The end of the communist system has led to extensive curriculum revision. A new paradigm has been developed to guide education, and more attention has gone to the arts, humanities, and social sciences. The 1992 Law on Education stressed the humanistic nature of education, common values, freedom of human development, and citizenship. Curriculum changes were laid out in another document, the Basic Curriculum of the General Secondary School; the overall curriculum reform program is to be put in place over a five-year period ending in 1998. In the mid-1990s, many public schools have designed special curricula, some returning to the classical studies prevalent in the early 1900s. Local development of curricula and materials became legal in 1992, although financial constraints have limited experimentation and the Soviet era left educators with a strong bias toward standardized instruction and rote memorization. In contrast to the Soviet era, the quality and content of curricula vary greatly among public schools. A major factor encouraging local initiative is the disarray of federal education agencies, which often leave oblast, regional, and municipal authorities to their own devices. Nevertheless, only about one-third of primary and secondary schools have taken advantage of the opportunity to develop their own curricula; many administrations have been unwilling to make such large-scale decisions independently.