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The assignment is a plan which requires you to describe and justify the approach that you would take to implement a change initiative in educational organization making use of relevant literature. The...

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The assignment is a plan which requires you to describe and justify the approach that you would take to implement a change initiative in educational organization making use of relevant literature.  The assignment should be approximately 3500 words in length; a guide for each section is included below:
The word limits are just a guide to assist you plan and should not be divided into sections.
1.       Identify an area of concern/concerns that require change in your organisation in the next 12 months. Identify reasons for the change. This should be an ‘actual’ example – do not select a change that has already been implemented or which you do not realistically intend to implement.  Ensure that you provide enough detail about the setting, issues, the people involved and the intended change initiative for the reader to fully understand the change and change process being described (approx. 1200 words);
2.       Design your implementation plan.  This could take the form of a table, and/or diagram – use the format that you consider most clearly presents your proposed implementation (max. 500 words or 2 pages of plan documents);
3.       Using the literature base that you have covered in this course (and any other relevant readings that you have located), explain the theory or theories that underpin(s) your approach to change management as a whole for the reader to fully understand the change and change process being described explain and justify your choice of specific implementation actions and strategies XXXXXXXXXXwords)
Concept overview: An excellent overview and explanation of concepts of organisational change and application to education organisation/s; use of literature
Selection of education policy area: Strong evidence of understanding and application of the wider change management issues, policies and processes discussed in the references list
Policy implementation: A strong and clearly articulated overview of the background and cu
ent status of organisational change implementation described; use of literature evident
Future directions for policy area: Clear and original analysis of at least 6 pieces of relevant and scholarly literature with evidence of wide reading
Presentation standards: Well-organised with strong attention paid to presentation, editing and co
ect referencing. Exceptional command of expression, argument and structure.
Answered Same Day Jun 07, 2020


