ABSTRACT
This chapter describes the entry and problem identification processes in cross-cultural systemic consultation focused on supporting educational reform within developing country contexts. The stages in systemic consultation in an international context are similar to those discussed in other models of school-based consultation. An important goal of the systemic consultation is strengthening local capacity to support the sustainability of improvements. This involves recognizing the expertise of the consultees, fostering local ownership of the process, and working to empower local stakeholders to lead rather than take a backseat to the "expert consultant". The consultant focuses on data gathering and building rapport with and consensus among relevant stakeholders regarding the focus of the consultation. A major goal for the consultant is to foster the engagement and empowerment of the consultees to address the current issues and to be better prepared to address similar challenges in the future; thus, problem analysis continues after interventions are implemented.
