Abstract
Abstract - This paper intends to focus on the strengths and challenges of capacity building in school development projects. The paper is based on practical experiences with three different projects CLL (Classroom Management, Learning and Teaching Authority) in Norway, the implementation of the LP- (learning environment and pedagogical analysis) model in Denmark as well as professional development of school administrators in a Danish municipality. The total number of participants in these projects is approximately 500 schools and 24 000 teachers and school administrators. One of the challenges about school improvement in general, is linked to the development of competences and training of employees. Training of teachers and school administrators is often costly in terms of time, finances and organization. In accordance with these challenges, Centre of the Study of Educational Practice (SePU), Norway and Centre for Knowledge-Based Educational Practice (CVIPP), Denmark have designed projects for developing competences and training based on â??blended learning
Highlights
Additional education in Norway and Denmark has previously been carried out through training days at an educational institution, arranged for either single teachers or for all employees as a group
The training days that are meant for all employees give a common experience of education but has little effect on the schools development
In the paper we present experiences from three different ongoing school development projects
Summary
Additional education in Norway and Denmark has previously been carried out through training days at an educational institution, arranged for either single teachers or for all employees as a group. The training days that are meant for all employees give a common experience of education but has little effect on the schools development. This type of additional education is both time- and financially challenging a school’s resources. These projects differ from each other in organization and content Still, they all have the main aim of making practice-related competence development, where collaboration in teams and e-learning plays a central part. We point out that this paper is based on our experiences, and is not a result of research based evaluations of this type of work This is because the projects are still in process
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