The world is becoming profoundly more knowledge-rich, and networks, in response, are now an increasingly significant organisational form. Characteristics of network-based knowledge and learning systems are paradigmatically different from the prevailing orthodoxies of the past.
In this report we argue that the school system, long separated, fragmented and resistant to lateral learning, is beginning to demonstrate the potential of school-to-school collaboration and is generating evidence that enables us to understand how to do this in a disciplined way – and with a focus upon both raising the bar and closing the gap.
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Authors: David Jackson, Julie Temperley
Publish date: January, 2006