By Tony Townsend
Following mammoth adjustments in the course of the Australian schooling method, basic colleges are not any longer within the secure place of getting a regulated stream of consumers, a pre-determined curriculum and marginal degrees of employees development.
fresh strikes have introduced new or elevated duties for all faculties in components such as:
*curriculum and coverage development
*monitoring and assessment
*the use of latest technologies
This booklet seeks to study the influence of this variation on Australian basic faculties, at the people who find themselves concerned with them and the problems they face. fundamental schooling is being re-structured in the course of the international, and for this reason those concerns are of serious curiosity and relevance to educators all over the world.
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Additional info for The Primary School in Changing Times: The Australian Experience
Clearly, some children will miss out. In short, post-industrial schools—once the new metaphor of markets and consumer choice takes hold—are likely to receive split-level funding from a plurality of financing bodies. It is also probable that there will be split-level provision, some of what we once associated with schooling now provided by bodies which until now we have not regarded as ‘schools’. Conclusion Educators may or may not like the new metaphor, but they seem to have no choice. They did not particularly like the factory metaphor either, but learned to live with it and make educational sense of it.
The industrial metaphor Another powerful set of mind-pictures based on factory production grew up when education became universal, but they too are now obsolescent (indeed, they should be obsolete). Large-scale manufacturing was born with the Industrial Revolution. The crafts once practised in the village were broken down into their component parts and processes, systematised by experts and 5 HEDLEY BEARE put on a conveyor belt, each segment of the sequence in the hands of process workers. Commodities were mass-produced, rather than individuallycrafted by an artisan.
For example, national government is deeply concerned about those aspects of education which affect the country’s economy, the productivity of its workforce, its relationships with its neighbouring countries, its health (to name four areas in which it exercises legal authority). We have already seen national governments adopt interventionist strategies regarding the skills of the workforce and migrant education (migration is a national responsibility), and in language learning. State or provincial governments are directly concerned with community well-being and are prepared to pay for those parts of schooling which make for social harmony, for the development of the skills of the workforce, for the understanding of political systems and the processes of government, and so on.
The Primary School in Changing Times: The Australian Experience by Tony Townsend