ABSTRACT
Implementing a new curriculum is never easy. Literature abounds on problems in, and/or barriers to, effective implementation of new curricula in educational institutions. Teachers’ resistance to change, lack of knowledge and skills to implement the proposed change at classroom level and failure to gain teacher ownership of the new curriculum are some of the most frequently mentioned reasons for failure to effect change at classroom level (Glatthorn, 1981, Hord, 1987, 1992; Gwele, 1994). Effective implementation of a new curriculum is a function of (a) facilitative and visionary leadership, (b) an organizational culture and climate conducive to change, (c) evolutionary planning and coordinating of resources, (d) participant training and development, (e) monitoring and checking progress and (f) continued assistance and support (Hord, 1992).
