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EPNoSL

SWOT to the construction of Policy Indicators on School Leadership

This report aims to contribute to the development and implementation of school leadership policies from the perspective of equity and learning across Europe, through the construction and validation of a Common European Set of Indicators pertaining to the evolution of School Leadership in Europe. The report was developed in the frame of the European Policy Network of School Leadership (EPNoSL) project’s 5th work package (WP) entitled “Sustainability and Scalability”. The EPNoSL project’s Common European Set of Indicators’ Framework is designed to provide policy makers with the tools and analysis to meet challenges and identify areas for policy attention to support and enhance school leadership for equity and learning. Furthermore, the EPNoSL project’s Common European Set of Indicators’ Framework is designed to analyze the ways that different school leadership policies and programs interplay and influence the overall capacity of school leaders and their schools to effectively and persistently address equity and learning challenges in their schools.

The construction and validation of a Common European Set of Indicators pertaining to the evolution of School Leadership in Europe was based on a pluralistic, dynamic, discursive and reflective approach, which utilised a series of transversal activities involving state of the art literature reviews, knowledge sharing and networking through the organisation of international Peer Learning Activities and national level workshops and conferences in several EU countries with the participation of a wide range of stakeholders, the delivery of on-line seminars and forum discussions, and the construction of new knowledge through research and analysis.At the final validation cycle, a “Strengths, Weaknesses, Opportunities and Threats” (SWOT) analysis was performed involving characteristic cases of current school leadership policies or characteristic cases of factors and realities that can directly or indirectly affect policy implementation in this domain. The cases discussed originate from a wide range of EU countries and school systems, in order to highlight a variety of optimal or promising practices and to point to sub-optimal ones or ones that have less potential for establishing coherent and comprehensive school leadership policies. Furthermore, these cases reflect a wide variety of policy areas where school leadership policy development should pay particular attention to and hence highlight needs for developing indicators that could validly capture the dynamics in school leadership policy development and implementation across Europe.
Year: 
2nd Year
Delivery date: 
Sun, 05/01/2014
Type: 
Public deliverable