Literaturnachweis - Detailanzeige
| Autor/inn/en | Fitzpatrick, Rachael; Godwin, Katie; Kirby, Julia; Korin, Astrid |
|---|---|
| Institution | Education Development Trust (United Kingdom) |
| Titel | Bridging the Evidence to Policy Gap: A Learning Partnership Approach to Research |
| Quelle | (2021), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; Partnerships in Education; Pandemics; COVID-19; Leadership Effectiveness; Leadership Responsibility; School Closing; Equal Education; Educational Policy; Policy Formation; Decision Making; School Community Relationship; Information Dissemination; Leadership Qualities; Family School Relationship; Competence; Rwanda |
| Abstract | In Fall 2020, at the height of the pandemic, the World Innovation Summit for Education (WISE), the Education Commission, and Education Development Trust came together with the aim of generating new evidence on effective leadership during COVID-19. A learning partnership was developed with the Rwanda Basic Education Board (REB), which was already focused on improving the country's school leaders, to undertake rapid research on school and system leadership during COVID-19. The aim of the project was threefold: to shed light on the role that effective school and system leaders played during school closures and reopening in mitigating inequalities for the most vulnerable; to ascertain what essential leadership skills, competencies and behaviors leaders demonstrated to promote equity in delivery during and after the crisis; and to contribute to the emerging body of evidence of case studies in school leadership in the Global South. As the first in a series of case studies, Rwanda was chosen because of its commitment to improving school leadership and management, and its work embedding collaborative structures to implement change. The learning partnership approach consists of three stages: Co-designing, data gathering and reflection, and influencing decision-making. A critical element of the learning partnership approach was immediate feedback and discussion of findings as they emerged at each stage of the research (survey, interviews, case study schools) to influence policy and decision-making so they could be acted on in real time and create live impact. The findings suggest three overarching ways in which leaders were able to provide learning continuity and other support during closures and reopening, especially for the most marginalized. These are: (1) engagement with caregivers, communities and other sectors; (2) school leader and teacher collaboration; and (3) tracking, sharing information, and providing targeted support for vulnerable learners. From the findings, a set of skills, competencies, and behaviors can be inferred that could be useful for policies aiming to support leadership now and in the future. [This report was produced in partnership with the Education Commission, the Rwanda Basic Education Board (REB), and the World Innovation Summit for Education (WISE). For the accompanying report, "Rwanda Learning Partnership: Insights on School and System Leadership during COVID-19," see ED615112.] (ERIC). |
| Anmerkungen | Education Development Trust. Highbridge House, 16-18 Duke Street, Reading Berkshire, England RG1 4RU, United Kingdom. Tel: +44-1189-021-000; e-mail: enquiries@educationdevelopmenttrust.com; Web site: https://www.educationdevelopmenttrust.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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