ABSTRACT
Many now argue that schools should be more accountable for what they do. Schools, and teachers, claim a degree of autonomy over what is taught and the methods employed which others — the government, parents, industrialists — may well question. The questioning of this autonomy is often equated with a demand for more accountability. But I believe that there are no such simple equations. I intend in this brief paper to raise what I think are central issues of accountability that need to be explored further.
