Strengthening Teachers and School Principals' Capacity for Scaling Innovation from the Bottom Up in the Education System in the Caribbean
Project Abstract
This project explored how bottom-up innovation—led by teachers and school leaders—can improve education systems in Haiti and Saint Lucia. Using a human-centred design (HCD) approach, educators were trained to identify challenges, prototype solutions, and collaborate with administrators to scale promising ideas. The initiative aimed to build capacity for grassroots innovation and embed it within national education strategies.
Evidence showed that teacher-led innovation improved instructional practices, increased teacher motivation, and fostered stronger collaboration across education hierarchies.
Findings emphasized the importance of context-sensitive approaches to innovation and scaling.
Project Details
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Project Impacts: Policy and Practice
Impact: Policy & Practice
The project led to institutional and policy-level changes in both countries, with strong uptake by education stakeholders.
Haiti
- Launch of the Centre for Social Innovation at Université d’État d’Haïti to sustain and expand grassroots innovation.
- District education offices endorsed teacher-led innovation and supported scaling of promising projects.
- Ministry officials publicly recognized the value of teacher-led innovation and committed to future collaboration.
Saint Lucia
- Ministry of Education adopted a mission-led innovation strategy, identifying boys’ education as a national priority.
- Creation of the Caribbean Innovation and Leadership Lab to support ongoing teacher-led innovation and capacity building.
- Local funding (e.g., Saint Lucia Bankers’ Association) enabled low-cost prototyping and scaling of teacher-generated solutions.
Across both countries, success was driven by sustained engagement with ministries, universities, and civil society organizations.
