The document discusses curriculum change, models of curriculum change, and the innovation process. It provides an overview of key topics and then discusses them in more detail. Some of the main points covered include: 1. Curriculum change can occur due to factors like changes in social values, knowledge, or education systems. Different types of change include hardware, software, substitution, alteration, addition, and restructuring. 2. Models for curriculum change include the social interaction approach, which emphasizes language development through social exchange, and the linkage approach, which aims to link research to user needs. 3. The innovation process involves identifying needs, developing and testing solutions, and implementing successful solutions more widely. Planning curriculum change requires identifying

1. Change, Change Models
and The Curriculum
ABDULRASHEED AFEEZ
JIMOH NAFIU OLAWALE
DANJUMA NAFISAT JIBOLA 14/25PA066
AFOLABI MOFEOLUWA PHEBIAN
IBRAHIM FATIMAH
BELLO MARIAM
JIMOH MUTAHEER AKANGBE
ABORODE VICTORIA KEHINDE
DR. AKANBI

2. Overview
 Curriculum Change
 Curriculum innovation
 Sources of curriculum Change and innovation
 Types of Change
 Forms of Change
 Strategies and Models for Curriculum Change and
Innovation.
 Introduction to Model.

3. Overview
 Types of model
 Planning and Executing Change
 The innovation process.
 Innovation Planning.
 Conditions for Successful Implementation of Innovations.
 Need to Change the Curriculum
 Limitations of curriculum change.
 Conclusion.

4. INTRODUCTION
 First and foremost, curriculum is one of the four most important
components of education. Education as a tool for social change has
undergone series of changes in recent time. The teaching learning process
continues based on the curriculum.
 The word “curriculum” comes from the Latin word “currere”. The
etymological meaning of the word “currere” is “racecourse”. Curriculum
therefore, refers to all the experiences that students gain through
classrooms, workshops, playgrounds, and interactions with teachers. In
this sense, the curriculum throughout the school life touches on all aspects
of the student’s life and makes a cohesive personality.

5. CURRICULUM CHANGE AND CURRICULUM
INNOVATION
 Change is a constant of nature. It always brings improvement. It always
occurs continuously. Technological advancement and explosion of
knowledge is the basic reasons for wearing styles of change. Change is an
ongoing almost unconscious process that involve reworking familiar
elements into new relationship.
 Curriculum change can be defined as an effort made by education
authorities to change and adapt their aims and objectives of teaching and
learning according to the values, culture, philosophy as well the
resources at their disposal (the common wealth secretariat Module 3
1998).

6. FACTORS INFLUENCING THE CURRICULUM CHANGE AND INNOVATION
Some factors that influence curriculum change/innovation as identified by
some scholars are analysed by Ughanta (2006) in the following order:
 Change in the objectives of education emanating from change in the social
value beliefs, tradition etc.
 Change in the nature of knowledge and content of education
 Change in the system of education
 Change necessitated from feedback from evaluation

7. FACTORS THAT MILITATE AGAINST CURRICULUM
INNOVATION
 Non-Involvement of Teachers in Decision making and Actual Development of
curriculum and Curriculum Innovation
 Inability of Teachers to Effect the Desired Change or Innovation.
 Ambiguous or Unclear Objectives
 Finance
 Infrastructure

8. SOURCES OF CURRICULUM CHANGE AND INNOVATION
 At the national level, curriculum change and innovation arise from
deliberate policy decisions.
 Another impetus for change and innovation is the desire
of authorities at various levels to deliberately change established
practices in order to address existing problems or identify new
problems and ways of dealing with these problems.
 The introduction of new technology can also lead to curriculum
change and innovation.

9. TYPES OF CURRICULUM CHANGE
Hardware change
 New classrooms
Equipment
Books
Playgrounds
 Software change
Affect the content of the curriculum
Related to the methods of delivery of
curriculum

10. FORMS OF CHANGES
 Substitution
 Alteration
 Addition
 Restructuring

11.  Substitution.
 new textbooks, new equipment, replacement of teachers
and administrators.
 Alteration.
Change in existing structures rather than a complete
replacement of the whole curriculum, syllabus or
course of study.
 Addition.
Introduction of a new component without changing old
elements or patterns.
Ex: audio- visual aids, workshops and equipment

12. Restructuring.
Rearrangement of the curriculum to
implement desired changes.
Sharing of resources among a group of
schools or institutions.

13. Strategies and Models for Curriculum Change
and Innovation
A strategy of innovation refers to the planned
procedures and techniques used in the desire
for change.
 Participative Problem- Solving
 Planned Linkage
 Coercive Strategies
 Open Input Strategies

14. Participative Problem-Solving
This strategy focuses on the users, their needs
and how they satisfy these needs. The emphasis
is on local initiative.
Planned Linkage
In this model, the intermediate agencies, such
as schools, bring together the users of the
innovation

15. Coercive Strategies
These strategies operate on the basis
of power and coercion by those in authority,
using laws, directories, circulars and so forth.
Ministries of Education usually use these
strategies.
Open Input Strategies
These are open, flexible, pragmatic
approaches that make use of external ideas
and resources.

16. Types of Models
 It lays emphases on continuous evaluation and feedback in order to
ensure that the new curriculum is effective and addresses the needs of
students and teachers.
 It acknowledges the complex nature involved in the process of curriculum
change and innovation and that various stakeholders such as
policymakers, educators, researchers play major roles in driving and
supporting change.
 This model suggests that there are three main stages involved in the
adoption of new curriculum ideas which include:
 Research: This stage involves identifying problems or areas for improvement in
the present curriculum and further, collecting proof to back up the need for
change.
 Development: This stage involves the development and testing of new
curriculum materials and approaches in a small-scale trial or pilot
project.
 Diffusion: If the pilot project yields a positive result, then the new
curriculum is disseminated and implemented on a larger scale.

