realworld.report Open in urlscan Pro
99.81.9.47  Public Scan

Form analysis
0 forms found in the DOM

Text Content

This website stores cookies on your computer. These cookies are used to improve
your website experience and provide more personalised services to you, both on
this website and through other media. To find out more about the cookies we use,
see our Cookie Policy and Privacy Policy.

We won't track your information when you visit our site. But in order to comply
with your preferences, we'll have to use just one tiny cookie so that you're not
asked to make this choice again.

Accept Decline
Skip to content
Human Learning Systems
Download the e-book
Join the community


HUMAN LEARNING SYSTEMS: PUBLIC SERVICE FOR THE REAL WORLD

--------------------------------------------------------------------------------

Are you fed up with being managed by targets that don’t reflect the lives of the
people you help? Of writing plans and budgets that you know are a fantasy? If
so, you can choose to do public management differently.

Read the e-book
Read the summary



AN INTRODUCTION TO HUMAN LEARNING SYSTEMS

--------------------------------------------------------------------------------

Human Learning Systems is a radically new way of doing public management: the
task of resourcing and organising public service.


It has been created by public service workers, managers and leaders who were fed
up with the way that targets and markets create dehumanising, fragmented and
wasteful public service, divorced from the reality of the lives of both the
people being supported and the people who support them.


We’ve got nearly 50 case studies of the HLS approach being implemented. Over the
last nine months, we’ve been working with organisations who have been leading
this change to learn what HLS practice looks like in different contexts: from
national governments through to local voluntary sector organisations. We’ve
turned the learning from these case studies into an e-book and summary report.
This microsite highlights some of the key things we’ve learned.


Human Learning Systems starts with the complex reality of the lives of people
being supported. It enables workers to build relationships and learn together
with those they support. It creates real outcomes for less money, by bringing
together all the elements of the systems by which outcomes are made. It is
public service for the real world.

> “Honestly, working in an HLS way feels like a great weight has been lifted off
> our chest – and this is a reaction we often see in others. So many people know
> intuitively that our current accepted ways of working don’t work, but they
> haven’t previously had any language to give expression to this.”
> 
> Changemaker Collective Impact Agency

Read the case study

The purpose of public service is to support human freedom and flourishing.
To respond to each person’s unique life context, public service is bespoke by
design: built on strong relationships and trust.

Find out more

Public service should be a process of ongoing exploration and learning: workers
and residents exploring and learning together. Learning is the management
strategy - the primary task of public managers and leaders is to create
effective learning environments.

Find out more

Real outcomes cannot be “delivered” by public service - they are created by
whole systems: all the relationships and factors in someone’s life. Real
outcomes are made by healthy systems - systems in which all the actors involved
can collaborate and learn together.

Find out more
Read the foreword from Olli-Pekka Heinonen and Naresh Singh
read the e-book
read the summary

COLLABORATORS

--------------------------------------------------------------------------------

The core organisations who have created this report are:


Find out more about the collaborators

Principles in action: How change happens

--------------------------------------------------------------------------------

Learning is the method by which change happens. The change process to adopt the
HLS approach is itself a learning process. To implement an HLS approach to
organising public service you can create a Learning Cycle for the system that
produces the outcomes which matter to you. The process of shifting from the
current dominant way of doing public management (which is called ‘New Public
Management’) to an HLS approach is a process of paradigm shift - change in the
foundational management beliefs, and the processes and practices which support
and enact those beliefs.

Read more
Where/how do I start to create this kind of fundamental change?





DISSONANCE IS THE ENERGY FOR CHANGE - FIND IT

The generalisable experience from across many of the HLS case studies is that
dissonance and dissatisfaction provide the starting energy for change. Who else
is feeling dissatisfied with how things currently work?


VALIDATE, AMPLIFY AND MAKE SENSE OF THAT DISSONANCE

Once you have found others who are experiencing dissonance, how can you
collectively validate and make sense of that dissonance? Creating platforms in
which people can express counter cultural “heretical” perspectives can be useful
in this respect. This helps to create a sense of collective bravery in your
context.


LEARNING IS THE STRATEGY, EXPERIMENTATION IS THE METHOD

As we have explored above, adopting an HLS approach is an example of itself.
People learn their way to HLS practice.


