I am currently digesting the (quite interesting) "Design Thinking Toolkit for Educators" produced by the good people at IDEO. While progression and ideas are the name of the game, are these ideas necessarily reflective of the actual situation faced by educators, especially in the developing world? Rethinking curricula is an essential component of educational progress (as remarked on here), but the realities facing adaptation and assimilation/change are much starker than those of mere design and formulation. IDEO asks, "How might we redesign our approach to curriculum development and delivery to center around the needs and desires of our teachers and students?"
Progressive thinkers such as the folks as IDEO are a necessary first step in the change process; however, understanding how change actually takes place at the individual level. People are naturally resistant to change if it makes their life harder, and redesigning and relearning and reapplying certainly carries many new burdens for teachers, already underequipped.
Curriculum delivery must be altered to create relevance for both learners and teachers in the increasingly centralized, nationalistic educational systems of the developing world. However, it must be in the leaners' and teachers'best interest to spark this willingness to change.