Implementation Challenges of the Changes in the New Curriculum
Change is vital to organizational growth and survival, but it is difficult to do well. While change initiatives take many forms, they share one thing in common: a dismal record of success
The implementation of curriculum is a complex and multidimensional process of altering existing educational practices in order to achieve more effective learning outcomes for children. Implementation becomes problematic, because the conventional models of curriculum design are focus on trying to enact necessary reform through education. The focus of development is on achieving new aims for education in the form changes to the goals and objectives, and instituting the appropriate philosophies and approaches to teaching that are consistent with these new goals. Local contexts cannot really be considered in curriculum development. And yet, the curriculum must be interpreted at the local level for implementation. Successful implementation depends very much on teachers’ willingness and their abilities to take up the new curriculum.
The main purpose and goal of introducing the new curriculum to PCF Kindergartens is to improve teaching and learning process, as well as the quality of knowledge, skills and working competences, gained and mastered by children in the process of adoption of the curricula. The challenge of implementing curriculum change starts with the curriculum development process itself, because of its focus on curriculum outcomes rather than the implementation process.
While teachers do pay attention to objectives and plan appropriate lessons, teaching is not primarily a rationally planned activity. The Canadian curriculum theorist, Ted Aoki (1986/2005) describes the relationship that teachers have with curriculum as being the ‘curriculum as lived’. The lived curriculum refers to the responsibility that teachers have for taking account of the planned curriculum, but also for how it is received...