In July 1969, an Israeli parliament decision instigated an educational reform focused on curriculum development, teacher education, new buildings, new equipment, and a change from 8 to 6 years in elementary school and from 4 to 6 years in secondary school. Dropouts, useless curricula, job market demands for better education, and integration and academic achievement needs necessitated the reform. Elements of the decision included implementation, teacher training, the future educational structure, establishing an advisory committee, and building junior high schools. A central committee, a subcommittee for administrative matters, and a subcommittee for teaching issues constituted the structure to execute the change. Teacher resistance, parent resistance, and financial restrictions obstructed the government's objectives. Among the ministry's strategies were public committees to obtain public support and the introduction of normative value-based and broad social goals. The first major objective--to raise the level of studies--was to be accomplished through counseling; attention to underprivileged students; and changes in curriculum, teacher training, teaching methods, and school structure. The second objective--integration--was to be achieved through new zoning and the eradication of the selection process. Results of the changes include increased enrollment, fewer dropouts, and byproducts such as discussions concerning Israeli society and the quality of education. (RG)