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Group Submission Type: Formal Panel Session
As the world seeks to build stronger and more resilient education systems after the global effects of the COVID-19 pandemic, more attention is being paid to the promise of systems approaches. Even before COVID-19, over half the world’s 10-year-olds could not read or count at even the most basic level, even after years in school. This global learning crisis was already a complex problem requiring change from teachers, school managers, school data management, governments and donors. It is even more so after the wave of school closures in 2020 and 2021.
Addressing the complex issues that lie beneath this crisis requires new ideas and flexible approaches that foster participation and dialogue. Systems thinking is a suite of approaches for grappling with complex problems that is beginning to gain traction in global education. This panel brings together new research in applying ideas from systems thinking in international education and development. It tackles definitional issues; presents relevant theoretical frameworks; and applies these to contemporary country studies. Papers address aspects of a broad definition of education, including access and learning, collaborative professionalism among teachers, vocational education and training (VET) and educational policy evaluation. Our aim with this panel is to advance debate on how systems approaches can help to understand this global learning crisis, and show innovative and creative ways forward that respect the challenging contemporary context and address its complexity.
Using a systems approach to education and development; insights from a multi-country research programme on access and learning - Keith Malcolm Lewin, University of Sussex Centre For International Educ
Adapting inclusive systems development (ISD) to vocational education and training and skills development - Mike Klassen, Springfield Centre
Applying systems approaches in global public goods for education - Moira V Faul, NORRAG, Graduate Institute
Collaborative professionalism and education system change: new evidence from Kenya, India and Rwanda - Charlotte Jones, Education Development Trust