By Paul Clarke
This article, utilizing case reviews, argues that the sensitivity of winning techniques to varsity advancements are inflicting reforms to fail to accomplish their pursuits. It proposes substitute tools of introducing swap.
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Additional info for Learning Schools, Learning Systems (School Development Series)
Example text
A. De Gues, The Living Company In the last chapter it was suggested that the emphasis on the type of school that is desired in response to the emergence of the ecological paradigm is changing. The focus of the change is on schools as learning organizations that facilitate learning at personal and organizational levels. This has resulted in a need to reconsider what is happening in present-day school systems and to find ways of making connections between a desired school system and the present one.
These competences demand a rethinking of the way school improvement is undertaken so that it more proactively transforms the school agenda towards learning rather than persistently responding and attempting to modify present conditions for the management of schooling. This needs to address an understanding of the personal and the collective/organizational learning strengths and needs. • To achieve a transformation of this type it is necessary to try to develop a dynamic model of school change so that the complexity lived out on a daily basis in schools is acknowledged and used constructively to inform an ongoing investigation into the learning process.
Designing in systems to tackle difference: This assumes that anyone can initiate strategic action and schools cannot plan when strategies will emerge, they just will. What schools have to develop is the capacity to problematize difference and use it constructively within their local setting so that they can learn to hear one another in the locality, raising issues about working with learners, and to be open to identifying what is happening and when it is working, even if it runs counter-intuitively to the norm of the organization, • Seeking patterns: Schools have supportive approaches to enabling staff to describe practice and connect it with colleagues' approaches in order to establish common emergent patterns.