ABSTRACT
In Europe over the past 15 years serious efforts have been made, despite difficulties, to launch major training schemes for head teachers. Much has been learnt from the experience: the increase in professional dialogue at the international level, facilitated by such bodies as the Organization for Economic Co-operation and Development (OECD), the Council of Europe and the European Economic Community (EEC), has made a significant impact upon development, particularly among latecomers to the field.
However, claims that training programmes are successful are advanced only with great caution. Where detailed and systematic evaluation of effectiveness has been undertaken, it has confirmed the complexity of the problem. Nevertheless, the field is not static. Training is developing in both concept and practice. There is a clearly discernible trend away from traditional, modular ‘knowledge-input’ courses towards personal development programmes, which help heads improve their ability to learn from experience. Other innovations are seeking to integrate training within broader programmes of policy development.
