Learning Teams to support children's learning and wellbeing

Wolfenden, Freda; Buckler, Alison; Gnawali, Laxman; Cotter Otieno, Jennifer; Prasad Subedi, Basu and Seluget, Chebet (2024). Learning Teams to support children's learning and wellbeing. Learning Generation Initiative / EDC, Walton, MA, USA.

URL: https://learninggeneration.org/research-resources/

Abstract

Learning team approaches aim to leverage different roles within education systems and re-think how actors might work in new ways with each other and with those outside the education system to support children’s learning. There is evidence to suggest that collaborative practices can have significant benefits for student learning, retention and progression, as well as teacher wellbeing and motivation, community ownership of policies, developments and targets, and improved governance at local, district and national levels (Akyeampong et al., 2023; 2019; The Education Commission, 2019). Therefore, learning teams may be one response to current low learning levels in many schools and districts across the Global South. The four case studies in this report were developed as part of research that took place between March-September 2024. The research aimed to deepen understandings around what prompts, informs, enables and sustains the design and establishing of learning teams, or new collaborative practices between different groups of relevant actors in education. These cases build on earlier work undertaken by the Open University and Learning Generation Initiative, who have been collaborating around learning teams since 2017. Most recently this work generated a typology and database of learning teams in the Global South together with a pilot case study of a learning team in Ghana (Buckler et al, 2022). These collective outputs offer insights into the formation and function of learning teams and will inform future research in this area.

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