Applying Systems Thinking to Education: The RISE Systems Framework

Spivack, Marla

doi:10.35489/bsg-rise-ri_2021/028

Cited by 16 publications

(20 citation statements)

References 10 publications

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“…al. 2018) between national and district level political and institutional contexts and various relationships of accountability (Spivak 2021) between actors within the system have been marked by a high degree of incoherence. The sum result has been a very weak correlation between curriculum reform and the improvement of learning outcomes at the school level.…”

Section: The Curriculummentioning

confidence: 99%

The Political Economy of the Learning Crisis in Indonesia

Rosser¹,

King²,

Widoyoko³

2022

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Indonesia has done much to improve access to education in recent decades but it has had little success in improving learning outcomes. This paper examines the political origins of this problem. It argues that Indonesia’s learning crisis has reflected the political dominance during the New Order and post-New Order periods of predatory political, bureaucratic and corporate elites who have sought to use the country’s education system to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than produce skilled workers and critical and inquiring minds. Technocratic and progressive elements, who have supported a stronger focus on basic skills acquisition, have contested this orientation, with occasional success, but generally contestation has been settled in favour of predatory elites. The analysis accordingly suggests that efforts to improve learning outcomes in Indonesia are unlikely to produce significant results unless there is a fundamental reconfiguration of power relations between these elements. In the absence of such a shift, moves to increase funding levels, address human resource deficits, eliminate perverse incentive structures, and improve education management in accordance with technocratic templates of international best practice or progressive notions of equity and social justice—the sorts of measures that have been the focus of education reform efforts in Indonesia so far—are unlikely to produce the intended results.

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Section: The Curriculummentioning

confidence: 99%

The Political Economy of the Learning Crisis in Indonesia

Rosser¹,

King²,

Widoyoko³

2022

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“…Third, returning more closely to the RISE framework, we look at coherence between design elements within a single accountability relationship (Pritchett 2015;Spivack 2021). For example, if the education ministry delegates to teachers the goal of improving student learning levels, but does not provide teachers with the training and instructional materials needed for effective classroom learning, this would constitute an incoherence between delegation and information in the management relationship.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…We frame the analysis around the concept of coherence, or the degree of alignment between the various components of a specific education system. We draw on the RISE Education Systems Framework, which focuses on coherence between stakeholders and design elements in accountability relationships for education service delivery, conceptualized as principalagent relationships (Pritchett 2015;Spivack 2021).…”

mentioning

confidence: 99%

“…We define coherence as "the degree of alignment between the various components of a specific education system." Given the many interacting components within complex education systems, we focus our analysis of coherence on those aspects emphasized within the RISE Education Systems Framework (Pritchett 2015;Spivack 2021;see also World Bank 2003). This framework identifies four accountability relationships within education systems and five main design elements within each relationship.…”

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confidence: 99%

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The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia

Hwa¹,

Lumbanraja²,

Riyanto³

et al. 2022

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.

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“…Conversely, some teachers may regard performance-based job stability policies as an illegitimate intrusion on what should be a peer-regulated (rather than externally dictated) professional career, and this implied decline in social validation of the profession may instead demotivate them. Pritchett (2015) and Spivack (2021).…”

Section: Design Elements Of Teacher Careersmentioning

confidence: 99%

Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs)

Hwa¹,

Pritchett²

2021

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.

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Applying Systems Thinking to Education: The RISE Systems Framework

Cited by 16 publications

References 10 publications

The Political Economy of the Learning Crisis in Indonesia

The Political Economy of the Learning Crisis in Indonesia

The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia

Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs)

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