Case Study
Continuous improvement project in a school group
Goals: promote continuous improvement in the school management to increase engagement, autonomy, and effectiveness of the entire educational community
-80%
Time spent in meetings
-78%
Delays
+15 pp
Student NPS
The educational institution and the challenge faced
The educational institution under analysis belongs to a group of schools with a highly diverse educational community, covering multiple education cycles and involving teachers, students, operational assistants, and parents/guardians. As in many educational contexts, the cluster faced significant challenges in terms of organizing teaching work, student engagement, study autonomy, and the effectiveness of teaching routines.
The initial analysis highlighted a set of structural challenges, namely poorly structured teacher meetings with high levels of delays, as well as a lack of structured study habits, difficulties in students’ weekly work planning, and growing demotivation at some levels of education.
The approach and the results achieved
The project was designed based on the KAIZEN™ Culture, promoting an integrated approach to continuous improvement, applied to the classroom, the development of study skills, the organization of teaching work, and the engagement of the educational community. The focus was on creating simple, visual, and participatory routines capable of developing autonomy, accountability, and continuous improvement capability in students and teachers. Below are some of the main initiatives implemented.
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Daily KAIZEN™ in lower secondary education: Day-to-day improvement
In lower secondary education, Daily KAIZEN™ was implemented to strengthen students’ self-reflection, self-awareness, and accountability. Visual management boards with class indicators were introduced, promoting regular performance monitoring and the identification of collective difficulties.
At the same time, countermeasure-oriented thinking and structured problem solving were encouraged, with students actively involved in data collection and analysis. This approach contributed to the development of critical thinking, strengthened autonomy and leadership in moderating class meetings, and increased accountability in managing indicators.
Figure 1 – Implementation of Daily Kaizen™ in lower secondary education
Learning how to study: Planning and autonomy in managing schoolwork
To promote more consistent study habits, the “Learning How to Study” initiative was implemented, focusing on developing students’ planning skills and the organization of individual work.
More collaborative and peer-support dynamics were created among students, along with weekly planning routines and monitoring of activity completion (school, study, and extracurricular activities). This approach raised awareness of the importance of daily study, improved weekly time management, and reinforced methods for recording information related to tests and assignments.
Weekly KAIZEN™ for teachers: Structuring meetings and focusing on execution
At the teaching team level, Weekly KAIZEN™ was implemented to improve the effectiveness of teacher meetings. Problems were identified related to the absence of a structured agenda, long delays at the start of meetings, and limited systematization in root cause analysis and solution definition.
Figure 2 – Implementation of Weekly KAIZEN™ for teachers
The introduction of practices such as attendance and punctuality tracking, agendas with defined time slots, the role/function of the “timekeeper,” and visual management of issues enabled the structure of meetings and reinforced discipline in their conduct. As a result, a 78% reduction in the number of delays and an 80% decrease in extra time spent in meetings were recorded, translating into greater focus on essential topics, better use of collective time, and greater rigor in decision-making.
This impact was also recognized by the teaching teams themselves, who highlighted clear improvements in the way they work, stating:
“I learned to better structure meetings (…) I started to be more concerned with sticking to the meeting time and focusing on essential topics”.
KAIZEN™ Routines for operational assistants: Improving support processes
Within support processes, KAIZEN™ Routines were implemented among operational assistant teams to reinforce recognition of their role, promote team cohesion, and improve the effectiveness of day-to-day operations. Challenges were identified related to the lack of visibility of problems, poorly structured operational habits, and negative impacts on school functioning, such as multiple students leaving classrooms.
The implementation of Daily Kaizen boards made it possible to give visibility to problems, structure the identification of improvement opportunities, and monitor simple indicators by area (hallways, reception, cafeteria). In parallel, regular internal sharing sessions were established with school leadership and teachers, promoting alignment, inter-team collaboration, and recognition of the contributions of operational assistants.
Figure 3 – Daily Kaizen board implemented in operational teams
KAIZEN™ GO: Gamification as an engagement tool
To address challenges related to the demotivation of students, teachers, and non-teaching staff, the KAIZEN™ GO initiative was implemented, based on gamification as a tool for engagement and mobilization of the educational community.
Through a mobile application, inter-class competitions were created with collective scores visible in real time, public recognition of winning teams, and active involvement of leadership, teachers, and staff in the final ceremony. This approach enabled the strengthening of team spirit and the promotion of positive behaviors.
The results achieved demonstrate a clear impact of the initiative, with an increase of 15 percentage points in student NPS and an increase of 32 pp in teacher NPS. There was also a 12 pp increase in the percentage of motivated students from the students’ own perspective and a 36 pp increase in student motivation according to teachers’ perception.
Figure 4 – KAIZEN™ GO mobile application
These results highlight the potential of gamification as an effective tool for promoting engagement, accountability, and a positive school context.
Conclusion: Continuous improvement as a lever for educational engagement and performance
This case study demonstrates that the structured application of continuous improvement in educational institutions can have a significant impact on student engagement, the effectiveness of teaching teams, and the school’s overall organization. The adoption of the KAIZEN™ Culture enabled the school cluster to evolve from individual and reactive practices to a more consistent, participatory, and results-oriented model.
Beyond implementing isolated initiatives, the institution developed internal capabilities and routines that enable it to continue improving autonomously, promoting operational efficiency in teaching, strengthening the quality of educational services, and creating better conditions for students, teachers, and other members of the educational community.
We are committed to respecting our clients’ confidentiality. While we have altered or omitted their names, the results are genuine.
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