ABSTRACT
Those case studies which have been made in education indicate that most initiatives for change and innovation originate from outside the schools. In keeping with the general organisational tendency towards stability or equilibration, most school systems are themselves more preoccupied with operating existing programmes. D. Griffiths (52) holds that changes which are made in response to insiders are concerned more with the clarification of rules and the explication of internal procedures, whilst those made in response to outsiders are concerned with new rules and procedures, and possibly with changes both in general purpose and direction. Griffiths also maintains that practical administrators are working according to this principle when they have recourse to external agents to suggest and make changes; such external agents include evaluation teams, consultants, time and motion study units, citizens’ committees and professional organisations.
