CHANGE AND REFORM IN EDUCATIONAL
SETTINGS: AN OVERVIEW
PREPARED BY
KESHAWNA SALMON-FERGUSON, PHD
JUNE 26, 2018
Planned vs Unplanned
Voluntary or Imposed
THE NATURE
OF CHANGE
Revolutionary vs Evolutionary
Restructuring vs Reculturing
EDUCATIONAL CHANGE
Subjective meaning of educational change – different theories/ideas about the
beliefs, knowledge, skills and outcomes related to the proposed reform; leads to false
clarity.
Objective reality of educational change – change is multidimensional. Three
dimensions/aspects of educational change:
New or revised materials
New approaches or strategies
New beliefs or assumptions
“Change has to occur in practice along the three dimensions in order for it to have a
chance of affecting the outcome” (Fullan, 2007, p. 31).
EDUCATIONAL CHANGE
Excerpts from Fullan
Real change involves change in conceptions and behavior… changes in
beliefs and understanding are the foundation of achieving lasting reform.
Behaviour change happens mostly by speaking to people’s feelings…
important to influence emotions, not just thought.
Problem for implementation is not only about teachers learning how to
do it but teachers learning the theoretical basis…knowledge about why
they are doing what they are doing.
EDUCATIONAL CHANGE
Excerpts from Fullan
It is important to unearth people’s subjective meaning re a change effort…what
people do and think are essential in achieving intended outcomes.
Meaning fuels motivation; and knowing how feeds on itself to produce
ongoing problem solving.
Change involves two main aspects: what changes to implement (theories of
education) and how to implement them (theories of change). It is important to
understand both the change and the change process.
Change cannot be accomplished overnight but it also cannot be open ended.
ELEMENTS OF SUCCESSFUL CHANGE - FULLAN
Identify the gap and make closing the gap the overarching goal
Attend initially to the basics of literacy, numeracy and the well-being of students
Be driven by tapping into people’s dignity and sense of respect
Ensure the best people are working on the problem
Recognize that all successful strategies are socially based and action oriented
Work on building capacity
Stay the course through continuity of good direction by leveraging leadership
Build internal accountability linked to external accountability
Establish conditions for evolution of positive pressure
Build public confidence
FACTORS DRIVING CHANGE IN THE EDUCATION SYSTEM
Increase in technology
Globalization
Need for 21st century skills
Task Force on Education Reform 2004 Report
https://jis.gov.jm/estp/docs/Reports/JA Education Reform TaskForce 2004.pdf
Vision 2030 Jamaica National Development Plan
https://jis.gov.jm/features/vision-2030-jamaica-national-development-plan/
The Education System Transformation Programme (ESTP) https://jis.gov.jm/estp/ - major-activities
UNESCO’s Education For All (EFA) Movement
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/
United Nations Millennium Development Goals http://www.un.org/millenniumgoals/
The National Education Strategic Plan (NESP) 2011-2020 (PLEASE READ)
https://www.mona.uwi.edu/cop/library/jamaica-national-education-strategic-plan-2011-2020
KEY DIMENSIONS OF CHANGE
Purpose
Unit
Nature
Extent
Effects
LEVELS OF ORGANIZATION CHANGE
Individual
Recruitment, selection, replacement and displacement
Training and development
Coaching and counselling
Individual responses to organizational change – types of resistance
Blind, political, ideological
Individuals coping with change
LEVELS OF ORGANIZATION CHANGE
Group
Team building
Self directed groups
Intergroup
Group responses to organization change
Turf protection and competition, closing ranks, changing allegiances or
ownership, the demand for new leadership
LEVELS OF ORGANIZATION CHANGE
Larger system
Orders or change
1st order – one subsystem
2nd order – subsystem or process that is beyond the initial focus but will be
affected if the initial effort is successful; subsystems within the organization
3rd order – Some organizational process or outcome affected by multiple factors
LEADING EDUCATIONAL CHANGE
Consider the role of leaders and managers in
mandated and non-mandated educational change.
Setting direction
Developing people
Redesigning the organization
REFERENCES
Burke, W. W. (2018). Organization change: Theory and
practice. (5th ed.). Thousand Oaks, CA: Sage
Fullan, M. (2007). The new meaning of educational change. (4 th
ed.). New York, NY: Teachers College Press
