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Both the theory and practice of educational administration have
undergone major changes in recent years. There is now more
theoretical diversity in the field than at any other time, with
influences from traditional and post-positivist science,
subjectivism, ethics, critical theory and cultural studies.
Similarly, social, political and economic factors have brought
about new approaches to practice. Schools administration in
particular is increasingly being dominated by decentralization and
pressures for accountability on curriculum and educational
outcomes. Educational Administration is the first Australian text
to offer a comprehensive survey of theory, context and practice. It
includes chapters from leading Australian scholars such as Richard
Bates, Hedley Beare, Brian Caldwell, Gabriele Lakomski and Fazal
Rizvi.
Originally published in 1995. In securing the future of any
democracy, it is vital that the education service should provide an
effective introduction to citizenship by means of a high quality
and empowering curriculum in educational institutions organized and
administered according to democratic principles. In this volume,
educators with a variety of backgrounds and experience gained in
educational institutions in both Russia and western countries
address the question of the conception, justification and
implementation of the idea of 'education for democracy'. This is
the first publication to emerge from a collaboration of Russian and
Western educators in recent times and is an enthralling account of
education in countries with wide social, political and historical
differences yet having common ground to share over the creation and
management of their school systems.
Originally published in 1995. In securing the future of any
democracy, it is vital that the education service should provide an
effective introduction to citizenship by means of a high quality
and empowering curriculum in educational institutions organized and
administered according to democratic principles. In this volume,
educators with a variety of backgrounds and experience gained in
educational institutions in both Russia and western countries
address the question of the conception, justification and
implementation of the idea of 'education for democracy'. This is
the first publication to emerge from a collaboration of Russian and
Western educators in recent times and is an enthralling account of
education in countries with wide social, political and historical
differences yet having common ground to share over the creation and
management of their school systems.
Both the theory and practice of educational administration have
undergone major changes in recent years. There is now more
theoretical diversity in the field than at any other time, with
influences from traditional and post-positivist science,
subjectivism, ethics, critical theory and cultural studies.
Similarly, social, political and economic factors have brought
about new approaches to practice. Schools administration in
particular is increasingly being dominated by decentralization and
pressures for accountability on curriculum and educational
outcomes.Educational Administration is the first Australian text to
offer a comprehensive survey of theory, context and practice. It
includes chapters from leading Australian scholars such as Richard
Bates, Hedley Beare, Brian Caldwell, Gabriele Lakomski and Fazal
Rizvi.
Recent changes in the world effected by the transformations of
information technology, globalisation, and the move towards a
knowledge economy over the last thirty years have been as radical
and fundamental as the changes resulting from the invention of the
wheel and the printing press. We are now living in a new age in
which the demands are so complex, so multifarious and so rapidly
changing that the only way in which we shall be able to survive
them is by committing to a process of individual, communal, and
global learning throughout the lifespan of all of us. A number of
international bodies and agencies have taken cognisance of these
transformations and the demands they impose upon societies and
communities of the twenty-first century and have developed and
articulated policies intended to enable all citizens of the world
in the twenty-first century to face these challenges. It is now a
declared policy of many governments and international agencies that
the only vehicle for such preparation is `education, education,
education', and that preparing for the knowledge economy and the
learning society of the future has to be a lifelong undertaking, an
investment in the future that is not restricted merely to the
domain of economic advancement but also to those of social
inclusion and personal growth. Realising this, policy-makers across
the international arena are grappling with the need to move from
systems that emphasise education and training to the radically more
unworked construct of lifelong learning. In this volume the editors
and authors analyse, criticise, and rework the ideas, principles,
and theories underpinning policies and programs of lifelong
learning, re-interpreting them in the light of examples of `best
practice' found in a range of educating institutions around the
world. We believe that students of educational change and community
development will find it useful and helpful to have available in
this volume some of the most up-to-date thinking on the chief
concepts, theories, and values of increasing policy interest in
lifelong learning, together with a review of some significant
examples of the different forms, focuses, and nexuses of thought
and practice on this topic. All this enables us to offer some
policy recommendations and practical suggestions as to ways forward
in the endeavour to make lifelong learning a reality for all.
In many countries, schools, universities and other traditional
learning institutions are not providing for the educational needs
of all members of the community. Many communities, particularly in
regional, rural and disadvantaged areas, can offer only limited
educational options. This book addresses the challenge of
identifying effective ways of accommodating the learning needs of
all people and in so doing achieving the goals of lifelong learning
for all.
In many countries, schools, universities and other traditional
learning institutions are not providing for the educational needs
of all members of the community. In many communities, particularly
in regional, rural and disadvantaged areas, there are only limited
options for people to undertake learning. Limited participation in
learning has the danger of reinforcing people's alienation from
mainstream education and from participation and inclusion in social
institutions and economic and community life more generally. This
book addresses the challenge of identifying effective ways of
accommodating the learning needs of all people and in so doing
achieving the goals of lifelong learning for all.
This book details the murders of the Zodiac Killer of the San
Francisco Bay Area of the 1960's. The author describes twenty years
of terror, living with the man she believes to be the Zodiac. The
book includes handwriting evidence and a solution to the "My name
is .." cipher.
A volume which argues that, in order to give children the positive,
successful and enthusiastic start in life that is necessary as a
basis for the ideal of "lifelong learning," schools must be
prepared to engage the community actively, while undertaking
radical self-appraisal and renewal.
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