our workforce.

“It's vital that our education system reflects the diverse communities it serves, and events like this help ensure that everyone feels represented and supported in pursuing a career in education."

Other actions being taken by the Welsh Government to address this inequality include:

• making the learning of Black, Asian and Minority Ethnic histories mandatory in the Curriculum

• Introducing the Ethnic Minority ITE incentive that offer up to £5,000 to eligible students to complete a Postgraduate Certificate in Education (PGCE) with Qualified Teacher Status (QTS).

• Learning materials to support teachers to teach Black, Asian and Minority Ethnic histories and contributions within the Curriculum
• DARPL provides professional learning for those working in education to develop an understanding and development of anti-racist practice
• The Betty Campbell MBE Professional Teaching Award promotes the work schools are doing to teach the importance of inclusion.
• Community mentors, support some of the ITE partnerships by using their lived experience, knowledge, and skills to encourage more people from ethnic minority backgrounds to become teachers.

For more information on different options available to people who are thinking about teacher training, visit Teacher | Educators Wales

Notes to editors

The Welsh Government's teacher recruitment campaign ‘Teaching Wales' works in partnership with Educators Wales and ITEs across Wales promoting teacher training to those interested in becoming a teacher.

The Welsh Government's Initial teacher education Black, Asian and Minority Ethnic recruitment plan

• At November 2023 there were 350 teachers (1.4%) were of Black, Asian, Mixed or Other ethnicity, an increase from 1.2% of teachers in 2022. There was a smaller proportion of teachers from an ethnic minority background in leadership (0.7%). (Source: SWAC)
• 975 support staff (3.2%) were of Black, Asian, Mixed or Other ethnicity, compared to 1.4% of teachers. (Source: SWAC)
• At January 2024, there were 58,861 pupils aged 5+ of Black, Asian, Mixed or Other ethnicity. This is 14.5% of all pupils aged 5+, or 14.6% if we exclude ‘Unknown or not stated' from the denominator. (Source: PLASC)

Adele's story:

“I graduated in 2011 with a Bsc in Early Years Development and Education. After graduating I spent almost 10 years working in various primary schools and with various supply agencies. I worked as a teaching assistant, special needs assistant and nursery nurse.

From a young age, I always aspired to become a teacher. However, when I moved to the United Kingdom from South Africa, I faced challenges that shook my self-confidence. I felt like an outsider, different in my appearance and speech, and I really doubted whether there was a place for someone like me in the world of education.

Additionally, I needed to complete my Maths and Science GCSEs, and my degree, being a pass, fell short of the qualifications required for teacher training. These academic barriers, coupled with a fragile sense of self-worth, led me to believe that becoming a teacher was beyond my reach.

But life has a way of shifting perspectives. When I became a mother, I found a new sense of purpose. I realized that to inspire my son to pursue his dreams, I needed to lead by example and pursue my own. Slowly, I regained my confidence, finding my cynefin. This sense of belonging gave me the courage to return to my studies, complete my GCSEs, and begin applying to teacher training programs.

My desire to teach is deeply rooted in the belief that education can transform lives. I've seen this truth firsthand—my mother, a nurse, bravely migrated our family to Cardiff, and her pursuit of education opened doors that reshaped our future. I want to be that catalyst for change in the lives of children, showing them that no dream is too big and no obstacle too great to overcome. I want to help children find their ‘cynefin'. 

Before attending the EWC event, I had just received my second rejection from a university for the PGCE course. I felt uncertain, unsure of what to expect, but I decided to attend and share my story, hoping for some guidance. Little did I know that the event would not only impact me but offer support in gaining a place at university.

The stories shared by the BAME teachers were nothing short of inspiring. Hearing about the underrepresentation of BAME teachers in Wales was eye-opening. Yet, what struck me most was the passion these educators had for increasing diversity within the teaching profession. Their honesty about the challenges they've faced in schools, as well as their triumphs, gave me a deeper understanding of the obstacles I may encounter as a minority teacher.

Yet, more than that, I left the event feeling empowered. I realised that despite the challenges ahead, I am not alone. There is a supportive community of educators who are committed to making education a more inclusive space.

With the belief and support from the Deputy Head of Department for Initial Teacher Education at Cardiff Metropolitan University, Sharne Watkins and the staff at EWC, I successfully secured an interview at Cardiff Metropolitan University, which led to an offer for the PGCE course.

This experience has strengthened my belief that, with the right support and perseverance, we can all find our place in the world of education.”