The school ladder of progression from one level to the next higher level is the backbone of the education system and the critical path of educational and social development. The need for the reform of this school system has become more acute, as it is torn among myriads of demands coming from within and without the education system. Prominent among new demands are the equalization of educational opportunity, the excellence of education, the diversity of programs, the effectiveness of management and administration, relevance to the needs of human growth, and integration with society. In order for the education system to cope with the new challenges, reform of the school system should be promoted along the following lines. First, education opportunities should be expanded and enlarged. Second, a new education ladder should be developed which assists in the maximum development of individual potential through a variety of programs addressing individual needs. Third, education programs should be diversified so as to meet the unique needs of school and community. Forth, career guidance should be strengthend with a final view to enhancing the productivity of school education. Fifth, the present structure of the school ladder should be reconsidered in terms of its relevancy to individual and social needs. The present 6-3-3-4 pattern of the school system should be changed to K-5-3-4-4, which diversifies the upper secondary level programs to increase the employability of high school graduates bound for the job market. The reform of a school system is a long process which requires an enormous amount of funds. It requires that new links be established with social organizations and that social recognition be promoted to shatter deeply ingrained concept. The reform of the school system should be promoted with public sanctions and a firm determination, on the part of practioners, to implement it. It takes a long hatching period following prolonged research and development. To cope with new programs, follow-up measures should be considered along these lines. First, due to the magnitude of the tasks involved in the reform of the school system, the implementing agency may take a lukewarm attitude toward it. A committee composed of specialists should be formed as a nuclear force for implementing it. It should be responsible for the formulation of specific measures, giving visibility and public exposure to enlist support and cooperation from all segments of the population. Second, the extension of the high school period by one year necessitates a substantial increase in facilities. Together with the imminent extension of compulsory education to middle school, some private schools should be converted into high schools and under-sized schools should be integrated into larger ones. The private sector should be encouraged to establish high schools. Third, the extension of high school years may be misused to prepare for entrance examination to college. Therefore, the reform of the school system should include parallel tasks, namely, to reform the entrance examination and curriculum to provide programs which truly serve the innate goal of education. Forth, career guidance should be provided in a systematic fashion based on a detailed plan of implementation. It should serve an additional function of promoting a correct public understanding in the current adverse situation where a narrow interpretation of education gives rise to feverish pursuit of higher education.