Levels of change in education

According to Fullan (2007), in the last three decades, several confused attempts have been made to reform the education system. This author describes that many problems in educational change occur due to difficulties in planning and coordinating. Also, he describes factors affecting implementation process of educational change, being one of them „what teachers do and think” (Fullan, 2007, p.129).

However, in a globalised world, the classroom, or the locus where teachers teach and students learn is a microcosmos in the centre of numerous larger but concentric cosmos, within which numerous factors influence and constrain educational change. So, there is a long way down to go, along which countless actors and influential factors come together to prevent or make change in education possible. Therefore, when we envisage change in education, we have to consider the various encircled levels of cosmos: the international level, where global aims for educational policies are defined; the national or the system’s level, where those aims are adopted; the school or organisational level, where the change is planned and taken to the ground; and, finally, the classroom, where the change is consequently practiced, following Bronfenbrenner (1979) view regarding human ecological development.