Many official government documents
and policies provide the motivation for the
concept to be built into the PDP. In the case
of Thailand, the Office of the National
Education Commission provides the impetus
for curriculum change with its ‘big picture’
view of educational reform in the nation. The
Office of the National Education Commission
represents the official government policy on
reform. Other influences come from senior
educators and media reports on the nation’s
education system. These factors created a
climate of acceptance of the need for
curriculum change and were reinforced by the
widespread belief in the community that
change is needed in the education system.
2. Clarity
The second of Fullan’s principles,
clarity, relates to changes in pedagogy, it also
relates to the relationship between teacher
and learner, as well as the practical role
played by materials used in teaching and of
the assessment processes used to determine
learning outcomes. Teachers must therefore
be well aware of the reasons for the
curriculum change – without this they are
unable to authentically satisfy the requirements
of this principle. If for example, the curriculum
change requires student centred learning
activities such as group work, or individual
exhibitions, and the teacher has no
fundamental belief or knowledge of such
pedagogies or assessment methods, these
teaching and learning processes will be
challenged by teachers. Where these
challenges occur without the clarity suggested
by Fullan, they have the potential to inhibit
curriculum change.