A SCHOOL THAT WANTS TO LEARN – A NATION THAT WANTS TO LEARN: ANALYSIS OF EDUCATIONAL INSTITUTION DEVELOPMENT AND NATIONAL LEARNING CULTURE TRANSFORMATION

Abstract

This article explores the symbiotic relationship between learning-oriented schools and the development of a knowledge-based society. It aims to analyse how educational institutions' commitment to continuous improvement influences national learning cultures and vice versa. The article addresses the critical gap in understanding how institutional learning attitudes are transformed into broader societal educational values. Using a mixed-methods approach, the study combines quantitative surveys of 50 schools in different regions with qualitative interviews with educators, administrators and policy makers. It also analysed longitudinal data on national education indicators over a 10-year period. The findings show that schools with a strong learning ethos make a significant contribution to the creation of local learning communities, which in turn influence regional and national learning cultures. Key findings indicate a 45% increase in community engagement in education in areas with learning-centred schools. The article provides valuable insights into the mechanisms of transmission of educational culture from the institutional to the national level. Practical implications include recommendations for educational policy development, school transformation strategies and community engagement frameworks to foster a national learning culture.