ABSTRACT
This part conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters. The part contains a great deal of information about the historical background, status and projected future of the school principalship and superintendency and, either explicitly or implicitly, about the development of selected countries in the Commonwealth. It explains that the stimulation and pace of educational change are being influenced by cultural, economic and political forces rather than by developments from within the field of education itself. Virtual reform is taking place both in the structures and processes of education and in concomitant administrative training, reflecting the escalating priority accorded to schooling for purposes of national economic, social and technological development. The part reviews some important features about their respective countries, their rich variety and common thrusts, by examining the evolution and conditions of key administrative roles in the educational systems chosen for study.
