This contribution explores the potential for co-created development of organisational learning, leadership development and student learning based on collaborative partnerships between municipalities, universities, and the county governor. The partnerships in this study (project abbreviation: FUS) were initiated and funded by The Norwegian Directorate for Education and Training, with the intention to raise achievement in underperforming municipalities during a period of three years. The research presented contributes to understandings of how universities, county governors, and municipalities may establish and sustain equitable partnerships, with a particular focus on the significance of leaders. The main research question was: How might equal partnership between universities, county governors, and municipalities lead to continuous development in the education sector? This study draws from the existing field of organisational and leadership research regarding national/local educational policy (English, 2011; Townsend & MacBeath, 2011), partnerships (Bradbury & Acquaro, 2022) and school development and capacity building in the educational sector (Fullan & Quinn, 2016). The overall research approach is designed as a qualitative case study (Creswell, 2013; Silverman, 2013). The data consists of 14 semi-structured interviews in total, taking place in 2023-2024, after the FUS-partnership was concluded. We interviewed advisors from universities and educational leaders at both municipality and school levels. Thematic analysis (Maguire & Delahunt, 2017) was deployed, with focal points being: understandings of intentions, competence development, organisational collaboration and capacity building. Respondents experienced learning whilst participating in the partnerships and were able to develop new understandings of each other's contexts and needs. There were, however, significant issues with continuity and communication. Turnover and unexpected challenges created uncertainty and frustration. Preliminary findings indicate that rather than rigorous planning and rigid structures, successful collaboration depends on leaders in the partner organisations jointly driving development processes which reflect the dynamic and complex nature of educational contexts. Furthermore, that there is the need for a clear focus on developing flexible organisational structures which support, rather than hinder the need to work responsively. There is limited knowledge of how universities, county governors, and municipalities may establish and sustain longitudinal and equitable partnerships. This research has brought to light a crucial set of experiences that, in turn, highlight the importance of establishing equality and mutual respect and responsibility in partnerships. We see the need for commitment within and between the partnership's participants, both in terms of investments of time and resources and in developing a shared understanding of values and intentions.

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