The phrase “education transformation” has become a staple of policy documents, conference themes, ministerial speeches, and strategic plans.

Governments promise it. Schools aspire to it. International organisations advocate for it. Yet, amid the enthusiasm, an important question remains: What does education transformation truly mean?

Far too often, transformation is mistaken for modernisation. A school receives new computers, installs smart boards, or adopts an online learning platform, and suddenly it is described as "transformed".