ABSTRACT
The preceding chapters have sought to explain the emergence of State educational systems. In tracing their development, the interaction of dominant and assertive groups was held to be the ‘guidance mechanism’ 1 responsible for repatterning the relationship between education and society and transforming the internal structure of education itself. These changes were then examined in detail and the characteristics common to all new educational systems were distinguished from their variable features which originated from different types of educational conflict. It is now time then to turn to the consequences of the new State educational systems for subsequent interaction and further educational change.
