ABSTRACT
The decade 1980–90 saw a spate of educational reconstruction occurring simultaneously in many countries around the world. Although there appear to have been multiple borrowings from each other, those involved with the reforms have not always been aware of the activity in neighbouring countries or even in neighbouring states and provinces, and certainly not of the detail. So there is a tendency for local reformers to believe that they are attempting something new, when the changes are in fact only new for them. It is therefore an opportune time to look at the commonalities emerging from the restructuring movement, if only to ensure that we learn from each other’s efforts. The fact that school restructuring is an international trend should also excite our curiosity. What is driving this movement, why is there such a consistent concern across the globe to improve schooling outcomes and school performance, and who typically are the prime policy actors?
