Abstract
This article advances the case for an ‘endogenous systems leadership’ approach to the provision of inclusive and equitable quality education for all in times of crisis. It draws on theoretical work which addresses complexity in education systems, systems leadership in education, coloniality within education, and international partnerships in low- and middle-income countries (LMICs) to propose an endogenous systems leadership framework. This is developed and illustrated with reference to three UNESCO International Institute for Educational Planning (IIEP) case studies on the leadership of education during crisis, in Burkina Faso, Jordan, and Kenya, respectively. The framework incorporates the recognition of education as a complex system and responds to the need to democratize governance for inclusive and equitable provision. The article identifies opportunities for national and international actors in LMICs to deliver on such an approach through heuristics to inform dialogue and decision-making in relevant policy, practitioner, and research communities.