... ethically preferable to inaction. (45)
A seven-step strategy (46) to implement the change could
be introduced by the Principal who will head the Policy
Group for implementing the theory-practice model with a
minimum of paperwork and educational jargon.
(1) Explain the change by demonstrating its purpose.
Reassure participants that sufficient time will be
allowed for its introduction.
(2) A timetable for implementation should be determined
by the policy group.
(3) Proceed slowly; only introduce the different
programmes gradually for the different age groups.
It will be much easier to start the programme in the
kindergarten and primary section of the school.
(4) Invite volunteers to prepare programme plans.
(5) Set the programme as a priority in the school, and
allow the staff to list the contentious issues along
with non-contentious issues.
(6) Set aside one day for In-Service training (INSET)
for all staff, whether they are involved in the
policy or not. The staff must be aware of the
policy and its implementation. The school will be
given a holiday, and the staff will have an
opportunity to meet to discuss the programme.
(7) A day for evaluation should be held, during school
hours, with students being asked their views on the
completion of each programme.
The next section is the conclusion, which brings together
the sections of the chapter and argues that the most
important aspect of the theory-practice model is that it
adds effectiveness to the task and relationship
dimensions of the curriculum. The conclusion builds upon
the integral relationship between the model and an
effective learning environment for Anglo-Indians.
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