The identification and discussion of general trends in an education system is difficult if only single variables are considered. A synthesis of the comments made by a diversity of variables provides a more reliable and valid basis. The paper demonstrates a methodology through which significant and meaningful patterns of change can be identified. These patterns can then be interpreted in terms of the political, social and economic contexts of the years to which they pertain. Data for the NSW education system have been used for the longitudinal analysis and they cover the period 1950 to 1975. Patterns in system inputs are identified and discussed separately from patterns in system processes.
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