Abstract

Within the Welsh education system, ‘Schools as Learning Organisations’ (SLOs) remains a centrepiece of current education policy. This article considers some of the key evidence base(s) that connect to and underpin the SLO model in Wales. This is not a review of the literature but rather an overview of the main empirical evidence that reinforces the SLO approach in Wales. The article highlights that there is a supportive, empirical evidence base for each of the 7 dimensions of the Welsh SLO model. It concludes, however, that more practical guidance, particularly about implementation processes, are needed to assist schools in their journey towards becoming stronger learning organisations.

PRACTICAL ABSTRACT

Schools within Wales are currently aiming to become strong learning communities. This article considers the evidence that underpins the idea of schools as learning organisations in Wales. This is not a review of the literature but rather the article looks at the key evidence base (s) that connect to the idea of schools as learning organisations. The article reinforces that there is a strong evidence base that supports the idea of schools as learning organisations in Wales. It concludes, however, that more practical guidance is needed to help schools move forward in their journey towards becoming stronger learning organisations.

Keywords: School Improvement, System Transformation, Professional Collaboration, Distributed Leadership

How to Cite:

Harris, A., Elder, Z., Jones, M. S. & Cooze, A., (2022) “Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base”, Wales Journal of Education 24(1). doi: https://doi.org/10.16922/wje.24.1.3