EduLog

Educational change is usually thought to be creating stress and fatigue given that there are many reforms at one time or are frequent in occurrence. However it is not only the quantity and/or frequency of the reforms that matter but also how wide/broad the reform is and its pace. It is important to analyse the scope and pace of the reform in order for it to be implemented well. The scope of any reform can be examined by analyzing the existing practices and adapting to the changing demands of the reform. For example in one school a national curriculum reform is in its implementation stages for the last 4-5 years. By analyzing how this school managed the enactment of the reform, it is evident that the school did not give up its existing practices, programs and structure. This school adopted to the change by putting it into their existing structure. This means that this school is positively biased towards their old system and are being able to pick and choose from the new refo

Since my work is on educational change and reform and its manifests itself at the local level, I come across two kinds of arguments: one that the local context is more important for change to take place; and the other that the global trends should be followed to keep up with the world. In this writing I argue that global trend and local/contextual practices are in dialectic relation with each other: nothing more important than the other. Any new reform and especially a national reform is criticized at the local level being globally influenced and not catering for local needs. However the reality is that in this century of rapid change, globalization has not only influenced nations or states but also reached to individual lives effecting daily activities. This means that globalization is inevitable phenomena and must be embraced, however with proper scrutiny and better analysis. Globalization has negative as well as positive impacts. Negative impacts of international frictions that ma