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The article presents a conceptual structure of curriculum development and its comparative study. It refers to the motives of such development in the course of the comparison, which involves several countries including England, the Federal Republic of Germany, the German Democratic Republic, Sweden, and the United States. It discusses a conceptual framework for curriculum development, its operations, strategies, techniques, participants, and the educator's role to this development. Curriculum pressure groups define not only the main aim but also the method of construction.

The article presents a comparative perspective of the relation between police and political change studied in three nations representing three continents. The nations studied were Great Britain, France, Germany, Italy, India and the U.S. In relation to this, the structure of the national system, manner of exercising accountability over the police and professional image are discussed. It is stated that the image of the policeman differs from country to country dramatically. In Great Britain, the image is one of honesty and trustworthiness. In Germany, the policeman is viewed as honest, rigid, and unapproachable. French policemen are distrusted although admired for their efficiency. Italian policemen are disliked, distrusted and avoided. Police authority and political power are generally concentrated at same points in the political system. It is stated that policemen affect political life not only directly through their actions but also by the manner in which they handle their duties. The manner in which police accountability is assured fits national political systems. It is concluded that ideological fashions might be no less destructive than professional ones of serious research into the relation between the police and politics.