The centralized general resource allocation for schools is a standard of the Greek Educational System. At the same time, every school unit receives a limited capitation (per student) allowance by the Local Authorities, especially for maintenance purposes and minor expenses for the anchillery staff. The prime responsibility for managing this “delegated budget” rests with the school Head or principal and – according to the Greek Law – cannot be shared by any junior managerial team or person. Moreover, the Head is responsible for the School Committee, the finance subcommittee, with respect to budgeting. There is a strong belief among school Heads that they should receive information and training beforehand so as to be able to deal with the financial situation of their schools. However, the writer adheres to an entirely different opinion on this issue. Thus, this paper aims particularly at actual and aspiring school Heads. It describes the responsibilities as well as the fields of expenditure and fund allocation within the school management cycle and proposes ways in managing effectively the bulk of finance work.

State concern for the Inclusion and Special Needs Education (ISNE) in the Greek Educational System has only recent application, dating back to the last twenty five years. Meanwhile, dramatic changes have taken place either within Greece or within the European Community. It is questionable, however, whether the organizational (and the resulting legislative) framework of the ISNE in Greece still leaves a lot to be desired. By reason of the ISNE Bill, published by the Ministry of Education and Religious Affairs and due to be introduced shortly, the author of this paper discusses the ISNE innovation issue on the basis of the Organizational Theory in Action, emphasizing on the fact that the strategy for organizational improvement demands the shaping of organizations in terms of human needs than organizational requirements.