New Work in the classroom

Developing a new learning culture in schools with New Work

In a world that is constantly changing due to digital transformation and technological innovations, the concept of work is also undergoing fundamental change. New Work describes a way of working that is characterised by flexibility, self-organisation and a high degree of personal responsibility. These principles are not only influencing the world of work, but are also increasingly finding their way into the education system. But what does New Work mean for schools? How can agile methods and a new learning culture revolutionise school lessons and prepare pupils for the demands of the modern working world?

The relevance of New Work for companies and in education

The term New Work was coined in the early 1980s by the Austrian-American social philosopher Frithjof Bergmann [1] and describes, among other things, a work model that consciously sets itself apart from traditional, hierarchical structures. The focus is on autonomy, meaningfulness and the pursuit of a fulfilling life through work that corresponds to individual abilities and interests.

Over time, many companies recognised the advantages of this approach and began, for example, to reduce hierarchies and allow more flexibility in terms of working hours, work locations and job design. They increasingly focussed on agile approaches such as Scrum and Kanban, whose values and principles fit in well with the ideas of New Work. These agile approaches promote and demand teamwork, personal responsibility and continuous improvement – all skills that are also becoming increasingly important in school education.

New Work and Scrum in school practice

It has been known for some time from learning theory and various studies that the mere repetition of learning content does not generate knowledge that is permanently retained. On the contrary: as the crammed knowledge is not firmly anchored, it disappears again after a short time. This is where approaches such as New Work in combination with elements from Scrum, for example, can help and have a different effect. An important aspect of this is that teachers and students work in a collaborative environment in which knowledge is not only imparted but also jointly developed.

From October 2023 to February 2024, I was able to accompany such a collaborative environment: the ‘School “n” Work’ project at the Friedrich-List-Schule in Lübeck. [2] Supported by the Draeger Foundation, the 11th year students of the business administration specialisation at the vocational high school worked for twelve weeks on three real-life entrepreneurial challenges formulated by the Luebeck-based medical and safety technology company Draeger.

The challenges were worked on in small teams in so-called sprints – short, focussed work phases. At the end of each sprint, there was a retrospective in which the respective teams reflected on their working methods and identified potential for improvement. As in corporate practice, this way of working also strengthens collaboration, communication and self-organisation among those involved in the school context. It also promotes the ability to react flexibly to new challenges. And – unsurprisingly – the satisfaction of those involved also increased; a study by the Lucerne University of Applied Sciences and Arts had already shown in 2020 that students who work with agile methods have a higher level of satisfaction and self-efficacy expectations. [3] This was also reinforced in the project by the presentation of the solutions to company representatives.

Incidentally, a study by Stanford University shows that agile methods such as Scrum significantly improve the cognitive flexibility and problem-solving skills of learners. Another research paper emphasises that agile learning promotes intrinsic motivation and therefore leads to more sustainable learning success. [4]

Sharing and increasing knowledge at school

A central pillar of New Work is the sharing of knowledge – a principle that should also play a decisive role in classrooms. In traditional education systems, knowledge is often seen as a resource that is hierarchically passed on from teachers to students. This one-way transfer presents knowledge as a means of power that is distributed from the top down. However, New Work promotes a completely different approach: an open culture of ‘knowledge sharing’ in which knowledge is developed, shared and expanded collaboratively.

In such an environment, it’s not just about students learning from their teachers, but also from each other. This dynamic exchange of knowledge strengthens the sense of community and promotes an atmosphere of trust and collaboration. When learners share their insights and ideas with each other and question them in open discussions, they develop a deeper understanding of complex relationships. They learn that knowledge is not rigid, but grows when it is shared and discussed.

In a school based on these principles, the classroom becomes a place where not only facts are communicated, but actively networked and expanded. In this way, pupils become active creators of their own learning process, which promotes their creativity and critical thinking – skills that are essential in today’s knowledge society.

Challenges and success factors

However, the introduction of New Work principles in schools is not without its challenges. Teachers must first be sensitised to and trained in these methods, as they require a different way of teaching than traditional teaching methods. In addition, school structures need to be adapted to enable a flexible and self-organised learning environment.

A decisive aspect in the introduction of New Work in schools is certainly the establishment of an open error culture. In such an environment, mistakes are not seen as failures, but as valuable learning opportunities. To make this possible, however, not only students but also teachers need to change their mindset. Traditionally, mistakes are still stigmatised in many education systems and often seen as a sign of a lack of competence. This view is at odds with the principles of New Work, which promotes constant learning, trial and error and iterative improvement.

For many teachers, this means a profound change in the way they see their role. They are no longer primarily the omniscient authorities in their subject area, but increasingly act as methodical learning guides. This role requires them to create space for experimentation, questions and misunderstandings without penalising mistakes. Teachers need to move away from the traditional expectation of always knowing the right answer and instead prioritise the learning process of those involved. They support their classes to think for themselves, solve problems creatively and learn from mistakes – similar to the modern workplace where continuous learning and adaptation are key elements.

However, the path to this new error culture is often still long and challenging. Schools must create structures in which teachers themselves have the opportunity to receive further training and internalise these new approaches. This also includes schools giving teachers the necessary security to try out their new role without fear of negative consequences. Only if teachers experience and live this open culture of error themselves can they credibly pass it on to their students.

Another important success factor is collaboration with external partners, such as in the ‘School ‘n’ Work’ project. By involving companies and other institutions in the school learning process, the transfer of theoretical knowledge into practice can be strengthened. This offers students the opportunity to test their skills in real projects and gain valuable insights into the world of work. If companies can also be won as cooperation partners, the respective companies ideally also benefit. The company Draeger, for example, has reserved a fixed number of internship places for pupils at Friedrich-List-Schule – definitely a smart move in times of labour shortages.

Conclusion

The integration of New Work into the education system offers a promising perspective for the future of schools. Agile approaches such as Scrum, Kanban, design thinking, an active exchange of knowledge at eye level, the establishment of a culture of error and the promotion of individual talents can help to revolutionise school education and better prepare students for the challenges of the modern working world.

Projects such as ‘School ‘n’ Work’ show that it is possible to develop innovative educational formats that meet both the needs of students and the requirements of the economy. These approaches can serve as a model for other schools and help to make education in Germany fit for the future.

Overall, the connection between school and New Work makes it clear that education can be more than just imparting knowledge: It is about empowering pupils to act independently, think creatively and develop their own potential.

Notes (mostly in Germany):

Are you interested in finding out more about ‘School ‘n’ Work’? Or perhaps you would like to organise your own project? Please contact Barbara Hilgert gerne an.

[1] Frithjof Bergmann
[2] Abschluss mit Anschluss: Die Friedrich-List-Schule und die Dräger-Stiftung setzen gemeinsam das Projekt ‘School ’n’ Work’ um
[3] Osterwalder, A., Pigneur, Y., Bernarda, G., & Smith, A. (2020). Design a Better Business: New Tools, Skills, and Mindset for Strategy and Innovation. Hoboken: Wiley.
[4] Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco: Pfeiffer.

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