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WP2 - Evidence-based informed policy directions on/for SL

The focus of the work in this WP will be on ho w we co-create learning on/for SL developments. This will require -as a prerequisite to t he resources “transform ation” process to:

1) identify in a concise shared document the core new learning and perspective of the EPNoSL project.

2) map policy as a phenomenon Outline an understanding of what policy is and how we conceptualize it. Needed to know is the nature of the phenomenon (policy) that we want to in fluence as this will have implications for how we attempt to inform and influence. For example, if we understand policy as simply about formulating legislation and regulations and enforcing these thr ough the law, inspections and in other ways, our focus will be confined to these things. However, if we understand policy to be also about creating a discourse about leadership (the i deas that permeate people’s thinking), then we will want consider how the discourse can be informed and influenced.

3) formulate an EPNoSL strategy On the basis of the mapping, and partners’ shared experience, formulate a strategy to inform and  influence policy that takes a creative and imaginative approach. A key part of this would be the use and development of the co-creative, active peer learning approach. In other words, it would not be undertaken simply by producing and disseminati ng reports. We would want to involve and engage policy-makers and practitioners. It would require t he design of materials for policy-makers that includes written elements but would not be limited to this - for example, they could include online resources that use a variety of media.

4) identify implications for leadership development This is included under policy because EPNoSL ta kes the view that policy in its widest sense includes those in schools who exercise leadershi p. They respond to, interpret and shape policy though their practice as contributors to leadership. This task would require development of a view on how approaches to leadership development could be enhanced and the design of resources / tools fo r those concerned with leadership development (whether based in government, regional agencies, sc hools or other locations) to support this. These materials should be designed in conjunction with the policy materials mentioned above, and like those include written elements but not be limited to this - for example, including online resources that use a variety of media.

5) trial of resources / tools The design of materials (referred to in 3 and 4 above) will include a process of research and development - i.e. using the materials with groups of policy makers and practitioners to obtain their views and insights into how the materials relate to their experience. In light of this, the materials and the strategy in which their use is situated can be reviewed and refined.