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The second driver is capacity building. It is something that we do to increase effectiveness of a group,
and to make a difference in student achievement for examples new knowledge skills and
compentencies, new resources which is (times, ideas, financial, expertise, access to people) and new
commitments. Within a group, the members from different class, region, state or country will share
those three things mentioned above. This is where we can increase the capacity. However along with
it, it has to go with accountabililty. For example, when we have the accountability to accessing ideas,
we dont just go access and report the achievement results, but we are able to do something about it.
This is when capacity building comes in.
The third one is understanding the change process. There are so many things that we are dealing
with right now are going through various dynamics of change. It is more about innovativeness than it
is about innovation which means that we may understand an innovation but may not understand
how to put it in practice. This is what we called it as the pathways in which people get insight into
change and try to make it work. For example, shared vision or ownership is more and outcome of a
quality process than it is a pre-condition. A lot of people often make mistakes in spending a lot of
time at the front end thinking the have agreement when do they actually have the grounded one.
Another examples is behaviours and beliefs. We know that behaviours change before they get insight
into their beliefs.
2nd video
The first of five additional conditional drivers is cultures of learning. This means that we need more
than good training and introduction. For example if we are in a collaborative cultures where as a
result of the daily interactions among people, and ideas are flowing and moral purpose is flowing.
This is when a culture of learning being embedded into that. To get people to be commited to
building their knowledge inside and outside the organization, establishing a culture of learning is
important.
Related to cultures of learning is evaluation of learning which comes as the second additional driver.
Evalution needs both assessment of learning and assessment for learning that is, we provide
information regularly then disaggregating that into sub-groups. However it does not actually tell us
what to do about correcting or acting on the results. So both assessment of learning and assessment
for learning are essential together. Assessment of learning is what external accountability systems
produce by way of achievement information are dissaggregating into boys versus girls, different
ethnic groups, different schools and different regions, but it does act on the results. This is when
correspondingly, assessment for learning takes place. What it does is, it takes the achievement
information in the classroom for examples how well each individual is doing in reading and writing
and immediately act on it. So this assessment for learning enables us to act soon and thoroughly to
make changes for improvements.