Educational Innovation in Developing Countries: Problems and Procedures

Recent reviews indicate that most attempts to introduce and maintain educational in-novation fail. Many projects fail during the implementation stage before the effective-ness of the programme can even be tested. Although the problems associated with innovation are observed in both developed and developing countries, the difficulties are particularly serious in developing countries. In developing countries, where the economic and personnel resources are minimal, and where the needs for improvement are greatest, the likelihood of successful innovation is least. If more were known about the process of innovation, the risk of failure could be reduced. This paper provides a review of empirically derived methods for introducing and maintaining educational innovation. Currently in developing countries attempts are being made to im-prove curriculum design, instructional techniques, assessment methods, educational materials, and ultimately, student achieve-ments. For example, in the area of curriculum development, attempts are being made to: (a) make the knowledge and skills taught mor