RISE Community of Practice
In RISE's Community of Practice, a diverse group of practitioners and organisations seeking to improve education systems come together to share and discuss their experiences.
What is the RISE Community of Practice?
The RISE Community of Practice is a group of practitioners all working to create systemic change to raise learning levels. Run on an invited basis, the group provides a space for sharing lessons from implementation in order to overcome challenges and drive learning improvements together.
The Community of Practice involves individuals seeking to spur change at every level, including members from inter-governmental bodies, philanthropies, non-government organisations (NGOs), think tanks, and civil society organisations (CSOs), as well as national-level programme teams, practitioners, and researchers.
As a community, the group gathers 2-3 times per year to discuss critical themes in education. It is also a space for all members to network, share, and contribute through their collective experiences on the road to raising learning levels for all.
Some of the themes of our previous meetings include:
- The politics of information in spurring change (March 2020)
- Pathways to integrating foundation skills with national education ambitions (November 2020)
- “What works” in catalysing change for improving foundational learning (July 2021)
Future meeting themes include: teachers (norms, careers, practice), community voice, bureaucracies, responding to other education actors (partnerships), and system diagnostics and therapeutics.
Why convene a Community of Practice and what are its goals?
We all agree there is a learning crisis and we have greater evidence about system performance than ever before, but we still don’t have a single clear practical route for improving systems in ways that increase education quality for all.
As RISE continues to undertake high-quality research on improving learning outcomes, the Community of Practice provides an invaluable opportunity to incorporate the lived experiences of practitioners into our understanding of education systems and the learning crisis. We are keen to see the extent to which the results of our research syntheses align with the experiences of practitioners, implementers, and sector expertise—including those undertaking programmatic work, implementing programmes, and working on the front line.
The Community of Practice workshops also demonstrate the power of the exciting conversations that happen when a widely varied group of on-the-ground experts in education meet to share their knowledge and draw connections between their experiences. It is this thought-provoking discourse informed by real practice that, we believe, allows us to break new ground in our efforts to improve learning levels worldwide.