Akansha answered on Jun 10 2020
125 Votes
Running head: Change Initiative at Rose Bud School Kathmandu
Change Initiative at Rose Bud School Kathmandu
Student Name
University Name
Introduction    2
Part 1    2
Part 2    8
Part 3    11
Conclusion    14
References    16
Many countries design and implement school reforms, with a focus on the basic restructuring of school education. Some people think that schools are more difficult to change than other organizations because they are basically conservative and have certain qualities that hinder change. Schools are often characterized by loosely coupled system anarchy, maintaining a high level of autonomy and independence among their subsystems or faculty members. The autonomy and independence of teachers may have negative effects on the support and cooperation in the process of school transformation. School cu
icula are introduced and distributed to elementary school teachers in almost all schools. The introduction of cu
iculum is major growth in most important education as well as is culmination of the extensive mutual cu
iculum strategies or the design processes conducted by educational partners hosted by National Cu
iculum moreover Assessment Committee. It is expected that the implementation of the cu
iculum will promote the increasing quality of management and processing education efforts to improve each learning and education unit. By applying the background of the course, this study aims to reveal problems in terms of questions: “How do school teachers respond to the implementation of the Kathmandu cu
iculum from the perspective of the planning, implementation and evaluation of the cu
iculum?” and “plan, implement and evaluate the Rose Bud School Kathmandu. This study includes the change initiative necessary for Rose Bud School Kathmandu.
Part 1
Founded in 1993 (2049 B.S), Rose bud School is a coeducational educational institution in the located in the heart of Kathmandu. It also offers teaching from the preschool to twelve grades. Rosebud cu
ently has about sixteen hundred students. Our work are to offer children-center learning su
oundings where every child has equal opportunities to totally realize their possibilities, have well intellectual, emotional and physical growth, and prepare for life in a rapidly changing world ("Rosebud", 2018). Rouse Bud School not only emphasizes academic growth, but provides comprehensive and comprehensive development opportunities for each child through our Complete School Education Program (CSP). The complete school cu
iculum (CSP) is designed to help each student reach their full potential. It believes that overall development can be achieved by focusing on three distinct but important areas of child development. The cu
iculums are the major concerns in field of education. The cu
iculum as a Kathmandu education system changes every year. These changes are considered as one of government effort to improve Kathmandu education systems. It also means that the cu
iculum is time and space of people's lives; to the extent that things can occur; to container, not content. The Education play vital role in the promoting national and national life. In order to achieve this goal, governments have incorporated the principles for implementing cu
iculum in Kathmandu into state education standard (Doojung Kim, 2017).
The challenge for the Kathmandu Rose Bud School is to redesign the school cu
iculums to good prepare student for a life as well as work in 21st century. Nowadays world are very different or unusual from the world fifty years ago. With increasing globalization, the paces of change are accelerating. Advance in communications, technology moreover social network; greatly improved access to data; the knowledge explosions; or a series of the increasingly complex environmental and social problems. With the increase of labor mobility, the development of knowledge-base employment, emergence of multidisciplinary work groups engaged in the innovation or issue solving, or greater demands for continuous workplace learning’s, work world is also rapidly changing. School cu
iculums should try to adapt the students to these major changes and changing globe. The Kathmandu Rosebud School continues to isolate subjects from each other, emphasizing mastery of a huge amount of factual as well as procedural understanding, or viewing learning as individual instead of as collective actions. These are especially co
ect in high schools, which affected the cu
iculum before this. As result, the students' experience of the subject may be different from experience of those peoples who work in this discipline. Meeting this challenge The Kathmandu Rosebud School needs to rethink the school cu
iculum. The goal should include the skills and traits needed to place greater emphasis on life or work in 21st century, also including ability to communicate, create, use technology, teamwork and issue solving, or develop students’ better understanding of the key concepts and guidelines moreover their basic knowledge. Understand the ability to apply complex and engaging real-world problems ("Education in Nepal - WENR", 2018).
To ensure the quality of national education, academic planning, implementation and monitoring and to ensure the quality of national education of the country, to ensure the education of national life and to glorify people as a civilization cu
iculum change is required at Rose Bud School. National education standards are a means of ensuring the quality of educational services. Educational standards include content standards, procedures, staffing, facilities and infrastructure, management, evaluation, financial and graduate qualifications. With the rise of national standards, the direction of improvement in quality of education in Kathmandu is clear. If every education unit meets or exceeds the national educational standards, it is expected that quality of education will be achieved. In Kathmandu, the existence of national education standards for cu
iculum has become a customary mantra. Therefore, by applying all the education at the school level, there are eight aspects of national education standards. Kathmandu's cu
iculum implementation analysis can follow these standards. Therefore, the purpose of this study is to understand that many schools in Kathmandu are based on implementing 8 national education standards for implementation of the cu
Change Overview
It is difficult to obtain unstructured and consistent attention, planned courses and teacher changes, how effective the changes are made, its impact has been effectively determined. Implementation involves what really happens, what really matters, providing effective organizational support to the cu
iculum implementation, ensure that the newly created cu
iculum and the most in-house actually provided in the classroom Effective Education Strategies To ensure that planned cu
iculum and education changes are successful, they have two parts:
· Understand the concept of content / discipline; and,
· Understand the theory to provide content in the classroom, see Demo demonstrations, opportunity to practice, and get coaching management and feedback on the most powerful learning strategies.
In-charge person is responsible for the implementation of the cu
iculum and determining the most effective way to monitor the level of organizational support and enforcement. The cu
iculum framework will describe procedures and processes that will be used to support all employees for the necessary knowledge and skill development to successfully implement algorithmic courses in all subject areas (Halbert & MacPhail, 2010). The framework will, at least, describe the process and processes for applying the following courses:
· Study the best educational practices and materials that provide content;
· The policy is described in the form of 602.21 - Procedure for the purchase of educational materials and tools for the implementation of the cu
iculum. The director’s board should enter a policy number, which should improve its policy when selecting its contents.);
· Develop identity/identities, demonstrate learning behavior, learning and learning environment to provide content;
· Position of teaching (teacher education methods) in the field of research material;
· Compare estimates and cu
ent delivery systems, identify differences and develop inter-based schemes;
· Organize employees to participate in Cooperative Search Groups to help them learn and implement...

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