It is not possible to count the numbers of educators in many countries who know about and support the MESH system. Educators are involved as authors, testers, advisers; professional associations are involved contributing their expertise in their specialist areas. Some are doing this voluntarily, others have bid successfully for funding for their specialist areas.

In-country chapters are intended to support knowledge mobilisation in the individual country. They may be formally constituted and supported by a ministry of education to work systematically to support the education sector in their country or they may be volunteers working on topics in which they have expertise. For further information contact

An open EFC/MESH AGM is held annually, with people joining virtually and Trustee and Executive Board Members are elected to oversee development.

 In-Country Groups/Subject Specialist Groups – ways of working

Educators from all countries are invited to create and develop a MESHConnect In-Country Group for their country or MESHConnect Specialist Groups for their subject area.

Formal engagement from ministries is welcomed as this level of support should accelerate development to benefit their country.

In-country and specialist groups have an important role in mobilising the knowledge – from subject experts from science, health, economics, business, engineering, energy as well as pedagogy research centres. The goal is to make the expert knowledge from leading research centres available to teachers with a minimal time delay so their lessons can be up to date.  People from small countries with a shared language might wish to combine to form an In-Country Group linking a few countries. Publication of MESHGuides can be in any language. The translate tool (see top of page on ) is intended to help us all to access materials in other languages.

We have had discussions with Wikipedia about how they operate and Wikipedia is created mostly by volunteers who also run in-country groups ensuring contributions from each country.  In-country groups raise funds for their activity and funding is raised centrally to fund the central services.

The MESH system of knowledge mobilisation has been developed by the Education Futures Collaboration (EFC). This is an independent charity for educators and their partners who wish to work collaboratively to improve the quality of education. The Collaboration is managed by trustees from the Founder and Voting Member organisations. Engagement in the Education Futures Collaboration is open to all organisations and individuals who support the aims and values. The EFC has identified a number of toolkits for knowledge mobilisation with publication of research summaries via MESHGuides and collaboration via online communities such as the MESHConnect communities on Knowledge Hub.

Guidance about the roles and ways of working is provided below. Contact for support and further guidance.

**Guidance for In-country Groups/Subject Specialist Groups**

The role of the in-country/subject specialist groups is to:

  • identify talent: both MESHGuide authors and editorial board members and invite contributions;
  • in collaboration with subject specialist editors quality assure the MESHGuides from your country;
  • raise funding if you wish to accelerate development in your country – coordinating these efforts with the MESH steering group which meets by Skype Thursdays 9.30am;
  • contribute to the international management of the Education Futures Collaboration initiatives designed to support effective knowledge management (sharing, creating, managing, finding and using tacit and explicit knowledge); translational research and the professionalisation of teaching;
  • support the development of other in-country/subject specialist groups.

Suggested ways of working

  • each in-country/subject specialist group may wish to meet (virtually where necessary to minimise costs and maximise participation) at least termly and more often at the beginning
  • the central administration and software running the Education Futures Collaboration, MESH  is there to support the operation of the groups. Training can be provided in the running of an online community on and in using various digital communications tools which make management of the work relatively easy.

Who should be included in the In-country/Subject Specialist Group?

The In-country/Subject Specialist Group may wish to decide that they will have a maximum number of people on a steering group with others interested joining sub-groups to do specific jobs which report to the in-country  steering group. It is important not to turn away volunteers but to harness the energy they are prepared to put in. Should any disputes arise, these are settled by the Education Futures Collaboration Steering Group, contacted through


We propose that each in-country/subject specialist has a steering group which should elect at least a chair, deputy chair, secretary and a MESHGuides Development Co-ordinator. In time and with experience we will all together, share knowledge about how the groups work best.

Editorial Boards should have a balance of new and experienced teachers, new and experienced academics and other research users.

Chair and deputy chair roles

  •  ensure the group meets regularly and that the work is progressed steadily
  • ensure meetings are chaired and that minutes are recorded and circulated
  • be the link persons with the MESH Steering Group
  • work to accommodate alternative viewpoints on the MESHGuides so that the users make up their minds about how the ideas put forward might work in their context
  • ensure the In-country Chapter/Subject Specialist Group contributes to the international MESH initiative and works in ways that are compatible to the principles of charity
  • ensure training is cascaded so that individuals help each other to publish in this new way. Newsletter Vol 1 No 1 has details about how to write a guide and guidance is also here:
  •  work with volunteers to progress MESH as resources allow.

Secretary role

  • liaise with the chair and deputy to ensure meetings are organised and that work is progressed
  • work with the MESHGuides co-ordinator to ensure records are kept and that authors submit at the time agreed
  • keep records  (training will be given)
  • circulate agendas which are developed with the chair and deputy chair
  • keep a list of all interested parties
  • send out an information email to all who have registered an interest.

MESHGuides Development Co-ordinator role

  • keep records of who has been approached, responses and deadlines
  • monitor progress
  • report to the in-country steering group on progress.

Normally this person would act as a link between the subject specialists and the In-Country Group.

In-country contacts

Australia: Dr Larissa McLean-Davies, University of Melbourne and Dr Chris Boyle, University of New England

Brunei:Dr Baldev Singh, Imagine Education

China: Dequan Li, Beijing ICET China

England:  Dr Sarah Younie, De Montfort University, Leicester

New Zealand:Bev Cooper and Dr Lexie Grudnoff,  University of Auckland on behalf of the Teacher Education Forum New Zealand (chair and  immediate past chair)

Pakistan: Prof. Nabi Bux Jumani, Dean of Social Sciences, International Islamic University, Islamabad
For help in writing your MESHGuide contact: Abdul Jabbar Bhatti, c/- Professor N.B.Jumani, International Islamic University in Islamabad on putting MESHGuide in the subject line.

Portugal:Professor Jose Luis Ramos, University of Evora, Evora

Poland: Professor Jan Fazlagic, Vistula University

Scotland:Professor Divya Jindal-Snape, University of Dundee

Thailand: Assoc. prof. Dr. Montree Yamkasikorn, Burapha University, Chonburi

USA:Professor James O’Meara, President, International Council on Education for Teaching