The structure of any government department should indicate what that department does.\u00a0 From the above evidence, it seems clear that Governments carry a heavy responsibility for providing compulsory education and that the name of its department should overtly state that it is a Department of Compulsory Schooling. \u00a0Its primary focus is to handle the schools of those forced to attend and it should say so.\u00a0 Use of terms like \u2018education’,\u00a0 \u2018training’,\u00a0 \u2018vocation’\u00a0 doesn’t mean anything except vastness.\u00a0<\/p>\n
Since schooling is divided into two parts…Primary and Secondary – each should have a net work of staffing and appointments,\u00a0 regional units,\u00a0 curriculum requirements,\u00a0 building design,\u00a0 resources,\u00a0 personnel,\u00a0 publications and finances within these two sections.\u00a0 The organisational structure for each should be drawn from the school situation upwards,\u00a0 so they might vary in their paradigmatic appearance. \u00a0Telephone books, email addresses and websites will be clear as to who can handle enquiries and suggestions within these units,\u00a0 but each sub-section is clearly responsible to the directors of both Primary and Secondary Divisions who operate in a triad with a Director-General whose vast school experience places this position in the hands of a properly qualified entrepreneur.\u00a0 In turn,\u00a0 this triad is in constant contact with the Minister.\u00a0 That’s the basic structure at the top in any worthwhile responsible system.\u00a0 Schooling is too important to be tinkered with by anything different.\u00a0 It is essential that it has \u00a0a thoroughly school-based administrative design.<\/p>\n
Australia operates under the Westminster system of governance and the ultimate responsibility for the quality of the service lies with a Minister of the Crown.\u00a0 This person usually comes from any field of endeavour and the appointment is party political.\u00a0 Such a circumstance can give rise to the \u2018political control’ dilemma.\u00a0 It can’t be helped.\u00a0 That’s the kind of system that exists.\u00a0 Things become shambolised when a\u00a0hard-nosed, buz-baz\u00a0minister works with feckless internal leadership. \u00a0The consequences can be grossly dysfunctional for schools,\u00a0 and the country.<\/p>\n
It cannot be pretended that this has not happened in the past.\u00a0 The monograph: Phil Cullen Back to Drastics :\u00a0 Education,\u00a0 Politics and Bureaucracy in Queensland 1975-1988,\u00a0 Memoirs of an Advocate<\/em> ,\u00a0 [University of Southern Queensland, 2006] illustrates what happens when an education system is overwhelmed by lobbyists.\u00a0 Desultoriness sets in.\u00a0\u00a0Misology takes over.<\/p>\n This century, with its\u00a0crucial need for high levels of learnacy, demands a return to firm identification and qualified manning of its organizational base.<\/p>\n","protected":false},"excerpt":{"rendered":" The structure of any government department should indicate what that department does.\u00a0 From the above evidence, it seems clear that Governments carry a heavy responsibility for providing compulsory education and that the name of its department should overtly state that it is a Department of Compulsory Schooling. \u00a0Its primary focus is to handle the schools … Continue reading Identification<\/span>