Networks are fast becoming the nervous system of our society and it is no exaggeration to state that the twenty-first century is the age of networks (Van Dijk 2006). Digital technology is the first thing that comes to mind when people think about networks however, it is important to note that networks are not only present in the technology arena; but also have effects in politics, economics, society, culture and, of course, education. One of the main developments over recent years has been the growth of networking in school settings. A network in education is generally considered to represent an extended group or system of connected people and organisations with similar interests/concerns who interact and exchange knowledge, and whose aims/purposes include mutual assistance, support and increased learning (Hadfield et al. 2006; Kools and Stoll 2016). The emergence of networking in education has generated a debate about the skills that professionals involved in networking need to master. According to the World Economic Forum (2020), the fourth industrial revolution, of which we are a part, is demanding a corpus of skills, such as global citizenship skills, a focus on building awareness about the wider world, sustainability and playing an active role in the global community; innovation and creativity skills, which enable innovation and include curiosity, creativity, critical thinking, problem-solving and collaboration with people of diverse backgrounds; technology skills, including programming, digital responsibility and the use of technology; and interpersonal skills, which are based on interpersonal emotional intelligence, such as empathy, cooperation, negotiation and leadership. There are several reasons that explain the incorporation of networks into education. The traditional single-school model is evolving towards more complex organisational forms, that necessitates greater school collaboration. A new configuration is required that responds to fast-technological change, collective knowledge creation and information sharing at classroom, school, and system level (Mifsud 2020). In many respects, the vertical-hierarchical organisation is giving way to a horizontal-lateral framework. This paradigm brings with it not only a modification of the conception we have of education, which is shifting towards approaches and pedagogies of a collaborative nature, but also alternative models of leadership practice such as distributed leadership (Azorín, Harris, and Jones 2019). Sliwka (2003, 63) stated that ‘networks can thus represent vibrant motors of change in education’. Motivated by this aspiration, the special edition of School Leadership and Management entitled ‘Leading Networks’ demonstrates that many education systems are turning their attention to networking as a way of improving teaching and learning. In recent years, a strong movement has arisen, led by governments through policies, and agents (practitioners, researchers, teachers, leadership teams and many others) who encourage initiatives focused on networking to address fragmentation and to tackle problems which are difficult for individuals to solve on their own (Harris, Jones, and Huffman 2017). Indeed, the development of education networks as regional or

中文翻译：

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领先的网络

网络正在迅速成为我们社会的神经系统，毫不夸张地说，二十一世纪是网络时代（Van Dijk 2006）。数字技术是人们想到网络时首先想到的事情，但是必须注意的是，网络不仅存在于技术领域，还存在于网络中。但也会影响政治，经济，社会，文化，当然还有教育。近年来的主要发展之一是学校环境中网络的发展。教育网络通常被认为是具有相似兴趣/关注点的相互联系的人和组织的扩展组或系统，它们之间进行交互和交流知识，其目的/宗旨包括互助，支持和增加学习（Hadfield et al。2006; 库尔斯和斯托尔（2016）。网络在教育中的出现引发了有关网络专业人士需要掌握的技能的争论。根据世界经济论坛（2020年），第四次工业革命是我们的一部分，它要求一整套技能，例如全球公民技能，着重于建立对更广阔世界的认识，可持续性和积极参与在全球社会中的作用；创新和创造力技能，可以促进创新，包括好奇心，创造力，批判性思维，解决问题的能力以及与不同背景的人的合作；技术技能，包括编程，数字责任和技术使用；和人际关系技巧，这些技巧基于人际情感智力，例如移情，合作，谈判和领导。有几个原因可以解释将网络纳入教育的原因。传统的单校模式正在向更复杂的组织形式发展，这就需要加强学校之间的合作。需要一种新的配置，以响应快速的技术变化，集体知识创造以及教室，学校和系统级别的信息共享（Mifsud 2020）。在许多方面，纵向-分层组织逐渐被横向-横向框架所取代。这种范式不仅带来了对我们所具有的教育观念的修改（正朝着协作性质的方法和教学法转变），而且带来了领导力实践的替代模型，例如分布式领导力（Azorín，Harris和Jones 2019）。斯利卡（2003，63）指出，“网络因此可以代表充满活力的教育变革动力”。出于这一愿望，《学校领导与管理》特别版名为“领导网络”，表明许多教育系统正在将他们的注意力转向网络，以改善教学方式。近年来，在政府的领导下，政策和代理商（从业者，研究人员，教师，领导团队等）发起了一场强烈的运动，他们鼓励专注于网络的倡议，以解决分散化和解决个人难以解决的问题。自行解决（Harris，Jones和Huffman，2017年）。实际上，教育网络的发展是区域性的 名为“领导网络”的学校领导和管理特别版表明，许多教育系统都将他们的注意力转向网络，以改善教学方式。近年来，在政府的领导下，政策和代理商（从业者，研究人员，教师，领导团队等）发起了一场强烈的运动，他们鼓励专注于网络的倡议，以解决分散化和解决个人难以解决的问题。自行解决（Harris，Jones和Huffman，2017年）。实际上，教育网络的发展是区域性的 名为“领导网络”的学校领导和管理特别版表明，许多教育系统都将他们的注意力转向网络，以改善教学方式。近年来，在政府的领导下，政策和代理商（从业者，研究人员，教师，领导团队等）发起了一场强烈的运动，他们鼓励专注于网络的倡议，以解决分散化和解决个人难以解决的问题。自行解决（Harris，Jones和Huffman，2017年）。实际上，教育网络的发展是区域性的 由政府通过政策和代理商（从业人员，研究人员，教师，领导班子等）领导的强大运动兴起，他们鼓励专注于网络的举措以解决分散问题并解决个人难以自行解决的问题（Harris，Jones和Huffman，2017年）。实际上，教育网络的发展是区域性的 由政府通过政策和代理商（从业人员，研究人员，教师，领导班子等）领导的强大运动兴起，他们鼓励专注于网络的举措以解决分散问题并解决个人难以自行解决的问题（Harris，Jones和Huffman，2017年）。实际上，教育网络的发展是区域性的