ABSTRACT
For some time now, the underpinning policy fuelling education reform internationally has been that schools and teachers require reform in order that school students become creative, flexible, problem-solving team players for the new knowledge economy. Do components and approaches exist in the School Effectiveness and School Improvement (SESI) milieu that, if combined together, might facilitate the perceived reforms of teaching and schooling? Where might this lead the SESI movement and with what effect? What components are around? Have they been trialled successfully? Are elements scaleable and what would or could be combined?
