Social determinants of the comprehensive school

Abstract

This chapter discusses social determinants of the comprehensive school. There is a certainty that one would be inclined to say lawful, sequence inherent in reform work in our society. Universal suffrage and social security have been the precursors of educational change. School reforms pertaining to the obligatory and public school in modern, economically expanding society have to be conceived within the framework of the Welfare State. After provision has been made for social security, the time has come to provide for a universal secondary education with goals over and above those of establishing an elementary literacy. Educational changes, in their turn, seem to occur according to a similar rank order. The organizational structure of the compulsory school has been changed by political initiative, culminating in parliamentary legislation. The next step has been the issuance of newly constructed curricula by government agencies. After some time, it becomes clear even on the parliamentary level that teacher training is not adequate for the new goals set up for a school providing general secondary education. It will evidently take some time before a reformed system of teacher training can affect the inner work of the school, relating to the organization of studies and the proper use of methods and teaching aids.