ABSTRACT
For many years educationists have argued that, in order to maximize the possibility that any proposed change in education will be successful, one needs to engage in 'situation analysis' and take account of what the research literature has to say about 'implementation'. The reference to 'situation' in 'situation analysis' refers to 'the initial state in which the learner finds himself/herself'. Analysis of external factors to the school includes expectations and requirements of parents and employers and the changing nature of the subject disciplines. Analysis of the internal factors to the school includes pupils, their aptitudes, abilities, attitudes, values and defined educational needs and teachers, their values, attitudes, skills, knowledge, experience and special strengths and weaknesses. Dimmock and Walker (1997), drawing their examples primarily from confucian-based learning settings, highlighted the Eurocentric nature of much research, writing and practices in relation to leadership in schools.
