In both cases, there is an obligation on the part of the Government to provide curricular support. Opportunities will be developed for school communities to influence policy and practice at all three levels of the Department of Education creating strong,. The Minister will have the advice of the State Board and his Department of Education at his disposal as the government sets its education policies and priorities.
Together, we are about to begin fundamental reforms of the education system—a share of responsibility in the ongoing task of improving the schools within the state system of education to serve the people of Victoria.
SCHOOL
IMPROVEMENT PLAN
2 NUMBER
As part of the series of papers outlining the policies and structural changes introduced by the Government, this paper introduces the School Improvement Plan. It is the intention that the School Improvement Plan should build on and strengthen these processes. I invite members of the school community to consider this paper and discuss the issues and developments outlined.
It is my belief that all schools in the state system will greatly benefit from this experience as they participate in the School Improvement Plan.
FINAL REPORT OF THE WORKING PARTY OCTOBER 1982
GENERAL CRITERIA FOR INCLUSION IN THE
At school level, the school council will be responsible for policy development, resource allocation and evaluation of the School Improvement Plan. One critical friend to the school improvement plan The Standing Committee will be able to consult with any other interested party. The regional director will be responsible to the regional board of education for implementing the School Improvement Plan in the region.
The role of the school council in the School Improvement Plan is as follows.
RELATIONSHIP BETWEEN THE SCHOOL IMPROVEMENT
In collaboration with school staff, parents and external facilitators to prepare and support a specific school improvement plan.
RELATIONSHIP BETWEEN THE SCHOOL IMPROVEMENT
The school implications of the above focus on an education system pluralistic and broad enough to find a place for a variety of learning styles and learning. Some of the conditions surrounding people's lives are shared by other members of the particular groups to which they belong and are susceptible to collective action. One of the tasks of the school is to help students to expand their perceptions of the world and to explore individually and collectively the possibilities that lie before them.
In this process, the school and the community are interdependent, as the students' previous experience is the basis on which a wider perception of the world is built.
THE STATE
EDUCATION
The recent establishment of the State Board of Education marks the fulfillment of a long-standing commitment by the current Victorian Government. This document, The State Board of Education, describes a unique development in the history of Victorian education – the introduction of collaborative planning processes at state level. The National Council for Education is one of the key means by which the government will implement the principles outlined in ministerial document no.
The National Board of Education will be a different body from the old Board of Public Education. Formally, the tasks of the committee, as stated in the law, will be to inquire and provide information and advice to the Minister, Parliament and the public in relation to the following matters—. а) establishment of policies and priorities for public education in the country;. The National Board of Education will advise the Minister in planning, which will have a significant impact on the course of schooling and will therefore have significant consequences for the priorities in the annual budget of the Ministry of Education.
As a continuing second source of advice to the Minister, the Council of State will supplement the policy advice traditionally provided by the Director General of Education and his senior colleagues in the Ministry of Education. The continued exchange of information, ideas and research results with these groups will be an essential factor in the State Council's ability to conduct policy analysis. While the State Council will have no administrative responsibilities, it will be necessary to establish a working relationship with regional boards and school boards in the state system, and with school authorities in the state.
Specific priorities for the State Council have yet to be fully determined, but among the Council's first priorities will be the following. For its part, however, the Government intends that the State Board of Education should be a powerful influence in shaping the development of the Victorian education system.
4 NUMBER
School Councils Services Unit
A Service School Councils has been set up within the Department of Education to assist the councils in their new task. The unit will take initiatives to help councilors and education department staff develop the new attitudes and skills needed for an entirely new style of school management. To provide regions with specialized support in school council development, the unit will recruit staff with skills in continuing education management, communications, research, and financial and legal requirements.
These activities will be largely organized by the regional offices and the senior education officers. As the need arises, the Government will consider providing additional staff at the regional level to help establish effective school boards on the new bases. The School Board Services Unit will provide consultancy services to school boards, regional education boards and groups of schools.
It will also provide an information and advice service to parents, teachers and the community as a whole. This education "shop" will have an advisory committee from parent and school council groups, as well as from principals, teachers and administrative officials.
