Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa

Stutchbury, Kristina and Biard, Olivier (2023). Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa. International Journal of Educational Development, 98(102746)

DOI: https://doi.org/10.1016/j.ijedudev.2023.102746

Abstract

New school curricula across Africa are calling for new approaches to learning and teaching. In response, much educational development work focuses on supporting pedagogic change. The successful implementation of educational change is challenging, attested by persistently low achievement levels, yet it remains under-theorised. However, ‘implementation’ as a process is well-theorised in the field of healthcare. This paper explains a middle-range sociological theory – Normalisation Process Theory – which seeks to describe how new practices become normalised. Drawing on evidence from the field, it argues that NPT, although developed in healthcare settings, offers insights which could benefit the implementation of educational development projects

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About

• Item ORO ID
• 87699
• Item Type
• Journal Item
• ISSN
• 0738-0593
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  Strengthen TESSA	Ferguson Foundation	Ferguson Trust
  ZEST	Not Set	The Scottish Government

• Keywords
• Teacher education; Implementation; Normalisation process theory; Learner-centred education; TESSA; ZEST
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Research into International Teaching and Education for Sustainable development (RITES)
• Copyright Holders
• © 2023 The Authors
• Depositing User
• Kris Stutchbury