ABSTRACT
What should all graduates of secondary school know and be able to do? How will secondary schools support students to develop such knowledge and skill? We might expect that the answers to these questions would vary significantly from culture to culture, community to community. We might also expect that such answers would alter over time in response to political, economic and social changes within a particular society or community. Each unique response would shape different purposes, structures, curricula and staffing needs. Therefore, we might expect secondary schools to look radically different in different contexts.
