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REICE. Ibero-American Journal on Quality, Effectiveness and Change in Education

Vol. 10 No. 3 (2012)
Articles

A Qualitative Study of the Impact of the School Council in Relation of Education Training Demands of Their Members in Rural Australia

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  • Juan Palomares Cuadros,
  • Diego Collado Fernández
Juan Palomares Cuadros
Universidad de Zaragoza - España
DOI: https://doi.org/10.15366/reice2012.10.3.007
Published January 16, 2016

Keywords:

School councils, professional development, rural schools, New Wales.
How to Cite
Palomares Cuadros, J., & Collado Fernández, D. (2016). A Qualitative Study of the Impact of the School Council in Relation of Education Training Demands of Their Members in Rural Australia. REICE. Ibero-American Journal on Quality, Effectiveness and Change in Education, 10(3). https://doi.org/10.15366/reice2012.10.3.007

Copyright (c) 2016 REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Abstract

School councils have worked successfully in non-government schools, in New South Wales, for many years. However, the establishment of school councils in the government schools have had a much shorter history. This study focused on government schools in rural areas of western New South Wales and specifically examined the impact of the school councils and the relation with the professional development and training needs of these school council members. The findings indicated that school council members expressed concern about their inexperience as council members. Further, they identified the following areas within which they should specifically seek professional development and training: identifying and analysing the educational needs of the school and its community; enhancing and facilitating better communication between the school and its community; assisting the principal to understand local community politics; and promoting public education within the local community. The results of these priority training needs have relevance for policy makers and professional development leaders at the systemic or departmental level.

 

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