The author describes educational planning in France from about 1950 to present because he believes that a good many of the general theoretical problems of planning in France can scarcely be distinguished from the questions that are specific to Germany, which has reached an impasse in educational planning. (KC)

Maintains that the practices of various school systems are not directly transferable to other societies, in part, because to be effective, each educational system must closely reflect the ethos of those it is called upon to serve. Examples of failed attempts to transfer practices are included. (JDH)