ABSTRACT
It is a fact, as we have noted, that education systems are more resistant to innovation than industrial or business enterprises, and that teachers are more problematic to change than (say) farmers or physicians, although, of course, all professions and trades have their more progressive and their more conservative elements. M. B. Miles (89) argues that permanent systems – whether individuals, groups or organisations and institutions – find it difficult to change themselves. He says that:
‘The major portion of available energy goes to carrying out routine operations and maintenance of existing relationships within the system. Thus the fraction of energy left over for matters of diagnosis, planning, innovation, deliberate change and growth is ordinarily very small.’
