This document discusses the complexity of education systems and the implications for governance of development interventions aimed at institutional change. It raises two key questions around whether education systems are complex systems and what the implications of that complexity are. Specifically, it examines the difference between complicated and complex systems in terms of predictability and control. The document also outlines new approaches needed to govern complex systems, like empowering agents, using incentives, and intensive monitoring. It provides the example of curriculum change and targeted interventions to develop curriculum. The document concludes by emphasizing the need to probe issues, make sense of situations, and respond appropriately when governing complex education systems.

1. Complexity: the case of
development interventions
aimed at changing institutional
level curriculum
CERI conference on
Innovation, governance and reform in education
2014 November 3-5
Gábor Halász
ELTE University, Budapest

2. The complexity problem
• Two key questions raised by the GCES
project of CERI
– Are education systems complex systems?
–What are the implications?
• Understanding the difference
between the complicated and
the complex
– Difference in predictability
– Difference in control

3. Implications for governance
• Approaches based on general legal
regulation have to be complemented or
replaced by new approaches, such as
– Empowering key agents
– Using incentives („nudging”)
– Providing feedback and enhancing learning
– Intensive monitoring and intervening when necessary
– Building trust
– Managing risks
– Using targeted development interventions

4. The example of
curriculum change
• Curriculum development
and complexity
• Targeted development
interventions in the field
of curriculum:
a national case

5. Some implications
• PROBE
• SENSE
• RESPOND

6. Thank you for your
attention!