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Building capacity through PhD supervision

This project examines how PhD supervision can foster profound educational development while addressing the inefficiencies of conventional change initiatives. Recognizing that sustainable improvement requires enduring commitment over high-profile, transient initiatives, we explore the long-term phases of educational change. By identifying key internal and external factors, we aim to build capacity across all levels of education through professional learning communities. These communities thrive on shared values, collective responsibility, and continuous reflective inquiry to promote both group and individual learning.

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Building capacity through PhD supervision

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  1. Building capacitythroughPhD supervision

  2. Projects areveryinefficientvectors for edcuationalchange • Theremaybetransferissues with off-site courses • Profound and sustainableeducationaldevelopment is a complicated and lengthyprocess • “…sustainable improvement is enduring, not evanescent. It does not put its investment dollars in the high profile launch of an initiative, and then withdraw them when the glamour has gone. Sustainable improvement demands committed relationships, not fleeting infatuations.” (Hargreaves, 2003, s. 693) Long term educationalchange

  3. Fourphases of change Preparation

  4. Identifykey factors of importance • Looking at internal and internalstrengths and weaknesses • Buildcapacity for change at all levels Building capacity for change

  5. Capacity and developmentphases

  6. Professional learning communities are characterised by: • Shared values and vision; • Collective responsibility; • Reflective professional inquiry; • Collaboration; • Group, as well as individual, learning is promoted. Professional learningcommunities

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