Historical and philosophical tensions between Ontario's central provincial educational system and local school boards have been mitigated by division of administrative responsibilities. The province's vastness and cultural diversity are persistent sources of tension. Historical tensions are significant, for colonial schooling standards and French and Catholic schools were firmly established before government assumed responsibility. The factors of conflict between the central progressive philosophy and the more conservative philosophies of school boards are embedded in educational culture. The province views education as strategic in promoting general well-being, whereas boards are chiefly concerned with education and property taxes. Ways of coexisting have nevertheless developed. The province sets standards regarding board capabilities in teacher and administrator certification, funding, and curriculum guidelines. Boards assume responsibility for performance standards among staff, curriculum implementation, funding expenditures, and facility utilization. Responsibility for effectiveness remains a major area of uncertainty. Boards and the provincial ministry of education have developed the "cooperative evaluation and development of schools systems," which have been successful. The province should have a diagnostic research program to acquire familiarity with the various educational elements and thereby to offer relevant leadership to the complex yet vital realities of education. (CJH)