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In the midst of this global pandemic, we are reflecting in real-time on how systems undergo large-scale transformation—how government, businesses, schools, cities, and communities adapt and make fundamental changes to existing ways of working. This issue of systems change and, more specifically, how education initiatives scale and spread, is a topic that we at the Center for Universal Education (CUE) have been exploring in our Real-time Scaling Labs over the past year. These scaling labs—action research projects led by CUE and undertaken in partnership with local institutions across five countries—are an effort to learn how effective education practices scale across communities and countries. Through learning from, documenting, and supporting the process of expanding and deepening the impact of education initiatives around the world, the labs aim to develop concrete, practical guidance on key drivers that contribute to large-scale transformative change in education.
Prior to the spread of COVID-19, we had been reflecting with our partners on how difficult it is to change a system: Systems prefer the status quo and often require a crisis to transform. We are certainly watching this play out today—many countries have been slow to respond to the global pandemic despite significant data and advice from experts on what measures are needed—and have only leapt into action once the magnitude of the virus was apparent.
As the world grapples with responding to the current crisis, we are struck that some of the same key principles we have been studying in the Real-time Scaling Labs might also be relevant in responding to this pandemic. These include:
Iterative, adaptive learning. Flexibility and adaptive capacity are crucial at a time when events unfold rapidly, and households, communities, and leaders must constantly adjust to a new reality on a day-by-day basis. The situation has also brought to the forefront a deeper appreciation of the importance of reliable, high-quality, timely data for decisionmaking, while acknowledging the limitations of existing data in representing the true scope of a rapidly shifting crisis. At the same time, we are witnessing firsthand what behavioral science has long shown—that data alone are not always enough to spur change as attitudes, beliefs, and behaviors are deeply ingrained in people and institutions.
The COVID-19 crisis is already having and will continue to have devastating consequences for individuals and communities across the globe, which must not be underestimated. At the same time, the crisis also provides a critical opportunity for us to learn more about the essential principles underpinning large-scale transformative change, as is needed in many education systems around the world. The hope is that we can come out on the other side of this pandemic with more evidence and lessons learned about how to expand the impact of effective social interventions and introduce new ways of working within our education systems to provide quality learning opportunities to all. In future posts, we will share stories from our scaling lab partners from around the world on how they are innovatively coping during this crisis to ensure that millions of children continue to receive an education. this is the short story pumili kanalang ng section dyan
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