Education ecosystems strengthening: finding a common understanding of systems-level priorities

• In Event: Education systems strengthening: Lessons learned from programming in Colombia, Haiti, India, and Indonesia

Proposal

Education ecosystems are complex, but the research process can help demystify these systems in part if carried out through a lens of inclusion. One University program has developed an approach to ecosystem strengthening which centers primarily on direct engagement with education systems actors, finding a common understanding of systems-level priorities, and using the research process to advance these priorities.

This program’s approach centers on two key steps. Firstly, the process applies systems thinking methodologies, which refers to a set of analytic methods and tools that can help reveal how system actors behave, interact with their environment and influence each other. Armed with these methods and tools, the program assembles voices across the spectrum of those who contribute to research generation, its translation, and ultimately its use. This time is used to identify the intricate network of factors that connect to an education question, and ecosystem actors agree on how a research study could be adapted to address some of these factors. Of particular note during this step is the need to ensure active participation of representatives across genders and from groups who are often underrepresented when decisions are made within education systems. During the second step in its approach, the program promotes consistent communication across ecosystem actors to ensure that the research process can help fortify relationships across the ecosystem and inform decision making. It is here that the program facilitates the convening of key system actors into an advisory group that can further inform the research design and its implementation.

Both of these steps are adapted to meet the context-specific realities related to the existing strength of relationships across system actors, potential power dynamics, gender and cultural norms, the objective of the research, and availability of key actors. This can be time consuming and often requires more resources than engaging in research independently of these different actors. When done well, though, this process demonstrates how evidence and its pursuit can be an asset to decision makers, practitioners, and researchers alike.

To speak to the program’s process, its Program Director will present on how it was carried out in two different contexts. The first will involve the implementation of its study to develop contextually-relevant, socio-emotional learning measures in Colombia, while the second will speak to the contributions of higher education to fostering innovation in Indonesia. Both of these examples will demonstrate how the program’s process was adapted to meet the needs of each respective study within country contexts that are vastly different in their “political, economic, social, cultural, linguistic, and religious” profiles (Hertz, 2020; Pellini et al., 2013). The eventual goal of this presentation is to put forward one approach to how research can be conducted such that it is inclusive, contextually relevant, and useful to a broader community of actors.

Author

• Tom Purekal, Notre Dame Pulte Institute for Global Development