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CREATION OF A SYSTEM THAT SUPPORTS THE CURRICULUM CHANGE

 

CREATION OF A SYSTEM TO SUPPORT CHANGE CURRICULUM

Introduction

In daily life changes in the rules, roles and relationships of life than controls corresponding demand people change their behaviors. In regard to real structural changes that the demands are even greater because it requires re-organization complete systems of value and that the rules of life of people. No wonder it is so difficult to change. Real structural changes such as changing curriculum, often challenge traditional views of educational stakeholders and meet with much resistance. It is no surprise that a director who would have stood out as a figure boost when the control in a more participatory environment change has to unlearn much to survive, much less excel in a more supportive and less authoritarian.

Resistance to curriculum change is not a new phenomenon. In 1939, a satire that is applied in the United States which included the famous "Syllabus saber-toothed ". It focuses on a prehistoric tribe whose curricular change efforts met with much resistance. In an attempt to survive if drastic alterations The following changes were made in the curriculum to ensure more and better food, shelter, clothing and security, would be changes in the field, from basic materials original fish-grabbing with bare hands, clubs and woolly horses scare the tiger with a fire on new issues such as net making, antelope and bear braking murder. Learning experiences now integrated with the students play with sticks, bones and stones.

This met with resistance of the scholars who advocate maintaining the original themes, arguing that the essence of true education was its timelessness. They did not understand how the new skills, such as clothing Antelope networking and braking, could replace older methods such as the prized catch fish with bare hands, woolly-horse-clubbing and tiger frightened by the fire. Methods alternative diagnosis such as formative evaluation and impact assessment was considered a threat to their customary methods summative evaluation. According to Hooper (1971) such resistance to curricular change occurs as a result of the misconceptions of people about the change. Many education stakeholders do not understand the concept of change curriculum, its process and values. The managers of curriculum change that is supposed to sensitize and guide them in achieving success have also failed to create systems to support curriculum change.

In this paper the author discusses ways to create a system that supports the curriculum change. The following questions will guide the discussion;

1. What is the curriculum change?

2. Why should there be a change in the curriculum?

3. Why change curricular meet with a lot of resistance?

4. What are the strategies in creating a system that supports the curriculum change?

5. How can managers Curriculum build a system driven by proven effective curriculum change?

6. Is it possible to balance change with tradition to reduce the magnitude of the resistance to curriculum change?

 

Curriculum Change

What is the curriculum change? To answer another question many may ask questions like - what happens when the change occurs, which is the source of change? Can people predict the consequences of change? Can the control of educators, the changes directly to the same effect? Bondi, J. & Wiles, J (1998) argue that education managers have some degree of control over the process of change if they understand the nature of change. Understand the concept of change and different exchange rates, gives freedom of individuals to identify opportunities for change. They also help to realize that although you can not predict the results change, can do better "guess" estimates of their results.

Where, curricular change is generally defined as the transformation of curriculum system, for example, its design, objectives and content, we must realize that each curriculum change is necessary to have clarification about the parameters change. Educators need to be cautious in the adoption of definitions that describe the curriculum change as curriculum change the complete transformation of the curriculum (Hooper, R. (1971). Curriculum change can occur in three levels of minor, medium and large. Minor changes may be part of reordering the sequence of content materials or learning activities or simply the addition of an item or method for the instructional program. Medium changes may include an innovation and integration of subjects, a new theme or a new approach to the existing object. The main changes will affect many aspects of the curriculum, for example, the content, approaches methods, materials, subtract or add to what already exists. It can also change in conceptual design and planning organization called new Shiundu, JS, omul, SJ (1992)

Reasons for curriculum change

There will never be perfect curriculum for all ages. The environment is constantly changing and this creates new needs in society, the curriculum must change continually to meet these needs. Since the school is a social system in the service of society changes in society undoubtedly bring changes in the school curriculum. Consequently, changes in the community, population, and professional staff need to be reflected related changes in the school curriculum, and directly altering the student's needs, interests and attitudes. Therefore, the main goal of curriculum change is improve learning (Bondi, J. & Wiles, J., 1998).

