Developing Schools as Learning Organisations in Wales

image of Developing Schools as Learning Organisations in Wales

Wales (United Kingdom) considers the development of schools as learning organisations as vital for supporting schools to put its new, 21st century curriculum into practice. A growing body of research evidence shows that schools that operate as learning organisations can react more quickly to changing external environments and embrace changes and innovations.

This report aims to support Wales in this effort, gauging the extent to which schools have put into practice the characteristics of learning organisations and identifying areas for further development. It also examines the system-level conditions that can enable or hinder schools in Wales in developing as learning organisations. It offers a number of concrete recommendations for consideration by the Welsh Government and other stakeholders at various levels of the system.

The report will be valuable not only for Wales, but also to the many countries that are looking to establish collaborative learning cultures across their school systems.



Schools as learning organisations in Wales: A detailed analysis

This chapter continues the Schools as Learning Organisations Assessment by exploring in greater depth the extent schools have put in practice the seven dimensions and underlying elements of Wales’ schools as learning organisations (SLO) model. The analysis suggests schools are progressing well on the dimensions “promoting team learning and collaboration among all staff” and “embedding systems for collecting and exchanging knowledge and learning”. Two dimensions are considerably less well developed: “developing a shared vision centred on the learning of all students (learners)” and “establishing a culture of enquiry, innovation and exploration”. Many schools could also do more to “learn with and from the external environment and larger system”.The presented examples show how challenges such as budget pressures do not need to lead to a reduction in ambitions. Such examples should be systematically collected and shared widely to inspire and inform other schools in their change and innovation efforts.



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