Abstract:

Through the research on critical understanding of the variables that compose the conceptual frameworks and the re-definitions of pedagogical terms that accompany educational change as they emerge from the modern Strategies of education –UNESCO-World Bank Group–, we can see forming the frameworks on the basis of which, the contents and, at the same time, the current trends of educational change are created. At the same time, through the study of current definitions of pedagogical terms, we identify the orientations within and around one specific function of the management of the human resources of education, that is Development of the Human Resources in modern Education, which is seen as a key-aspect concerning the dialogue on educational change.

The reformed frameworks and the study of current redefinitions of pedagogical terms leading to what is called as “educational change” are the objective of our study.

It is a multi-layered, pedagogical approach to Educational change emphasizing that the difference in education is made by human resources, as in the case of education, human resources co-shape, accept and reject, ensuring or disturbing the balance of the system. Parsons has already emphasized the importance of the human factor in maintaining precisely this balance of the organizational structure of the system and, subsequently, of its efficient operation.

For the needs of the study, the empirically grounded theory was utilized (Glasser & Strauss, 1967). In particular, categorization was applied through the process of conceptualization and theorizing. For the process of categorizing, conceptualizing and theorizing the data, the theory of "persuasive definitions" and the related theory of "essentially contested concepts" were used (Macagno & Walton, 2008), combined with causal relationships (Van Evera, 2000), which created a grid of causal relationships.

The method of continuous comparison was the basis for establishing the causal relationships of the data as they were drawn from two key texts concerning educational policies worldwide:
a. "Learning for All. Investing in the knowledge and skills of people to promote growth "(World Bank Group Education Strategy, 2020)
b. "Education Strategy" (UNESCO, Education Strategy 2014-2021).

According to the results of our study, there is a conceptual reframing of concepts related to educational change, building new conditions for approaching education based on which the effectiveness of educational policies is defined as such at the international level.

Keywords:

Conceptual frameworks, pedagogy, educational change, human resource development.