Recruitment and Army Essay Example for Free

Recruitment and Army Essay 1.0 Opportunities and dangers to be considered by the Army in externalising the recruitment processes. a. Preston (2012 P.36) shows how the two-way process of recruitment ‘should be as much about the applicant finding out whether the business is right for them as about whether they are deemed acceptable by the business’. c. Having employment opportunities for the soldiers who are being made redundant will allow the knowledge and experience of ex-soldiers to remain forefront of recruitment helping recruiting the right person be more effective. An explanation by Preston (2012, P.36) tells us how if ‘appointees don’t fit then profitability is affected’; this key can show that the benefits of externalization will bring spending cuts by selecting only the right persons increasing retention. d. Being seen as ‘perverse’ is a danger because if the Army gives a bad image of high staff redundancies while spending highly on hiring this could be open to stereotypic views as Preston explains ‘Many people are deterred from entering certain professions because of general stereotypical images which exist in their society or culture’ (2012, P.38). Col Richard Kemp in the case study says how ‘previously using a civilian company was not a success’. This could have a detrimental impact upon future recruits if the civilian company cannot deliver what is expected. It will also have an  impact upon the Army’s image if it doesn’t work out the second time round. 2.0 Methods of selection and their advantages and disadvantages for selecting soldiers. Interviews – Used to understand key facts of the job and recruit for either parties and determine suitability to one another. This method is an opportunity the Army can utilize to lay out main facts of what they have to offer. It’s also a chance for the recruit to decide whether or not they are happy with the opportunities. The advantage to the Army using this method would remove unexpected expectation at an early stage reducing cost from training soldiers who realized it’s not what they thought at a later stage. The disadvantage however would be that interviews are seen as ‘too subjective to the individual and place a ‘cloud’ over an individual’s ability (Preston, 2012 P.43) Tests – Used to measure a person’s ability and aptitude relevant to the job. This Method would allow the Army to see suitability of potentials under set tests giving a further indication on whether the Army is a job the candidate is suitable for before subjecting them to full training further reducing cost at an earlier convenience. Preston (2012) also explains that this can also be a way to reduce inherent subjectivity of the interview method. This method has disadvantages of not being able to incorporate all what the Amy needs to see as some areas of the Army require more subjective tests. This can increase costs if at a later stage the applicant is found unable to cope with certain areas of the job and pulls out. Assessment Centre – Can show the applicant in certain situations relevant to the job. This shows the Army the recruits in a role play scenario or group activity which can indicate the applicant’s ability under a selection of techniques in multiple combinations. This can incorporate a more subjective assessment of the individual so it can be determined further whether the Army can offer a position to the recruit. This would help the Army in selecting those who are of correct skill level generating more quality recruits increasing retention. However the assessment centers only provide the Army with a short insight to certain scenarios as the Army is a specialized area of recruitment the individual cannot be seen faced with all possible problems the recruit may encounter as  a soldier. 3.0 Recommendations for organising induction and socialisation of newly hired soldiers to enhance retention. Induction is whereby a new recruit is welcomed into the organisation through a short term introduction to areas shown by Preston (2012, P45) like what their job description is, what’s expected of them or underlining policies and procedures. Such inductions are critical to the Army as it helps new recruits become accustomed to their surroundings and allows them to adopt the organisational culture and written rules helping them understand what is expected and what is accepted. Typical activities include group welcoming (showing videos), simple team working (to help get to know each other) and tours of the premises (to learn the surroundings). Socialisation is a long term process shown by Preston (2012) to ‘help understand in terms how the newcomer makes sense of the business and their role within it’. This would be of importance to help the Army ensure the recruits are following the correct procedures and polices but also helping to keep track of the recruit’s process ensuring they are settling in and managing well. To help the activities could include meetings to see the recruit’s progression, group socialising to help with settling, appraisals to show they are doing well and promotions to help encourage further progression. To help improve retention and reduce dropouts induction techniques recommended would be having already serving soldiers at a welcome day to have questions asked and stories from first hand experiences. As documented by Harding (2011) in the case study ‘the most effective recruiters were young soldiers who had already served on operations’. This could expel any rumors and help new recruits understand the demands of Army life at an early stage. This technique would also allow the introduction of policies and procedures and what to expect. Using mentoring as a socialising technique would give recruits quantitative information based on their progression into the business and how well they are integrating into the  role. This information can be persuading for new recruits to show them they are on the right track and doing well, resulting in increased momentum and a desire to keep going. As Preston (2012) says ‘socialisation is understanding how the newcomer makes sense of the business and their role within it’. Mentoring through the early stages can keep track of the recruit and provide them with the help and support to succeed in turn, reducing dropouts and increasing quality recruits. References: Harding T. (2011) ‘Army to pay civilian firm  £1bn to recruit new soldiers’ The Telegraph 11 October [Online]. Available at http://www.telegraph.co.uk/news/uknews/defence/8819327/ Army-to-pay-civilian-firm- £1bn-to-recruit-new-soldiers.html (Accessed 1 September 2014). Preston, D (2012), An introduction to human resource management in business, Milton Keynes, The Open University. Prà ©cis: From the tutor group forum discussions I have learnt that there are many views on what people have in the work place. The work place HRM polices and business cultures can be dramatically different from business to business and different people have different views on them and how they incorporate them into their working lives. Activity 2.3 shown how businesses HRM polices and culture can mix well or clash badly as such Pauls Bourne shows how that if people of a work place buy into the ‘norm’ this can sometimes override what the HRM polices state resulting in problems. However that HRM polices should be a state of first call when people need to be reminded what is truly expected of them in the place of work. All the ideas coming together has taught me to think more logically about the place I work and how the business culture is upheld through normal behaviour of people through unwritten rules up to the policies and procedures in place to help maintain a uniformed business. Reference: Bourne P, (2014) ‘Activity 2.3 HRM and Culture’ The Open University 19 November 2014 [Online]. Available at https://learn2.open.ac.uk/mod/forumng/discuss.php?d=1210164 (accessed 25 November 2014).

