In the 1980's there has been, and continues to be, an unmistakable trend for the restructuring of the framework of Australian Education as depicted by the various autonomous State and Territorial Authorities of Education. Indeed, it has been pointed out somewhat prophetically as time has revealed that of the nine systems represented at the Conference of Australian Directors-General of Education, seven faced substantial restructuring during 1981"(1), and that the consequences of these proposals could well see the 1980's being regarded as the period of the structural reform movement in Australian education.(From introduction)