Opinions on secondary technical schools are varied and often strongly held but, as with views on comprehensive schools, it helps to have been inside one. Mr Brazendale, a Cambridge graduate in his mid‐twenties, has taught in secondary modern and grammar schools as well as the technical school he discusses here
Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s.
The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources.
The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public.
Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses.
Victoria's former secondary technical schools provide an important insight into current social and vocational problems.
School sex education has the potential to evoke a range of personal and political reactions. While it is usually agreed that sexuality should be ‘done’ in school, few…
School sex education has the potential to evoke a range of personal and political reactions. While it is usually agreed that sexuality should be ‘done’ in school, few agree on the best way of ‘doing’ it. This article provides a personal account of the development of sex education at Shepparton South Technical School, Victoria, Australia from 1973‐1985. It is supported by interviews with the people involved in those events and archival materials, including media reports. It also documents the efforts of extreme right activists to discredit and stop programmes, and the State Liberal government’s attempt to formulate a policy on sex education. First I provide a general background to technical schools in Victoria in the 1970s followed by a discussion of Shepparton South Technical School specifically. I then discuss the development of the sex education (social biology) programme, the pivotal role of the Social Biology resource Centre, and the networks involved. I also describe the attacks on the programme in the late 1970s, and their origins and impact. I conclude with a discussion of the outcomes of this intense public scrutiny, and the demise of social biology and the secondary technical schools, the ‘techs’ in the 1980s.
The Spaniards make a fine showing at the International Apprentice Competition. They manage to do so pretty consistently for a country which is not in the front rank of technical progress. But Spain is pulling itself up industrially and — here again — education and training make good bootstrings. Following the series on ‘how Russia does it’, here is the first of a short series on Spain
The purpose of this paper is to trace the establishment of area schools from two vantage points. The first vantage point is those who were legislatively responsible for…
The purpose of this paper is to trace the establishment of area schools from two vantage points. The first vantage point is those who were legislatively responsible for public education in South Australia from the mid 1930s through to the end of World War 2. The second is the local community, with references to Karoonda (and districts) in particular.
The paper locates the evolution of area schools in the comprehensive public secondary schooling movement and the practice of borrowing policy initiatives from overseas and other education jurisdictions. Primary source documents have been used extensively throughout the article.
Initial resistance to the closure of small schools to form area schools was overcome by the provision of free bus transport, and the wider availability of secondary education, locally. Originally intended to provide instruction to students who would remain for most of their lives in rural communities, within ten years of opening, area schools became the means of mobility for many.
The continuing exodus of youth from rural areas in search of “greener pastures” has become one of the main issues confronting rural communities as they search for ways to maintain viability in a competitive, market driven economy.
The paper is a rigorously documented historical contribution towards debate and discussion about how governments, and others, may ensure access to secondary education in rural areas in light of demographic and economic factors.
In this chapter, Turkish educational system and institutional quality assessment initiatives of education are explained. And also, the relationship between educational…
In this chapter, Turkish educational system and institutional quality assessment initiatives of education are explained. And also, the relationship between educational quality assurance (QA) in Turkey and issues of effective schooling is summarised in terms of Turkish literature.
Education is widely accepted as a lifelong process. The school is an institution established in order to provide qualified education which contains complex and more abstract knowledge and ideas as well as literacy and simple numerical skills to the students. Each country has basically established education systems and educational institutions to ensure social integration, continuity and stability, and to sustain the social and cultural heritage of a society. Education in Turkey is one of the state’s basic functions according to the constitution and performed under the supervision and control of the state with the declaration of the Republic of Turkey. Ministry of National Education is responsible for the implementation of all education activities centrally managed in the Republic of Turkey. Higher Education Council (YÖK) is responsible for the management and thus the quality processes of the higher education institutions in Turkey. Two major attempts in this perspective are YÖK, which assesses the institutions with standards which are coherent with international accreditation institutions, and Higher Education Quality Council (YÖKAK), an independent and specific council which is established by YÖK. YÖK and YÖKAK are governmental-based quality-assessment institutions. Association for Evaluation and Accreditation of Teacher Colleges’ Educational Programs (EPDAD) is also an independent institution for quality assessment of education faculties which focusses on teacher training and education. The purpose of EPDAD is to strengthen the student learning in formal training and to ensure the quality standards for candidate teachers. Any undergraduate programme which meets the standards of EPDAD is accredited for three years. Standards of EPDAD are detailed in this chapter.
The years 1964–1975 saw an unparalleled expansion of the Commonwealth Government's involvement in Australian education at all levels. At the beginning of that decade the…
The years 1964–1975 saw an unparalleled expansion of the Commonwealth Government's involvement in Australian education at all levels. At the beginning of that decade the Menzies Liberal‐Country Party Government, which had repeatedly asserted that education was a State not a Commonwealth responsibility, was directly involved only in the university sector. Yet by 1975 Federal involvement had been extended to include not only the creation of a Federal Department of Education and Science but also the assumption of broad responsibility for determining the national priorities and levels of funding in the college, school, technical and further education and pre‐school sectors.
There is increasing support for the importance of the principal′sinstructional leadership in school effectiveness. However, there isuncertainty over the extent to which…
There is increasing support for the importance of the principal′s instructional leadership in school effectiveness. However, there is uncertainty over the extent to which principals actually engage in instructional leadership tasks. Investigates the perceptions held by principals and teachers of principals′ instructional leadership in a sample of Western Australian government primary and secondary schools using the Instructional Leadership Questionnaire. Instructional leadership was found to be a shared responsibility. Principals were perceived to be least involved in “managing the curriculum” and “evaluating and providing feedback”. Primary school principals were perceived to be more responsible for instructional leadership than their secondary counterparts. Principals of very small primary schools (less than 100 students) were most involved in tasks and those of middlesized primary schools (300 to 500 students) were least involved. “Providing rewards and recognition for high quality teaching” was the only instructional leadership task perceived not to be performed by either principals or teachers in both primary and secondary schools. Principals perceived themselves to be more involved in instructional leadership tasks than their staff perceived them to be.