• Schools as Learning Organisations in Wales: A Critical  Exploration of the International Evidence Base

    Research Articles

    Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base

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Abstract

Cyfieithiad Cymraeg o’r erthygl i ddilyn cyn hir
Welsh translation of article available soon

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.

CRYNODEB ACADEMAIDD

Yn system addysg Cymru, mae ‘Ysgolion fel Sefydliadau sy’n Dysgu’ (YSD) yn parhau’n ganolbwynt i’r polisi addysg presennol. Mae’r erthygl hon yn ystyried rhai o’r sylfaen (sylfeini) tystiolaeth allweddol sy’n cysylltu â’r model YSD yng Nghymru ac sy’n sail iddo. Nid adolygiad o’r llenyddiaeth yw hwn ond yn hytrach trosolwg o’r brif dystiolaeth empirig sy’n atgyfnerthu’r dull YSD yng Nghymru. Mae’r erthygl yn tynnu sylw at y ffaith bod sylfaen dystiolaeth gefnogol, empirig ar gyfer pob un o 7 dimensiwn model YSD Cymru. Daw i’r casgliad, fodd bynnag, fod angen canllawiau mwy ymarferol, yn enwedig ynghylch prosesau gweithredu, i gynorthwyo ysgolion ar eu taith tuag at ddod yn sefydliadau sy’n dysgu cryfach.

CRYNODEB YMARFEROL

Ar hyn o bryd, mae ysgolion yng Nghymru yn ceisio dod yn gymunedau dysgu cryf. Mae’r erthygl hon yn ystyried y dystiolaeth sy’n sail i’r syniad o ysgolion fel sefydliadau sy’n dysgu yng Nghymru. Nid adolygiad o’r llenyddiaeth yw hwn ond yn hytrach mae’r erthygl yn edrych ar y sylfaen (sylfeini) tystiolaeth allweddol sy’n cysylltu â’r syniad o ysgolion fel sefydliadau sy’n dysgu. Mae’r erthygl yn atgyfnerthu’r syniad bod sylfaen dystiolaeth gref sy’n cefnogi’r syniad o ysgolion fel sefydliadau sy’n dysgu yng Nghymru. Daw i’r casgliad, fodd bynnag, fod angen canllawiau mwy ymarferol i helpu ysgolion i symud ymlaen ar eu taith tuag at ddod yn sefydliadau dysgu cryfach.

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

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Published on
31 May 2022
Peer Reviewed