Good practices for transforming education

Abstract

This text is a guide to the reading and interpretation of the good practices that are developing in the countries participating in this project and elsewhere. A systematic approach to the factors making up a good practice has enabled us to share our analyses in a more structured manner and to reflect on their potential for learning and change, their peculiarities and regular features, as well as their sustainability outside certain particular contexts and specific forms of support. What can we learn from these good practices? Can they influence educational policies on both the administrative and pedagogical levels? Can they become strong points in strategies aimed at improving school life and pupils' results? Under what conditions? These are some of the questions that guide this text on good practices. The analysis of the answers to these questions has enabled us to identify a number of minimal conditions that are necessary for a good practice to have some effect on education policies. Moreover, it opened up new lines of questioning which can be pursued.

Digital learning and public policy in schools: A transformative paradigm for a changing world

“…Knowing the functional status of these practices and the value attributed to them (showcase, example, exception, etc.) (Benavente and Panchaud, 2008), makes it possible to identify their functionality and obtain information to evaluate processes and public policies (Costa et al, 2017).…”

Theorizing the affective regime of “best practice” in education policy

“…One of the policy instruments that has emerged in recent years as a central feature of educational governance at a national and transnational level is that of best practice , also called good practice interchangeably (Benavente and Panchaud, 2008; Blake et al, 2021; Macmillen and Stead, 2014; Papanastasiou, 2020; Vettoretto, 2009). The underlying assumption of best practice is that to help address certain challenges, there is a set of effective ideas delivering results elsewhere; these ideas can be used as “blueprint” to propel effective policymaking across different social, cultural, and political contexts (Blake et al, 2021).…”