The Preferential School Subsidy Law being implemented by the Ministry of Education emphasizes the process of designing and implementing Education Improvement Plans. Greater quality and equity in education needs an organizational culture that enables learning not only of students but also of the organization. Furthermore, it is noted that, in order to achieve educational improvement, external expertise is not sufficient, since conditions associated with distributed leadership are also required. From a theoretical critical perspective, this paper analyses the relevance of these assumptions and the possibilities of developing an organizational learning and distributed leadership in rural contexts.
|Translated title of the contribution||Distributed leadership and organizational learning: Tensions and contradictions of the preferential school subsidy law in rural contexts|
|Number of pages||13|
|State||Published - 1 Jan 2010|