International Journal of Educational Management, vol.13, 1999, p.87-97
The failure of schools between 1990 and 1995 to respond to the imperative to establish systems for staff appraisal resulted in the Ministry of Education in New Zealand prescribing guidelines for schools to follow from 1996 onwards. Paper explores the forces which shaped national policy in the context of the education reform movement, describes the policy development process and the national training programme for its implementation, and examines the challenges presented to principals who are expected to be accountable for the introduction of appraisals.
International Journal of Training and Development, vol.3., 1999, p.118-131
Article examines Australian endeavours to improve the education and skills base of its work force through competency based training. It is argued that the corporate sector has responded well, if slowly, to the introduction of competency-based training and development. As industry bears more of the cost, and the task, of meeting its own training needs, it is more than ever keen to see a direct return on training investment through concomitant increases in productivity.
T.R.C. Curtin and E.A.S. Nelson
Social Science and Medicine, vol.48, 1999, p.1599-1611
Public spending programmes to reduce poverty, expand primary education and improve the economic status of women are recommended priorities of aid agencies and are now being reflected in Third World governments' policies, in response to conditions imposed by the World Bank and OECD countries. Papers shows that donors' lending policies, especially those which restrict public spending on education to the primary level:
Health status in developing countries would be enhanced by increasing the proportion of the population which has at least post-primary education.
High Ability Studies, vol.10, 1999, P.97-105
Presents and overview of the status and organisation of vocational education in Germany and discusses a pioneering effort in providing for the vocationally gifted.
School Leadership and Management, vol.19, 1999, p.209-212
External reform efforts in British Columbia are characterised by multiple innovations in curriculum, instruction, evaluation and parental and community involvement imposed from above. Article describes some of the strategies by which some schools attempt to mediate provincial government expectations while working simultaneously and independently to create rich learning opportunities for students.
School Leadership and Management, vol.19, 1999, p.197-200
Micropolitics exist in schools, and it is important to consider how they are manifested. Principals need to understand that staff have different views of the world. If principals can recognize actors and ascertain what they are struggling over, it will influence how they as leaders communicate, collaborate and decide courses of action.
Financial Times, June 7th 1999, p.22
Seven white parents in Charlotte, N.C., some of whose children were denied access to certain schools because of race, are sueing the Charlotte-Mecklenburg Board of Education for reverse discrimination. They say that the Board's practice of 'racial balancing' (forced bussing across racial lines of children as young as four, and mixing school children by race-based quotas) should be abolished because it is unconstitutional and unnecessary.
International Journal of Training and Development, vol.3, 1999, p.106-117
The introduction of competency-based training to the Australian vocational education and training system has been controversial and has led to far-reaching changes in the roles of every stakeholder in the system. While some mistakes were made during the implementation of CBT, the system has evolved into one which is workable, although there is some doubt about whether it is actually improving student and trainee outcomes.
J. C. Lindle
School Leadership and Management, vol.19, 1999, p.171-178
Today, education is a more overtly contested terrain for communities, governments, teachers, parents and administrators. Though public schools in the US have always had an ambitious mission, the increased expectations for reform make schools and their communities unavoidably more political. Thus the study of micropolitics is essential for the survival of school leaders and other educators.
P. Bishop and B. Malford
School Leadership and Management, vol.19, 1999, p.179-187
Paper describes the experiences of a principal and teachers in one secondary school in Victoria, Australia when a new state government set in train a radical change in the education system. The imposition of the new system adversely affected trust between principal and teachers resulting in a negative impact on the school.