This conference sub-theme delves into the dynamics of education systems, emphasising the importance of a holistic approach to understanding and driving systemic and transformative change. It explores the roles and responsibilities of various actors within the education ecosystem, including educators, ministry officials, regional and local officers, inspectors, technical specialists, and others. By examining the pathways to change, the sub-theme aims to identify strategies that can shift the balance towards achieving large-scale, sustainable, and locally owned educational improvements. Recognising that systemic change can be elusive without the active participation and ownership of all system actors, the sub-theme underscores the need for inclusive and cross-sectorial efforts to enhance the resilience and sustainability of education systems worldwide.
This sub-theme invites both theoretical and empirical contributions that explore the structural and relational drivers of education systems, the role of political economy and behavioural change, and the design and implementation of policies and practices that bring about sustainable change. Key questions to explore include how to foster effective collaboration, ensure local ownership of educational reforms, decolonise donor agendas, and implement results-based financing and other policy instruments to improve accountability and resource allocation for sustainable educational development. Below is an illustrative (and non-exhaustive) list of suggested questions:
- What are the key structural and relational drivers that influence the effectiveness of education systems? How do power dynamics within educational institutions impact overall system performance? Who holds power in relations between different education actors? How can effective collaboration be fostered?
- How to use political economy analysis to deepen understanding of drivers for change within national and local education systems? What role does behavioural change play in the successful implementation of educational reforms?
- What examples of successful collaboration across public, private and non-governmental sectors in education can you share? How can effective partnerships between education and other sectors (e.g., health, nutrition, gender, etc) be fostered to enhance educational outcomes?
- How can we ensure local communities take ownership of educational reforms? Does investment policy in education work as an effective means to rebalance power dynamics? How to support and scale locally led educational innovations?
- How do donor agendas influence educational priorities and practices in recipient countries? To what extent do external interventions draw on local expertise and build on local actors? How to decolonise donor agendas and promote more equitable partnerships?
- What are the limitations of traditional development paradigms in addressing contemporary educational challenges? How can alternative frameworks better support sustainable educational development?
- What are the potential risks and benefits of implementing results-based financing in education? Can results-based financing be used as a way to improve accountability? What other policy measures can achieve that purpose, and how should they be designed and/or implemented?
- What are the key considerations for ensuring equitable and effective investment in education? How to improve the allocation of resources to support sustainable educational development?
Sub theme convenors
 Mathilde Nicolai – Cambridge Education |
 Yifei Yan – University of Southampton |