BE INFECTIOUS

If you’re doing something different, others will be curious. You can develop
that curiosity into being an ally by creating opportunities to share your
experiences across organisational boundaries.  Think of this as growing a
network of allies by infecting people with your experiences. Remember - there is
little value in trying to convince people. If what you’re doing is interesting
and useful, others will likely find it so too. All you need to do is share
generously.


MAKE THE MONEY BEHAVE DIFFERENTLY

To make lasting change in the public management paradigm in your context, at
some point you will have to change the structural processes by which resources
are allocated and accounted for; at some point, you will have to make the money
behave differently.




 1. 
 2. 
 3. 
 4. 
 5. 

Read more



PRINCIPLES INTO ACTION: CASE STUDIES

--------------------------------------------------------------------------------

All of these case studies have been created by pioneers who have created radical
change in their day to day public management practice.

COLLECTIVE IMPACT AGENCY, GATESHEAD

Building a learning system between grassroots and public service organisations,
to enable collaborative working during the COVID crisis.

Read more

MAYDAY TRUST

An organisation that tore up its previous way of working with homelessness to
develop a strengths-based approach to supporting people who have experienced
trauma, built on developing relationships and personalised coaching.

read more

THE CHILDREN’S SOCIETY

Tackling child exploitation - disrupting the systems which enable child
exploitation, by bringing actors together to learn and experiment.

read more

PLYMOUTH ALLIANCE

A ‘whole system’ approach to supporting people who have complex needs around
homelessness, mental health and substance misuse. The Alliance is built on a 10
year, £80m contract from the council and NHS without any performance targets, in
which public and voluntary sector organisations are commissioned to collaborate
and learn together to achieve shared purpose.

read more

LIVERPOOL CITY REGION COMBINED AUTHORITY

Homelessness support - a radically different way of commissioning homelessness
support services, based on building a support system characterised by learning
together and trust.

read more

WELLBEING TEAMS

A home care service built on strong relationships between those who are
providing care, and those being cared for; care is bespoke for each person being
served. The first ever self-managed homecare organisation to receive an
outstanding rating from the Care Quality Commission.

read more

FINNISH NATIONAL AGENCY FOR EDUCATION (EDUFI), INNOVATION CENTRE

National government enabling world-leading education and child welfare outcomes
by creating local learning systems, in which schools, families and
municipalities are supported to experiment and learn together.

read more

HEALTHCARE IMPROVEMENT SCOTLAND, IHUB

Creating a learning system for across places in Scotland to enable rapid
learning during the COVID-19 crisis.

read more
Explore all case studies

Human Learning system at different scales

Adopting a Human Learning Systems approach to public management means creating
learning systems that are connected across different “system scales” -  from a
person’s “life as system”, through to a “country as a system”.

We explore how the learning systems at different scales work to enable public
service for the real world.


1. HLS IMPACT FOR THOSE BEING SERVED

The impact of HLS starts in the experiences of real people, and as we understand
their stories, we see that outcomes are highly contextual and individual. HLS
sees each person’s life as a complex system, which workers and the people
themselves explore together.



> "It's the first time we felt anyone listened."

(From Saskie Dorman, of Dorset Health and Social Care)

Learn more


2. HLS AND ORGANISATIONS

How can organisations become learning systems which enable workers on the ground
to learn together with those they support? Chapters in this section explore the
Implications for Workforce Recruitment and Selection, the Implications for
Organisational Learning & Development and Experimenting and learning during a
crisis: A voluntary sector perspective.

Learn more


3. HLS AND PLACE: TRANSFORMING LOCAL SYSTEMS

In complex, real-world environments, decisions are often made best when based on
an understanding of the local context. To enable whole person ‘human’
approaches, we need to understand the range of factors that impact an individual
– to identify underlying challenges and uncover opportunities, assets and actors
in a local place that can be part of developing solutions. This chapter explores
what it means to create healthy systems at a place level.

Learn more



4. HLS AND NATIONAL GOVERNMENT: HUMBLE GOVERNMENT

The HLS approach to public management devolves decision-making power into the
relationship between people and the workers who support them. What then is the
role of national government in enabling effective and efficient public service?
This chapter explores the idea of “Humble Government” - national government that
doesn’t assume that it knows best - and the role that national governments play
in creating learning systems within and across places.

Learn more

 1. 
 2. 
 3. 
 4. 

