Country level relevance
1. How do we articulate our vision/concept for development of our country? Where is the vision/concept articulated? How and with whom is the vision/concept shared? Where is the evidence of a shared understanding of this vision/concept? How is the vision/ concept operationalized? Where is the evidence that it informs our general education system? What are the mechanisms for keeping the vision/concept current?
2. What are the key dimensions of the operational definition of the development concept? Who gets involved in this operational definition? Where is the evidence of their involvement?
3. Where in the country does the responsibility for operational conceptualization of development lies? How do these loci of responsibility interact with and inform the strengthening of the development relevance of the general education system? How adequate and sustainable are the response mechanisms?
4. How is the responsiveness of our general education system to our concept of development ensured and sustained? Where is the evidence of this sustained responsiveness?
5. How is the general education system positioned to benefit from national development? How is the education system positioned/ ranked among key levers of national development?
Labor market and world of work responsiveness
1. What are the mechanisms for ensuring labor market/world of work responsiveness of general education? Where is the evidence that these mechanism work?
2. How do we attain and sustain labor market / world of work responsiveness? What are the key markers of labor market / world of work responsiveness? Where is the evidence of this sustained relevance?
External global level responsiveness
1. How do we ensure and sustain the general education system responsiveness to global development challenges and opportunities? Where is the evidence of sustained global relevance?
2. How is the general education system positioned to benefit from global development opportunities? How is the education system protected from global development threats?
External individual level responsiveness
1. How do we ensure that the general education system optimally responds to development needs of individual learners, to their aspirations and to the aspirations of their families, households and communities? How does the system learn about these levels of needs and aspirations? Where is the evidence that these mechanisms work?
Internal system coherence and responsiveness
1. What are the mechanisms for ensuring that different levels of the general education system are internally coherent, support each other and mutually reinforce each other? How do we ensure that different aspects of the general education system internally cohere, support and mutually reinforce each other?
2. How do we support learner transitions between levels of the general education system and across the same levels of different pathways?
