ABSTRACT
A global pandemic has impacted societies, and their education systems. Change has been rapid and disruptive with educational leaders learning as they go. The world of educational change has changed, and the leadership required has shifted through emergency response remote learning and various approaches to ‘back to school’. By 2015, there was a considerable range of evidence concerning the purposes, design, implementation, and outcomes of large-scale educational change; for example, from international assessments, benchmarking, case studies of high-performing education systems, and analyses of the strategies that appeared to be more effective, as part of the Programme for International Student Assessments (PISA) and the work of the Organisation for Economic Cooperation and Development (OECD). Appropriate government leadership is needed. The recognition, valuing, and prioritisation of supporting educational improvement is an important part of national, state, and/or provincial system reform approaches.