Read more


Emerging themes

--------------------------------------------------------------------------------

1. FUNDING & COMMISSIONING

Places and organisations implementing an HLS approach have developed a
completely different approach to commissioning. They recognise that
organisations cannot be effectively funded or commissioned to “deliver”
outcomes, but instead should commission so as to create the healthy systems from
which outcomes emerge. This means:

 * Fund/commission for relational, bespoke support - where providers build
   high-quality relationships with those they support and respond to whatever
   strengths and needs they find.

 * Fund/commission for learning - so that organisations involved have the
   explicit expectation to learn together.

 * Fund/commission for collaboration - creating pooled budgets, reducing
   competition between actors in a system, and purposefully creating a culture
   of trust between actors.

Read more

2. LEADERSHIP IMPLICATIONS

An HLS approach to public management creates different kinds of demands on
leaders. The kind of leadership required to create change in complex systems can
come from anywhere and anyone, although the roles they play might be quite
different. In a matrix we set out the nature of these contributions, looking
from the perspectives of people with more or less authority within their
organisations and across a local system. 

While these roles may differ, they are complementary. Systems change is the
ultimate team sport, and for new models of practice like HLS to take root and
thrive in healthy local systems, it will require brave and generous leadership
with many playing their part. 

Read more

3. HUMAN LEARNING SYSTEMS MEETS SOCIAL PEDAGOGY

Social Pedagogy is a successful public service learning practice and a 
profession in its own right in many European and Latin American countries.

Social pedagogy offers a holistic way of working with children, young people and
adults to support wellbeing, learning and social inclusion. At the heart of
social pedagogy lies a belief that each person deserves to be treated with
dignity and possesses unique inner resources and potential, which we can help
them unfold. 

To do so requires meaningful and authentic relationships that enable us to
recognise a person’s potential, their qualities, strengths and interests, and to
create learning situations in which people can experience their resourcefulness
and develop new abilities.

Read more

4. EVIDENCE ON PUBLIC MANAGEMENT PARADIGMS

Human Learning Systems offers an alternative to the currently dominant paradigm
for public management, which is called “New Public Management” (NPM). NPM was
developed in the 1980s with the promise that it would make governments more
efficient and effective. Research by world-leading public management scholars
shows that it has not kept that promise:

“(NPM)... was ostensibly intended to create “a government that works better and
costs less”... So what do we have to show for three decades or so of NPM
reforms? The short answer seems to be: higher costs and more complaints.” Hood
and Dixon (2015) 

This chapter explores the evidence which can help those who manage and lead
public service to choose which public management paradigm they want to use.




read more
 1. 
 2. 
 3. 
 4. 

Read more


Download

the e-book

--------------------------------------------------------------------------------

We have been seeking to develop complexity-informed public management approaches
for the past five years (and more). Each organisation has its own version of
this story. You can see some of these different stories here.

This report is the third in a series in which we have sought to articulate our
growing knowledge about complexity-informed public management practice.

The first two reports are:

 * A Whole New World — Funding and Commissioning in Complexity (2017)

 * Exploring the new world: practical insights for funding, commissioning and
   managing in complexity (2019)

download Full e-book


JOIN THE COMMUNITY

--------------------------------------------------------------------------------

Let us know what you think about the report. How do these themes work in your
context?

Join the Human Learning Systems community to connect with other practitioners
and stay up to date with news and events exploring HLS in the real world.


Join the HLS community


FAQ'S

--------------------------------------------------------------------------------




KEY QUESTIONS


Give me the highlights. What are the three takeaways from this research that I
need to understand?

 1. The current way of delivering public service isn’t working because it
    doesn’t reflect how the real world works 

 2. Human Learning Systems works to produce better outcomes for less money
    whilst also creating happier staff

 3. You can use HLS as an approach to public management at any scale - from
    local voluntary sector to national government and there are lots of examples
    of this in practice that you can learn from - have a look at the case
    studies in the e-book


HLS VS OTHER MODELS


How is the Human Learning Systems (HLS) approach different from previous models
for public management?

The current system, New Public Management, starts with the assumption that
people are selfish and must be forced to deliver “results” targets through
reward and punishment. These targets don’t reflect the reality of our lives.

HLS starts at the other end of public service, by building relationships with
real people - the people we’re trying to help. By genuinely understanding and
responding to the complex reality of people’s lives - their strengths and their
needs - we can create better outcomes more efficiently.





Who created HLS? What experience and knowledge of public services do they have?

