Abstract
This chapter discusses the strategies of implementing school reforms. There are no universal paradigms for the conduct of educational reforms. Historical, cultural, social, and economic conditions vary so much both between and within countries that specific policy measures and tactics employed would have to be considered anew for each national and local school system. When comparative educators say that countries can learn from each other, this is, indeed, a truth subject to considerable modifications. There are no elaborate models or paradigms that unadapted could be borrowed from one country to another. One cannot avoid being struck by the fact that many educators conceive of the school as if it were operating in a social vacuum. This occurs so often that one is tempted to refer to this as a professional disease. There is another observation closely related to the one of conceiving education in a social vacuum, that is, educational reforms by themselves are expected to work wonders.
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