In recent years the Tasmanian Department of Education has adopted a 'service' orientation. It has sections such as Learning Services - the section that supports, directs and supervises schools and colleges; and School Performance Services that monitors and reports on various aspects of schools. And then there is Adult and Community Learning Services, and so on.
Providing facilities, staff, other resources associated with education, and even programs, may well be deemed to be services. However this does not mean that education, especially in the form of schooling, is a service for at least two reasons:
- Firstly, schooling is compulsory whereas in service industries the clients of the service chooses whether or not to receive the service
- Secondly, education (the aim of schooling) is not simply the result of the services being provided - the 'recipient' is also a major contributor (perhaps the major contributor)
While clean offices and tattoos are frequently produced by service providers with minimal contributions from their clients the same cannot be said for schooling. At its educational best, schooling is a highly complex and collaborative endeavour involving much more that the programs (services) provided by the teacher on the behalf of the teacher's employer.
If this is so, then it is time to revisit the service oriented organisational culture that has been adopted by the Tasmanian Education Deportment. There are huge implications for authority and responsibility, leadership and supervision. change management, policy making, innovation... This means that better working relationships, shared knowledge and understanding schools as purposeful communities are the keys to school improvement.
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