Introduction

An optimistic view of human nature subscribes to position that it is possible to take control of change and direct it in order to realize an alternative future. In a similar vein, the complexities inherent in implementation have become more highly differentiated as understanding of the phenomenon has increased - especially over course of last two decades. Apart from it becoming a major research focus for policy implementation and curriculum reform, it has become ‘sloganized’ as a banner for school and curriculum improvement having a life of its own. Peters’ analysis of the politics of educational reform in New Zealand frames it in terms of a deliberate and sustained attempt at cultural reconstruction, in which the now clichéd objective is to deliver necessary research, skills and attitudes required for New Zealanders to compete in an increasingly competitive international economy. In Australia, the policy window was open between 1987 and 1992, when state and federal governments reached consensus on educational reform.