So far the educational bureaucracies have managed to adjust their procedures to continuing change without having to transform their basic structures. They easily met the post-war challenge by reformists because the theories put forward did not clearly match the cultural pattern. The stimulus to change originated from outside the social system.
More recently, however, the challenge has come from within. Assertive tactics by teachers' bodies seeking more power and influence, the evolution of the local culture and radical change in the learning process threaten the traditional order of things. Viable ways of limiting the consequent tensions and creating a new equilibrium have yet to be worked out.
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