EDUCATIONAL CHANGE

Educational Change

CHAPTER 2: LITERATURE REVIEW

Educational Change

Throughout society modern education is considered unanimously as a major factor. This has been recognized the world over. Various reforms mark that education will be democratic and, above all, will be national in the sense that without hostility or exclusiveness in different countries striving to develop their education sector and attend to the understanding of our problems, the use of our resources to the defense of our independence policies, the assurance of our economic independence and the continuation and growth of our culture. (Tyler 2009, 98-103)

National education faces three major challenges: coverage with equity, quality of the processes of learning and educational levels, and integration and operation of the system of education. These are also the challenges that said the National Development and find their expression in three principles fundamental education for all, quality education and education of art. However, the category of indicators of evaluation is set to the other rather than who provides the service, because it is the satisfaction of the beneficiary, including satisfaction of the parents of families in relation to the results of basic education, and by employers to students and graduates of secondary and higher education. But do not handle the evaluation of indicators that educate. (Sanoff 2009, 45-59)

Therefore, parameters and evaluation indicators should be applied regularly to obtain and compare results of what the student really learned otherwise not be observed in the extent to which the objectives have been obtained prior to the educational plan, which may leave as superfluous learning outcome that does not meet the requirements that lead to break a paradigm and take the new knowledge and integrate the current educational context. (Sanoff 2004, 89-94)



Educational Change

Although, the driving forces of human development beliefs are in the economy and the rational use of the latest advances in Science and Technology, one should not underestimate the role of education in the prospects of change and human betterment. Serious economic problems mentioned cannot be resolved without a conception formative response to these efforts.

The educational challenges of the last decade of this century imposed the human dimension of development, the formation of human capabilities and how they are used by individuals, so much so that they have been internationally accepted. The model requires school to be characterized by trust in humans and the potential of educational change makes people more committed, critical and creative shapers of their own destiny and the community in which they live. (Rothenberg 2010, 69-86)

Education is conceived as an exploration and a constant search for knowledge and development and it can enhance a process inherently and transformation of life is inherent to human development. (Oxley 2009, 621)

Two major ideas in the conceptualization connected prior to forces of change. There have been accumulation of certain perceptions about the process of change (the application of our work, the new readings, the reforms, etc) coming to be different from what was reflected in the literature on change. Some of it was noted already in the new ...