Co-designing educational policy : Professional voice and policy making post-COVID
Journal article
Kidson, Paul, Lipscombe, Kylie and Tindall-Ford, Sharon. (2020). Co-designing educational policy : Professional voice and policy making post-COVID. International Studies in Educational Administration. 48(3), pp. 15-22.
Authors | Kidson, Paul, Lipscombe, Kylie and Tindall-Ford, Sharon |
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Abstract | The closing and re-opening of Australian schools during the COVID-19 pandemic exacerbated educational inequities. At the same time, it brought into sharp focus the critical leadership role of school principals and teachers in providing responsive and contextually relevant educational continuity. This paper explores two related reflections: first, that school leaders and teachers are best positioned to respond effectively to community needs, and, second, that their professional knowledge and experience should assume greater significance to wider educational policy. More direct and constructive input by educational professionals to the newly formed National Federal Reform Commission (NFRC) can contribute to policy aimed at reducing inequity. |
Keywords | educational inequity; professional empowerment; governance; policy development |
Year | 2020 |
Journal | International Studies in Educational Administration |
Journal citation | 48 (3), pp. 15-22 |
Publisher | Commonwealth Council for Educational Administration and Management |
ISSN | 1324-1702 |
Web address (URL) | https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=146253715&site=ehost-live&scope=site |
Page range | 15-22 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 2020 |
Publication process dates | |
Deposited | 23 May 2022 |
https://acuresearchbank.acu.edu.au/item/8xwz3/co-designing-educational-policy-professional-voice-and-policy-making-post-covid
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