Fostering the Sustainability and Scalability of Curriculum Innovations Through Collaborative Design

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Abstract The three studies reported in this chapter seek the perspectives of teachers and school leaders on the sustainability of design teams in higher education. The first study pertains to the sustainability and scalability of teacher design teams in Ghana’s polytechnics. The second study investigated opportunities and challenges for large-scale implementation of e-learning by providing professional development for instructors through collaborative design at the Open University of Tanzania. Finally, the third study reports on the continued use of core elements of a collaborative professional development program for communicative language in Ethiopia. Data were collected among teachers who participated in design teams, non-participating teachers and management, between 6 and 18 months after the first implementation of teacher design teams. The findings of the three studies are presented. Opportunities for sustainability and implications of scaling up collaborative curriculum design in teacher design teams as a strategy for professional development and curriculum innovation are described and discussed.

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