In this volume, the authors seek to illuminate the questions: "Who shall be educated?" and "What knowledge is of most worth?" In each case the politics of educational change since 1945, when compulsory education was introduced in many countries, has been analyzed and the conclusion drawn that education has not achieved the ideal society that was hoped for. Literacy campaigns have repeatedly failed, investment in education has not narrowed the gap between rich Northern and poor Southern countries and local wars continue to proliferate. The explosion of scientific knowledge which has transformed industry, commerce, communications and transport systems has made the teacher's task more difficult, obliging them to take account of the world of work and the tensions in mutli-cultural urban life. The history of curriculum theory which originated in Europe and was transported to the rest of the world is outlined and the difficulties associated with the transfer of curriculum models are examined in national and regional case studies. These case studies should be of benefit to students, teachers and administrators in understanding the need for curriculum reform and the difficulties in bringing it about. Finally, the new Education Bill(1988) and its implications are assessed.
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