ABSTRACT
The crisis in education described in Chapter 1 will not be solved by working harder or even smarter in current approaches to schooling, even though some self-managing schools in some systems are now self-transforming. Incremental change has had disappointing outcomes in many nations, manifested more often than not in flatlining or in decline in achievement on international, national and sub-national tests. There is commendable improvement in some areas but it is rarely sustained, except in particular instances of schools or groups of schools that have transformed their practice, as illustrated in examples at the end of Chapter 7.
