This study considers the rhetoric and practice of self-assessment by governing bodies of schools and colleges. The context expects governing bodies to reflect on their performance and this is supported by theoretical approaches to self-assessment of 'boards'. However, there are both general notes of caution and interview evidence of the complexities and limitations of selfassessment by governing bodies. The article includes advice on the basic conditions necessary for undertaking self-assessment by school and college governing bodies. In the light of the evidence and case presented, the authors urge care and sophistication when practising or considering the outcome of self-assessment by school and college governing bodies.

No abstract

No abstract

This paper proposes fifteen principles of educational intervention for developing vocationalised moral values for workplaces. The principles are drawn from a study of fourteen construction workers in Queensland, Australia and draws from their understanding and perception of vocational moral development. The paper proposes these principles as a basis for lifelong learning. This concept of lifelong learning is summarised in terms of educational outcomes and engagements within institutional and industrialised regulatory contexts and contrary experiential social and personal contexts.

No abstract