In 1975, the fourth Annual Conference of the British Educational Administration Society (BEAS, now BELMAS) had as its theme 'Autonomy and Accountability in Educational Administration'. In their concluding comments, the editors of the published Proceedings wrote: 'Our concern has been with accountability and autonomy, not as alternatives, but as significant and meaningful concepts which need to be better understood in relation to each other, having regard to specific organisational settings.' This is the same connection that the then newly installed coalition government made 35 years later in their 2010 schools White Paper, a major policy document. The emphasis on this theme had persisted and indeed grown sharply during the intervening period. This trajectory is outlined in the article but its main purpose is to analyse the forces underlying what has become a preoccupation in English schools policy, making some reference to international evidence and practice. It is argued that the last six words of the quotation above from the 1975 editors' conclusion, 'having regard to specific organisational settings', were particularly significant and are highly relevant to an explanation of the staying power of these concepts.
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