Objectives 

This module presents the issues and challenges that change facilitators deal with when they pilot curriculum innovations. The module aims to 

1. clarify the objectives of pilots;
2. provide models of piloting;
3. provide analytical tools for monitoring and evaluating pilots;
4. draw lessons and insights from successful models of pilots; and
5. encourage reflection on piloting practices in one’s context in light of the experiences of other countries;
6. clarify the challenges involved in mainstreaming pilots.

Focus 

Ideally, before innovations are scaled up for implementation they are micro tested in diverse settings for the purpose of identifying the conditions or factors that can facilitate or impede the process of mainstreaming and institutionalization. Lessons and insights drawn from the pilot are used to inform policy decisions and policy implementation. In some contexts, however, curriculum changes are implemented without the benefit of a pilot. This can present problems to change facilitators as the legitimacy of the change can be challenged inviting resistance seriously jeopardizing effective implementation. 

Piloting provides change facilitators with the opportunity to test the feasibility and acceptability of the innovation, determine its applicability to a variety of settings and contexts, and provide empirical evidence of its viability. Piloting involves experimentation and as new ways of doing things are tried out and strategies for scaling up are explored, creativity is stimulated, and effective practice is encouraged. Participants in pilots may experience significant personal and professional development and gain an understanding and ownership of change that is not otherwise easily replicated. Lessons derived from the pilot can provide significant insights as they help shape thinking, challenge assumptions, contribute to the improvement of practice and to the growth of research and theory building. An effective pilot can provide an operating curriculum model and an implementation model which will be attractive to policy makers. 

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Why pilot? 

Pilots can be an important dimension of curriculum development providing significant benefits at a number of levels. Pilots provide opportunities to:

• Foster innovation and creativity and experiment in a realistic context;
• Develop multi-level partnerships involving pupils, teachers, academics, school administrators, officials;
• Influence policy by creating effective working models;
• Develop the capacity of individuals and organizations within the education system;
• Test relevance of curriculum design in different environments
• Seek feedback from stakeholders (including pupils, teachers and parents) on curriculum content and methods;
• Develop confidence in, and ownership of, change processes at all levels;
• Initiate quality improvement on the basis of “effective” practice;
• Prepare for implementation in non-pilot schools;
• Stimulate good practice in the implementation of curriculum change;
• Develop transferable strategies for scaling up or mainstreaming of innovation.

How to pilot?  

-          Models for piloting

-          Design and conduct of piloting;

-          Compatibility

-          Procedures

-          Tools for analysis of data resulting form pilot.

-          Advocacy

-          Encouraging public debate

-          Develop positive attitudes to change.

Identification of factors that impede on introduction of change/innovation and ways of overcoming them

Model of successful scaling up of pilot project and strategy for national implementation.

Voluntary participation in piloting and creating a dynamic for innovation (Indonesia).

Role of research evidence (lack of empirical basis) on what constitutes good practice. 

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