The foregoing imperatives equally apply to educational organisations that
experience "more of the same approach," constant demand on them to make
their contribution in developing the "clever country" (Porter et al 1990) and
to enact an enterprising national culture to secure a competitive edge over
other nations (The Karpin Report 1995). Also, given the central role of
learning and teaching, it is natural and appropriate that educational
organisations would gravitate towards the concept of the learning community
(see for example Hill et al 1995). It has found strong favour in the NSW
Department of Education, NSE TAFE Commission, and among educational
administrators, policy makers, and practitioners and teachers throughout
Australia and abroad. The most apparent benefits of the Learning
Organisation are its basis as a platform for staff capacity building,
transformation of educational leadership as stewardship and reformation of
management structures and processes for quality outcomes.