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All congregations in the Church of Norway have to make their own local plan for Christian education, according to a National curriculum. In this article we are following six congregations in their working process, and we are asking how the congregation can learn from the process for congregational planning in general. As theoretical perspectives we use Van Gelder’s technical and cultural changes and Senge’s five disciplines of learning organizations. We see that congregations can learn different attitudes and skills. The working process develops didactic insight and competence among staff and volunteers. Developing work about core activities in the congregation is not only a systematic, technical working process. It is especially a cultural endeavor, where you have to deal with different ideas, visions and values. Keywords: Christian education, Church of Norway, developing local plan, learning congregation Sammendrag Alle menigheter i Den norske kirke ma utvikle sin egen lokale plan for trosopplaering. Artikkelen utforsker arbeidsprosessen med lokal plan i seks menigheter og undersoker sammenhengen mellom dette planarbeidet og utviklingsarbeid i menigheten generelt. Vi bruker Van Gelders skjelning mellom tekniske og kulturelle endringer, samt Senges fem disipliner for laerende organisasjoner som teoretiske perspektiv. Menighetene laerer ulike holdninger og ferdigheter gjennom planarbeidet. Det gir didaktisk innsikt og okt kompetanse hos ansatte og frivillige. Utvikling av en plan og gjennomforing av kjerneaktiviteter i menighetens trosopplaering er mer enn en systematisk, teknisk arbeidsprosess. Utviklingsarbeidet innebaerer ogsa kulturelle utfordringer, der en ma bearbeide ulike ideer, visjoner og verdier. Nokkelord: Trosopplaering, Den norske kirke, utvikling av lokal plan for trosopplaering, laerende menighet

In recent years there has been continuing debate about what skills are needed for New Zealand's competitive business environment. Many commentators talk of a skills crisis, while some academics argue that the skills crisis is a myth. Recent research on workplace reform in seven 'leading edge' New Zealand companies highlights six crucial limitations of the debate. These are a focus on: i) individual skills rather than organisational culture, work design and employment relationships; ii) formal training rather than work-based learning; iii) the skills of school leavers rather than those of managers, supervisors and workers; and iv) technical, rather than organisational and team, skills. The debate also pays inadequate attention to v) how people learn in teams; and vi) the complexity of the current business and policy environment. In November 1993, N7JSR &D commenced a FRST -funded, three-year project on 'Economic Restructuring and Skills Formation' to address these limitations. Based on jive case studies in a range of sectors, the project examines characteristics of enterprises seeking sustainable competitive advantage by operating as a 'learning organisation'; one where the organisational structure itself is an environment for continuing education. Case study analysis is also used to understand the relationship between the company's corporate strategy and skilling process; the core skills required by managers, supervisors and workers, and how these are formed. The purpose of this paper is to outline the project's case study design, explain why this methodology has been selected and examine debates about its validity and utility.