Abstract

In 2013 Welsh Government implemented legislation which specified mandatory training for school governors in Wales. The training coincides with sustained improvement in school governance according to reports of Her Majesty's Inspectorate of Education and Training in Wales (Estyn). This article sets the scene with a brief incursion into literature on governance of schools in England. The absence of recent empirical studies in a Welsh context means there is little beyond Estyn reports to evaluate the efficacy of the mandatory training. The authors of this article developed, delivered and evaluated a pilot training programme for governors, based on the UNESCO definition of governance. Findings indicate the need for enhancements to governor development which go beyond monitoring school performance. The authors have identified a need to improve critical thinking and strategic planning which would enable governors and headteachers to work collaboratively, taking account of the external policy context and the vision and values of the school.

How to Cite:

Huyton, J., Hanuk, A. & Morris, J., (2018) “Strengthening School Governance in Wales: A Community of Enquiry Approach”, Wales Journal of Education 20(2), 182-203. doi: https://doi.org/10.16922/wje.20.2.10