Education systems globally are grappling with the challenge of how to best prepare children and young people for life and work in the context of a rapidly changing and uncertain future. This focus has become more urgent given the impact of the recent COVID-19 pandemic and the imperative for rapid economic recovery, promoting societal cohesion and building healthy, resilient citizens. In this context, contemporary thinking and research is no longer focussing on system reform, as in reshaping what is already in place, but rather system transformation which requires a fundamental rethink of the purpose and goals of education (Sengeh & Winthrop, 2022) and the ways in which learning is organised to ensure that every child is learning successfully (Masters, 2022). This presentation illustrates the research process and outcomes of doing system transformation in partnership with a national education system. The research contributes new methodological understandings to the practice of system transformation relevant to a broad international audience.

Education systems around the world are grappling with the challenge of how to best prepare children and young people for life and work in the context of a rapidly changing and uncertain future. This focus has become more urgent given the impact of the recent COVID-19 pandemic and the imperative for rapid economic recovery, societal cohesion and building healthy, resilient citizens. In this context, thinking and research is no longer focussing on system reform, as in reshaping what is already in place, but rather system transformation, which requires fundamental rethink of the purpose and goals of education (Sengeh & Winthrop, 2022) and the ways in which learning is organised to ensure every child is learning successfully (Masters, 2022).The system transformation literature (see Fullan, 2009; 2011; Fuller & Kim, 2022; Masters, in press; Sengeh &Winthrop, 2022; Winthrop et al., 2021) reflects common themes including developing a shared vision for the purpose of education, the importance of participatory approaches and, focussing system efforts on the teaching and learning core to ensure all students learn successfully.

Masters (in press), building on a review of practices across five of the world’s top performing systems, including two European systems (Finland and Estonia), conceptualises a learning system as six interconnecting components: a quality curriculum; informative assessment processes; highly effective teaching; comprehensive student support; strong leadership of learning and; a supportive learning ecosystem. At the centre of the learning system is a clear purpose- preparing young people for life and work and ensuring every student learns successfully. Sengeh and Winthrop (2022) conceptualise system transformation similarly. In their model, which they call a participatory approach to transformation, they refer to 3Ps: Purpose, Pedagogy and Position. Purpose is self-explanatory. This is the notion that, in a particular context, a shared vision of the purpose of education needs to be developed. Pedagogy refers to a sharp focus on the teaching and learning core. Position relates to the cohesion between different system elements to support the pedagogical core.

In 2022, ACER partnered with a national education system to implement a major system transformation initiative focussing on five core areas: curriculum implementation, quality teaching, assessment processes and practices, educational leadership, and school and system school improvement.

Consequently, the overarching research questions were:

1. What are international benchmarks describing international good practice in the areas of this system’s focus focus?
2. How does the current state of the system compare to international best practice as identified international benchmarks?
3. What key strategic actions need to be undertaken to work toward international best practice?

The methodology consisted of three interconnecting phases. In each of these phases, extensive consultations took place to ensure context-appropriateness of the research methods and proposed solutions. In Phase 1 ACER conducted a review of effective international policies and practices for each aspect of the system based on contemporary research evidence. In addition to drawing on recent international research, the recent review of high-performing systems by Masters (in press) was a key foundational resource. This review examined the practices across five high-performing systems, including two European systems, Finland and Estonia. This provided ‘international benchmark’ policies and practices as aspirations for reform and a foundational reference point for the research project. International benchmarks describe specific, observable aspects of education policy/practice. They serve as aspirational goals for learning systems globally. In Phase 2, the aim was to gain a deep understanding of the system’s current state. ACER systematically undertook a detailed review of the system’s s existing policies and practices. This included an analysis of findings from analyses of multiple and rich data sources. Data sources included public school policy, curriculum, and other documents, and system-level quantitative datasets. A school case study component, included interviews with principals and teachers, analysis of school and teacher documents, and extensive consultations with relevant school-based staff. Findings were triangulated against the international benchmarks as an analytical frame to interrogate elements of their learning system that are aligned with good practice, as well as elements that are misaligned, inconsistent, absent, or nascent. Findings were distilled into a gap analysis. Opportunities and priorities for transformation were identified collaboratively and articulated in a set of national benchmarks with realistic targets and timelines for working toward international best practice. In Phase 3, to support the system in reform, ACER developed a focused set of frameworks to guide short- to medium-term strategic planning and reform. These frameworks were developed based on prior project work and refined through iterative rounds of consultation with key stakeholders.

This work provides valuable insights for education systems wanting to enhance educational outcomes or those who aim to undertake system transformation. The first phase of the project resulted in an extensive literature review and set of 34 international benchmarks. This review drew upon contemporary international evidence, and its findings can be applied to a diverse range of systems. In the second phase, a detailed description of the current state of the system was generated, which provided critical insights into strengths and areas for improvement. This informed the development of national benchmarks for the short, medium and long term. High impact and cross-cutting strategies were then identified to develop a coherent system-level focus in implementation of these national benchmarks, and, ultimately, national benchmarks. The final phase resulted in a set of implementation frameworks in the areas of curriculum implementation, pedagogical practices, assessment, leadership, and system transformation. Founded upon our original theoretical framing, our goal has been to ensure a coherent, aligned learning system underpinned by a set of key principles. These principles include better identifying and targeting individual learner needs; promoting holistic student development and wellbeing; and focusing teaching and learning on long-term student growth. This research has resulted in the development of a methodology for work of this kind, as well as frameworks and tools that can be applied to similar work for other school systems across the world. This approach enabled taking account of the multi-layered nature of systems and effectiveness of practices across these layers, and their interrelationships. We encourage systems to consider this work when undertaking system reviews and reform.

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