Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of Latvia
Context. Recent studies recognise that the use of the School as a Learning Organisation (SLO) approach in educational management is the key factor ensuring a general education institution’s ability to effectively implement the education policy goals and adapt to change as the use of SLO. Although v...
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| Format: | Article |
| Language: | English |
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Vilnius University Press
2024-08-01
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| Series: | Acta Paedagogica Vilnensia |
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| Online Access: | https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/33352 |
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| author | Gunta Siliņa-Jasjukeviča Ilze Briška Inese Lūsēna-Ezera Agnese Lastovska Inga Linde |
| author_facet | Gunta Siliņa-Jasjukeviča Ilze Briška Inese Lūsēna-Ezera Agnese Lastovska Inga Linde |
| author_sort | Gunta Siliņa-Jasjukeviča |
| collection | DOAJ |
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Context. Recent studies recognise that the use of the School as a Learning Organisation (SLO) approach in educational management is the key factor ensuring a general education institution’s ability to effectively implement the education policy goals and adapt to change as the use of SLO. Although vocational education has different predominant goals and different target groups, likewise general education, it is exposed to dynamic change and new challenges.Purpose. Within the framework of the study, it was researched whether and how SLO can be applied in vocational education as the use of SLO facilitates a high level of professional competence of the management and academic staff, enhances common strategic vision, responsibility and autonomy, diverse collaboration, effective resource management, and the dissemination of knowledge and good practice, which are also important in vocational education.Methods. Using qualitative data analysis, the paper analyses the experience of EU and OECD countries in the implementation of SLO in vocational education and identifies, which dimensions of the SLO model are represented in the policy and practice of vocational education in Latvia. In the focus group interviews with representatives of vocational education institutions of Latvia, the characteristics of the SLO approach in vocational education were studied, challenges were described and solutions proposed for the targeted implementation of the SLO approach in vocational education in Latvia.Results. All 7 dimensions of the SLO can be found in the education policy documents of the EU and OECD countries and Latvia, as well as in the focus group interviews, which shows that there is a gradual progress towards the transformation of vocational education institutions into learning organisations.Conclusions. For education policy makers: Since the features of SLO are only partially visible in vocational education documents in Latvia, the framework should be improved to cover all dimensions of the SLO, and norms and agreements on collective understanding should be harmonised in policy documents. For school representatives: Raise awareness of the staff of vocational education institutions of the essence of the SLO and its role in improving the quality of education and ensure that all dimensions of SLO are understood and addressed appropriately. For entrepreneurs: Help define the diverse, varied manifestations of professions in the sector in order to engage the individual potential of learners as effectively as possible. For researchers: Help find ways to resolve controversies by identifying good practice and research.
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| format | Article |
| id | doaj-art-39d985bfe9cc407d898c408d00652998 |
| institution | Kabale University |
| issn | 1392-5016 1648-665X |
| language | English |
| publishDate | 2024-08-01 |
| publisher | Vilnius University Press |
| record_format | Article |
| series | Acta Paedagogica Vilnensia |
| spelling | doaj-art-39d985bfe9cc407d898c408d006529982025-01-20T18:08:27ZengVilnius University PressActa Paedagogica Vilnensia1392-50161648-665X2024-08-015210.15388/ActPaed.2024.52.3Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of LatviaGunta Siliņa-Jasjukeviča0https://orcid.org/0000-0002-6493-5396Ilze Briška1Inese Lūsēna-Ezera2Agnese Lastovska3Inga Linde4University of LatviaUniversity of LatviaUniversity of LiepājaUniversity of LatviaUniversity of Latvia Context. Recent studies recognise that the use of the School as a Learning Organisation (SLO) approach in educational management is the key factor ensuring a general education institution’s ability to effectively implement the education policy goals and adapt to change as the use of SLO. Although vocational education has different predominant goals and different target groups, likewise general education, it is exposed to dynamic change and new challenges.Purpose. Within the framework of the study, it was researched whether and how SLO can be applied in vocational education as the use of SLO facilitates a high level of professional competence of the management and academic staff, enhances common strategic vision, responsibility and autonomy, diverse collaboration, effective resource management, and the dissemination of knowledge and good practice, which are also important in vocational education.Methods. Using qualitative data analysis, the paper analyses the experience of EU and OECD countries in the implementation of SLO in vocational education and identifies, which dimensions of the SLO model are represented in the policy and practice of vocational education in Latvia. In the focus group interviews with representatives of vocational education institutions of Latvia, the characteristics of the SLO approach in vocational education were studied, challenges were described and solutions proposed for the targeted implementation of the SLO approach in vocational education in Latvia.Results. All 7 dimensions of the SLO can be found in the education policy documents of the EU and OECD countries and Latvia, as well as in the focus group interviews, which shows that there is a gradual progress towards the transformation of vocational education institutions into learning organisations.Conclusions. For education policy makers: Since the features of SLO are only partially visible in vocational education documents in Latvia, the framework should be improved to cover all dimensions of the SLO, and norms and agreements on collective understanding should be harmonised in policy documents. For school representatives: Raise awareness of the staff of vocational education institutions of the essence of the SLO and its role in improving the quality of education and ensure that all dimensions of SLO are understood and addressed appropriately. For entrepreneurs: Help define the diverse, varied manifestations of professions in the sector in order to engage the individual potential of learners as effectively as possible. For researchers: Help find ways to resolve controversies by identifying good practice and research. https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/33352vocational educationschool as a learning organisationeducational policyeducation quality assessment |
| spellingShingle | Gunta Siliņa-Jasjukeviča Ilze Briška Inese Lūsēna-Ezera Agnese Lastovska Inga Linde Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of Latvia Acta Paedagogica Vilnensia vocational education school as a learning organisation educational policy education quality assessment |
| title | Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of Latvia |
| title_full | Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of Latvia |
| title_fullStr | Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of Latvia |
| title_full_unstemmed | Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of Latvia |
| title_short | Implementation of the School as a Learning Organisation Approach in Vocational Education: The Case of Latvia |
| title_sort | implementation of the school as a learning organisation approach in vocational education the case of latvia |
| topic | vocational education school as a learning organisation educational policy education quality assessment |
| url | https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/33352 |
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