Abstract This paper has two purposes: first, to investigate centre- periphery, and within-school relationships and processes by which Vietnam schools undertake system reform implementation; second, to develop the explanatory power and complementarity of two theories – complex adaptive system theory and loose-tight coupling. Main findings - schools’ internal enablers driving reforms were shaped by external enablers; a plethora of internal enablers then worked in concert to implement the intended reforms (eg. the take-up of student-centred teaching and learning); in the local adaptation process, school culture and professional development were pre-eminent. Conclusions – complex adaptive system theory was validated in how Vietnam schools locally adapted policy.

中文翻译：

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实施教育体制改革：学校教与学改革的地方适应

摘要 本文有两个目的：第一，考察越南学校实施体制改革的中心—边缘、校内关系和过程；第二，发展复杂适应系统理论和松紧耦合两种理论的解释力和互补性。主要发现——学校推动改革的内部推动因素受到外部推动因素的影响；然后，大量内部推动者协同工作以实施预期的改革（例如，采用以学生为中心的教学和学习）；在适应当地的过程中，学校文化和专业发展尤为突出。结论——复杂适应系统理论在越南学校如何适应当地政策方面得到了验证。