What's more important is that human mind is subjected to 'seizure' and 'closure'. 'Seizure' - to arrive att conclusion; 'Closure' - to believe that it's the solution and closing oneself to other possibilities. This results in deeprooted beliefs about causes and solutions.
[My book does such analysis focusing on breaking through NFC biases. Download softcopy for free here. Order hardcopy here.]
How to do that? Give a particular food, instead of just reporting that it isn' being useful, find out the enzymes that are required to digest it and see what's missing and fix that. Consider another food, repeat the process and over the type you built a functioning digestive system.
This approach, while still requires food, considers it only as secondary. The primary emphasis is on enhancing the capacity, in other words, it pursues reform with enhancing capacity as the anchor.
Similarly, in the case of education, while we start with a promising idea, it is essential to identify the types of capacities required to make it work, check if the system has such capacities, try to build that capacity, see if the capacity is built by using the promising idea as an instrument. Slowly, in this manner, while trying to make the idea work, but with emphasis on building the necessary capacities, we are enhancing the long-term capacity of the system. This approach has enhancing capacity as the anchor of reform and idea is only secondary.