ABSTRACT
The internal affairs and external relations of curriculum change should be interlinked aspects in any analysis of educational reform. Where the internal and external are in conflict or unsynchronized, then change tends to be piecemeal or ephemeral. Since harmonization across the arenas of educational change at the same point in time is difficult, curriculum stability or conservation is common. Often what happens is a divergence between Meyers ‘institutional categories’ and ‘organizational changes’ as noted in chapter 9. If change at one level does not happen or is unsuccessful then change at the other level may be inappropriate, unsuccessful, or ephemeral.
