Managing Educational Change

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Educational change in the perspective of decision makers is a lot more

complicated than how a third person may see it. In the valuable opinions of the Ministers

of Education from around the globe, educational change comes in package with conflicts

and limitations even in the planning stage and more on its execution or implementation,

which makes each educational change hard to see through success.

The need for educational change is driven by the fact that the present educational

policies do not satisfy the standards (subjective to both developed and developing

countries) set by the nation’s higher authorities. However, as pinpointed by some

educational analysts, certain objectives are not defined but are actively pursued, while

other objectives have to be expressed, even though no activities are proposed to deal

with them. This is interestingly true to both local and national educational diagnosis –

concerns which are very evident aren’t addressed properly by decision makers than those

which make less of a threat to the country’s educational system and condition.

As the roles of internationalization and institutional autonomy are identified by the

Ministers to be some of the possible sources of support to educational changes, so much

could be said regarding these notions. The role of Internationalization could help much in

setting priorities to address educational conflicts and empower educational reforms.

Although Internationalization may possess different implications and forms to developed

and developing countries, still its importance in the financial funding of educational

MANAGING EDUCATIONAL CHANGE LM ANDO

reforms would be a welcome thought to countries like ours. In the long run, this external

influence may alter national attitudes and modify management styles towards the

betterment and efficiency of our educational systems and reforms. Institutional Autonomy,

on the other hand, could be a large leap towards the making educational decisions without

much upheavals from the government. However, the idea of Institutional Autonomy may

be off the track of educational change on the teaching-learning process and would be a

mere readjustment on the hierarchy of organizational positions, power and budget.

So much for seeking worthwhile educational changes and reforms, which is a

necessity for flourishing the educational system of the country, there is no permanent and

harmonious relationship among researchers, information and decision making, as

observed by education analysts and Ministers. The need for a more unified front towards

planning, implementing and managing educational changes is a dire need of every nation

who seeks to improve the present state of its educational system.

MANAGING EDUCATIONAL CHANGE LM ANDO