The core theme of this paper is the development of new forms of governmentality in the public sector which emphasise individual- and output-oriented reform strategies. The paper describes a parallel reform movement toward accountability and individualisation in education and the health system. A characteristic trait of the health system is that an increasing number of patients, who are still not ill, are seen as having a significant risk of becoming ill in the future. Similarly, the school system is experiencing a similar shift in conceptualizing students’ risk of not becoming qualified and full memebers of the knowledge society. Common to both systems is the conceptual shift, from what is known as central planning to what is considered as future-oriented governance. We compare documents from the latest reform period in Norway: the formal curriculum, guidelines for teaching, and school development programs. They are categorized according to the distinction between conditional and aim-oriented programs (Luhmann 2003). A calculative rationality of risk seems to be embedded in so called evidence-based school development, which presumes the future to be causally controlled by new strategies. This leads to new forms of evidence-based practices as counterparts to curriculum reform.