A retrospective account of the transition education program

Barry J. Fraser, Kerry J. Kennedy

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In view of the uniqueness of the initiatives in post-compulsory education in Australia in the 1980s, a retrospective account is provided of one of the most significant initiatives, namely, the Commonwealth government's Transition Program. Based on a synthesis of case studies of West Australian, Victorian and South Australian transition projects, it was found that it is possible to transform the traditional curriculum, improve student-teacher relationships, involve students in decision-making and enhance students' self-esteem, satisfaction with school and ability to interact with each other and with adults. Some projects, however, led to increased workload and stress among teachers closely involved. General factors found to facilitate school change were: support of the principal and other senior staff, support from the system (eg., consultants), financial support, availability of people to act as project co-ordinators, support from project committees, and the availability of teachers on time release. Factors impeding school change were jealousy and resentment among non-participant teachers and staff turnover.

Original languageEnglish
Pages (from-to)25-46
Number of pages22
JournalAustralian Educational Researcher
Issue number3
Publication statusPublished - Dec 1990

ASJC Scopus subject areas

  • Education


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