*Comrensatory Education, Disadvantaged Youth, Educational Innovation, Educational Objectives, *Educational Planning, Educational Theories, Institutional Administration, *Institutional

The outdated nature of the school as an institution has victimized, not only the clients but the practitioners--not only those outside seeking ways of aetting in but those inside the school trying to make it work. The problem is with the fora and shone of the institution in which administrators, supervisors, teachers, students, parents, communities, etc. function. Fundamental reform leading to a new and more relevant educational institution requires change in the three major pillars of the present educational system: (1) In governance, a realignment of the pariAes involved in the process of educational decision-making is required, involvina a shift toward giving parents, commurity residents, and students an increased voice in policy. (2) In substance, a reform of the objects to be achieved and the content to be learned is neededinvolving the search for relevance toward more humanistically oriented cdriicula iealina with individual and group problems, and having a more functional emphasis; for example, preparation for major societal roles. (?) In personnel, opening educational systers by the people who will to t:esronsible for implementation to a far broader base of talent than the conventionally prepared career educator is required. (!author /J!+) N