ABSTRACT
The central issue in any consideration of recent reform, especially that part that has entailed the introduction of the self-managing school in the public sector, is the relationship between reform and outcomes. Is there a direct cause-and-effect relationship between self-management and learning outcomes for students? Expressed simply, has there been an impact on learning for schools and schools systems that have embarked on a journey along Track 1, the building of systems of self-managing schools?
