The system of secondary education in European countries varies from totally centralized school management in France to radically decentralized in the Netherlands. Since 2000 due to the number of reforms in education system of some European countries schools have been getting autonomy as in management so in school curriculum. What was once a National or Regional ‘system’ for education will no longer be fit for purpose or meet the needs of the individual pupils, their families or even the local community. Schools will need to balance the needs of the dominant society/culture with the needs of their particular micro-context and even more so the needs of the individual. To meet these very specific micro-contextual and individual needs schools will need to become more and more autonomous within the wide parameters of national or regional provision. Schools will be expected to be flexible and different in approach and style to meet the needs of their individual pupils and their micro-context. Schools will need to be self governing and largely self regulated. School leaders will need to have a high degree of leadership capacity to lead these divers and autonomous organisations in a complex variety of ever changing micro-contexts. Those who become school leaders will need to develop a second professional skill set, that of leader. It will no longer be good enough to promote good teachers or others in schools, to a position of leadership based on hard work, long service or even democracy. Leaders of autonomous and flexible organisations will need to be highly qualified to lead, and be able to demonstrate their ability to lead, before they are given the honour and power to shape the lives of many. Regarding the results LISA project (Leadership Improvement for Students Achievements www.lisa-project.eu) showed that the difference between the educational systems of countries are not as important as we thought they would be. The context of a school is far more important for the leadership style that a school leader needs. Ukrainian secondary educational system only begins to make first steps to school autonomy. Ukrainian teachers the same as school leaders need and are open to learn to be self-governing and self-regulated to a greater degree than is now the case in much of Europe.

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