Scaling and 'Systems Thinking' in Education: Reflections from UK Aid Professionals

Autor/inn/en	Gibbs, Emma; Jones, Charlotte; Atkinson, Jess; Attfield, Ian; Bronwin, Rona; Hinton, Rachel; Potter, Amy; Savage, Laura
Titel	Scaling and 'Systems Thinking' in Education: Reflections from UK Aid Professionals
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 1, S.137-156 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1784552
Schlagwörter	Foreign Countries; Systems Approach; Educational Change; Educational Improvement; Teacher Motivation; Intervention; Inclusion; Students with Disabilities; General Education; Equal Education; Early Childhood Education; Child Development; Culture; India; Nepal; Rwanda; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Systemischer Ansatz; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Kultur; Indien; Ruanda; Äthiopien
Abstract	This collection summarises reflections from a group of Department for International Development (DFID) education advisers, spanning a number of different contexts and aspects of the topic of education projects that are working at scale to improve learning outcomes. In the first contribution, Gibbs shares a case study of an approach used to track the scale-up of a teacher intrinsic motivation intervention in Delhi, which also supported the implementers to test, learn and adapt as they scaled. Then, Attfield provides a comparative case study of two different education contexts (Nepal and Rwanda) and considers the lessons we can learn for scaling inclusive education. Following that, Bronwin's case study of the General Education Quality and Improvement for Equity (GEQIP-E) programme draws out some useful lessons about culture change and enabling system transformation in Ethiopia, and then Atkinson and Potter discuss the in-roads being made to a better understanding of how to provide effective Early-Childhood Development (ECD) interventions at scale. Finally, Gibbs, Jones, and Hinton draw together the lessons apparent across all of these contributions, focussing on possible success factors for systems change at scale. Contents include: (1) Tackling the Scale of the Learning Crisis with Education Interventions That Work at Scale (Laura Savage); (2) Measuring Messiness: A Case Study of STIR Education's Approach to Learning in 'Real Time' While Scaling (Emma Gibbs); (3) Scaling Disability Inclusive Education in Nepal and Rwanda: Approaches, Governance Structures, and Cultures (Ian Attfield); (4) Culture for Change at Scale in Ethiopia: Resources and Challenges (Rona Bronwin); (5) Scaling Early Childhood Development Approaches: Learning from Other Sectors and Systems Thinking (Jess Atkinson and Amy Potter); and (6) Pathways to Scale: The Challenge of Creating an Enabling System (Emma Gibbs, Charlotte Jones, and Rachel Hinton). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01