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Enhancing Sustainable Development through Collaborative Governance in Agricultural Schools

Explore the implementation of a new mode of governance focusing on coordinating, monitoring, communicating, and sharing in two agricultural schools. The process involves collaborative action research, involving open interviews, work groups, and data analysis. Understand the challenges and benefits of distributed leadership in sustainable development actions, promoting mutual information, cooperation, and innovative planning. The experimentation stages include diagnosing, formalizing actions, and evaluating impacts. Challenges include recruiting staff, analyzing actions, involving stakeholders, and monitoring progress. Develop a charter for sustainable development actions, facilitating intergenerational cooperation and fostering communication and training. The distributed leadership approach faces difficulties due to diverse school environments and organizational structures, requiring tailored support and strategies for successful implementation.

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Enhancing Sustainable Development through Collaborative Governance in Agricultural Schools

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  1. NEW MODE OF GOVERNANCE OF SD ACTIONS • Collaborative action research • On 4 targets : • Coordinating • Monitoring • Communicating • Sharing

  2. METHODOLOGY • Collecting datas : • Open interviews • Work groups in the schools • Data analysis

  3. TWO AGRICULTURAL SCHOOLS INVOLVED • Two schools • School A : a big school : academical, technological and vocational agricultural training, implemented SD for years • School B: small agricultural vocational school, tradition of Education for Environnement • Many SD activities, lot of creativity but no monitoring of the SD action plan

  4. EXPERIMENTATION STAGES Mode of distributed leadership • Making a diagnosis before proposing other actions DD • Setting participative organization for monitoring the action plan in link with the school boards and councils • Creating a stearing team with teaching and non teaching staff, also including pupils

  5. EXPERIMENTATION STAGES Mode of distributed leadership • Formalizing (describing) actions DD in progress • Evaluating the implementation, their results and their impact

  6. BENEFITS OF THE EXPERIMENTATION Mode of distributed leadership • Mutual information about SD actions • Possibility to cooperatewithothercolleagues and pupils • Possibility of working in differentway • Learning about projecttools and methods • Actions planning

  7. DIFFICULTIES TO IMPLEMENT THE EXPERIMENTATION • For implementing the action plan, one specific staff is recruited • For analyzing action • For involving staffs and pupils in actions and commission • For involving pupils in decision making processes • For following and monitoring actions

  8. CHARTER OF THE SD ACTIONS PLAN • School Commitment • Putting in place a system to organize and manage collectively SD actions in long term • Puttingin place a mode of management in order to give time for reflection and for production of objective knowledge • Communicating in order to motivate and reflect • Developing SD actions

  9. CHARTER OF THE SD ACTIONS PLAN • Facilitating the intergenerational cooperation • Developing information and training • 2. Implementation of a “distributed leadership” team • Level 1 Each project team to monitor its action • Level 2 A coordination team supervises the decision made about projects

  10. CHARTER OF THE SD ACTIONS PLAN - Level 3 The Agenda 21 commission follows the whole of the actions in progress on the set of themes + A commission Agenda 21 which follows the actions in progress, gives orientation and validates new projects 3. Methods to develop and validate the annual program of SD actions 4. Developing the main resources

  11. DISTRIBUTED LEADERSHIP OF SD ACTIONS PLAN IS DIFFICULT TO IMPLEMENT • Same guidelines to develop the learningprocess and a charter • Sametrainers and researchers to support them • But twodifferent final results • School A developed a sharedgovernance/approachquality • School B : consultation

  12. DISTRIBUTED LEADERSHIP OF SD ACTIONS PLAN IS DIFFICULT TO IMPLEMENT • Bigdiversity in the way of thinkingschoolorganization, management role, educational mission, students’empowerment

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