E3net consultants have significant senior experience of managing education systems, government departments, national development projects, inspection agencies and similar organisations that are responsible for educational outcomes. We have provided services in a number of counties including Scotland, England, the USA, Australia, Malaysia, Hong Kong, Japan, Jordan, Syria, Lebanon, Palestine, Egypt, Qatar, UAE, Kazakhstan and Pakistan.
Our experience of delivering education policy, strategy, change management programmes, programme development and implementation allows us to deliver a range of consultancy and support services tailored to local needs.
Our purpose is to provide support to Education Ministries across the world, helping them to build local education systems that have the internal capacity to continue to grow and develop.
Key services we deliver include:
There are education conferences in every country of the world. The attendees are often addressed by inspirational, visionary speakers who have great insight into how education will evolve over the next generation.
Not all of these speakers have actually managed education services however, making the real decisions about where to allocate resources and how to manage change, or carrying personal responsibility for budgets and performance.
E3net provides experienced inspirational speakers who have actually delivered education services, so understand how to manage and implement change as well as how to inspire staff with the high level vision and direction of travel.
We believe this is the area which needs most intervention and can make the greatest difference in terms of value for money. This is because many educational transformation programmes are taken forward without a full understanding of the way one change affects another - a drive to raise core skills such as literacy and numeracy can for example lead to a narrowing of the curriculum.
What is missing is a deep understanding of the complexity of educational change. As e3net consultants have managed the actual delivery of education services as well as national improvement programmes, our strategic approach will address The Strategy Gap and save a considerable part of any budget being wasted.
Not every educational change requires technology, but technology is an increasingly important part of life and work, and this is increasingly reflected in classroom practice.
There is a danger here however, as starting with the technology is rarely best. There are many examples of schools buying computers that are left in a cupboard, pupils being taught to use Powerpoint with little regard for the quality of the content, or electronic whiteboards being used just like ordinary blackboards.
The best approach is not to plan a technology procurement, but to plan a change management process. The diagram below shows the impact of purchasing technology compared to investing in staff development.
Keith Grint defines three types of problems:
1 Problems as Crises These are usually portrayed as a crisis, with no time for discussion or dissent.
2 Tame Problems Even if the solutions are complex, the problems are known to be solvable. Launching a new product or performing heart surgery are tame problems, as they have been solved in the past.
3 Wicked Problems have no simple solution. The problems are novel or recalcitrant, and the 'solution' often creates another problem. Uncertainty and ambiguity are inevitable and cannot be deleted through correct analysis.