Working out change: Developing comprehensive policies

Harnessing evidence and research

Successful policy reform requires both political will and robust evidence to inform good decision-making. There is less evidence on how to support creative thinking than in more well-researched areas such as, for example, the teaching of science or mathematics. However, new models of contemporary curriculum provide guidance on how creative thinking can be embedded in several disciplines and supported through cross-disciplinary activities (Vincent-Lancrin et al., 2019[23]; Lucas, 2022[26]). These frameworks are stimulating new research on what works across the different areas on which systems need to focus –curriculum design, pedagogy, assessment, leadership.

Taking a whole system approach

Policies are not designed and implemented in a vacuum. The success of reforms requires coherence of intents among education stakeholders, allocation of sufficient time to enable changes in institutions and practices, and recognition of the diversity of needs across local contexts. A whole of system approach works to align policies, roles and actions across the system, considering the resources needed to implement policy changes and the contextual factors and incentives that facilitate or hinder their implementation (Burns and Köster, 2016[27]; LEGO Foundation, 2022[28]).

Strengthening capacity and collaboration

A key element of successful governance is ensuring that stakeholders have sufficient capacity to assume their roles and deliver on their responsibilities. Stakeholders, notably school leaders and practitioners, need adequate knowledge of policy goals, the autonomy and willingness to adapt to changes, and the appropriate tools to make it happen. Open dialogue and communication in defining such goals and processes reinforces legitimacy and ownership. Explicit efforts to build capacity, such as targeted resources and access to relevant professional development, are also necessary. Capacity building efforts must remain responsive to the diversity of needs and experiences of local contexts (Burns, Köster and Fuster, 2016[29]).