Rhetoric, Reality and Resources: The New 3R's for Victoria's "Schools of the Future."

Autor/in	Townsend, Tony
Titel	Rhetoric, Reality and Resources: The New 3R's for Victoria's "Schools of the Future."
Quelle	(1997), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decentralization; Economic Factors; Educational Change; Educational Improvement; Educational Quality; Educational Technology; Elementary Secondary Education; Foreign Countries; Futures (of Society); Prediction; School Based Management; Social Change; State Programs; Technological Advancement; Australia + Suchen Sie Ihr Suchwort? Decentralisation; Dezentralisierung; Ökonomischer Faktor; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Unterrichtsmedien; Ausland; Future; Society; Zukunft; Vorhersage; Sozialer Wandel; Regierungsprogramm; Technological development; Technologische Entwicklung; Australien
Abstract	The new government of the state of Victoria (Australia) announced its "Schools of the Future" program in 1993. The emphasis on the role of the community in education and self-management by schools seemed promising for the quality of education in the state, but after 3 years of implementation, the reality does not match the rhetoric of this reform. A major assertion of "Schools of the Future" was that quality education can only be assured when decision making takes place at the local level. In a very short time, the educational system in Victoria has implemented self-managing schools and introduced computer technology into administration and teaching. The Victorian government has shown a commitment to educational change unsurpassed by any other Australian educational system. Many of the changes have been well-accepted by local administrators, but two main issues remain to be resolved. One is the level of resources provided to schools and the other is the level of bureaucratic interference with which schools and principals have had to deal. These questions must be resolved for the future of schools in Victoria, and educators must prepare for additional change to meet the needs of Victoria's students for a quality education in the future. The role of technology in education and society and adapting to the pace of change are issues that cannot be ignored. (Contains 58 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC