Managing School Intellectual Capital and Collaborative Professionalism in Public Education in Hungary

This chapter introduces and analyses managing school intellectual capital (IC) and collaborative professionalism (CP) in public education in Hungary. It articulates the relationships among Hungary's systematic curricular reforms, implementation strategies (macro level) and local innovative management approach, school development, and teaching factors (meso level). The relationship between macro- and meso-level curriculum implementation practically impacts school IC and CP in curriculum reform and school development. IC is one of the most influential factors in the innovation-based knowledge management process that increases school capacity to improve student learning. The chapter is conceptual and pragmatic; it tackles the challenges of building IC through effective curriculum implementation.