Political Forces in Education: Bri ht Pros ects in the Shift to Systemic Reform

Abstract

A retrospective view of the shift from technical to systemic reform seems to indicate an emerging realization of the complexity and comprehensiveness of schools as social organizations. Though still addressing change effects rather than processes, symptoms rather than causes of educational ills, the more systemic view of schools inherent in recently-instituted policies may have set a precedent.