HLS practice was created by public service workers and leaders who were fed up
with the problems of NPM and wanted to try something different. They have been
supported by a range of academics, think tanks and consultancies to learn and
reflect about the alternative. You can see a list of the organisations who have
been developing practice here, and those who have supported this development
here.


What is wrong with the dominant model for the past 30 years, New Public
Management (NPM)?

There are three issues with NPM:

 1. It’s dehumanising - it treats people as data points - as if what is
    measurable about them is all that matters, rather than looking at the
    complex reality of their lives. 

 2. It is slow to learn and adapt - because it treats workers as people who must
    be controlled, it sets predefined performance targets, and measures people
    against those. Controlling people by targets which change annually makes
    them slow to adapt to sudden changes. 

 3. It creates fragmentation by breaking down public service into individual
    contracts, meaning that people don’t get the holistic support they need.  

The combination of these makes NPM wasteful and inefficient. It spends money not
helping people - trying to produce standardised outcomes through fragmented
services which aren’t meaningful, and is slow to learn and adapt. 

The reason it continues to be the prevailing model for public management is that
it creates a simplified fantasy world for managers to live in by offering them
the illusion of simplicity and control. We need to get comfortable with the
complexity of the real world.


What evidence do you have that NPM isn’t working?

A review of 30 years of evidence around NPM practice declared: “So what do we
have to show for three decades or so of NPM reforms? The short answer seems to
be: higher costs and more complaints.” Hood and Dixon (2015)

You can find further evidence here but if you work in public service, you are
probably experiencing the problems it creates every day. Sir Peter Housden, ex
head of the Civil Service in Scotland, wrote in 2016 about “the unconscionably
long death of New Public Management” and bemoaned the absence of an alternative.


How much of the public sector (consciously or unconsciously) is currently driven
by the NPM model? How do you change such an ingrained mindset?

NPM has been the dominant model since the late 1980s. It is used across most of
the “western” world (to different degrees). It is most thoroughly used in the
US, UK, Australia and New Zealand, but has touched most of the globe. Any
service that is run using performance targets, league tables and/or outsourced
contracting is heavily influenced by NPM. 

The mindset begins to change when people get fed up with the problems it
creates. Change starts with curiosity and people who are fed up with pretending.


Are HLS and NPM entirely incompatible models?

HLS and NPM have different foundational beliefs. They view the world, and the
reality of people’s lives, differently. You can’t graft HLS practices onto NPM
beliefs. If you’re a manager who believes your staff must be controlled to make
them do a good job through reward and punishment, you won’t be able to adopt HLS
practice. If you want your staff to understand and respond to the reality of
each member of the public’s life, you have to set up your service to build
relationships, learn and adapt to whatever they find in those relationships,
you’ll need to ditch pre-defined performance targets. It’s your choice.


What do you mean NPM isn’t real? It feels real to me.

NPM creates its own version of reality that feels real to those working under
it. If you’re a civil servant being leant on to “prove” that you’ve hit COVID-19
testing targets, that will feel real to you. The question is: whose reality is
being prioritised? NPM prioritises the abstracted reality of simplified,
standardised targets - the reality of the people who set them - rather than the
lives of the people being served. 

Think of it like this: if someone you care about gets admitted to hospital, what
would you like the person caring for them to be focussing on? About how they hit
a predefined performance target or on understanding the reality of the person in
front of them? Both of those things can be real to the doctor/nurse.  NPM
chooses one reality, HLS another.


PUTTING HLS INTO PRACTICE


Do you think HLS is an approach that can be adapted in different local contexts
across the UK? At the national level? Internationally?

Yes. HLS can and should be adapted to local contexts, because each local context
is different. But there are ways to also apply it at a national (and
international) level. The focus of the model is on learning and adapting. The
key is establishing learning systems at each scale, and creating roles within
the systems which will enable this learning to make sure it’s happening
effectively.


Do I need to completely scrap my current models of working?

Moving away from NPM to HLS is a learning process and not something that will
happen overnight. You may well find that some of the practices you have
developed, such as coproduction and aspects of measurement for learning, can be
useful in your new approach.  You will learn what works for you, in your
context. You can learn from other places, and share your learning with them.


What can I practically do to start adopting the HLS approach? Where do I start?

Adopting HLS means adopting a learning strategy - at whatever scale of public
service system you work at. If you’re someone who works directly with the
public, you can start by asking those you serve about what you should be
achieving, and then learning with them about how to do it. For example, by doing
this repeatedly, Dorset Palliative Care service worked out that their high level
purpose is: “help me to live well until I die”.

