Political contexts of Australian education
Throughout Australia, schooling in government school is controlled by the various state education departments, headed by a career civil servant; the director-general of education, who is directly responsible to each state’s elected minister of education. The state departments have, by and large, centrally financed and administered for all schools: staffing, curriculum, planning, building, and maintenance.
The typical measure of educational outcome has been performance on standardized achievement tests. The measures of input include those related to student characteristics (socioeconomic status, race, ethnic group, and gender) and those directly related to schools: class size, teacher experience and education, and school facilities.
Prior to 1989, external review of a school was voluntary, principle initiated and performed by that school’s area superintendent. Few reviews took place. At the same time, the gathering of information was rudimentary and much was filtered through line management hierarchy, a process that reinforced existing power relationships and restricted information. School communities had no part in formal accountability process.
Department of Education and Early-childhood Development "Every young Victorian thrives, learns and grows to enjoy a productive, rewarding and fulfilling life, while contributing to their local and global communities".
The Department provides services to children and young people both directly through government schools and indirectly through regulation and funding of early childhood services and non-government schools.
The Department also works in conjunction with nine statutory bodies: Adult, Community and Further Education Board, Children's Services Coordination Board, Disciplinary Appeals Boards, Merit Protection Boards, Victorian Children's Council, Victorian Curriculum and Assessment Authority, Victorian Institute of Teaching, Victorian Registration and Qualifications Authority and the Victorian Skills Commission.
The typical measure of educational outcome has been performance on standardized achievement tests. The measures of input include those related to student characteristics (socioeconomic status, race, ethnic group, and gender) and those directly related to schools: class size, teacher experience and education, and school facilities.
Prior to 1989, external review of a school was voluntary, principle initiated and performed by that school’s area superintendent. Few reviews took place. At the same time, the gathering of information was rudimentary and much was filtered through line management hierarchy, a process that reinforced existing power relationships and restricted information. School communities had no part in formal accountability process.
Department of Education and Early-childhood Development "Every young Victorian thrives, learns and grows to enjoy a productive, rewarding and fulfilling life, while contributing to their local and global communities".
The Department provides services to children and young people both directly through government schools and indirectly through regulation and funding of early childhood services and non-government schools.
The Department also works in conjunction with nine statutory bodies: Adult, Community and Further Education Board, Children's Services Coordination Board, Disciplinary Appeals Boards, Merit Protection Boards, Victorian Children's Council, Victorian Curriculum and Assessment Authority, Victorian Institute of Teaching, Victorian Registration and Qualifications Authority and the Victorian Skills Commission.
Ministers
The Hon. Peter Hall MLC
Minister for Higher Education and Skills and Minister responsible for the Teaching Profession
The Hon. Wendy Lovell MLC
Minister for Children and Early Childhood Development and Minister for Housing
The Hon. Martin Dixon MP
Minister of Education