Page 59 - Jurnal Kurikulum BPK 2018

There is a need to take cognisance that change does not happen in isolation and it impact
the whole system/organisation. Table 1 provides a glimpse of the extent to which the
responsibilities and roles of the stakeholders need to be communicated and coordinated. These
stakeholders need to work as a team, having common vision and working on the same plan with
the same or different target groups. Change management is a structured approach to ensure this
coordination and coherence, involving shared vision, establishing sense of urgency for change,
creating guiding coalition, developing synergised strategies, communicating change, empowering
action and ensuring a more sustainable change in working culture (Kotter, 2012). It is only through
this systematic and structured manner that changes can be thoroughly and smoothly implemented
with a more lasting effect. Generally, change management look at the wider impacts of change
and focuses on the people who affect the change (Cameron & Green, 2012). The key idea is to
bring stakeholders from the current situation to the new one. In the process, policies and strategies
need to be developed and its implementation monitored. However, readiness to change must first
be ensured before monitoring and regulatory measures step in. It is only when the people within
the organisation make their own personal transitions to adapt and change that the organisation can
reap the benefit of change (IBE, 2013; Cameron & Green, 2012). Leadership need to help and
support the people through these individual transitions. Thus, communication plan and
identification of change agents is of utmost importance. Success indicators need to be determined
and on-going assessment made to adjust each step to ensure success.

SYNERGISING BOTH PERSPECTIVES OF CURRICULUM IMPLEMENTATION

In ensuring effective curriculum implementation, one need to consider both perspectives
of curriculum implementation, as instruction and as process of change. No doubt classroom
instruction as the manifestation of the aspired curriculum is the most direct output of the
curriculum change. However, policy makers and curriculum developers need to ponder a step
further as to whether classroom instruction is the only output in any curriculum implementation
or curriculum change. As instruction changes to be aligned with curriculum change, a sustainable
change in teachers’ behaviour might be what policy makers desire, a leading edge shift in the way
textbook is written is what society might require, and probably ultimately a change in how
community and society view education and learning outcome is the purpose of the curriculum
change. A change of this scale need an engagement with all stakeholders in Table 1 and the
planning of managing the change is a necessity.
In Macdonald’s Theory of Curriculum and Instruction (Macdonald, 1965), curriculum,
instruction, teaching and learning are viewed as four continuously interacting systems in a
classroom (Figure 3). Macdonald (1965) viewed curriculum as the planning endeavour taking
place prior to instruction, it is usually the given to the teachers, it contains the aspiration of the
community and society. Instruction in the model refers to the actual teaching and learning in the
classroom, involving interaction between teacher and students, between teacher and resources as
well as teacher and school and community leaders. Teaching is the behaviour or the act of the
teacher resulted from the personality system and prior training of the teacher, while learning is the
learner’s behaviour he or she brought in to the classroom. Learner’s behaviour is also the product
of learners’ interaction with families, communities and schools. In Macdonald’s theory, the
curriculum’s goal become operative, that is, the goal would have been achieved at the point of
convergence (target) of the four interacting systems, this definitely requires the concerted effort
of all stakeholders and not only within the education fraternity. A systemic approach need to be
designed, a mechanism need to be developed.

49