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MET-VET – Metacognition for
Environmental Thinking in VET
Project number:
2021-2-PL01-KA220-VET-000050783
PART A - How VET centres manage and successfully
implement integration and change management
1.1 What’s Change Management
First of all, it is essential to define what Change Management is:
Change management is a systematic approach to dealing with
the transition or transformation of an organization's goals,
processes or technologies. The purpose of change
management is to implement strategies for effecting change,
controlling change and helping people to adapt to change.
When speaking about education, change management involves the systematic process of preparing
for upcoming changes, developing an implementation plan for leading change in educational
organization, and executing the change.
Why is change so essential? An educational institution that doesn’t embrace the change and
modernization to meet the current and upcoming developments imposed by fast-changing global
circumstances and challenges, risks to become obsolete and this affects negatively the education
provision and, consequently, educational outcomes.
To ensure the highest quality standards and to guarantee that learners and staff can fit in a rapidly-
evolving world and labour market, it is compelling for educational institutions to be open to the change
and adopt new educational methods and technologies as well as update curricula with the emerging
and crucial soft skills, such as the ‘green’ ones.
To effectively manage the change is essential to accurately follow at least three main steps:
1) Informing and preparing the Change
2) Execute the Change
3) Reinforce the Change
To be effective, the change must be planned, implemented and sustained taking into account multiple
elements and factors including:
- considering the target groups and stakeholders affected by the change (learners,
teachers/trainers, staff, learners’ families, etc.) as well as the context in which the change
should be implemented
- defining procedures to follow and making everybody aware of the start and expected arrival
point
- choosing and implementing tools and methodologies coherent with the learning context
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not
necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither
the European Union nor EACEA can be held responsible for them.