In addition, educational change is among the variety of social changes. In itself, is a function of change in society. This supports the view of education as an agent of social change. In this case the curriculum change is necessary for broader changes in society.

Resistance to Change Curriculum

When curriculum authorities and bureaucrats attempt to introduce change curriculum in schools, education stakeholders to respond by opposing the new changes. Teachers often experience periods of commitments before returning frequently practices firmly entrenched and waiting for the next innovation. Your personal learning can lead even the necessary changes (MacDonald, D. (2004); Hipkins, R. (2007). There are cases where changes are introduced into the fashions that are played in the rivalry between the teachers, for example, when the shift comes to promotion to some while undermining the roles of others. Sometimes change interferes with the school routine and cause an additional burden on teachers and administrators.

Whenever opinions of influential people or openly, as politicians and government appointed by education are taken into account, there would be mass protests against the change. A Although these individuals lack the skills curriculum, which have the political will and contextual support vital factors in determining the application such as funding and consent to the new programs Grube, P., Ready, M., Harald, S., Justin, Z. http://www.cs.mu.oz.au/ .)

Another factor that may contribute to resistance to curriculum change is the lack of participation of the community, especially parents, in the initial plans for change. Research has shown that curriculum change can succeed only if community members are actively involved Montero Sieburth, M. (1992). According Zais (1976) people usually resist change for fear of failure. Comfort with the familiar routines and psychological tail rigid and authoritarian systems creates discomfort with suggested changes. Given that curriculum change has social implications of values, and values are in the process of change, curriculum change more gradually come pressure for change.

Strategies to create a system that supports Curriculum Change

In the traditional literature on organizational culture, culture and change are shown as polar opposites, culture acting in opposition to change. Despite the resistance appears to be part of the typical school culture, transformational leadership can promote school reform through the maintenance of working arrangements, such as collegiality, experimentation, high expectations, trust and confidence, tangible support, appreciation and recognition, care, celebration and humor, protection and participation in making decisions, traditions, and honest and open communication (Glickman, CD, 2004).

Confidence is a prerequisite for achieving all the above items are required to support curriculum change without relations in the management of plaice and will not have unified support for change. In order to have confidence, the curriculum manager must build an education system rooted in respect, personal respect and integrity. (Bryk & Schneider, 2002). Cultures of collaboration and collegiality are promoted in an environment that encourages interaction and participation, interdependence, shared interests and beliefs, concern for individual and minority views and significant relationships (Zepeda, SJ, 2007).

It is possible to overcome resistance to change and bring about changes in the structural programs if the systems support are established. These systems not only can be sold, must be marketed. In general, the concept of "sales" begins with a product and attempts to persuade potential customers need. Marketing curriculum should begin to sensitize stakeholders on the need for change. Once converted, the production philosophies and capabilities must be tailored to their needs and values to make more effective marketing. It is a mistake to approach change as a security solutions to existing problems. "The agreement quick fix" usually does not work and could cause further resistance Sierburh Montero, M. (1992).

In order to meet the needs and values of future customers, educational leaders need to raise and answer the following questions

- If a specific change is adjusted, how the structure of the various divisions values being influenced?

- Are these values apply to all groups or personal limitations?

- How could the proposed changes are managed to maximize the desired values?

- If the change is not possible, how the conditions could be altered to make the change?

Answering these critical questions will require educational leaders to be familiar with the nature of change to be implemented and a vision of equality in values and needs of groups affected by the change. It is important to note that support groups are key figures in the opposition to change, and development taste for the restructuring. The leader has to identify the target groups that are crucial to influence change. Some of the individuals critical of this group are teachers, and teacher organizations, school administrators, school boards, parents, civic, business, political leaders and taxpayers in general (Schlechty, P. & Bob, C. 1991).

