03 SES 14 B, Reforming Education - 30 Schools at a Time
Drawing on the critical strand of literature on organisational learning(e.g. Driver 2002; McKinlay and Starkey 1998; Messer and Jordan 2008; Niesche 2011 and Thomson 2014) and taking the case of the 35 NIS partner schools, we seek to understand the role of an emerging model of organisational learning in the process of adoption of reform and innovation in Kazakhstan. The particular questions we aim to address are: 1) What ideas and views of organisational learning underpin the programme of dissemination of NIS experience?; 2) How (through what methods, tools and platforms including real and online) individual learning of teachers in NIS partner schools is fed into organisational (un)learning?; and 3) How(and whether) contextual factors such as school environment, distance between the NIS main school and the NIS partner schools and so on affect methodologies of dissemination? To address these questions we use documentary, online and interview data on the process of ‘dissemination of NIS experience’. In advancing our argument we move beyond the opposing views of learning organisations as either positive ideal or negative ideology(cf. Driver 2002, 42) and seek to attend to ideologies, strategies, anticipations and anxieties surrounding the process of adaptation of NIS experience in NIS partner schools.
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