An Innovative strategy to re-build trust in educational governance systems after 40 years of English destabilising rapid reforms

The paper explores the relationship between levels of equity and levels of trust in the English education system from 1944 to 2018. The conceptual framework is that of centralised and decentralised decision making in education governance systems taking a socio-historiographical approach. Evidence reveals the impact of rapid government-initiated reforms is system losses of valuable resources, and decreased morale of key change implementers. An innovative strategy for self-governance is presented with Intended Learning Outcomes (ILOs) that education system community members can (a) make observations, (b) develop/affirm beliefs, (c) develop methods to critique and test externally imposed rapid change and theories that inform good acts; (d) test for proof of concept, (e) develop principles of self-governance and trust in governance systems. Research to test proof of concept is recommended.