chapter  1
14 Pages

Designing the Learning-Centred School

This book focuses on the challenge of designing learning-centred schools. This apparently simple statement contains many complex assumptions and implications. The first assumption is that schools are not presently ‘learning-centred’, a claim which requires a clarification of what is meant by the term. A second assumption is that such complex organizations as schools can only become learning-centred if they are intentionally created or designed.