The crucial problem for educational administrators concerned with improving the quality of education is how to build into their systems the capacity to change. Four major factors are necessary for an education system to remain sensitive and adaptable to change: a proper understanding of their own role by administrators, availability of well qualified teachers, encouragement of flexibility in teachers and schools, and provision of change-making research institutions. The administrator's role is to organize a system that enables educators to do their work effectively. The essential step toward divesting administrators of technically educative functions is improvement of the quality of teachers. When teachers are well educated and have access to continued professional training, administrators are able to encourage local initiative and autonomy. The role of administrators then is to set up innovative machinery or change-making institutions. The simplest such institutions are committees of teachers and advisers; however these groups are rarely able to generate really new ideas, techniques, or methods. For that, more formal, specialized research and development institutions must be set up. (Author/JG)