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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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System-level policies for developing schools as learning organisations

This chapter examines the system-level policies that enable (or hinder) the development of schools as learning organisations (SLOs). Our analysis suggests that promoting a shared and inclusive vision calls for reviewing the school funding model and defining student well-being and common ways of monitoring it. Developing professional capital and a learning culture argues for: 1) basing selection into initial teacher education on a mix of criteria and methods; 2) promoting collaborations between schools and teacher education institutions; 3) prioritising professional learning in certain areas; 4) a coherent leadership strategy; and 5) greater support for secondary school leaders.Assessment, evaluation and accountability should promote SLOs through: 1) national criteria for school evaluations; 2) a participatory self-evaluation process; 3) Estyn evaluations safeguarding quality, while focusing more on self-evaluation processes; 4) clarifying the transition to a new system of school evaluations; 5) aligning performance measures to the new curriculum, and 6) system monitoring through sample-based student assessments, Estyn reports and research.

English

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