Cognate

2. Strategies for Curriculum Change and
Innovation
In order for change and innovation to succeed, the
strategies for implementing the curriculum must be
considered carefully. A strategy of innovation refers to
the planned procedures and techniques employed in
the quest for change. Harris et al. (1978), as cited in
“Curriculum Implementation”, developed some
models to explain how this takes place.

3. A. STRATEGIES
1. Participative Problem-Solving Strategy
2. Planned Linkage
3. Coercive Strategies
4. Open Input Strategies

4. 1. Participative Problem Solving
This strategy focuses on the users, their needs
and how they satisfy these needs. The system
identifies and diagnoses its own needs, finds
its own solution, tries out and evaluates the
solution and implements the solution if it is
satisfactory. The emphasis is on local initiative.

5. 2. Planned Linkage
This strategy allows the use of what is called
“intermediate agencies” such as schools that
bring together the users of the innovation.

6. 3. Coercive Strategies
These strategies operate on the basis of power
and coercion by those in authority, using laws,
decrees, memoranda, circulars, orders and
other similar or related documents which
authorities resort to in dealing with the
implementation of curriculum change and
innovation efforts.

7. 1. Participative Problem Solving
This strategy focuses on the users, their needs
and how they satisfy these needs. The system
identifies and diagnoses its own needs, finds
its own solution, tries out and evaluates the
solution and implements the solution if it is
satisfactory. The emphasis is on local initiative.

8. 4. Open Input Strategies
As the term implies, these are sets of
approaches to curriculum change and
innovation that make use of ideas and
resources from practically all forms or kinds of
sources, thus making this strategy flexible,
open and pragmatic.

9. B. MODELS
Three principal models illustrating how change takes place
in curriculum were outlined by Tanner and Tanner (1980),
as cited in Curriculum Implementation (University of
Zimbabwe, 1995). There are presented below.
1. The Research, Development and Diffusion Model
2. Problem Solving Model
3. Social Interaction Model

10. 1. The Research, Development and Diffusion Model
In this model, the processes of change, which is conceptualized
at the head or center, are viewed as a rational sequence of
phases in which an innovation: 1) invented or discovered, 2)
developed, 3)produced, and 4) disseminated to the user.

11. 2. Problem Solving Model
Built around the user of innovation and change, this model
observes the following steps: 1) determine the problem; 2)
search for innovation; 3) evaluate the trials; and, 4)
implement the innovation.

12. 3. Social Interaction Model
Stressing the importance of interpersonal networks of
information, opinion, leadership and personal contact
(University of Zimbabwe, 1995), describes change as one that
proceeds or diffuses through formal and informal contacts
between interacting social groups. It is based on the following:
1) awareness of innovation; 2) interest in the innovation; 3
trial; and, 4) adoption for permanent use.

13. Planning and implementing Change and innovation
For the change to be implemented in the curriculum, a process
has to take place. This process involves four major factors.
According to Bishop (1986), cited in “Curriculum Implementation”,
these factors include 1) The change agent, 2) The innovation, 3)
The User System 4) Time

14. 1. The change agent. The change agents include
teachers, school heads, local authorities or the
Department of Education. It is the agent that initiates
innovative effort or a curricular change, in general.
2. The innovation. This simply the implementation of
change and innovation, thus putting such change in
actual use or operation

15. 3. The user system. This pertains to persons or group of
people at which the change or innovation effort is
directed.
4. Time. Refers to a particular period of time used or
spent in implementing an innovation or change.