INDEX NUMBER: 21000681

Constant change and innovation are required by all organizations for the improvement of
which Education is not an exception. The change process therefore in education refers to the
alteration of educational practices with the main aim of improving outcomes. It is very
complex and complicated as its processes involve learning to do and learning to understand
something new. Hence, change is accompanied by some challenges that need to be managed
well if an improvement should occur. The following are some of the challenges relating to the
change process of education.

Failure to identify the school culture: School culture is very important for a successful
change process in education. A school has many small groups (teachers, students, parents,
and community) who may share different views and ideas among them. Failure to identify,
understand and involve the culture and the norms of these groups raise the possibility that not
all groups can understand the implications and for the change, and thus will not effectively
participate in the process of change and hence may lead to its failure.

Inadequate information and communication about the change: This challenge evolves
when information about a change is very expensive, thus hard to find. Change has to do with
learning new things and new ideas and therefore if change agents or stakeholders are not fed
with sufficient information and shared feedback through effective communication it makes it
difficult to achieve the aim of the change and hence may lead to its failure.

Absence of follow-up and support: When there is an ongoing process of delivering an

innovation (change) in education, there is the need for consistent support and regular follow-
up. Requires resources (human, material, and financial) should be available to and on-
demand to change agents to enable them to carry out the needed activities leading to the
change. However, when all these support systems are weak, access to feedback of problems
and issues arising as a result of the change may not be known and hence unlikely to achieve
the outcomes as expected. For instance, change from teacher-centered to student-centered in
more activity-based teaching should be accompanied by the needed support (information,
resources, staff development) and regular follow-ups to ensure the desired outcome of the
change is achieved.

In conclusion, not all change process in education means improvement, but all improvements
come as a result of the change. Hence, the challenges that come as a result of the change
process in education should be managed effectively and efficiently to achieve the
improvement in outcomes of the change.