EDUC9609 Leadership and Management in Rural Contexts

2020

4.5

1 x 8-hour seminar per semester
8 x 2-hour workshops per semester

1 Admission into MEDLEP-Master of Education (Languages Education) [1.5 years]
1a Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1b Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1c Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1d Admission into MEDLM-Master of Education (Leadership and Management)
1e Admission into MEDSE-Master of Education (Special Education)
1f Admission into MEDWS-Master of Education
1g Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
1h Admission into GCEWS-Graduate Certificate in Education
1i Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1j Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1k Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1l Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1m Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1n Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1o Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1p Admission into MEDWSP-Master of Education [1.5 years]
1q Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1r Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1s Admission into MDPP-Master of Disability Policy and Practice
1t Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1u Admission into MEDLE-Master of Education (Languages Education)
2 Admission into MED-Master of Education
2a Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2b Admission into MLE-Master of Leadership in Education
2c Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2d Admission into GCE-Graduate Certificate in Education
2e Admission into GCLED-Graduate Certificate in Leadership in Education
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u)) or ((2 or 2a or 2b or 2c or 2d or 2e)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))

EDES9627 has been successfully completed

Ability to contribute towards graduate level seminar and workshop approaches to tertiary education.

The topic provides an in-depth consideration of leadership and management issues, challenges, and opportunities in rural and remote contexts with a particular focus on education and communities. The topic focuses on developing significant and substantial knowledge, understandings and expertise for pro-active leadership and management. Content of the topic includes framing rural - what is rural? where is rural? who is rural?; issues of access and equity;provision/delivery models; rural contexts - local, national, international ; futures, globalisation and sustainability; place based education; Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) National Framework for Rural and Remote Education; distance education; school led community revitalisation- cases studies; spatiality and rural leadership.

To develop significant and substantial:

• knowledge and understanding about the challenges, opportunities and complexities of leadership and management in rural and remote contexts with a particular focus on education and communities
• knowledge, skills and dispositions for pro-active leadership and management

It is expected that on satisfactorily completing this topic students will have:

• gained significant and relevant knowledge about rural and remote contexts
• acquired a range of approaches and models for effective and efficient leadership and management in rural and remote contexts