| The growing power and influence of the central state in British education and the 'policy hysteria' which frequently characterize it are considered. Policy is largely based on performance management and other technical-rational approaches and the article questions whether these provide an adequate framework for the complex and fluid future which education faces. Best practice outside education is assumed to be founded on rationalistic approaches, but recent research suggests that staff commitment and satisfaction are key factors in producing results. The implications of the centralizing, rationalizing trend for professional development and research are explored and strategies for responding to it are proposed. |