Among these groups, the key to the "markets" for change are the individuals, groups or organizations must modify their behavior to give up vested interests or to provide funding for the change. Since the issue of support in the center registers any change curriculum, with certain requirements to be met to win the support of educational stakeholders.

a) teachers to gain support

Compliance needs of teachers is a way to get support for curriculum reform. For teachers to change is a crucial need for recognition and affirmation - Affirm the importance of peoples for the future of a company not only they claim, it also says the company. Second, recognizing their need for support collegial interaction, the intellectual variety and success in the proposed changes will make a positive difference in their attitudes (Schlechty, P. & Bob, C. 1991).

Additional support can be achieved by recognizing and addressing the various stages and expressions of the concerns of teachers. This range from awareness raising, information, clarify the involvement of teachers in terms of resources you need, he may need work, how their ideas can be in cooperated and the desired effects come. A forum on the basis of hearing, recognize and commend the success is more likely to be productive. (Glickman, CD, et al. 2004; Balflour, L & Mackenzie, A., 2009).

The enthusiasm is ensured when teachers are actively involved in the process of change, and feel assured that their suggestions and opinions will be taken seriously. Moreover, the guarantee of collegiality is vital for teachers as initiators of change. They need to be confident that by working together, will be routine matters managed while they are busy with the process of change. It is also important to improve the skills of teachers and to hire additional staff to share the burden can be caused by other programs, methodologies and registration. Curriculum supervisors should be aware that the use of "seasonal" or auxiliary staff and the bad not enough qualified teachers to achieve expected to curricular changes. Grube, P., Moffat, A., Sondergaard, H., and Zobel, J. http / / www.cs.rmit.edu.au/

According to Cheng (1994) the manager of curriculum requires teachers in the following ways to ensure their cooperation in the process of change;

1. Provided human resources in terms of participants time, experience, knowledge and skills for better planning and implementation of changes or curriculum.

2. Produce high quality decisions and plans for change by invoking different perspectives and experiences.

3. Promote greater responsibility, accountability, commitments and support the implementation and outcomes of curriculum change.

4. Develop cultural meanings and contributing to team spirit and integration organizational school.

5. Provide opportunities for individuals and groups to enrich their professional experience and seek professional development

6. Provide more information and opportunities to overcome the technical and psychological resistance to change inefficient practices at different levels.

Acceptance of program changes without much resistance also requires that teachers be allowed to operate in an environment of academic freedom. An environment in which to grow, stimulating gain and exploring new horizons. It is the responsibility of the curriculum manager to create and maintain such an environment you can wake up and accommodate curriculum change (Holmes, AF, 1977).

b) Enlist the support of other education stakeholders

Once teachers are on board, other educational stakeholders must also be persuaded to accept the change is intended. It is essential to gain the support of parents, labor leaders, business leaders and political influence curriculum school policies and actions. The values and needs of these groups outside not be easy to identify and meet, but Attempts should be made to maximize their satisfaction. As much as their needs vary from one another, it is essential that teachers learn to listen and hear what each is saying (Shiundu, JS & omul, SJ, 1992). For example, parents should be heard and answered - which asked about how their children will benefit curricular reform proposal. Business leaders, political activists and other community members may want to be convinced that the new curriculum provide opportunities for students to learn what is socially and culturally valuable. As parents, these groups simply want to ensure that schools continue doing as they want to perform.

c) Student Support

In this process it is not prudent to ignore students they are the direct beneficiaries of curriculum change. The success of curricular change depends largely on the extent to which they agreed to embrace change. The first step in formulating objectives and content for the new curriculum is the establishment of student needs, the concerns, interests and attitudes to change sought.

If the direction of change all this, then they are likely to accept it. If no alterations shall be made, so that no child is willing to learn things that are interesting and none of their concern. Referring to American students today, Kauchak, D. & Eggen, P. (2009) recommends changing curriculum that will address changes in students, with regard to sexuality, substance abuse, obesity, crime and violence, and neglect.

Building a results-driven system for effective curriculum change

When curriculum change is accepted people want to see improvements immediate in the learning process. Unfortunately, not always the case. Often the curriculum change programs is based on a large scale, vague expectations, and overall results not to link cause and effect and confuse the actual improvement activities. Educators need to build a system of results-oriented assessment showing improvements from of the changes implemented. In sharp contrast to the work programs, Robert, H. & Thomson, HA (1992) found that improvements are results-oriented best that long preparation rituals and aims to achieve measurable benefits quickly. They are more likely to have an impact on both short and long term results of the organization. Why?

