ABSTRACT
This chapter briefly reviews some of the principal external forces which are now pressing on the curriculum of schools and which are likely to continue to do so in the immediate future. They are: the force of history; consumer pressure; vocational pressure; and the 'enterprise society'. The actual effect of growing consumerism on curriculum provision in the public sector remains to be seen. The immediate consumers of curriculum are pupils and parents; but the ultimate consumers are employers, on whom both pupils and parents set their aspirations for advancement. It is to industry, commerce and the public or private services that the great majority of young people will pass, and on which the well-being and prosperity of the country will depend. The move towards a competence-based curriculum has a realistic and attractive air about it. The case for an egalitarian curriculum appeared to be irrefutable. Yet in the event it proved to be something of a mirage.
