Although there is a broad diversity in European secondary education, it
seems to be that a common trend is clear, namely that of
comprehensivity at the lower level and diversification at the upper
level. This trend raises the issue of the nature of the debates
implied: are they strictly pedagogical or political? Be that as it may,
the article focuses on the exemplification of this common trend
throughout different European systems and shows a number of reasons
which support its widespread acceptance. At the same time, it also
discusses some cases where the comprehensive principle seems to have
been rejected. Francesc Pedró
Key words: Secondary Education, Comprehensive Principle, Comprehensive Schools, Educational Policy, Curriculum Diversification.
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Nº 204, mayo-agosto 1996 
