15 SES 05, The Notion of Partnership: Case Study I
Parallel Paper Session
Educational networking of schools has, as priority, the creation of a stable coordination of centers in order to constitute a communication network as well as a network aimed to share experiences between centers. The goal is to build an exchange, cooperative and relational network, understanding these networks as those that promote the generation of innovative and participatory processes of people who share the educational process. This is a "professional dimension, social and training of the network" (Muñoz, 2005), as it exists a system of relationships between people for collaboration in order to make possible that the changes become collective to all the members involved, considering that this change may be progressive and, above all, training for all the participants. This participatory process has a number of characteristics a priori: it is a practical work, creates knowledge and leads inexorably to the participation of all members.
In every an inter-center education network there is a number of premises, and the most important premise is that the centers must respond to the utility for that they have been created, that is, commitment, cooperation, participation and collaboration between all those involved in the improvement. Similarly, in its implementation, a number of assumptions underlie for its functioning: delineation of the network, distribution of tasks between participating members, acting pursuant to the network consensus, coordination among members of the centers and final evaluation of innovations and improvements.
It is important to mention that within the "network" created, each school is a special case for the implementation of changes and improvements, as each responds to a social and cultural context with its own particularities and needs. These local educational networks make sense in an organizational form of work based on the need for change, providing resources and promoting partnerships, as well as promoting educational projects for participation and improving the quality of education
Regarding this approach, the main goal in this paper is to provide with the key tools for the assessment, analysis and evaluation of these networks, taking into account that participation involves a number of improvements, some of them proved in recent research works (Rué, 2005, Ainscow and West, 2006, Dufour, Eaker and Many, 2006, Hadfield and Chapman, 2009; Doménech, 2009) in the following areas:
-they become organizations that increase the capacity for action, exceeding individual and sporadic actions
-they improve the effectiveness of processes, overcoming obstacles to the improvement
-participation is horizontal, surpassing the vertical decision-making
-they increase the sense of community membership, exceeding the non-working group membership and isolation
-members become aware of the ability to participate and to modify and improve it a concrete reality, overcoming the barriers of exclusion and inequality
Ainscow, M. y West, M. (2006) Improving Urban School: Leadership and Collaboration. Buckingham: Open University Press Doménech, J. (2009) Aprendiendo en red. Aula de Innovación Educativa. N. 142: 51-54 Dufour, R.; Eaker, R. y Many, T. (2006) Learning by doing: A Handbook for professional learning communities al work. Bloomington, IN. Solution Tree Hadfield, M. & Chapman, C. (2009) Leading School-based Networks. Great Britain: Routledge. Muñoz, J.L. (2005) Redes educativas locales: un nuevo reto en la formación. IV Congreso de formación para el trabajo. Zaragoza. 9-11 Noviembre 2005. Rué, J. (2005) Developing an empowered vision of teaching with networks. En W. Veugelers & M.J. O´Hair. Network Learning for Educational Change. Open University Press.
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