Strengthening School Governance in Wales: A Community of Enquiry Approach

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 govern-ance 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.

Primary school parent governors in a deprived south Wales community: how do their experiences contribute to our understanding of school governance?

“…The Welsh Government argued mandatory training was necessary because of the increased complexity of school governance, and to enable governors to discharge their responsibilities competently. Lack of research into mandatory training, other than Estyn reports, means we have a limited insight into its efficacy (Huyton, et al, 2018). However, it appears training tends to be narrow in breadth and focuses on understanding and interpreting school performance data with 'no scope for critical and creative thinking through discourse and reflection' (Huyton, et al, 2018, p. 201).…”

Rhiant-lywodraethwyr ysgol gynradd mewn cymuned ddifreintiedig yn Ne Cymru: sut mae eu profiadau yn cyfrannu at ein dirnadaeth o lywodraethu ysgolion?

“…Dadleuodd Llywodraeth Cymru fod angen hyfforddiant gorfodol oherwydd natur gynyddol gymhleth llywodraethu ysgolion, ac er mwyn galluogi llywodraethwyr i gyflawni eu cyfrifoldebau yn ddigonol. Mae diffyg ymchwil i hyfforddiant gorfodol, ac eithrio adroddiadau Estyn, yn golygu mai cyfyngedig yw ein dirnadaeth o'i effeithiolrwydd (Huyton et al, 2018). Fodd bynnag, mae'n ymddangos bod hyfforddiant yn tueddu i fod yn gyfyngedig o ran ffocws ac mae'n canolbwyntio ar ddeall a dehongli data perfformiad ysgolion heb unrhyw gyfle i feddwl yn feirniadol a chreadigol trwy drafod a myfyrio (Huyton et al, 2018, tud.…”