Systems Thinking Through Solidarity - The SHARE Approach to Ecosystem Diagnostics

• In Event: The SHARE Approach to Education System Strengthening: Addressing Complex Education Challenges through Local Engagement

Proposal

The Ecosystem Diagnostic Process seeks to build system knowledge in order to strengthen the functioning of evidence ecosystems while conducting targeted education research within varied country contexts. The process is steeped in the methodologies of systems thinking. Systems thinking refers to a set of analytic approaches —and associated tools—that seek to understand how systems behave, interact with their environment and influence each other. Common to all of these approaches is a conviction that particular actions and outcomes are best understood in terms of interactions between elements in the system. The CIES sub-theme “Critical Reflection on the Society and the Field of Comparative and International Education” asks the question, “How could the interrogation of social, political, economic, and cultural systems contribute to the search for solutions across contexts, systems, and communities around the world?” Systems thinking, and in turn the Ecosystem Diagnostic Process, recognize that not only are systems within education complex themselves, but that at the same time political, economic, social, cultural, linguistic, religious, and other forces intersect with education in ways that are difficult to understand (Hertz, 2020; Pellini et al., 2013).
To improve research design and strengthen evidence ecosystems, it is essential to first gain a comprehensive understanding of each topic within its context. Amidst such complex environments, education research and implementation projects are often left wondering, “How can we best address aspects of the education system that will be most likely to bring about positive change?” Many fall into the trap of linear solutions, utilizing top-down educational approaches and designing research with dubious alignment to real problems, often crafted far from those people most directly impacted by the issues themselves. It is essential to use intentional methods for shifting international education away from these post-colonial dynamics and encourage more equitable and collaborative North/South partnerships. The Ecosystem Diagnostics Process recognizes that the best way to inform implementation of education research and activities is to engage directly and purposefully with end beneficiaries and local actors, addressing the “Social Justice and Inclusion” sub-theme, “How can we amplify voices of the marginalized and minoritized.” The foundation of the Ecosystem Diagnostic Process is engaging with existing literature and local stakeholders to inform implementation efforts. If we want to ask ourselves why we do things the way we do, we also need a process that can guide us to breakthrough methods for addressing complex, systems-level challenges in new, local-led ways. The Ecosystem Diagnostic Process offers one potential path.
This session will provide an overview of the Ecosystem Diagnostic Process, demonstrating how it achieves its core objective: “Diagnose the current state of a system and its evidence ecosystem in order to contextualize and co-create research design and strengthen the functioning of evidence ecosystems.” This overview will include a summary of the methodology for engagement with local stakeholders to improve research design and increase connection across the evidence ecosystem. It will also address the key lessons learned on best practice for engaging local stakeholders after SHARE has implemented the Ecosystem Diagnostic Process throughout 2022.

Author

• Edward Jurkovic, Pulte Institute for Global Development