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Education Reform Commissions

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Education reform commissions are bodies or committees established by governments or educational institutions to evaluate, propose, and implement changes in the education and other systems that work with and within schools. These commissions are typically composed of educators, policymakers, researchers, and other stakeholders in the field of education. Their primary goal is to identify areas for improvement within the education and other systems and develop strategies to address them. Commissions often address the social, economic and political context of their jurisdictions as well as identify the urgent or significant social, technological, economic, environmental, or political events or trends that have prompted the government to create the commission. This may involve reforms in curriculum, teaching methods, assessment practices, funding mechanisms, governance structures, student services and partnerships with other ministries, or other aspects of education or social policy. The recommendations made by these commissions can have significant implications for the future direction and quality of education within a particular jurisdiction.

Commissions often identify and promote educational strategies and pedagogy that will better meet the needs of students in the next several decades. In the later part of the 20th century, these included requiring and supporting all students to attend school, providing free public education, governments taking control of education from churches and communities, modernizing and standardizing curricula and teacher qualifications,and others. In the early part of the 21st century, these educational changes will likely include a student centered focus, offering a broad range of learning opportunities in core curricula, and alternative forms of schooling (including remote and online learning), implementing statements of generic student competencies and student agency, increasing benefits, career planning and professional motivation of classroom teachers, diversifying the education workforce (including the professionals in schools employed by other ministries & agencies), ensuring  well-defined scope and sequence learning in subject curricula (formerly provided by textbooks), expanding the use of inter-disciplinary, experiential, individualized and online learning, delegating educational authority to indigenous and minority cultural communities and others.

The impact of effective education reform commissions is usually evident (or not) several years after their report (often after the government has implemented many of its recommendations and has been re-elected or a new government has decided to continue the reforms (or not). These impacts should include significant changes in students attending and graduating from primary or secondary schools, the balance among the goals or functions of schooling (academic, vocational, socialization,custody, and social placement), the governance structures of the public school system, changes to the teaching profession, and linkages to social, political and economic changes within society.

Select the "Encyclopedia Entry" tab on this page (above) to read more about education reform commissions, including characteristics and examples of effective commissions.

This draft Glossary Term was first posted in January 2024 using "excerpts" from credible sources as well as draft text prepared by AI (ChatGPT). See a record of our prompts and the AI responses). In our discussions, we will revise this Glossary Term it into a "first"and subsequent drafts" and "eventually into "first edition" version. The following individuals or organizations have contributed to the development of this topic.
We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: 
Education reform commissions are bodies or committees established by governments or educational institutions to evaluate, propose, and implement changes in the education and other systems that work with and within schools. These commissions are typically composed of educators, policymakers, researchers, and other stakeholders in the field of education. Their primary goal is to identify areas for improvement within the education and other systems and develop strategies to address them. Commissions often address the social, economic and political context of their jurisdictions as well as identify the urgent or significant social, technological, economic, environmental, or political events or trends that have prompted the government to create the commission. This may involve reforms in curriculum, teaching methods, assessment practices, funding mechanisms, governance structures, student services and partnerships with other ministries, or other aspects of education or social policy. The recommendations made by these commissions can have significant implications for the future direction and quality of education within a particular jurisdiction.

Commissions often identify and promote educational strategies and pedagogy that will better meet the needs of students in the next several decades. In the later part of the 20th century, these included requiring and supporting all students to attend school, providing free public education, governments taking control of education from churches and communities, modernizing and standardizing curricula and teacher qualifications,and others. In the early part of the 21st century, these educational changes will likely include a student centered focus, offering a broad range of learning opportunities in core curricula, and alternative forms of schooling (including remote and online learning), implementing statements of generic student competencies and student agency, increasing benefits, career planning and professional motivation of classroom teachers, diversifying the education workforce (including the professionals in schools employed by other ministries & agencies), ensuring  well-defined scope and sequence learning in subject curricula (formerly provided by textbooks), expanding the use of inter-disciplinary, experiential, individualized and online learning, delegating educational authority to indigenous and minority cultural communities and others.

The impact of effective education reform commissions is usually evident (or not) several years after their report (often after the government has implemented many of its recommendations and has been re-elected or a new government has decided to continue the reforms (or not). These impacts should include significant changes in students attending and graduating from primary or secondary schools, the balance among the goals or functions of schooling (academic, vocational, socialization,custody, and social placement), the governance structures of the public school system, changes to the teaching profession, and linkages to social, political and economic changes within society.

