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We sit together, and share what we can't do alone.Leader of Learning, Rwanda OVERVIEW This chapter offers new empirical evidence on the characteristics of collaborative professional relationships, and how these relationships can function to bring about positive education system change. It argues that collaborative professionalism is one example of systems thinking that can be applied to the field of education development, and to large-scale change management in the Global South. By collaborative professionalism, we refer to peer professionals -in this case teachers or headteachers -working together in network structures, such as communities of practice (CoPs), to share learnings and improve their practice. By education system, we mean the people, processes, relationships, resources and institutions that interact to deliver education outcomes (DFID, 2018).The chapter provides a synthesis of emerging empirical evidence from three settings -in Kenya, India and Rwanda -to illustrate the characteristics of collaborative professionalism in contexts where it has been applied at scale to bring about shifts in learning outcomes.Leading academics recognise that public sector reforms often fail to translate policy into practice, and they call for a better understanding of 'how change happens'. In other words, there has been a push for

This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.

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