ABSTRACT

This chapter seeks to outline the basis for a transformative agenda in African education and training. The operation of governance regimes, however, also needs to be seen against the backdrop of world order, developmental regionalism, and of the postcolonial state as well as in relation to the operation of different kinds of institutional, conditional, structural, and productive power that gives rise to intersecting regimes of inequality. The concept of system leadership is increasingly invoked in literature on system reform as a means for enabling collective leadership in order to develop systemic responses to intractable problems. The idea of deepening democratic participation in education governance also finds support in the literature on system change. The idea of system learning is prominent in the international literature on system change. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.