If you’re a commissioner, you can start by asking: which people and
organisations contribute to what I’m seeking to achieve? And then, you can learn
together on how best to do that.

If you’re a national civil servant, you can ask - how do the places that carry
out my aims learn? How can I support them to learn and adapt more effectively?

All of this starts with a dissatisfaction with the way things are done now. If
you’re feeling it, others will be feeling it too. Find those people, validate
one another’s sense of dissonance, and work together to create a system that
learns from the experiences of those you seek to serve.





Who can I speak to about the approach and applying it to my work?

There are many resources that can help you get started on our website here. We
will also be running webinars that will explore this topic. You can sign up
here. To get all the latest information on HLS please sign up here.

If you need help with developing your version of an HLS approach, contact any
member of the HLS Collaborative, via this mechanism.


How do I talk about this model to commissioners and procurement departments, if
they are all using NPM?

The HLS journey began with exploring how funders and commissioners can work
differently, and there are now many case studies at local and national
government level of HLS commissioning practice - for example, in Plymouth and
Liverpool at local level, and the Foreign and Commonwealth Development Office at
national scale.


How do I get politicians on board, when they are the ones setting the targets,
not me?

Politicians have got sucked into the simplified illusion of control that NPM
offers, but it's a trap for them as much as anyone else. HLS can help
politicians to help the communities they serve.

The politicians who have got involved with an HLS approach recognise that:

 * HLS helps real people - and so creates positive public service stories

 * HLS is better value for money

It requires politicians to learn different types of behaviour and language, but
the payoff is better, with cheaper public service in the end.


MEASURING IMPACT AND COST


If services need to constantly evolve and change, won’t this be expensive? What
are the cost implications for adopting the HLS approach?

It is standardised practice that is slow to adapt which is expensive - because
it wastes money not helping people. Whenever public service workers focus on
hitting a target rather than helping the person in front of them, they are
wasting money by doing stuff which isn’t real.

HLS approaches seem to be cheaper than NPM approaches, because they focus
resources where they are needed. For example, Plymouth Council was able to
reduce its emergency accommodation homelessness spending by 50% by supporting
families, rather than evicting them. Wellbeing Teams were able to reduce
unplanned hospital costs by 80% for those in their care, by forming
relationships with them, and responding to their particular needs, rather than
delivering 15 minute standardised care packages. 

HLS approaches are also better value for money because they don’t waste resource
on pointless bureaucracy - such as control-based performance management.
Instead, they focus on activities which actually improve practice, and therefore
improve public service.

Finally, HLS is cheaper because it improves staff welfare. Both sickness and
turnover rates are reduced, meaning less money is spent on replacement staff,
and the costs of recruitment.


If everyone’s version of ‘having a good life’ is different, how can we report on
progress? How can we assess the impact of public services if we aren’t tracking
metrics?

It is impossible for any public service to identify its “impact” on people’s
lives - because it is impossible to separate the impact of the service from all
the other things that happen in their lives. Public service has wasted huge
amounts of money trying to demonstrate the impossible.

We can understand progress in people’s lives by enabling the public, and those
who work in public service to learn together. This allows people to see the
complex, messy change that happens in the real world.


How do we ensure they are both motivated and accountable for using public money
effectively?

The evidence is that public servants (like most workers) are motivated by
Mastery, Autonomy and Purpose. They want the chance to be good at what they do,
they want to be able to decide how to apply their skills in context, and they
want the chance to serve a purpose greater than themselves.  For example,
Plymouth Alliance has used this motivational framework to produce better
outcomes, for less money.


How do we show transparency to all stakeholders?

HLS builds trust between stakeholders at every level of the public service
system. That means, by design, constant communication about progress shared, and
the participants reflect and learn together. This is vital, as is having
stewards as part of the process that ensure this process is happening smoothly.


HUMAN


If every citizen has different, complex needs, how do we create one system that
works for them and not make it so vague that it loses meaning?

The only people who have enough understanding of each person’s strengths and
needs are (a) the person themselves (or their family/friends/carers) and (b) the
public service worker who has a strong enough relationship with them to
understand the context they’re in. By enabling public service to build these
relationships, and placing decisions about what public service provides, into
this relationship, the particular strengths and needs of each person are met.


How do we provide bespoke services for marginalised individuals and groups in a
cost effective way?

