ABSTRACT
We live in an era in which change has become a familiar term. In fact, one frequently used phrase implies that the only permanent feature of our time is change. There is hardly any social institution which escapes the process of change, and education is no exception. Formal education in schools of the last five decades has been marked by significant and frequent changes in its aims and objectives, its content, teaching strategies, methods of student assessment, provisions, and the levels of funding.
