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Co-designing educational policy : Professional voice and policy making post-COVID
Kidson, Paul Lipscombe, Kylie Tindall-Ford, Sharon
Kidson, Paul
Lipscombe, Kylie
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
Date
2020
Type
Journal article
Journal
International Studies in Educational Administration
Book
Volume
48
Issue
3
Page Range
15-22
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled