ERIC Number: ED225268
Record Type: RIE
Publication Date: 1981
Reference Count: 0
The U.S.-Australia Education Policy Project: Implications for American Educational Policy.
Bailey, Stephen K.
A review of papers produced by the United States-Australia Education Policy Project identifies implications of Australia's educational policies and structures for U.S. educational policy in the areas of equality, diversity, professional development, and control or governance. In educational equality the author examines, first, fiscal equity, noting Australia's higher level of financial equity and the central role of the Australian Schools Commission; second, decentralized implementation of national policies in Australia; and, third, America's problems in coordinating education and work. Under the issue of diversity, the author discusses public aid to nonpublic schools, which is far larger in Australia, and religious and demographic problems in schools. Also covered under this issue are education for the gifted (in disarray in both countries) and rural education technology and software. The section on professional development describes the confused state of U.S. policy on both the federal and state levels. In considering educational control, the paper contrasts the two countries' political systems and notes both nations' shift toward less centrality in educational governance. The author concludes with eight brief suggestions for U.S. education regarding the Australian Schools Commission, local control over national programs, minority vocational education, religion, gifted and rural education, professional development, and educational policy-making. (RW)
Descriptors: Comparative Analysis, Education Work Relationship, Educational Equity (Finance), Educational Policy, Elementary Secondary Education, Equal Education, Faculty Development, Federal Government, Foreign Countries, Gifted, Governance, Government School Relationship, Postsecondary Education, Private School Aid, Rural Education, School District Autonomy, Vocational Education
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A