ABSTRACT
The variety of what counts as comprehensive schooling in England makes it troublesome to define the term. Most proponents of comprehensive schools seem sympathetic to enlarging the choice within education but feel it can be done inside a state maintained comprehensive system. All who favour comprehensive schooling are opposed to segregating the mass of children into schools that have different curricula – like the grammar and the modern – at the early age of eleven. The contrast with China shows that trends in Western education have more in common than appears at first sight. Common schooling at secondary as well as at primary level is now widespread. In some countries this consists of following the same core course in different schools or sections within a multilateral school; in some of all pupils in an area being sent to the same school; and in an increasing number, of pupils following the same courses in the same schools.
