The School as a Change Catalyst


The School as a Change Catalyst
The schools should be empowering young learners by equipping them with core skills such as empathy, teamwork, leadership and creative skills. Skills for a Changing World, a collaborative project, know how a new generation of skills can best be developed and enhanced in young children and students so they can navigate education and work in the face of changing social, technological, and economic demands. The focus of Skills for a Changing World is breadth—breadth of skills, breadth across ages, and breadth of learning opportunities, both inside and out of school.
The Change Agent
The change agent in any process of innovation may be defined by the number of roles he is expected to fulfill. For example he may be regarded as a 'trainer, consultant, counselor or therapist' (Chin and Benne 1976). Alternatively the change agent may be simply defined as 'the helper, the person or group who is attempting to effect change' (Bennie 1976). Atypical list of roles for the change agent engaged in a process of educational innovation could be:
conveyor
2. Consultant
3. Trainer
4. Leader of ideas and information to the client group in specific skills of a group of change agents
5. Innovator creating new ideas and practices
6. know/edge builder developing knowledge for the group
7. Practitioner adopting new skills and practices
8. User using the new knowledge and ideas
These roles are, of course, overlapping and any one change agent may play several at any one time. Similarly, in any one innovation scheme, there may be a number of change agents, each of whom plays a variety of roles. Likely change agents include those who are internal to the school or college (teachers, heads of department, deputy heads, and vice- principals) and those who are external to the immediate change context (County, co-coordinators, advisers and inspectors, and other educationalists). Overall any change agent whether internal or external, will be expected to provide a certain amount of leadership for the group promoting the innovation, to act as a catalyst or facilitator of change, to be prepared to take risks in implementing change and to play the part of a communicator both within the change context and outside it. These role demands on the change agent bring with them corresponding requirements for particular skills. To be successful a change agent would need therefore a range of leadership, facilitator and communication skills including:

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