This paper introduces and explores new counterpressures in educational governance, the central theme of this symposium. Drawing on research in the Organisation for Economic Cooperation and Development (OECD) countries, but giving particular attention to Australia, New Zealand, Britain, Canada, and the United States, this paper provides an international perspective on shifts in patterns of educational governance that seem paradoxical and are currently the cause of uncertainty and change at all levels. National and state governments are adopting a more powerful but focused role in defining outcomes and establishing frameworks of accountability (a centralizing trend). Institutions at the site level have been given greater responsibility for strategic planning and resource allocation (a decentralizing trend within the centrally determined framework). Emergent policy issues and values are generally concerned with quality, effectiveness, equity, efficiency, accountability, and adaptability. The nature of the resulting tensions and responses are identified and analyzed. Implications at the system and site level are offered. The broad spectrum from elementary to higher and further education is covered, with particular attention given to elementary and secondary levels. Accepting that change, including turbulence, is now a permanent condition in education, educators can gain some measure of stability by understanding, acccepting, and exploiting the new realities. The various tensions can be resolved, and the transition to a new era of governance can be managed. (29 references) (MLH)