IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v98y2023ics0738059323000238.html
   My bibliography  Save this article

Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa

Author

Listed:
  • Stutchbury, Kristina
  • Biard, Oliver

Abstract

New school curricula across Africa are calling for new approaches to learning and teaching. In response, much educational development work focuses on supporting pedagogic change. The successful implementation of educational change is challenging, attested by persistently low achievement levels, yet it remains under-theorised. However, ‘implementation’ as a process is well-theorised in the field of healthcare. This paper explains a middle-range sociological theory – Normalisation Process Theory – which seeks to describe how new practices become normalised. Drawing on evidence from the field, it argues that NPT, although developed in healthcare settings, offers insights which could benefit the implementation of educational development projects.

Suggested Citation

  • Stutchbury, Kristina & Biard, Oliver, 2023. "Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa," International Journal of Educational Development, Elsevier, vol. 98(C).
    • Handle: RePEc:eee:injoed:v:98:y:2023:i:c:s0738059323000238
    DOI: 10.1016/j.ijedudev.2023.102746
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059323000238
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.ijedudev.2023.102746?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Bremner, Nicholas & Sakata, Nozomi & Cameron, Leanne, 2022. "The outcomes of learner-centred pedagogy: A systematic review," International Journal of Educational Development, Elsevier, vol. 94(C).
    2. Tikly, Leon, 2015. "What works, for whom, and in what circumstances? Towards a critical realist understanding of learning in international and comparative education," International Journal of Educational Development, Elsevier, vol. 40(C), pages 237-249.
    3. Schweisfurth, Michele, 2015. "Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning," International Journal of Educational Development, Elsevier, vol. 40(C), pages 259-266.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Sotiria Grek, 2022. "The education Sustainable Development Goal and the generative power of failing metrics [The Learning Metrics Task Force 2.0: Taking the Global Dialogues on Measuring Learning to the Country Level]," Policy and Society, Darryl S. Jarvis and M. Ramesh, vol. 41(4), pages 445-457.
    2. Schweisfurth, Michele, 2023. "Disaster didacticism: Pedagogical interventions and the ‘learning crisis’," International Journal of Educational Development, Elsevier, vol. 96(C).
    3. Servaas van der Berg & Gabrielle Wills & Rebecca Selkirk & Charles Adams & Chris van Wyk, 2019. "The cost of repetition in South Africa," Working Papers 13/2019, Stellenbosch University, Department of Economics.
    4. Emilio Crisol Moya & María Jesús Caurcel Cara, 2021. "Active Methodologies in Physical Education: Perception and Opinion of Students on the Pedagogical Model Used by Their Teachers," IJERPH, MDPI, vol. 18(4), pages 1-18, February.
    5. Parra, Juan David, 2022. "Decentralisation and school-based management in Colombia: An exploration (using systems thinking) of the Full‐Day Schooling programme," International Journal of Educational Development, Elsevier, vol. 91(C).
    6. Le, Hang M., 2018. "The reproduction of ‘best practice’: Following Escuela Nueva to the Philippines and Vietnam," International Journal of Educational Development, Elsevier, vol. 62(C), pages 9-16.
    7. Bremner, Nicholas & Sakata, Nozomi & Cameron, Leanne, 2022. "The outcomes of learner-centred pedagogy: A systematic review," International Journal of Educational Development, Elsevier, vol. 94(C).
    8. Smail, Gareth, 2017. "Politicized pedagogy in Morocco: A comparative case of teachers of English and Arabic," International Journal of Educational Development, Elsevier, vol. 53(C), pages 151-162.
    9. Sumida, Sugata, 2017. "Donor’s motivation of the educational aid," International Journal of Educational Development, Elsevier, vol. 55(C), pages 17-29.
    10. Murugaiah, Kiruba, 2023. "“We make do”: Experiences and beliefs of teachers working in conflict-affected Niger," International Journal of Educational Development, Elsevier, vol. 100(C).
    11. Alison Greig & Julian Priddle, 2019. "Mapping Students’ Development in Response to Sustainability Education: A Conceptual Model," Sustainability, MDPI, vol. 11(16), pages 1-12, August.
    12. Horațiu Catalano & Ion Albulescu & Cristian Stan & Gabriela Mestic & Anca Ani-Rus, 2023. "Child-Centered Approach through Slow Education Principles: A View to Child Personality Development in Early Childhood," Sustainability, MDPI, vol. 15(11), pages 1-19, May.
    13. Murod Ismailov & Thomas K. F. Chiu & Julie Dearden & Yukiko Yamamoto & Nigora Djalilova, 2021. "Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy," Sustainability, MDPI, vol. 13(22), pages 1-40, November.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:98:y:2023:i:c:s0738059323000238. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.