ABSTRACT
The learning processes of school systems, like other organizations, are necessarily both social and sociological. Arrangements for organizational learning are non formal and seen as an activity for individuals, not the organization itself. Systems don't appear to devote significant attention or time to methodical scanning or exploration of their environments. The processes that are typically connected in the literature to organizational learning— research, data analysis and structured discussion of issues— play a small role in the districts. The media were frequently described as persistently critical of education. The legitimacy conferred by provincial policy and financial support is particularly important in determining formal agenda items for school systems. The issue of pay equity is an initiative basically by the government. The districts were asked to look at it and were encouraged to do so by the province providing half the funding for the implementation of it. There were many obstacles and constraints to learning about social change in partner districts.
