7.6 Individuals Involved in Curriculum Implementation

Implementing a curriculum requires the involvement of many different people. Each is a key player in the change process. Without the coordinated involvement of these individuals the implementation of the curriculum programme will encounter many problems. Among the key players identified are: teachers, students, principals/headmasters, assistant principals, district education officers, state education officers, curriculum developers, academics, parents, interested political officials and lay citizens. In a centralized system, the national curriculum is developed at the national level and passed on to the individual districts and schools to be implemented.

7.6.1 TeachersWithout doubt, the most important person in the curriculum implementation process is the teacher. With their knowledge, experience and competencies, teachers are central to any curriculum improvement effort. Regardless of which philosophical belief the education system is based on, there is no denying that teachers influence students learning. Better teachers foster better learning. Teachers are most knowledgeable about the practice of teaching and are responsible for introducing the curriculum in the classroom. The key to getting teachers committed to an innovation is to enhance their knowledge of the programme. This means teachers need be trained and workshops have to be organised for professional development. Unfortunately, in any curriculum implementation process not all teachers will have the benefit of such exposure. There are just too many teachers and insufficient funds to go around. The most common approach is to have one-day workshops given by experts with the lecture method being the dominant pedagogical strategy. Among the many extrinsic factors identified that may impede curriculum change are adequacy of resources, time, school ethos and professional support. The intrinsic factors are; professional knowledge, professional adequacy and professional interest and motivation. (see Table 7.1). Hence, professional development of teachers is as an important factor contributing to the success of curriculum implementation. To what extent have teacher education programmes required prospective teachers to study curriculum development? Some view teachers as technicians and as such do not include curriculum development in their teacher education programmes. [Did you study curriculum development in your training as a teacher?] Certainly an adequate teacher education programme should include curriculum development (both the theory and the work of curriculum development) if teaching is to be a profession and if educational opportunities for learners are really to be improved.Below are some topics to be addressed in designing professional development opportunities for teachers who are implementing a new programme. Programme philosophy: It is important for teachers to understand both the philosophy behind the programme as well as how the new programme may impact students, parents, administrators and other stakeholders. Content: Teachers may find the curriculum introduces content with which they are unfamiliar, which they have not taught in a while, or is familiar but presented in an unfamiliar way. For example, using a problem-solving approach rather than a topical approach.

Factors Description

Adequacy of resourcesAdequacy of equipment, facilities and general resources required for implementing a new curriculum

TimeTime available for preparing and delivering the requirements of the new curriculum. e.g. teachers need enough time to develop their own understanding of the subject they are required to teach.

School ethosOverall school beliefs towards the new curriculum. Status of the curriculum as viewed by staff, administrators and community. e.g. school administration recognises the importance of the subject in the overall school curriculum.

Professional supportSupport for teachers from both within the school and outside. e.g. opportunities to receive ongoing curriculum professional support

Professional adequacyTeachers own ability and competence to teach the curriculum. i.e. confidence in teaching

Professional knowledge

Professional attitude and interestKnowledge and understandings teachers possess regarding the new curriculum. e.g. different ways of teaching to foster student learning.

Attitudes and interest of teachers toward the new curriculum e.g. keen to teach the subject

Table 7.1 Factors influencing the implementation of a curriculum in schools

[source: adapted from the Science Curriculum Implementation Questionnaire (SCIQ). http://home.cc.umanitoba.ca/~lewthwai/introSCIQ.html]

Pedagogy: Teachers need opportunities to become familiar with the new programmes pedagogical approach. They may need to work on particular teaching skills emphasised in the new programme, such as teaching of values, or perhaps to become familiar with a tool such as the internet. Components of the programme: Teachers will need opportunities to learn about the components of the new programme early in the implementation phase. For example, the new programme might place greater emphasis on school-based assessment while teachers are more accustomed to national or centralised assessment.