- Results of the innovation-driven approaches are applied only when necessary. They avoid over-investment that gives school with a mixture of improvements, activities, and focus on incremental innovations only when specific goals are compatible.

-driven approaches results in a gradual way thus allows for testing to determine what really works. The constant evaluation is done to monitor how each improvement strategy contributes to performance improvement at all. This enables rational decision-making during the implementation phase.

- Knowledge of what is working well reinforces the effort and energize the process of improvement. This is based on the notion that the success inspires more success as it contributes to a "between the agents of change.

- Change driven by the improvements that are implemented gradually tend to establish a continuous cycle of organizational learning. Using additional projects as testing grounds and closely monitor results, leading to a gradual improvement in general throughout the curriculum and creates a spirit of experimentation and further improvements in the future.

Tips for Strategic Management of outcome-driven programs

The lack of strategic leadership in the task of change depending wither or diffuse ago (Carless, D., 2002). The following tips have been suggested by Schaffer, R. & Harvey, AT, (1992);

- The manager has to ask each unit to set and achieve some ambitious goals for the short-term performance.

- Periodically review progress, capture lessons are learning as it is necessary to reformulate the strategy.

- Institutionalize the changes that are effective and discard the rest.

-Create the organizational framework that encourages workers to identify critical needs and challenges facing the organization.

results-oriented projects are more productive when results are built around the main themes of integration. Research has shown that efforts to restructure the vicinity of the issues or a vision to achieve more lasting change than those loosely understood. Effective configuration management is a vision that aligns all involved in the change curriculum to work together. Topics such as teacher collaboration, quote-based management, interdisciplinary learning, and school-community partnerships are often used by activists of curriculum change. If the change is seen to be thematic, multi-stakeholder support is l (Norris, CA, and Charles, MR, 1991).

 

Change to Balance Tradition

In order to get support for curricular change to balance change and tradition should be the new theme of the overall education reform. This argument is based on the premise that education is the reproductive system of society, the means by which social norms, culture, beliefs, values and aspirations are transmitted from generation to generation. True education should prepare individuals to become productive members of society, how to embrace the company standards and practices.

Consequently, curriculum change must meet the current needs and concerns of society as expressed in its values, norms and aspirations. Otherwise, (curriculum change) is like a wave lashes incessantly the rock (traditions) with no success. As noted Rotberg, IC (2004) a nation or society's priorities are normally reflected in its educational system. As a result, when a company experiences major social, political, demographic or economic, the focus is on education reforms to address the changes. In the event that the proposal educational reforms do not correspond to the changing social context, he resisted.

In discussing education reforms in 16 different countries different captured Rotberg themes of education reform and concluded that reforms in each country, whether real or rhetorical, arising from their social context and are shaped by that context. I n some cases, the context of facilitating change in others, that the limits. Whatever the case, reforms in all countries need to balance change and tradition. In the context of school curricula, curriculum managers need to ensure consistency of changes with the immediate needs and concerns of society. Since change is the curriculum expert to understand also that in all cultures there is a tension to the consistency that has to be accommodated in the expected changes (Park, RE, 1950).

Conclusion

Curriculum change always meet resistance, but this can be reduced if the plan administrators study to understand the nature of resistance and their triggers. In most cases, these triggers can be avoided if managers to create systems to accept the change. A school system consists of various stakeholders whose interests, concerns and aspirations must be accommodated in the changes. A culture of the school and climate that embraces the collegiality and collaboration efforts to ensure that each board to support the changes that sanctions and imagines all consistent with the society, individuals and school values and goals. Sharing the vision, process and outcomes of change encouraged by the support, participation and involvement of stakeholders.

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About the Author

Name: Catherine Adhiambo Amimo
Email:amimoc2002@yahoo.com
Occupation:Lecturer, University of Eastern Africa, Baraton-Kenya, School of Education,Department of Curriculum and Teaching.

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