CHANGE FOR THE BETTER

KARIZZA L. PARUNGAO

Educational institutions, like all other organizations, require constant monitoring to identify areas for potential improvement. Change may be described as the adoption of an innovation (Carlopio 1998, 2), where the ultimate goal is to improve outcomes through an alteration of practices. However, the process of change is complex, with many different types of change possible. Further, there are a number of different strategies for implementing these changes, with the success of implementation being highly variable.

Embracing change is inevitable. As educators, we cannot avoid change. Both internal and external forces (Yee, 1998) drive the need for change. Referring to “change drivers”, large scale forces that produce complex change, Swenson (1997) notes that “globalization” of society has produced an imperative for continual reappraisal of practices in order to maintain a competitive edge. In educational terms, this may be interpreted as the need to update practices and teaching strategies in line with the findings of innovative research, and to continually conform to national trends.

In a fast changing world, we cannot just sit back and witness as the change pave its way. We have to sail with it. Educating oneself with the new development is a must nowadays. We have to embrace change so we will not be left behind our competitors and colleagues.

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The author is Teacher III at City of San Fernando West Integrated School, San Juan, CSFP