Leading and Transforming Education Systems: Evidence, Insights, Critique and Reflections

Series Editors Introduction
Contents
Editors and Contributors
Introduction
	References
1 Leading and Transforming Education Systems: Two Canadian Examples
	1.1 Introduction
	1.2 The Context: A Snapshot of Ontario, Canada
	1.3 Approach to Reform
		1.3.1 The Ontario Improvement Strategy: Personal Reflections, Lessons Learned
	1.4 The Consultations
	1.5 What We Heard
	1.6 What We Recommended
	1.7 An Implementation Strategy—The Key to Successful Reform
	1.8 Response from the Minister of Education to the Recommendation in the Report
	1.9 Challenges
	1.10 Addendum to article:
	References
2 Leading and Transforming Education Systems: A System Approach to Curriculum Reform in Wales
	2.1 Introduction
	2.2 Improvement Challenges
	2.3 Systemic Reform in Wales
	2.4 Subsidiarity and Co-construction
	2.5 Professional Learning
	2.6 Accountability
	2.7 Reflections
	References
3 System Reform in China: Mobilising and Sharing Resources Across Schools
	3.1 Introduction
	3.2 Improvement Challenges
		3.2.1 The Hukou System
		3.2.2 The Key School Policy
	3.3 Approaches to Reform
		3.3.1 Expanding Financial Investment in Weak Schools and Disadvantaged Students
		3.3.2 Implementing Structural Innovations to Strengthen Weak Schools
		3.3.3 Promoting Cross-School Teacher Learning and Sharing Quality Teacher Resources
	3.4 Discussion
		3.4.1 Reform Outcomes and Remaining Challenges
		3.4.2 Lessons that Can Be Drawn from Shanghai
	References
4 Change in the Early Childhood Care and Education Sector in Singapore
	4.1 Introduction
	4.2 Recent Developments
	4.3 A New Early Childhood Education Landscape
	4.4 Issues and Challenges
		4.4.1 Private Sector
		4.4.2 Parents
		4.4.3 ECCE Educators
		4.4.4 Government
	4.5 Conclusion
	References
5 The English School Reforms: Competition, Innovation and Fragmentation
	5.1 School Autonomy
	5.2 The English Reforms
	5.3 Taking a Closer Look
	5.4 A School on the Move
	5.5 Wider Implications
	5.6 Drawing Out the Lessons
	5.7 Conclusion
	References
6 Chile: Changing the Teaching Profession, the Most Challenging Reform
	6.1 A Systemic Reform for Classroom Instruction
		6.1.1 A Common (and Improved) Statute for All Classroom Teachers
		6.1.2 A Professional Career Driven by Merit and Motivation
		6.1.3 A More Regulated Training in Terms of Quality and Adequacy
	6.2 A Brief yet Difficult Political Procedure
	6.3 Lessons Learned from the Reform Process
	References
7 The Role of Ministerial Leadership in System Transformation—Some Reflections from Wales
	7.1 Introduction and Context
		7.1.1 Improvement Challenges: Wales in December 2009—The Need for Whole-System Reform
		7.1.2 Tri-level School Reform: The Welsh Approach
		7.1.3 Outcomes and Reflections
		7.1.4 Conclusion: Structure, Agency and Ministerial Legacy
	References
8 Transformation in New South Wales Through Collaborative Professional Engagement: From Ambition to Actualization
	8.1 Introduction
	8.2 About New South Wales
	8.3 Teacher Insight: Evidence for Action
	8.4 Powerful Learning Is at Hand
	8.5 Systems to Support Collaborative Practice
	8.6 Educational Policy Is Mediated Through School Leadership
	8.7 Aligning Teacher, Leader, School and Student Learning
	8.8 Future Pathways
	References
9 Building the Capacity for Collective Responsibility in Norway
	9.1 Introduction
		9.1.1 Responsibility and Accountability in (A Norwegian) Context
	9.2 Our Education in Norway
	9.3 Responsibility in Accountability
	9.4 What Does It Take to Support Responsibility?
	9.5 Conclusion
	References
10 Education in Wales: Attempting Systemic Reform to Combat Underachievement, 2000–2018
	10.1 Introduction
	10.2 The Limited Take up of Effectiveness/Improvement Knowledge
	10.3 The Downsides of Welsh Political Involvement in Education
	10.4 The Reliance on External–to–Wales Solutions
	10.5 Strategy One—Focus on Within-School Variation
	10.6 Strategy Two: Focus upon Instructional Leadership
	10.7 Strategy Three: Ensure Effective Improvement Is Contextually Variable
	10.8 Strategy Four—Develop Educational Thought Leadership on “Big Picture” Issues
	10.9 Strategy Five—Learn from Thinking in Non Educational Sectors on “Leadership”
	10.10 Strategy Six: Impact upon Reform Reliability as Well as Validity
	References
11 Transformation of School Education System in Russia: 2007–2017
	11.1 Introduction
	11.2 Improvement Challenges/Imperatives
	11.3 Reforms
	11.4 Outcomes
	11.5 Reflections
	References
12 System Transformation in Spanish Education Agenda: Inclusion and Networking as Policy Priorities?
	12.1 Introduction
	12.2 The Spanish Education System
	12.3 Key Challenges
		12.3.1 Inclusion
		12.3.2 Networking in School Contexts
	12.4 Spanish PLNs for Greater Inclusion
	12.5 Future Steps
	References
13 Inventing the Future: Why International Borrowing is no Longer Sufficient for Improving Education
	13.1 Introduction
	13.2 Lessons that Cannot Be Learned
	13.3 Same Paradigm of Education
	13.4 Variations in Realization
	13.5 Chinese Performance as a Cultural Effect
	13.6 Creativity in America as an Accident
	13.7 The Challenge
	13.8 Race Between Education and Technology
	13.9 Redefining the Value of Knowledge and Skills
	13.10 A New Paradigm
	13.11 The Raw Materials
	13.12 Tools at Hand
	13.13 Possible Elements of a New Paradigm of Education
	13.14 Personalizable
	13.15 Value Creation and Product-Oriented Learning
	13.16 Globalized Campus
	13.17 An Uncertain Future: Conclusions
	References
Conclusion: Insights and Reflections Michelle Jones and Alma Harris
References