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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.

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Schools as learning organisations in Wales: A general assessment

This chapter explores the question of to what extent the key characteristics of learning organisations already exist in schools in Wales. It uses Wales’ schools as learning organisations (SLO) model as point of reference for this. The chapter starts with a description of the model and its place in the curriculum reform. This is followed by an overall assessment of the extent to which schools in Wales have put into practice the dimensions of a learning organisation, identifying strengths and areas for further development.This Schools as Learning Organisations Assessment suggests that the majority of schools in Wales are well on their way towards developing as SLOs. A considerable proportion of schools is however still far removed from realising this objective. Secondary schools clearly face more challenges in this, compared to primary schools. More critical reflections seem to be needed for deep learning and sustained progress to take place.

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