This paper examines relationships between the organization of education systems and processes of teaching and learning. Drawing on longitudinal, qualitative data from 15 teams scaling education innovations in 30 low- and middle-income countries over almost three years, we examine whether and how these innovations penetrate the instructional core. Through the lens of education systems transformation, we consider the effectiveness of scaling single-point education innovations within formal education systems. Our study addresses the shift from scaling to systems transformation as a new paradigm in education. We highlight the importance of innovations changing teaching and learning practices within the classroom, as they are considered ineffective otherwise. Within this context, our paper explores three key areas: (1) the engagement of formal system levers in scaling education innovations for impact, (2) the potential for scaling to drive system change and vice versa, and (3) the opportunities and barriers for both scaling and systems change to improve teaching and learning processes. By examining the interplay between education systems, instructional practices, and scaling in education, our study illuminates challenges and opportunities in scaling education innovations. As such, it contributes to a deeper understanding of how system-level changes can enhance teaching and learning outcomes.
Senior Project Manager, Global Economy and Development, The Brookings Institution, Center for Universal Education, District of Columbia, United States
Education Systems Transformation, Scaling Education Innovations, Teaching and Learning Practices