The management of educational change in Free State schools in terms of Curriculum 2005 and National Curriculum Statement

English: Change is an integral part of society and thus finds expression in all spheres of life. Constitutional changes in South Africa also imply change in education. Change brings about insecurity, fear and resistance in the workforce and this demands that the school educational leader should manage change in such a way that it could be successfully implemented. In order to equip educational managers for the task of managing change, relevant training should be provided. When the capabilities and deficiencies in the performance of educational managers regarding management of change are identified, programmes which will address the training needs of educational managers can be designed. The focus of this study was to establish how educational managers managed change with regards to the implementation of C2005 and NCS. The introduction of C2005 and NCS with its outcomes-based approach has been the subject of intense debate since 1990. The new political dispensation based on the principle of human rights and the removal of discrimination on the grounds of race, sex and religion compelled education to change and take the role of preparing learners to be responsible citizens that would fit into the new democratic society. C2005 and NCS differ radically from the traditional, in-put based approach to education by changing to an outcomes-based approach. This causes a change in the role of educational managers. Educational managers are responsible for the successful implementation of the new curriculum. Changes will also be necessary in the way the school is structured and the delivery of the curriculum becomes crucial. Change is a complex concept. The study from various experts on change was conducted. Change is characterized by aspects such as renewal, feelings, time, continuity and direction. Various forms and types of changes as well as strategies for change have certain educational implications. The educational manager has to take into account the various aspects of change including the internal and external factors which have an influence on change. The success of change lies in the manner in which it is implemented. Lewin and Niemanns’ model of change gives educational managers a clear description of procedures to follow when one is faced with innovations. The research commenced with a study of C2005 and NCS. The literature study showed that the new curriculum brought about changes in school organization, mainly with regard to the integration of traditional subjects into learning areas, the need to create a learner-centred environment and the introduction of a continuous, formative assessment. The study showed that the educational managers’ responsibilities include the management of change, staff development, knowledge of teaching strategies in C2005 and NCS context, effective communication, provision of resources and monitoring. A review of both the quantitative and the qualitative study of this research project clearly shows that the role of the educational manager has to change in C2005 and NCS environment. The demands are greater than before because a great deal of staff development, support and motivation is necessary for the successful implementation and maintenance of C2005 and NCS into schools. It is the responsibility of the school educational manager to acquire knowledge and develop skills that will address these issues, and to set up the needed procedures and programmes that will support these changes. The role of the educational manager is to assist in maintaining a teaching staff that can provide the best opportunities for teaching and learning. A conducive learning environment for quality teaching and learning should also be created. For these reasons, there is a need for the educational manager to acquire the necessary knowledge and skills on change management. Training programmes can be designed to equip educational managers with skills to manage change. Guidelines and change management model for the effective implementation of C2005 and NCS concluded the study.