Here are some of the characteristics of effective education reform commissions:
  • Relevance: commissions should explicitly describe the social, economic and political context of their jurisdictions as well as identify the urgent or significant social, technological, economic, environmental, or political events or trends that have prompted the government to create the commission (1). In the 20th century, these included rapid construction of schools as the industrial revolution sent both parents to work, increased need for state planning and large corporations, especially after the world wars, and the ensuing increased birth rates, In the early 21st century, these include the climate crisis, wars and conflicts/national security, knowledge-based/gig/self employment/big data driven industries, social media/self-publishing and artificial intelligence, breakdowns of social cohesion and political systems, local, national and global infectious disease outbreaks/pandemics, reduced or extreme influence of religion in many societies, reduced birth & marriage rates and liberation and reconciliation movements to correct the social injustices of the past. 
  • Educational Coherence: Commissions should identify and promote educational strategies and pedagogy that will better meet the needs of students in the next several decades. In the later part of the 20th century, these included requiring and supporting all students to attend school, providing free public education, governments taking control of education from churches and most local communities, modernizing and standardizing curricula and teacher qualifications, adopting the theories of educational researchers such as Dewey and Friere, adding vocational and employment to the social and basic literacy functions of schooling, supporting at risk students, rapid expansion of post-secondary education and its influence on secondary schooling and others. In the early part of the 21st century, these educational changes will likely include a student centered focus, offering a broad range of learning opportunities in core curricula, extended educational activities and alternative forms of schooling (including remote and online learning), revising traditional curricula and teaching/learning strategies to implement statements of generic student competencies and student agency, increasing benefits, career planning and professional motivation of classroom teachers in response to low teacher morale and teacher retention rates, diversifying the education workforce (including the professionals in schools employed by other ministries & agencies, ongoing need for well-defined scope and sequence learning in subject curricula and textbooks while expanding the use of inter-disciplinary, experiential, individualized and online learning, delegating educational authority to indigenous and minority cultural communities
  • Inclusive: Commissions should include a diverse range of stakeholders such as educators, policymakers, parents, students, community leaders, and experts from various relevant fields. This ensures that a wide array of perspectives is considered in the reform process.
  • Research-Based Approach: Commissions should base their recommendations on thorough research and evidence-based practices. This may involve reviewing existing literature, analyzing data, conducting pilot programs, and consulting with experts in education and related fields.
  • Clear Mandates, Goals and Objectives: Commissons should have well-defined mandates, goals and objectives for the reform effort, with specific targets and timelines for implementation. These goals are often aligned with broader educational objectives, such as improving student achievement, reducing disparities, or enhancing workforce readiness.
  • Collaborative Decision-Making: Commission should foster a collaborative decision-making process, where all stakeholders have opportunities to contribute ideas, provide feedback, and participate in discussions. This collaborative approach helps build consensus and buy-in for proposed reforms.
  • Transparency and Accountability: Commissions should operate with transparency, providing regular updates on progress, sharing information with the public, and soliciting feedback from stakeholders. They also establish mechanisms for accountability to ensure that reform efforts are effectively implemented and evaluated.
  • Flexibility and Adaptability: Commissions should remain flexible and adaptable in response to changing circumstances, emerging research findings, and feedback from stakeholders. This allows them to adjust their strategies as needed to address challenges and capitalize on opportunities.
  • Sustainability: Commissions should prioritize reforms that are sustainable in the long term, considering factors such as funding sources, capacity-building efforts, and institutional support structures. Sustainable reforms are more likely to endure beyond the tenure of the commission and have lasting impacts on the education system.
  • Monitoring and Evaluation: Commissions should establish mechanisms for monitoring progress and evaluating the impact of reforms. This may involve collecting data on various indicators, conducting periodic assessments, and engaging in continuous improvement processes to ensure that reform efforts are effective and responsive to evolving needs.
  • Impact: The impact of education reform commissions should be evident after a few years and can extend to decades. These impacts should include (i)  significant changes in students attending and graduating from primary or secondary schools, the balance among the goals or functions of schooling (academic, vocational, socialization,custody, and social placement), the governance structures of the public school system, changes to the teaching profession, and linkages to social, political and economic changes within society.(
By embodying these characteristics, education reform commissions can play a vital role in driving positive change and improving the quality and equity of education systems.

There are several examples of national education reform commissions that have had a significant impact:
  1. National Commission on Excellence in Education (USA): Established in 1983, this commission produced the influential report titled "A Nation at Risk," which highlighted concerns about the quality of education in the United States. The report spurred widespread discussions and reforms aimed at improving standards, accountability, and outcomes in American schools.
  2. National Council of Education (Brazil): Brazil's National Council of Education was established in 1995 to oversee and guide educational policies and reforms. It has played a key role in shaping Brazil's education system, including efforts to expand access to education, improve teacher training, and enhance the quality of learning outcomes.
  3. National Curriculum Development Centre (Uganda): The National Curriculum Development Centre (NCDC) in Uganda has been instrumental in developing and revising the national curriculum to align with educational goals and priorities. It has led initiatives to promote inclusive education, enhance teacher capacity, and integrate new approaches to teaching and learning.
  4. National Commission for the Protection of Child Rights (India): Established in 2007, this commission focuses on safeguarding and promoting the rights of children, including their right to education. It has advocated for policies and programs to address issues such as child labor, child trafficking, and barriers to education access, contributing to improvements in India's education system.
  5. National Commission for Academic Accreditation and Assessment (Saudi Arabia): This commission was established in 2004 to ensure quality assurance and accreditation in higher education institutions across Saudi Arabia. It has developed standards, guidelines, and evaluation processes to enhance the quality of academic programs and promote continuous improvement in the higher education sector.
  6. National Education Commission (Sri Lanka): Sri Lanka's National Education Commission was established in 1991 to provide guidance and oversight for educational reforms and policies. It has played a crucial role in initiatives to improve access to education, enhance teacher training, and promote equity and inclusion in Sri Lanka's diverse education system.
End Notes
(i) McCall D (1982) Evolution and Revolution: Secondary School Changes for Ontario and Quebec, McGill Journal of Education 17(002) pages 111-118



This draft Glossary Term was first posted in January 2024 using "excerpts" from credible sources as well as draft text prepared by AI (ChatGPT). In our discussions, we will revise this Glossary Term it into a "first"and subsequent drafts" and "eventually into "first edition" version. The following individuals or organizations have contributed to the development of this topic.
We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: 
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