ABSTRACT
This chapter explores how school systems around the world could create the conditions for successful innovation that could in turn transform outcomes. School systems should create intentional platforms for innovation that are long-term focused, equity-centred and teacher-powered. The predicament of less established education systems is even more concerning. Education systems must reconnect with the significant source of wisdom that teacher’s offer, if they are to create the conditions for system-wide innovation. The most radical education innovators are doing so in guerrilla fashion, at the margins. Too many education innovators see issues of equity as an afterthought, rather than central to their efforts. Levels of innovative practice within these are often exaggerated, but new school providers have the potential for positive disruption. The assumption that innovation-scaling is linear and procedural, rather than iterative and relational, is particularly unhelpful in education, where human relationships are a cornerstone of practice and play a fundamental role in determining outcomes.
