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Self-management was conceived as a cycle of management that called for schools to determine goals, formulate policies, make annual plans, allocate resources, implement plans of learning and teaching, and evaluate outcomes. Noteworthy features were plans based on programmes that were defined by the normal patterns of work in the school, most of which were areas of the curriculum. There were clearly defined roles for different groups. The 'Policy group' was normally the governing body, such as a school council, that set goals, formulate policies, approve budgets and share in the conduct of programme evaluations. 'Programme Teams', formed mostly of teachers, were also involved in each of these activities but were mainly responsible for preparing programme plans and programme budgets. Programmes were implemented in the normal day-to-day work of the school. These teams played a major role in the evaluation of programmes.