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Complexity: the case of development interventions aimed at changing institutional level curriculum

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EduSkills OECD
EduSkills OECD

This document discusses the complexity of education systems and the implications for governance of development interventions aimed at institutional change. It raises two key questions around whether education systems are complex systems and what the implications of that complexity are. Specifically, it examines the difference between complicated and complex systems in terms of predictability and control. The document also outlines new approaches needed to govern complex systems, like empowering agents, using incentives, and intensive monitoring. It provides the example of curriculum change and targeted interventions to develop curriculum. The document concludes by emphasizing the need to probe issues, make sense of situations, and respond appropriately when governing complex education systems.

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Complexity: the case of development interventions aimed at changing institutional level curriculum CERI conference on Innovation, governance and reform in education 2014 November 3-5 Gábor Halász ELTE University, Budapest
The complexity problem • Two key questions raised by the GCES project of CERI – Are education systems complex systems? –What are the implications? • Understanding the difference between the complicated and the complex – Difference in predictability – Difference in control
Implications for governance • Approaches based on general legal regulation have to be complemented or replaced by new approaches, such as – Empowering key agents – Using incentives („nudging”) – Providing feedback and enhancing learning – Intensive monitoring and intervening when necessary – Building trust – Managing risks – Using targeted development interventions
The example of curriculum change • Curriculum development and complexity • Targeted development interventions in the field of curriculum: a national case
Some implications • PROBE • SENSE • RESPOND
Thank you for your attention!

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Complexity: the case of development interventions aimed at changing institutional level curriculum

  • 1. Complexity: the case of development interventions aimed at changing institutional level curriculum CERI conference on Innovation, governance and reform in education 2014 November 3-5 Gábor Halász ELTE University, Budapest
  • 2. The complexity problem • Two key questions raised by the GCES project of CERI – Are education systems complex systems? –What are the implications? • Understanding the difference between the complicated and the complex – Difference in predictability – Difference in control
  • 3. Implications for governance • Approaches based on general legal regulation have to be complemented or replaced by new approaches, such as – Empowering key agents – Using incentives („nudging”) – Providing feedback and enhancing learning – Intensive monitoring and intervening when necessary – Building trust – Managing risks – Using targeted development interventions
  • 4. The example of curriculum change • Curriculum development and complexity • Targeted development interventions in the field of curriculum: a national case
  • 5. Some implications • PROBE • SENSE • RESPOND
  • 6. Thank you for your attention!