The Next Generation of Schools: Getting There from Where We Are Now.

Autor/in	Townsend, Tony
Titel	The Next Generation of Schools: Getting There from Where We Are Now.
Quelle	(1997), (22 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	In all states of Australia, the move toward decentralization of education seems to have gained momentum. This is particularly true in Victoria, where the government's "Schools of the Future" program declared the importance of local community control of schools. Recent research, however, indicates that after 3 years, the reality of this reform effort does not match its rhetoric. International educational research seems to support school self-management when it indicates that school-based decision making encourages the local community to become more involved in schools. In Victoria, the government has shown a strong commitment to educational change and has implemented reforms that have been largely accepted by local educators. However, a number of problems remain. For one thing, there is some evidence that new teacher responsibilities described in "Schools of the Future" may work against improved quality of teaching as teachers have less and less time. While a number of positive effects have emerged from Victoria's reforms, two problem areas that remain are the allocation of resources to the schools and the level of bureaucratic interference. Other social changes, especially the increasing impact of technology, are having, and will continue to have, enormous impacts on Victoria's schools. The schools at present are responding to this change. If reform can be considered as continuous improvement rather than overcoming the deficiencies of the past, the future might be viewed more positively. A close scrutiny of what quality education means must be undertaken, and it must include consideration of the role of technology in the schools of the future. The mandated responsibilities of the government must be balanced with the hopes and aspirations of local communities. (Contains 50 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC