Our Framework of Change is closely related with the visions advocated by our partners:

The Weaving Academy is a global community of weavers and other change leaders who are weaving empowering ecosystems for universal wellbeing.

1. UNIVERSAL WELLBEING – What does it mean to thrive?
2. THRIVING IN THE NEW WORLD – What do we have to contend with to move towards Universal Wellbeing?
3. BEING WELL AND DOING GOOD – How does human action influence Universal Wellbeing?
4. BEING EMPOWERED TO PRACTICE CHANGEMAKING – What does it mean to live for Universal Wellbeing?
5. BECOMING EMPOWERED TO PRACTICE CHANGEMAKING – How do people become empowered to live for Universal Wellbeing?
6. EMPOWERING LEARNING ECOSYSTEMS – What systemic changes are necessary to empower everyone to live for Universal Wellbeing?

As a key step in our formation, we decided to weave a gathering of change leaders in Lyon, France, over 4 days, at the end of January, 2018. 

To maximise our impact in Lyon, we organised our GCL gathering to dovetail with a Learning Festival and other public events across Lyon Metropole. These events engaged those who are concerned with the transformation of education: children, parents, educators, policy-makers and more.

This video from Andreas Schleicher is a great introduction.


Lyon Metropole committed to establishing a learning ecosystem prototype, adopting a collective impact approach across the region. 

Summarizes two years of GEF journey that involved hundreds of educational leaders on five continents. We identify focal points of systemic transformation that may bring education of the future into reality, and lay out the framework for education as a vehicle for intentional evolution of humankind.

  • A Paradigm Shift
  • Transitioning towards Learner-Centred Education
  • Educational Ecosystems
  • Education for Intentional Evolution & Thriveable Futures

By Pavel Luksha, Joshua Cubista, Alexander Laszlo, Mila Popovich, Ivan Ninenko.

This report, prepared jointly by GEF and WorldSkills Russia as a part of the ongoing four-year research project on “future skills”, presents the vision of transformation of professional skills and job markets around the globe.

  • Key trends defining future of work
  • Sectoral changes of economy
  • Changes in jobs
  • The problem of transition
  • Skills of the 21st century
  • Education of a complex new world

By Ekaterina Loshkareva, Pavel Luksha, Ivan Ninenko, Ivan Smagin, Dmitry Sudakov.

  • Reimagining Learning. At Scale.
  • Innovation, Equity and Scale.
  • Stories of Human-Scale at Scale.
  • From Engineers to Gardeners.
  • What Now, What Next?

By Tom Beresford

A Collaborative Approach to Learning and Health. ASCD’s Whole Child approach is an effort to transition from a focus on narrowly defined academic achievement to one that promotes the long-term development and success of all children. We help educators, families, community members, and policymakers move from a vision about educating the whole child to sustainable, collaborative action.

The Whole School, Whole Community, Whole Child Model.

Whole Child Approach, Whole Child Tenets. Whole Child in Action.

ASCD School Improvement Tool.

  • Learn why we need a collaborative approach.
  • View examples and ideas for implementation.
  • Review the 10 school health components.
  • Read about the model in the Journal of School Health.
  • Learn about incorporating health and wellness into school improvement plans.
The Brookings Institution is a nonprofit public policy organization conducting in-depth research that leads to new ideas for solving problems facing society.

  • Reports
  • Blog
  • Books
Global Education Leaders Partnership (GELP): A global movement redesigning education.
  • System leadership in action.
  • Systems under pressure.
  • Thought Leadership and a call to action.
  • Transforming Leaders.
  • Transforming Learning.

By Valerie Hannon, Tony Mackay.

  • Education transformation — consequences of main drivers that “won’t go away in next 20 years”: Digitalization; Turbulence; Need for transition towards sustainable civilization.
  • The new curriculum — “classical” 21st-century competencies (e.g. 4C or “empathy”) are necessary but insufficient.
  • Change of assessment model is critical because systems deliver things that are measured.
  • To bring us into the new educational model (learning for life, learning for new knowledge-based economy, learning with digital platforms and “digital twins” etc.), “learner agency” becomes central.
  • Educational ecosystems are “cities / communities that learn”, as a variety of interconnected learning spaces and experiences beyond existing educational institutions. Ecosystems increase personal, collective and communal value of learning in complex society.
  • New models of governance suitable for complex society. Replacing “top-down” approach with “bottom-up” approach; Creating “loyalty to change”; Leveraging communities of innovation; Multi-stakeholder approach.By GELP & GEF