Policy Advice and Implementation Support What makes a school a learning organisation? A guide for policy makers, school leaders and teachers INTRODUCTION Today’s schools must equip students with the knowledge and skills they’ll need to succeed in an uncertain, constantly changing tomorrow. But many schools look much the same today as they did a generation ago, and too many teachers are not developing the pedagogies and practices required to meet the diverse needs of 21st-century learners. In response, a growing body of scholars, educators and policy makers is making the case that schools should be reconceptualised as “learning organisations” that can react more quickly to changing external environments, embrace innovations in internal organisation, and ultimately improve student outcomes. WHAT ARE LEARNING ORGANISATIONS? progress has been made in advancing the concept, either in research or practice. This lack of progress partly stems The concept of the learning organisation began to from a lack of clarity or common understanding of gain popularity in the late 1980s. While the literature the school as learning organisation. Although reaching is disparate, it is generally agreed that the learning consensus is a daunting task, it can be achieved through organisation is a necessity, is suitable for any further research and sustained dialogue among scholars, organisation and that an organisation’s learning policy makers and educators around the world. capability will be the only sustainable competitive advantage in the future. Most scholars see the learning The OECD-UNICEF Education Working Paper, “What organisation as a multi-level concept involving makes a school a learning organisation” should be individual behaviour, team work, and organisation-wide seen as a first step towards a shared understanding of practices and culture. A learning organisation is a place the concept that is both based on the literature and where the beliefs, values and norms of employees are is recognisable to all parties involved, i.e. scholars, brought to bear in support of sustained learning; where educators, policy makers, students and parents. a “learning atmosphere”, “learning culture” or “learning climate” is nurtured; and where “learning to learn” is AIMS OF THIS BOOKLET essential for everyone involved This booklet summarises some of the main findings THE NEED FOR A COMMON UNDERSTANDING OF THE published in the working paper. It is also intended to SCHOOL AS LEARNING ORGANISATION stimulate thinking and offer some practical guidance to school staff, (local) policy makers and other stakeholders Despite strong support for and the intuitive appeal of who want to transform their schools into learning the school as a learning organisation, relatively little organisations. 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All requests for public or commercial use and translation rights should be submitted to [email protected]. © OECD 2016 INTRODUCTION LOCAL GOVERNMENT HEALTH & MINISTRY OTHER SOCIAL OF EDUCATION N I N G SERVICES A R O E R L G A S Modelling and Developing N A growing learning and sharing a vision I L leadership centred on the learning S A O of all students T HIGHER O Learning with Creating I PARENTS & EDUCATION H INSTITUTIONS and from the external and supporting O GUARDIANS C environment and continuous learning N S larger learning STUDENT opportunities for system LEARNING all sta Embedding Promoting systems for collecting team learning SCHOOL and exchanging and collaboration knowledge and Establishing among all sta learning a culture of inquiry, NETWORK innovation LOCAL COMMUNITY SCHOOL SCHOOL and exploration COMPANIES NGOs An integrated model of the school as learning organisation Informed by a small network of experts, the OECD- circumstances as its members, individually and together, UNICEF paper proposes an integrated “school as learning learn their way to realising their vision. organisation” model that focuses on: These seven action-oriented “dimensions” and their l developing and sharing a vision centred on the underlying characteristics, referred to as “elements”, learning of all students highlight both what a school aspires to be and the processes it goes through as it transforms itself into a l creating and supporting continuous learning learning organisation. All seven dimensions are essential opportunities for all staff for this transformation to be sustainable; and in the l promoting team learning and collaboration among all end, the whole – realising all seven dimensions – will be staff greater than the sum of its parts. l establishing a culture of inquiry, innovation and FOUR TRANSVERSAL THEMES: TRUST, TIME, exploration TECHNOLOGY AND THINKING TOGETHER l embedding systems for collecting and exchanging knowledge and learning A set of themes flows through all seven dimensions: the four Ts: trust, time, technology and thinking together. l learning with and from the external environment and Although some of these themes may seem more larger learning system pertinent to one action than to another, all four have an l modelling and growing learning leadership. impact on the whole. For example, trust underpins the kind of relationships needed internally and externally for In short, a school as learning organisation has the capacity learning organisations to thrive; and all aspects of school to change and adapt routinely to new environments and development require the provision of time. 1 OECD : WHAT MAKES A SCHOOL A LEARNING ORGANISATION? The actions needed to transform schools into learning organisations: an overview DEVELOPING A SHARED VISION CENTRED ON THE LEARNING OF ALL STUDENTS l A shared and inclusive vision aims to enhance the learning experiences and outcomes of all students l The vision focuses on a broad range of learning outcomes, encompasses both the present and the future, and is inspiring and motivating l Learning and teaching are oriented towards realising the vision l Vision is the outcome of a process involving all staff l Students, parents, the external community and other partners are invited to contribute to the school’s vision A school as a learning organisation has a shared have realised their vision to dramatically improve vision that gives it a sense of direction and serves as the learning outcomes of the most disadvantaged a motivating force for sustained action to achieve children. PISA 2012, for example, shows that the individual and school goals. Having a shared vision countries that have improved student performance is more an outcome of a process than it is a starting significantly since 2000, including Brazil, Germany, point – a process that involves all staff, students, Greece, Italy, Mexico, Tunisia and Turkey, have parents and other stakeholders. managed to reduce the proportion of low-achieving students. The evidence shows that excellence and One of the biggest challenges facing communities equity in education are not mutually exclusive goals. today is integrating those on the margins of society whose learning difficulties undermine their self- Thus, any vision to transform a school into a learning confidence. Not only is their exclusion a waste of organisation should include two things: a front human potential, their alienation poses a real threat and centre commitment to making a difference to democracy. Education stakeholders need to believe in the learning and lives of all students, especially that a school’s vision and goals include a moral disadvantaged students; and a focus on learning and purpose. Having an inspiring and motivating vision teaching that influences a broad range of outcomes statement that is committed to enhancing the lives of – both cognitive and social/emotional – for today and all students is vitally important. the future. Each individual must be equipped to seize learning opportunities throughout life, to broaden her Success in school is possible for all students. Many or his knowledge, skills and attitudes, and to adapt to schools and education systems around the globe a changing, complex and interdependent world. 2 THE ACTIONS NEEDED TO TRANSFORM SCHOOLS INTO LEARNING ORGANISATIONS: AN OVERVIEW PROMOTING AND SUPPORTING CONTINUOUS PROFESSIONAL LEARNING FOR ALL STAFF l All staff engage in continuous professional learning l New staff receive induction and mentoring support l Professional learning is focused on student learning and school goals l Staff are fully engaged in identifying the aims and priorities for their own professional learning l Professional learning challenges thinking as part of changing practice l Professional learning connects work-based learning and external expertise l Professional learning is based on assessment and feedback l Time and other resources are provided to support professional learning l The school’s culture promotes and supports professional