A concomitant of globalization is the regularization of education within a global framework. The United Nations Educational, Scientific and Cultural Organization, (UNESCO) ‘Education for All’ (EFA) is one initiative to regularize education standards globally. This initiative to ensure access to and equality of education for all globally is commendable. However, there are concerns about its implementation in individual nations, given the cultural and contextual issues surrounding implementation of educational change, (Fullan 1991).
This case, examines the issues around implementation of the EFA program in the ‘Success Secondary School’ in Trinidad and Tobago, which is a multi-ethnic, multi-cultural and multi-religious developing country. The study found that:
• Stakeholders felt a need for change and improvement.
• Resources, both human and physical were inadequate to support and manage the change.
• The ‘Action Plan’ was ineffectual because it worked against rather than with the existing culture and contextual factors within the country.
• The plethora of policy changes, made implementation problematic.
• The initiatives themselves are good.
• Proper prior planning at all levels of the change process was non-existent.
• Initiation of EFA was politically expedient.
Finally, the conclusion was that in this instance, ‘the hubris of the change agent was the nemesis of the implementers.’
|Keywords:||Education for All, School Improvement, Education Policy, Educational Change, Implementation, Culture, Context, Trinidad and Tobago, Resources|
Warwick Postgraduate Research Fellow, Warwick Institute of Education (WIE), University of Warwick, Coventry, Warwickshire, UK
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