Leading Religious Education In Schools: Curriculum, Policies, And Challenges

General Religious Education

Discuss about the Leading Religious Education in Schools.

In NSW public schools scripture classes of Hindu, Buddhist, and Islamic were growing rapidly and the students was put on waiting lists for the purpose of taking admired ethics classes (Mayrl, 2011). But with the development of the popularity of the religious classes and principles; some of the academics argued that if children was segregated by religious faith or other class, then it will amount to detrimental effects (The Conversation, 2012).

The curriculum of religious education of New South Wales includes three major elements:

General Religious Education

Special Religious Education and

Exceptional supplementary devotional exercises such as hymns and prayers.

Between the time of 1960 and 1980, this system went through a partial secularization.

GRE was transformed from a stringent course to a flexible one built for the academic study of various religions. At the same time; SRE was strengthened and was secured. It was believed that “secularizing” reforms was frequently driven with a practical objective by the teachers and the administrators. Also by avoiding the controversies, improving the working conditions, and managing the class.

Australia was observed as a multi-faith and multicultural society (Our Lady of Mercy College Parramatta, 2016). In Australia, the religious education helps the students to explore religious expressions and the place of religion globally (Redlands, 2016). Schools in New South Wales were obligatory to offer sacred learning of two different types Good Schools Guide, 2016):

General Sacred Learning: Under this education regarding the major religions of the world was imparted (Buchanan, and Gellel, 2015). It educates about what are the values which different faith follows, and its impact (Catholic Communication, 2014). It is taught mainly by the New South Wales school courses.

Special Religious Education: it is a way of delivering education followed by different representatives of a given religion, and educates about the performances& specificities in the principle of that particular religion (McNeilage, 2014).

Section 32 of the Education Act, 1990 affirms that “in all the Government schools, time was approved for the religious learning of children belonging to any spiritual affiliation” (Sydney Catholic Schools, 2016).

But there are various privileges which was granted to the parents and the caregiver residing in the schools. The rights such as:

Right to religious education: the Parents in the public schools were contracted rights to have their children receive instructions regarding religious persuasion where teachers of the same persuasion are available (Parramatta Marist High, 2011).

Special Religious Education

Right of Choice: They have the right to nominate an alternative persuasion, where the students of a particular religious persuasion are unable to receive a special religious learning. They also have a right to make a decision for their children to avoid attending special religious education.

Right to information: They have the right to be informed about the organization of the special education and also which institution will impart such knowledge (Benjamin, 2016).

As positive rights were being provided to the parents, so to fulfill these rights definite responsibilities were also being imposed upon the schools and the providers of the schools to complete the necessities. This includes:

Making a provision for the delivery of Special Religious Education

Fix time limit for imparting Special Education

Providing significant information for the awareness of the parents about the education, etc. (Brien, and Hack, 2010).

For imparting religious education, a rule was drafted and established by the Government of New South Wales. The Religious Education Policy summarizes the necessities and the responsibilities for the issue relating to general spiritual learning and Special spiritual learning.

The major objectives of the policy which was drafted are as follows:

All the schools should allow for imparting general and specific religious education to the students

When parents of some students have withdrawn their children from particular spiritual learning, then the students should be provided meaningful services by the schools (Rossiter, 2003). The option of imparting special education in ethics to the students would be provided when the parents make a request in a reasonably practical manner.

The curriculum of the general religious education would be offered as a part of New South Wales Board of Studies; whereas Approved providers develop and implement the curriculum of particular spiritual learning (Gleeson, 2015).

This policy applies to all the schools and suppliers of Special religious knowledge.

In the era of rapid social, economic, cultural and religious change, there are some disputes for leadership in Catholic schools (O’Shea, 2014). Today, it was observed that the individual was seen to be entering into a time of threshold replete with opportunities and perils for the future. There are various movements which give rise to different kinds of challenges and possibilities like globalization, an explosion of knowledge, information technology, gap building between rich and poor, environmental issues, and quests related to religion.

Schools was regarded as the microcosms of the society. Schools are the best mirror to see the happening of events in society whereas the cultural environment shapes their character.

