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Knowledge is Connections - Reflections on knowledge management activities in EPNoSL

This report is developed in the framework of the European Policy Network of School Leadership (EPNoSL) project’s third work package (WP3) entitled “Knowledge Management”. The present report aims to summarise and analyse the knowledge management activities of the 2nd phase of EPNoSL. It starts with giving a more theoretical insight into the special role of knowledge management in the field of educational policy drawing on the conceptualisation of knowledge and on recent recognitions concerning the importance of networking in enhancing a global educational knowledge.

The report gives an overview of how knowledge management was conceived and implemented in the project by describing the spaces and channels of knowledge transfer and by offering a typology of the involvement of the different stakeholder groups. Thus it distinguishes those who actively create content from those who “only” follow the discussions and identifies 4 stakeholder groups, by adding knowledge agents to the traditionally identified groups of researchers, practitioners and policy-makers.

The synthesis of national networking highlights two different approaches of networking at the national level: the “push” and the “pull” approach; describes how the partners relied and drew on the main EPNoSL themes and the online events and discussions; and summarises the nature of findings they drew. It further presents two particular examples: the Greek and the French national networks, the former of which was special with regards to its content, whereas the latter with regards to the method of building the network. 

The virtual platform (EPNoSL VIP) is explored from three different perspectives: with regards to its structural characteristics, from the perspective of how it deals with equity and learning and from the point of view of its implications on teacher education. We conclude that all the stakeholder groups were represented in the discourse and their contributions show a mixed pattern. The perspective of “equity and learning” appeared in diverse ways in the discussions, although the dimension of actual school practice on equity was less intensely present. The discussions had various implications with regards to the content and methodology of teachers’ and leaders’ professional development, as well as more general considerations as to the context in which teachers can work effectively.

After a detailed statistical analysis of participation, the report draws conclusions with regards to how knowledge is essentially captured in connections and reflects on the impact of the activities.

2nd Year
Delivery date: 
Thu, 09/01/2014
Public deliverable
EPNoSL D3.1 Knowledge is Connections1.72 MB