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
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