In 2012, Kagawa Prefecture made the development of Satoumi a pillar of its environmental policy in the Seto Inland Sea, adding it as a priority policy in 2013. On the basis of that directive, the Kagawa `Satoumi` Development Council (`the Council`) was set up in April 2013 to cover group organisations that may be linked to Satoumi and coastal zone management. Since then, this Council and its working groups have played an important role. At the Council, the Working Group led the creation of the „Kagawa „Satoumi“ (`Vision`) vision, which was adopted as a pillar of the environmental policy of Kagawa Prefecture in Setouchi. Since then, various projects and activities have been implemented on the basis of this vision. Partnerships between schools and universities should enable teachers and university researchers to jointly bring cutting-edge developments into the classroom. International school partnerships are almost like a friendship or „sorority“ that develops between two schools in different parts of the world. The partnership extends to expanding and enhancing educational and career opportunities in both fields through various cultural awareness projects, student exchange programs and educational exchanges. Schools Online – Schools Online is run by the British Council and helps schools discover potential online partners and get free resources to make their partnerships a success. The UK Government strongly encourages sustainable and mutual partnerships for schools in one of the following areas: it can therefore be argued that it is essential to provide the expertise necessary for the success of the partnership. It may be useful to draw on the rich experiences of practitioners working under the established te whāriki programme in New Zealand [38], as well as a framework derived from the concepts of dialogue described by Bohm [57]. Nuttall notes that the co-construction of parent and practitioner roles in New Zealand is based on the explicit exchange of participants` childhood images as well as participants` educational expectations [37]. The importance of explicitly sharing knowledge and understanding was also reflected in a case study conducted by the author as part of her doctoral thesis [16].

The objective of the case study was to analyse the emerging partnership within a large and highly diversified international school in Bangkok. Originally, the hypothesis was put forward that a mutual and open dialogue should be better achieved in a context where the professional exchange of expertise was reduced to a minimum, and it was quickly found that without an explicit exchange of at least some expertise by the teacher, parents had no starting point for negotiations. However, once teachers` knowledge was explicitly shared, but left open to comment and debate, parents felt more confident to ask questions and get involved.[16] Moreover, this professional knowledge was shared with parents, not as a call to action, but as an interpretation of children`s learning witnessed by parents and professionals. Parents` comments on this interpretation were then invited, creating a space for mutual exploration of perspectives. In the context of these interactions, the process of dialogue was of paramount importance, not the outcome of that dialogue. For Bohm, the pioneering role of the dialogue process instead of the results of dialogue provides a potential framework for successful interaction [57] and could promote greater acceptance of a diversity of Bachtinian voices [34]. In such a dialogue, „thinking together“ becomes the center of interaction, rather than coming to conclusions, and thus a safe space is created for the mutual exploration of ideas. This „enduring common thought“ [18, 22] sheds light on hitherto undisputed habits of thought or assumptions that are reflected more openly because no pressure is exerted on a formal outcome [57].

These partnerships can be formal or informal and help all educational institutions benefit by sharing their knowledge, experiences and resources so that they can deliver better learning outcomes for their students. At IntechOpen today, we always strive to work with organizations and individuals who care about scientific discovery, putting the academic needs of the scientific community first and creating an open access environment where scientists can maximize their contribution to scientific progress. By opening up access to scientific research articles and book chapters from around the world, we want to create more opportunities for collaboration, scientific discovery and progress. We are fully committed to defining open access: Below are some national and international organizations with which you can find a variety of school partnerships depending on your end goals. Robert Hill, supported by NFER researchers, Lincolnshire Local Authority staff and CfBT`s in-house research team, conducted a detailed analysis of data on participating schools, four case studies and seven focus group interviews. The report contains three sets of ten lessons for schools, policy makers and local authorities. Another great way to get inspired is to look at existing school partnerships to see what others are doing. You may want to join an existing partnership or come up with a new idea for your school. .