Creating capacity for learning: Are we there yet?
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Creating capacity for learning: Are we there yet? Louise Stoll1
© The Author(s) 2020
Abstract Over the years, I’ve been investigating capacity for learning to understand under what conditions it’s seeded, flourishes and is sustainable. Drawing on my own and others’ research and knowledge, I’ve supported school and system leaders internationally in endeavours to create and sustain capacity for learning. My sense is that everyone engaged in similar activity believes that we want the best learning opportunities and outcomes for every child. But, to use a journey metaphor, have we arrived? In this article, I reflect on where we are now, then consider the purpose of learning, who should learn and what kind of learning is needed. I suggest what a system might look like if creating capacity for learning becomes a reality and how we might get there. In conclusion I argue for reorienting the continuing journey. Keywords Educational change · Rethinking learning · Learning organisations · Learning systems · Learning leadership
Introduction Twenty years of this new millennium have sped past. During this time, creating capacity has been my compelling focus. Initially, it was capacity for lasting improvement, but this shifted to capacity for learning because the global changes we face require much more than improvement. Capacity is: a power—a ‘habit of mind’ focused on engaging in and sustaining the learning of people at all levels of the educational system for the collective purpose of enhancing student learning in its broadest sense. It’s a quality that allows people, individually and collectively, routinely to learn from the world around them and to apply this learning to new situations so that they can continue on a path toward their goals in an ever-changing context (Stoll 2009, p.125).
* Louise Stoll [email protected] 1
UCL Institute of Education, London, UK
13
Vol.:(0123456789)
Journal of Educational Change
To have capacity for learning is to be truly open to embracing transformations necessary to address the complex educational challenges we face. Over the years I’ve investigated capacity for learning to understand under what conditions it’s seeded, flourishes and sustainable.1 Broadly, at individual and collective levels I found that it involves working with and on beliefs around efficacy, motivation and emotions, promoting community and connections, stimulating inquiry and creativity, enabling and enhancing practice, and providing time. Capacity for learning in schools is enhanced from outside by recognising the importance of learning for all, respecting and promoting professionalism, powerful learning opportunities, deep understanding of individual schools, designing networking, sensitive critical friendship and ensuring time. Drawing on this and others’ research and knowledge, I’ve supported leaders of schools and systems internationally in endeavours to create and sustain capacity for learning. I’m sure that everyone engaged in similar activity believes that we want the very best learning opport
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