Leadership Loneliness and Solitude as a Contemporary Challenge

It was observed that there was a growing realization of the considerable impact that an educational leader would have on the educational changes prevailing and the leading schools. This awareness was regarded virtually to all the systems of schools and contexts of the diverse education system. It includes public, state as well as independent and religious schools. The major responsibility of the leaders of the schools was oriented only in the direction of making improvements in the learning of the students also in the teaching process of teachers. Successful leadership was considered as attributable to the principals and the leaders of the schools. They play a crucial role in mobilizing the teachers in the direction of enhancing better learning opportunities for the students.

Leadership in the religious schools was based on a deep conviction and decision made by following a particular mindset that the religious is more real than the tangible activities which we intake by our senses (NSW Department of Education, 2015). Religious schools leaders require a highly tuned-in sense of knowing how a responsibility to act in a moral way guide their role of being a leader; as per the religious tradition which the school follows and the work which was  completed for the best interest of all members.

Leadership is such an element which was needed by the effectual leadership which is being followed by the religious schools. Because it would direct the combination of moral order in the school community, building up of values & beliefs that would help in driving the reason and significance of schools. 

Leadership in holy schools requires religious leadership which was not regarded as different from that which prevails in schools (Belmonte, and Cranston, 2009). But rather it is taken as an internal part of the educational enterprise of the religious school. Leaders need the skills and the vision o critique and examine the issues which were related to a religious tradition which was followed by the schools. It belongs to the schools to equip students with the values and the principles which form as a part of useful services.

Globalization is the one and only issue which have put its impact on all the societies throughout the world. It has a revolutionary impact on both education as well as educational leadership.

Historically, Solitude was connected with beneficial outcomes such as religious development and creativity. Many of the spiritual leaders have spent a major amount of time in solitude. But various writers have made solitude their major creative regime (Bourantas, Epitropaki, and Papalois, 2007).

As per the Oxford Dictionary, Solitude was regarded as “the state of being or living alone solitariness.” Though, it is a much broader and affluent concept than merely affirming it to be being alone. According to existential philosophers, isolation was defined as an experience of discovering the personal truth and reason of being.

The role of solitude about leadership was mainly set aside in this report. Emphasis was put on the nature of leadership. As per Hogg “Leadership is a relational term which identifies a connection in which some people would be able to persuade others to adopt new values and attitudes.” It also puts an effort on behalf of those beliefs and attitudes.

There were mainly five major challenges for leadership in schools for the 21^st -century era which was affirmed below:

Connection to the community of catholic school and the birth-to-death tradition of Catholic education

Promotion of theological and philosophical foundations of the curriculum in the schools

Endorsement of the concept and experience of work

Self-care for leadership and the members (Treston, 2016).

The need for articulation and sequences standards for the people who were in a position of spiritual leadership was highlighted. The standards would support the ongoing formation and development of leaders by way of close connection.

It was clearly seen that effective leadership was a critical element in the way of success of an organization. Therefore, it has become a major priority for various schools in New South Wales.

It can be affirmed that “it is the capacity to built and improve the skills which makes a leader different from others. Successful leaders are learners. And the process of learning things keeps ongoing, a result of self-discipline and perseverance (Lennan, 2005). The Basic goal of each day must be to get something better which was built on the previous day in progress.”

The key benefits associated with leadership are as follows:

Development of a leadership language

Development of a system vision for Catholic education leadership

Granting scope of recruitment

Determination of roles and responsibilities

Formation of a powerful self reflective tool, etc.

In spiritual domain have various issues and opportunities attached with it such as:

Formation & spirituality  of teachers- The readiness of the teachers to take up the challenge of being leaders in the religious domain and the need to make and support the high quality formation programs were being taken as the major issue for this point.

Recruitment, retention and rewards for Religious Education Coordinators (RECs) and Assistant Principal – Religious Education (APRE) – Strategies for dealing with these kinds of issues involved a combination of incentives and creative restructuring of these roles.

Planning for Principal ship and executive system-issue of the leadership succession which was related to the appointment of the leader with the capability to make and put in practice an educational vision which was consistent. Approaches related to the leadership succession issues centers upon to make identification and to support the development of aspiring leaders from within the system.

