ABSTRACT
The School Curriculum Development Committee (SCDC) was charged with the task of filling gaps in curriculum provision, and given a tiny budget. The School Examinations Council (SEC), on the other hand, was given enhanced funding and status and soon emerged, with the responsibility for introducing the new General Certificate of Secondary Education (GCSE) at 16-plus, as the prime agency for examination-led curriculum change. Thus it became necessary to talk of the management of curriculum change, and to politicize and professionalize curriculum research and development. Of particular importance is the suggestion that the failure of curriculum change strategies can be remedied by focusing on the implementation tasks facing the school. The origins of RDD approach approach in the heavily centralized Canadian setting are significant, and it is beginning to attract attention in the UK, where new funding arrangements for in-service education. And training, Inset, were introduced by the DES in 1987, and mark a major shift towards central.