Only bespoke services are cost effective. Standardised services waste huge
amounts of money by providing things that aren’t relevant to people. Bespoke
service ensures that people get what they need, and nothing else.


What do you mean by ‘freedom’ and ‘flourishing’ and how will we know when this
is achieved?

Freedom means that the only person with the right to define what counts as a
good outcome in your life is you (or family/carer etc if you’re a child, for
example) - as long as that outcome is compatible with flourishing for others.
Flourishing means that we all have access to the help we need to enable our
lives to flourish, whatever that means to us.


LEARNING


What do we do if different public servants/departments have learned conflicting
lessons from the system? How do we find the best path forward?

It is likely that different people will learn different lessons - because they
come from different perspectives. HLS enables people to bring different
knowledge together and collectively make sense of what to do - that is built
into the process itself.


How do we know which points in the system or a person’s life we need to learn
from?

People themselves, and the workers who have a strong relationship with them,
know what is important in people’s lives. Together they can explore what will
help that person/people flourish.


How do we create the roles for learning that are suggested in the book?

The aim of HLS is to create systems that are ‘healthy’ and therefore create the
desired outcome. Doing this usually requires conscious work. We call this work
“System Stewardship”. System Stewards are people whose job it is to enable
people and organisations to collaborate and learn together.

System stewardship is a continuous effort. It requires consistent, honest, and
open communication about what is happening and what can be learnt and therefore
what needs to be adapted. Building trust is an essential part of HLS as it
requires departments and organisations to work together to create better
outcomes. There are a number of different ways to create this role, but these
are the consistent characteristics of it.


SYSTEMS


How do we define a system?

A system is a set of relationships that make something happen. For HLS, “the
system” is the set of people, organisations and causal factors which combine to
create an outcome in someone’s life. For example, if we look at the outcome of
“wellbeing” in someone’s life, this may be created by:

 * The person themselves

 * Their family and friends

 * Their employer (if they have one)

 * The people/organisations responsible for public/green space near to them 

 * Those who provide cultural and sporting provision in their place

 * Their neighbourhood association and community centre(s)

 * The health service (in all its local and national manifestations)

 * Welfare/benefits agencies

 * The local authority

The most important part of a system, from an HLS perspective, is the person,
family or group whom the outcome is for. The people being served are the core of
“the system”; they are not viewed as separate from “the system”.


How do you know that outcomes are made by systems?

Both research evidence and people’s own experience demonstrate that outcomes are
made by systems.

For example, UK Government research into obesity in 2007 identified 108
different factors that contribute to the outcome of “obesity” (or its absence).

Every person being served, and the worker who serves them, knows the range of
different people, organisations and factors that contribute to achieving an
outcome in their life. It is the natural complexity of life.


How do I define what I’m including in the system? Given everything is
interconnected, how will I know if it’s too big or too small?

Who and what to include in “the system” that leads to an outcome in someone’s
life is a judgement call, and also a matter of experimentation and learning.
Only the people involved will know whether they’ve got the boundaries of a
system right and the boundaries will likely change over time, as the world
changes.


How do we create healthy systems?

Healthy systems are those in which the actors involved (people and
organisations) collaborate and learn together. To create healthy systems usually
requires conscious work. We call this work “System Stewardship”. System Stewards
are people whose job it is to enable people and organisations to collaborate and
learn together.

System stewardship is a continuous, conscious effort. It requires consistent,
honest, and open communication about what is happening and what can be learnt
and therefore what needs to be adapted. Building trust is an essential part of
the HLS as it requires departments and organisations to work together to create
better outcomes.


How do I start involving other departments/organisations, if they aren’t using
HLS?

Start wherever you can, at whatever scale you can. If you do something
interesting and exciting that creates happier staff and positive stories from
the people you’re serving, others will want to join in.


Won’t involving so many departments/organisations lead to more inefficiency and
waste?

Chances are the other departments will already be involved in the person’s life
you’re trying to help. It’s not joining up that is wasteful.


Can a system be created at a national level?

Yes.  There are three key roles when enacting a Human Learning Systems approach
at the national level:

 * Supporting places to learn

 * Supporting learning across places

 * Learning from places (and enacting required structural change)

 * Intro
 * Principles
 * collaborators
 * Principles in action
 * case studies
 * emerging themes
 * FAQs

Close modal


HOW CAN WE HELP?


 * © 2022 Centre For Public Impact, Inc. All rights reserved.