Objectives 

Curriculum change needs to be assimilated and made a part of one’s thinking before one can have a sense of mastery of the process and the confidence to implement the change. For many people this may not be easy as they struggle with their insecurities and fears brought on by the lack of capacity to deal with the unknown. Well planned capacity building programs for those engaged in curriculum development can facilitate the process of adaptation as people develop the competence and the confidence to leave their comfort zones and let go of their beliefs and practices that get in the way of change.  

Capacity building, as applied in curriculum change, may be defined as the process of developing the knowledge, skills and attitudes of individuals and groups engaged in curriculum reform and empowering them in such areas as policy formulation, curriculum design, subject content, textbook development and evaluation, piloting and innovation, implementation and curriculum monitoring and evaluation.  

This module highlights the need for carefully targeted capacity building on a continuing basis in order to sustain the change process. In this regard, it seeks to 

1. utilize capacity building programs to develop conceptual understanding and appreciation of the nature, philosophy and principles of curriculum change;
2. develop positive attitudes towards curriculum change as a dynamic process;
3. shift the thinking from one-shot training to the provision of a variety of continuing capacity building activities for lifelong learning; and
4. present a variety of approaches and strategies for sustainable/continuous capacity building activities and possibility of combining these.
5. define curriculum change from the perspective and understanding of key participants in the change process
6. Develop approaches to capacity building – including individual strategies for continuous strengthening of capacity.

In planning for a programme of capacity building it is important to reflect on the following issues: 

WHO?         Within the education institutions (including schools) and organizations in your country, who needs enhanced capacity to develop and / or implement reformed curriculum?

WHY?     What is the rationale for identifying each target group? What is the significance of its role and function in the process of reform in your country?

WHAT? What skills / competencies, knowledge, etc does each identified target group need?

HOW?          Within realistic resource constraints, what modalities for enhancing capacity could be employed or would be appropriate for each group? (face to face training workshops, cascade models, printed / electronic modular materials, study visits and exchanges, etc)

WHEN? How urgent are the training needs of each group? In what time frames? In what sequence? 

In order to clarify some of these issues and to facilitate the planning process for capacity building, it is possible to identify a range of functions necessary to curriculum reform:

1. Leadership function that represents a set of responsibilities for managers and directors involved in curriculum reform. This would include such dimensions as:

• Political will;
• Advocacy and marketing;
• National goals and values;
• Core concepts (frameworks; local curricula; flexibility; learner-centred approaches.

2. Management function involving curriculum development managers at central and local levels and which would touch upon such dimensions as:

• Structures for undertaking curriculum reforms;
• The processes of consultation at national and local levels;
• Piloting processes;
• Curriculum design and writing;
• Training;
•  ‘Curriculum implementation cycle’.

3. Operational function (for district personnel, teachers, inspectors, principals, etc.) that would include the following components:

• Assessment of teaching and learning;
•  Supervision;
• Monitoring and evaluation of curriculum implementation.

Focus 

Change facilitators need to understand how those who have a stake in curriculum reform perceive the change so they can be in a better position to assist and take them to the level where they can deal with their uncertainties. Capacity building is not only about developing competence but changing people’s attitudes and behaviors that may be inimical to the change process.  

Those engaged in curriculum change must be exposed to a variety of capacity building activities aside from training workshops. Follow-through activities and school-based capacity building initiatives must be encouraged for more purposeful, focused and customized professional development programs.  

The focus should be on building on strengths rather than highlighting what people lack or need. This is a departure from the deficit model of training that looks at weaknesses rather than what people are capable of doing. Individuals must be given the opportunity to learn from one another and, in the process, capacitate each other. For teachers, the establishment of a teachers’ support network in every school to provide collegial assistance on a continuing basis will help reduce teacher isolation and facilitate the process of adoption of or adaptation to curriculum change. Furthermore, a network of colleagues learning from and supporting each other is not only essential in building a community of practice, but it will also help sustain the change process. 

Key words