Home' Teacher : June-July 2011 Contents curriculum & assess ment 23
it as a key factor in selecting a second-
ary school – and even the feeder pri mary
A further issue concerns financial data
which has already had the effect of reignit-
ing the haves-versus-have-nots debate in
school funding which would be unhelpful
during the current debate over school fund-
It’s likely to be difficult to convince gov-
ernments of the need to measure the wider
value of schools, especially on the My
School website. Social and spiritual capital
should receive greater consideration i n the
important role schools play in personalising
education for their students.
We must be ever vigilant to educate both
the commu nity and decision makers about
the importance of diversity and personalisa-
tion – and resist the trend towards standard-
isation and national conformity, especially
when it is measured and expressed in dubi-
ous ways. Unless we do, there is a very real
threat to the capacity of schools to imple-
ment truly transforming behaviours. T
John Nelson is Senior Research and Stra-
tegic Development Officer of the Catholic
Education Office of Western Australia
This article was first published in Circular
1, 2011. Circular is the qu arterly maga-
zine of the CEOWA. This is an edited
version of that article. Reproduced with
Caldwell, B.J. (2010). National
policy ‘vision’ curbs creativity. West
Australian. Available at http://
Caldwell, B.J. & Spinks, J.M .
(2008). Raising the Stakes: From
improvement to transformation
in the reform of schools. London:
Caldwell, B.J. & Harris, J. (2008).
Why Not the Best Schools?
Melbourne: ACER Press.
Robinson, K. (2009). The Element:
How finding your passion changes
everything. New York: Viking.
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