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- Vol 6 RE: Chapters 1, 2, 5, 9, 10, 11, 14, App D
whole-system improvementsocial intelligencemachine intelligenceeducational equitysystemnesscollective responsibilitywellbeingshared accountabilityReport Evidence summaryAt a glance
Fullan proposes four mutually reinforcing “right drivers” for whole-system educational improvement, each contrasted with a dominant but inadequate alternative. Wellbeing and learning should be pursued together rather than subordinating broad development to an academic obsession.
Key ideas
Social intelligence—people learning and acting collectively—should complement and guide machine intelligence. Equality investments should replace austerity and unequal access to capability-building resources. Systemness, in which participants identify with and improve the whole, should counter fragmentation and isolated competition. The drivers are not separate initiatives or a checklist; their value lies in reciprocal interaction and coordinated action across schools, communities, and policy levels. Fullan argues that accountability, technology, and academic goals are not rejected, but become productive when positioned within relationships, equity, learning, and shared responsibility.
Why it matters
Written amid COVID-19 disruption, the report frames crisis as an opening for transformation while acknowledging that implementation requires sustained capacity, local participation, and learning. It offers a strategic argument rather than controlled evidence that the complete framework causes system success.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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