Nair, Shashi
(2013)
Chapattis and the challenges of
educational change.
Learning Curve (21).
pp. 17-19.
Abstract
There are three critical overarching aspects to
consider when we look at educational
change:‘what’,‘how’ and ‘who’. We need to be
clear about what is worth changing. For instance,
we must ensure that all teachers are in class and
teaching. Obviously we need to do a lot more
than that! The ‘what’ involves changing the
practices of individuals, institutions, and the
system, because as long as they continue to do
what they currently do, nothing will change for
the better.
But the ‘what’ is a lot easier to talk about than to
actually execute. How do we, for instance, ensure
that all teachers are in class and teaching? How
do we bring about this change in practice?
We could send out a government order, but
experience tells us that it does not work. We could
police the teachers, but we do not have enough
people to do this. Even if we did, we can never be
sure that they are going about their teaching with
commitment and motivation. In fact, research
from around the world shows that most attempts to
enforce external accountability have failed! To
address this problem, as well as the many other
changes in practice that need to be brought
about, we need three sets of abilities:
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