17. Problem Solving Model:
This is also called problem reduction model and it involves 5 stages:
 Identification of problem: The first step in this problem solving model is to
clearly determine the problem in which you are trying to solve. This may
involve carrying out a needs assessment in order to collect information
and data regarding the current curriculum or problems that require
attention.
 Generation of possible solutions: The next step after the identification of
problem, is brainstorming and coming up with possible solutions. In a bid
to make this process easy, it may be helpful to involve diverse group of
stakeholders such as teachers, students and administrators.
 Evaluation of the potential solutions: The generated possible solutions
need to be evaluated in order to determine the most feasible and effective.
This can be achieved by collecting data and input from stakeholders and
also carrying out pilot tests or simulations in a bid to access how the
solutions work in practice.

18. Cont’d Problem Solving Model
 Implementation of the chosen solution: The most suitable solution is then
implemented into the curriculum. This stage involves providing professional
development to teachers, updating materials and resources and
communicating the change to stakeholders.
 Monitoring and evaluating the results: It is imperative to monitor and
evaluate the effectiveness of the implemented solution in addressing the
problem. This may be done by seeking feedback from stakeholder, collecting
data and further making the any required adjustments to the solution.

19. PLANNING AND EXECUTING CHANGE
Change can be a complex process that involves various stakeholders and can take significant amount of
time to complete. Below are some of the steps you can follow to plan and execute curriculum change:
1. Identify the need for change: Consider factors such as new research, changing standards or
expectations, or feedback from students and faculty.
2. Involve stakeholders: Seek input and feedback from key stakeholders such as faculty, students,
administrators, and community members.
3. Conduct a needs assessment: Determine the current state of the curriculum and identify areas that
needs improvement.
4. Develop a plan: Develop a plan based on the needs assessment, create a detailed plan for
implementing the changes. This should include specific goals, timelines and resources needed.
5. Implement the changes: Follow the plan to make the necessary changes to the curriculum. This
may involve revising course materials, updating policies and procedures, and providing training to
faculty.
6. Evaluate the changes: Monitor the progress of the changes and asses their impacts. Make
adjustment as needed based on the evaluation.

20. TYPE OF MODEL
 THE SOCIAL INTERACTION APPROACH (SIA):It is also called
interactionist approach. It is a theory of language development that
combines ideas from sociology and biology to explain how language
is developed. With this approach, language is viewed as having its
origins in social exchange and communication.
 The social interactionism ascribes the central role in the process of
language acquisition to the environment. The focus of attention of
social interactionists is the way interaction leads to the
development of language competence.

21. CONT’D
 This view places emphasis on the use of language within a
social and cultural context through;
 Joint attention
 Turn taking and
 Communication
 This includes repeating back words and sentences in the
correct format to a child instead of telling them that what
they have said is incorrect.

22.  THE LINKAGE APPROACH(L): It attempts to show how the various
set of guidelines are interrelated or “linked” to help develop
appropriate goals, objectives and evaluation strategies. It
recognizes that there are innovators in research and development
centres.
 This approach envisages two systems:
 User system
 Resource system. The resource system should have a clear
picture of the curriculum user’s problem and there has to be a link
between these two linkages.
 The basic process in linkage model is the transfer of knowledge.

23. The Innovation Process
There are many ways to approach curriculum innovation but here are some of the general steps that can
be considered:
1. Identify the goals of the curriculum: What do you want the students to learn or be able to do by
the end of the course or program.
2. Assess the current curriculum: What is working well and what could be improved.
3. Identify new resources or approaches that could be incorporated into the curriculum: This
might include new textbooks, online resources etc.
4. Consult with stakeholders such as faculty, students and industry partners to gather feedback and
ideas for the revised curriculum.
5. Develop a plan for implementing the revised curriculum. Also, carry out any necessary training
or support for faculty and staff.
6. Implement the revised curriculum and asses its effectiveness in achieving the desired learning
outcome: Make any necessary adjustments based on the results of the assessment.

24. Innovative Planning
Effective planning for innovation cannot take place unless
the following elements are considered in the process
(University of Zimbabwe, 1995):
a. the personnel to be employed
b. the specification of the actual task
c. the strategy or procedure to be used to undertake the
task
d. the equipment needed
e. time involved
f. sequencing of activities
g. rationale for undertaking the innovation.

25. Conditions for Successful Implementation of
Innovations
What conditions are necessary for users to implement the
curriculum change or innovation successfully? Potential
users of an innovation are more likely to accept it if the
conditions below are met (University of Zimbabwe, 1995):
i. The innovation must be relevant to them.
ii. It must be feasible in their particular organizational
context.
iii. It must be compatible with the practices, values and
characteristics of their system.

26. Cont’d.
iv. It must be seen as posing little or no threat to the
user group’s identity, integrity and territory.
The innovation must be shown to be tolerable and
non-threatening.
v. The innovation must yield material or non-material
benefits. Gains in social status or recognition could
be some of the non-material benefits.

27. NEED FOR CURRICULUM CHANGE AND INNOVATION
 To restructure the curriculum according to the needs of the learners
society.
 To eliminate unnecessary units , teaching methods and contents.
 To introduce latest and update method of teaching and content , new
knowledge and practices, when it is outdated or new discoveries adding to
existing knowledge.
 To add or delete number of hours of instruction.
 The demand for knowledge changes.
 Keeping the students engaged.
 Advancement in technology.
 Our world keeps changing

28. LIMITATIONS OF CURRICULUM CHANGE
 Lack of Professional Development
 Lack of Resources
 Expectations
 Attitudes
 Diversity

29. THANKS FOR LISTENING!