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Through my exploration of learning organisations I noted that the fundamental aim of a learning organisation is to encourage proactive involvement in change and transformation. A learning organisation recognises the need for change and actively pursues it. It carefully evaluates its objectives and refines its position about what worked and what did not. The change in teaching and learning is no longer an option but a necessity. To qualify as learning organisations schools have to carefully evaluate their objectives and refine their position in order to accommodate what works and to discard what did not.

Moloi (2005:9) argues that learning in a learning organisation occurs at four levels, namely: “the individual, team, organisation and societal levels.” These four levels are integrally linked with each other. This makes the development of a learning organisation a highly collaborative process with communication as a significant contributor. In a learning organisation teachers and learners are encourage to actively engage in teaching and learning and to exchange information. This notion encourages perpetual learning which can be translated as “a vision of excellence”. (Moloi 2005:12) It also creates a flexible and knowledgeable workforce where people will embrace change through a shared vision. Furthermore, it allude to the fact that learning organisations always try to create a platform for continuous change, thus nurturing and fostering transformation. It envisions the future, tries to understand what it will look like, and how the organisation should be adapting to prepare for the future.

All stakeholders‟ opinions are sensitively handled. Everybody is free to exchange new ideas without fear of failure. Learning organisations always make sure that all major role players and contributors in the education process play a meaningful part in the continual development of the schools. Everybody within the organisation has the responsibility to think and act. Teachers and administrators should know the importance of their role and are thus motivated to add their contribution. They are also allowed to use their acquired skills and knowledge beyond a specific job requirement.

I should immediately concede that hierarchical structures are not essentially negative in themselves, and if used with the necessary flexibility may be very useful. By flexibility I mean that the lines of communication to different levels in the hierarchy should be easily accessible in certain circumstances. Adler (2004:308) draws on research done by Burns and Stalker (1961), Bennis and Slater (1964), Mintzberg (1979), Scott (1992) and Daft (1998), who concluded that a hierarchical structure “may be efficient in the performance of routine partitioned tasks but encounters enormous difficulty in the performance of innovation tasks requiring the generation of new knowledge.”

The literature suggests that learning takes place at different levels and under different circumstances. Argyris and Schon (1996) identify three models of learning, namely single-loop learning, double-loop learning and deutero-learning. Loops of learning simply refer to the collection and use of information that comes from the relationship of the learning organisation with the community and businesses it serves. In this situation it refers to the way that information is retained in schools and the relevance of schooling to the community and businesses schools serves in their local communities.

Single-loop learning refers to the most basic learning and attempts not to disrupt anything, but tries to leave things the way they are. It basically refers to „survival learning‟, learning to identify and correct errors, and trying to return things to normal. Single-loop learning occurs when a mistake is found between learning and practice, and then corrected. In the case of single-loop learning the gathered information is used to make adjustments where necessary to keep the organisation functioning well. In this situation no disruption is intended in the organisational theories, but only the process of how the organisation operates is adjusted.

Single-loop learning basically develops knowledge that helps to meet objectives. Single-loop learning is essential for daily routine and repetitive things and “it helps get the everyday job done” (Argyris 1999:68). In a classroom situation this would mean doing the required time of teaching as stipulated through policy. It also requires transmission of a certain amount of knowledge as stipulated by the curriculum.

It is my contention, based on my experience as a teacher and having conducted workshops at schools in three different districts, that there are many schools in the Western Cape (especially in formerly disadvantaged communities) that are struggling to operate on the basis of single-loop learning. I contend that if schools are to develop into learning organisations, they have to operate at least beyond the level of single- loop. I further content that while some formerly disadvantaged schools are still operating under dysfunctional conditions, there are many other schools that are indeed operating on and beyond the level of single loop learning. With sustainable support and intervention such schools can develop into learning organisations.

Double-loop learning is applicable in an organisation that wishes to adapt to changes in its external environment. It basically attempts to clarify and constantly focus on particular objectives. In this situation the effectiveness and legitimating of existing norms, values and practices are constantly review in order to respond to the existing needs. Argyris (1999:68) argues that double-loop learning occurs when inconsistencies are corrected “by first examining and altering the governing variables and then the action. This then indicates that double-loop learning involves an additional step in its process. This idea is in line with Roper & Pettit (2003:3) who argues that “In double-loop, organisations consistently test assumptions, identify the roots of problems, and are open to fundamental rethinking of strategy.” This implies a constant learning experience.

Argyris and Shön (1996) point out that double-loop learning requires that individuals be willing to question their own assumptions and behaviours. Double-loop learning propagates fundamental change, if necessary. This means that the learning organisation must have the necessary mechanisms to enact change and to make the adjustments if the need arises to effectively use the loops of learning. I argue that there are schools in the Western Cape who are moving with the changing times and thus operating at the level of double-loop learning. This level, I believe, is part of what constitutes a learning organisation. At this level effective and efficient teaching and learning take place and teachers exert a relatively good influence over their learners.

Through my teaching experience I noted that even though active teaching and learning take place at this level, in many former disadvantaged schools very little and in some case no engagement with provincial or national education policies takes place. Schools at this level operate mostly on a teaching level where providing quality education is its main objective as well as satisfying their clients. In such situations schools are more focused on customer satisfaction and do not have time to engage with educational policies.

Deutero-learning, on the other hand, requires extensive engagement as well as questioning the organisation‟s fundamental role. Deutero-learning appeals to an

organisation‟s ability to proactively engage with changes in the external environment. In essence it fundamentally exposes an organisation‟s ability to learn how to learn.

This level, I believe, represents schools that are fully operating as learning organisations. I further argue that at this level school management should be actively engaging with provincial and national policies. Schools on this level should be able to challenge policies and laws that they feel may be irrelevant or harmful to their school‟s development. These types of schools are in tune with new policy changes and know exactly how to utilise policy changes to serve their school‟s best interests.

As already pointed out, most daily activities of an organisation require single-loop learning. However, for long-term development of an organisation double-loop learning becomes essential. Most daily activities in schools involve teaching, learning, administration and management. Since it is the intention of the WCED to transform schools into learning organisations, it is fair to assume that the WCED intends to get schools in the Western Cape on to the level of double-loop learning. And based on the requirements of this level, getting schools on the level of double-loop learning would require more than just an improvement of resources to schools. In fact, schools themselves should have a willingness to take ownership of their own development and should initiate their own development process. Therefore, it would be fair to assume that for schools to qualify as a learning organisation, they should at least operate on double-loop learning and deuteron level.