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Purpose This paper draws on the findings of a program of research, which, over many years, has explored ways of promoting greater equity in schools and education systems. Using examples from the field, the paper provides an explanation of what this involves. In so doing it identifies potential barriers that have to be addressed and suggestions as to how these might be overcome. Design/methodology/approach The paper refelects on a series of studies what uses a ‘development and research’ approach This is one of a family of methodologies referred to by as ‘design-based implementation research’. These aim to transcend traditional research/practice barriers to facilitate the design of educational interventions that are ‘effective, sustainable, and scalable’. They are seen as occurring when researcher and practitioner knowledge meet in particular sites, aimed at producing new knowledge about ways in which broad values might better be realized in future practice. Findings The experiences described in this article suggest a way forward that policy makers could use to ensure that the impetus that comes from greater school autonomy will lead to improvements that will benefit all children and young people. This is based on an assumption that education systems have further potential to improve themselves, provided policy makers allow the space for practitioners to make use of the expertise and creativity that lies trapped within individual classrooms. The aim must be to ‘move knowledge around’ and the best way to do this is through strengthening collaboration within schools, between schools and beyond schools. Research limitations/implications In thinking about how the approach described might be used more widely it is essential to recognize that it does not offer a simple recipe that can be lifted and transferred between contexts. Rather, it defines an approach to improvement that uses processes of contextual analysis in order to create strategies that fit particular circumstances. Practical implications The experiences described in this article suggest a way forward that policy makers could use to ensure that the impetus that comes from greater school autonomy will lead to improvements that will benefit all children and young people. This is based on an assumption that education systems have further potential to improve themselves, provided policy makers allow the space for practitioners to make use of the expertise and creativity that lies trapped within individual classrooms. Originality/value The article draws together findings from an extensive programme of research in order to develop new thinking regarding ways of promoting equity in education.

This article sets out the international context for this special issue on equity and diversity. Tracing the development of the United Nations' policy 'Education for All' since 1990, it notes the struggles that have gone on to ensure that this is, in fact, concerned with all children, whatever their characteristics and circumstances. This inclusive vision was recently endorsed by the Incheon Declaration, which emerged from the World Forum for Education in 2015. A groundbreaking document, it makes a commitment to address all forms of exclusion and marginalisation. In so doing, it points to the need to focus efforts on the most disadvantaged learners to ensure that no one is overlooked. Bearing this new international policy in mind, the article draws on findings from the author's own research in order to suggest an overall agenda for change, focusing on national policies for equity and the development of inclusive school practices.

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