Devolutionary Educational Management Practices

The topic of educational institutions being an organised disciplinary society is the central theme of chapter two. Central is the gradual organisational changed that have arisen over time and the three key areas that have instigated these changes. Many of these changes, Meadmore et al suggest, also brought about ?changes in the way society if governed, effect not only how schools sought to educate pupils, but also reorganising ways in which individuals conceptualise their place within society?.

The first of these changes was societal changes, brought about by the ability to collect and analyse large amounts of information (data) about a population, thereby allowing a government to ?know? the population. Hacking (1982) refers to this as ?an avalanche

In conclusion, we have identified the close link between devolutionary practices and discipline within the school environment, and how both of these practices can comprise positive and negative ramifications in terms of equity, management and outcomes.

Whilst this is a key feature of policy ?high expectations of student outcomes? (school based management 1999, p.4), Meadmore suggests that learning outcomes become overlooked at school level by ?the need to deal with the range of management issues associated with self-management?. Commonly, to the detriment of what they do in the classroom, teachers are required more and more with school-based management to devote time to reporting, committees and panels in order to satisfy administration and management responsibilities of the school.

Whilst the Education Queensland model differs from other states by minimising the input of the community into the decision-making process, the substantial amount of documentation required by the devolved system, including planning overviews, partnership agreements, AOP?s, budgets, and monitoring (both internal and external) all serve to direct much attention away from improved outcomes for students.

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