ABSTRACT
Sub-committee structures are likely to reflect the committee's traditional concern with institutional management, supervising and supporting schools and colleges, rather than policy-making. For obvious reasons it may be that the sub-committee pattern is not ideal, and as the education officer is unlikely to be able to shape the committee structure exactly according to his wishes that may be unwise to match the office organization too closely to it. One reason is that good education officers, though conscious of the importance of efficient organization, are not obsessed by it. In social services only a sterile and debased administration is pre-occupied with its own machinery. Another reason is that many education officers have little influence over their office organization. The desire to achieve a good office organization may thus lead to compromise solutions to avoid conflict, whereas in fact the conflict may be necessary to avoid stagnation.