Timetable
For its part, the government expects to finalize the adoption of the necessary legislative changes. Of course, the full implementation of the changes, in the sense that the school councils are fully prepared to take on greater responsibilities, will take much longer. The School Councils Service will be a permanent part of the department organization and will be a special help during the development period.
Further Developments
REGI0lVAC BOARDS
- Operation of Regional Boards of Education 13 8. Review of Regional Boards of Education 15
- Regional boards of education will also assume responsibil- ity for State-funded regional programs and activities which are
- Regional boards will be responsible for establishing guide- lines for the allocation of school and student support person-
- Regional boards will be sensitive to proposals for and, where desirable, facilitate the creation of school groupings
- MEMBERSHIP OF REGIONAL BOARDS
- ESTABLISHING A REGIONAL BOARD
- OPERATION OF REGIONAL BOARDS
- REVIEW OF
This document defines the government's policies on the role, composition and formation of the Regional Boards of Education. The creation of regional boards complements the structural agreements initiated by the Government to create a more accountable state education system. Role of Regional Boards of Education б 4. Membership in Regional Boards of Education 8 5. Creation of the Regional Board of Education 12.
The government is committed to the establishment of regional boards as a mechanism for collective decision-making by school councils in a region. Regional boards are an important part of the government's program to develop governance that is both responsive to the needs of schools and shaped by shared decision-making between the school, the region and the center. This responsibility will be exercised through the regional education councils. and implemented through the regional administration.
ROLE 3.1 As the region is intended to support the schools and REGIONAL COMMITTEES of the school communities of which it is composed, the regional EDUCATION committees will be the mechanism through which regional, collective decision-making and planning will take place. In addition, regional committees are expected to develop ongoing contact with non-government schools to facilitate regional, cross-system cooperation. The regional boards will also be responsible for the school improvement plan in their regions.
Its membership must meet the following criteria:. a) the structure of membership of regional councils must take into account the statutory requirements as stated in the Act on the State Board of Education 1983 that a system of public education. In the co-option of students, regional councils must seriously consider the Government's policy of equal opportunities. Regional councils will also be responsible for the implementation within the State and Commonwealth guidelines of their budget programmes.
The regional boards are expected to assist in the assessment of the establishment of new non-government schools and in the preparation of advice to the School Commission's State Planning and Finance Committee, which is responsible for advising the Commission.
CURRICULUM
DEVELOPMENT AND PLANNING
IN VICTORIA
- The Central Purposes of Schooling 8
- Availability of Support and Assistance 10
- THE SCHOOL PROGRAM
- THE SCHOOL PROGRAM: AREAS
This curriculum document, developed with the assistance of the State Board of Education, outlines in more detail the type of education that must be provided if all young people are to participate fully and productively in our rapidly changing world. It should be used as the basis for planning and assessing programs for students at all levels of the system. This document, prepared with the assistance of the State Board of Education in consultation with community groups and the Department of Education, sets out such guidelines.
Sometimes schools are blamed for causing some of the changes or problems associated with them. The educational policy of the school should therefore contain a statement about the knowledge, competences and values that the school will try to develop. As a result, sorting out the various roles and responsibilities of parents, students, teaching staff and other community members can take some time.
AVAILABILITY OF 6.1 The opportunity to participate in the development of a SUPPORT AND education policy which meets the needs of young people ASSISTANCE in the second half of the 1980s is the most challenging of the new responsibilities of school councils. When making these decisions, they should take advantage of the full range of support that is available. The Centre's role is to define general principles of curriculum and to provide the highest quality curriculum materials that schools can adapt to meet local needs.
Years 11 and 12 schemes are currently being reviewed as part of the ministerial review of post-compulsory education. While some students drop out of school due to factors beyond the control of the education system, others may drop out due to unsatisfactory school experiences. Adjustments in teaching styles and support from specialized staff will be necessary if schools are to ensure access and success of the full curriculum for these students.
Approaches to teaching and learning should be adapted to the individual needs, abilities and cultural understandings of students and to the objectives of the course.
