ABSTRACT
There have been considerable changes in the organisation of advisory teams as they attempt to meet the demands of the Education Reform Act. There is a good deal of evidence from the past about the need for change and for better management of advisory teams. Pearce (1986) comments, as we noted in chapter 8:
the inspectorate without positive management is exposed to a lethal combination; its members share a low status reluctance to say ‘no’ to a demand, while the demands for their highly prized knowledge and skill are unfiltered by any firm priorities.
