Sustainable Learning Library

Are data analytic trends really all that great, and are they really able to reshape the education technology industry?

The rapid growth in data generated and collected during educational activities has great potential to inform how we teach and learn. In creating data-

Peer-review journal delves into a sustainable learning model for the teachers of refugees...

Virtual communities of practice (COPs) are fast becoming a basic work unit in a networked world. The relationship between COPs, Knowledge Management, and the Learning Organisation is a question of priority for social sector leaders, researchers, policy makers, and practitioners as they seek to establish ways to maintain relevance and effectiveness in the volatile environments in which they work (Thomas et al, 2005). When well executed, virtual COPs produce results because the knowledge is stewarded: organised for learning, poised for action, and planned for sustainability. In this paper, we document and analyse the actors and factors that, in our experience, contribute to success: Enlightened Leadership, Compelling Work, Appropriate Technology and Knowledge Sustainability. Over the last two years we have worked with new virtual COPs in both the public and non-profit sectors. The outsized successes prove the power of this approach to work. The under-performers help define the...

Development of the competencies of Syrian refugees serving in educational spaces in Egypt. Contact details Submitted by: Julie Kasper, Refugee Educator Academy Program Manager Aya Sa’eed, ECHO Project Manager Email: jkasper@careyinstitute.org Aya.Saeed@plan-international.org Website:

Education Podcast · 6 Episodes

Chronicles the development of a framework for collective impact in education through the perspectives of its founders and lessons learned from pioneering sites.In 2006, Cincinnati and Northern Kentucky had been suffering from many of the same challenges facing metro regions across the country. Despite significant investments in education from the public and private sectors, outcomes were alarming: Kindergarten readiness was below fifty percent, and nearly half of the students in the Cincinnati Public Schools were dropping out before high school graduation. Fortunately, a diverse group of community leaders across sectors was exploring a transformative approach to improving education as a system. This gathering of leaders was the genesis of the StrivePartnership, which served as the inspiration for the theory of collective impact. Together, these partners are building a cradle-to-career civic infrastructure based on the idea that everyone in a community has a stake in the success of every child.This book chronicles the early stages of this ongoing journey from the perspective of the founding chair and director of this work, drawing upon lessons from Cincinnati/Northern Kentucky and four other pioneering local partnerships. The experiences captured in these five regions helped lay the foundation for the StriveTogether Cradle to Career Network, a national community of practice on the cutting edge of social change. I have always held that education is the responsibility of the entire community not just the schools. StriveTogether s experience shows that it is possible to drive the systemic change we need. I recommend this book to all who are looking for a community-wide roadmap to a better future for our children. Richard W. Riley, former US Secretary of Education No one sector can tackle society s challenges alone. Striving Together s practical guide offers excellent tools for leaders in all sectors to use in creating collaborative solutions to improve education and outcomes for children. It s inspiring to see communities coming together to create opportunities for all children with a cradle-to-career approach. Stacey D. Stewart, US President, United Way Worldwide History provides many examples of efforts to help whole communities to thrive. Collective impact is the latest and most promising idea for how to get it done, and StriveTogether is the leading example on the ground. This book is a welcome contribution, representing the state of the art! Ronald F. Ferguson, Faculty Co-Chair and Director, the Achievement Gap Initiative at Harvard University; Faculty Co-Director, Pathways to Prosperity at the Harvard Graduate School of Education

This follow-up on the popular "Collective Impact" article provides updated, in-depth guidance.

The field of philanthropy is exploring what it takes to achieve impact in complex environments. The terms adaptive and emergent strategy are beginning to be used, often interchangeably, to describe how funders can tackle complexity. In this article,

UW–Madison employees have access to thousands of events, classes, seminars, and conferences every year. Maintain, improve, or develop new knowledge and skills that can help you throughout your career. Build new relationships across UW–Madison while challenging yourself to learn something new and perform your job at a higher level.

Guided Activity Workbook for Children, Families, Teachers for Ukrainian Refugees.This workbook may prove useful to recovery from the impact of displacement and danger when families are settled enough to do something together. It helps the parents as well as the child integrate what they have been through.

This paper explores the implications of viewing education as a complex system.

Mainstream Content and Means for Understanding the Education System Itself

Share on FacebookShare on TwitterShare on Linkedin Innovation and transformation have always been part of education. Changing lives and making a difference are part of our work. We want things to be different, better, improved for our learners and society. However, innovation and transformation are […]

Complex adaptive systems offer higher education leaders a framework for understanding dramatic systemic change as well as approaches to engaging, mana

If you get burned in a fire, you first treat the wound, but you also try to put the fire out. In education, we treat the wound and then usher our ...

Journal of Educational Change - Sustainable school development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study...

Triple loop learning

Report for the Technical Meeting on the Future of Work in the Education Sector in the Context of Lifelong Learning for All, Skills and the Decent Work Agenda (Geneva, 17–21 May 2021).

Led by Gudrun Østby. Funder: Dubai Cares.