Development of leadership and professional standards which were being adopted-The crux of this point was affirmed as “to nurture the spirituality of the Christian people as a personal connection among the Christ and to have a look on the professional development as a response to the offer o the gospel for fullness of life.”

School relationships and expectations-changes made in expectation of the principals in the absence of the resident priest and the evolving nature if the relationship of school was viewed as an emerging issue for the schools and leaders system. The capacity of the principals was affirmed as the capacity which haloes in dealing with the complexity of life and assumption of leadership responsibilities for the wider community which was seen as problem.

Expectations of parents and their relationship-The confidence of parents in quality, if schools was seen as an untapped resource and as a sign of hope for the people who are at the place of a leader.

Identity of school and its mission- Leaders in the religious domain need to appreciate the multifaceted nature of authentic schools. Also, it promotes the identity and mission of the schools in serving the common goals to the society.

There was a different major action area for the school leaders. The catholic school leaders are challenged to bring a sense of responsibility, authenticity, presence and development of their role by making a balanced focus on every area.

It was affirmed that “the main mark of any successful leader is not his impact on student learning at the end of his time period, but rather than the number of good leaders who are left behind who can go even further.”

Effective educational leaders must be capable both as individuals and as professionals. They must make use of their knowledge, skill and competencies for the benefit of students. They should make use of these factors with a good judgment and wisdom in order to solve problems of the children.

In real world, the principals combine the elements of instructional, transformational and distributed leadership related to the contextual and developmental needs of the community of the schools.

In all the other contexts the leaders focuses on:

Establishment of objectives and high amount of expectations- Establishment of a clear sense of direction and purpose is repeatedly identified as one of the core areas of practice of effective principals. In order to put impact on students it was identified that:

Vision of the school should be changed into concrete goals to be achieved

Focus should be put on learning and teaching

Goals must include high expectations to be achieved but focus on a small number of core priorities in order to avoid innovation overload.

Making plans Coordinate and evaluate teaching with curriculum, including systematic use of assessment information to keep an eye on learning and adjust the provisions- this aspect of effective leadership practice is one of the few sections in which the leaders put a direct impact on students outcome.

It was identified earlier that there was majorly four related sub divisions of this aspect which are as follows:

Active involvement in the discussions of instructional matters

Coordination and an active over view of the instructional program

Involvement in classroom discussions and feedback which was given to teachers

Monitor the progress of student at classroom and school level

Leading professional development of teachers- Promotion and participation of students in the learning of teachers and development was the major dimension of leadership. One of the major ways by which impact can be put on students by the effective leadership of teachers can be done by reducing the variation made at school level. It helps to inculcate motivation factor and commitment among the team which were teaching, reducing the turnover of teachers etc.

In effective learning the effective leaders ensures that:

All the programs which are being taught in schools should be guided by a common framework of teachers and learning of student.

When the whole school would be developed the individual teacher development would en integrated

Focus on students outcomes can be put on by way of professional learning

Overall, effective principals would be treated as the leading professionals who would be seen as a source of providing instructional advice (Byrne, 2014). The development of schools was leaded by them as a learning organization in which practices of teachers are being deprived and the members if the school were being constantly given the responsibility for students learning (Archdiocese of Canberra and Goulburn Catholic Education Office, 2009).

Ensuring a supportive and orderly environment- Principals have a critical role to play in creation of the conditions for effective learning and teaching.

Conclusion

Religious education was regarded ultimately at the service provided by the church’s mission of evangelization: in order to proclaim and spread the word throughout the world. So, that all men, women, and children would be renewed and transformed by faith in Jesus Christ.

It has been concluded in this report that people of New South Wales have made different policies to impart education about all the religions. By way of studying different religions it would be beneficial for students to know not only what has been there in their state but should know that what other countries have different.

As far as the practice of leadership is concern if the propositions which were being mentioned above were being supported then some useful implication would take place. For example, the organizations would use the capacity to solitude would be included in competence of leadership framework. It was used for evaluating, selecting and promoting as well as introducing such practices and policies which will show the respect for an organization for the need of the leaders. It can further help the leaders to create opportunities for solitude.

The form and status of spiritual learning as an area of study was seen as an emerging issue in the context of state and national curriculum.

References:

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