ABSTRACT
Since the early and mid 1970s, those involved with the movement to restructure schools and school systems have had to ask how schools are to be governed, and what rationale will underlie their plans. In particular, the purpose, nature, and powers of school-site councils have featured almost universally among the agenda items for reform, especially the formal roles to be played by teachers, parents, the community, and (in the case of secondary schools) students.