The Federal Reserve Essay Example for Free

The Federal Reserve Essay The Federal Reserve is a federal government department that is independent from political influence, so that they can regulate, and grant insurance to the people of the United States. It also functions as a backer of banks so that people do not lose their money. In addition they regulate the curricula ion of the money flow and set requirements that banks must follow. In the following we will explore the functions of the twelve Federal Reserve banks, and the reason that the Federal Reserve is considered the bankers bank. In addition the role of the Federal open Market committee will be explored in their role in economic policy. Also there will be exploration into why federal would want to decrease the money supply. The twelve Federal Reserve banks have three main functions that they must do, to keep the economy and money flow correct. The first is inspection of local banks within their jurisdiction to ensure they are living up to the regulations set by the Federal Reserve. There second main function is to infuse or take out money from circulation so that the circular flow is maintained at a proper level. In addition they process thousands of checks, and ensure that debit and credit transaction goes through smoothly [ (smale, 2010) ]. These main actions are essential in ensuring the economy and money flow operates correctly without problems. The reserve banks are considered the banker banks because; they store currency and make money available for the member banks. They also process  the checks and debits from the member banks. They are king of banks and regulate the banking industry in the process. They also control the flow of money, so that the value of it stays consistent and does not drop. This is essential in controlling the money flow and economic prosperity of the United States Economy. [ (education.org, 2012) ] The Federal open market committee is a committee that is made up of seven member board of governors, and five Federal Reserve Bank presidents. There role in monetary policy is that they determine what is best in day to day regulations of both the reserve banks and their members. In addition they set certain policies that affect the economy in different ways. They determine the amount of money and credit that will be available in the United States economy. There is to maintain stability and growth in the United States economy. They try to ensure enough reserve of money to encourage expansion of money and credit to the banks in their network. [ (board, 2012) ] The Federal Reserve would consider cutting the money supply to sure up the economy. If there is too much money out there and not enough want to use that money, it is not good for the economy. They control the money supply with rising or falling of interest rates. Higher interest rate result in less borrowing, this tightens up the money supply and allows the economy to even out in the long run. If they want to put more money into the economy they would lower interest rates and as a result more people are willing to borrow more money. They would want to cut the supply when they want and need to borrow money is not high. They would do this is the economy was starting to slow, and would keep the money supply lowered till the need and want for that money is granted again. Before the Federal Reserve was created there was times when people would not use banks, because if the bank failed they would lose all their money they had in the bank. This would result in people being scared to put money in the bank during economic hard times because of their fear of losing there life’s savings. The creation of the Federal Reserve gave people an insurance that there money would not be lost in the case of a bank going under. The  Federal Reserve would promise to pay this back to them if that happened. The Federal Reserve would also make economic decisions in the economy that would keep it more stable than before. The Federal reserve is a responsible for ensuring that the economy and money supply stays stable, and ensures that member banks run up to federal standards. The main functions of the open market committee are to regulate the flow of currency and keep in reserve of money so that it creates a stable United States economy and federal regulation. People were afraid to put money in the banks before the creation of the Federal Reserve banks. This would change after the creation of the federal banking system. At some points the Federal Reserve’s needs to limit the amount of money in the economy to ensure economic supply and demand. Works Cited board, T. f. (2012). The structure of the federal reserve. Retrieved January 15, 2012, from federalreserve.gov: http://www.federalreserve.gov/pubs/frseries/frseri2.htm education.org, F. (2012). The structure of the federal reserve. Retrieved January 15, 2012, from Federalreserve education.org: http://www.federalreserveeducation.org/about-the-fed/structure-and-functions/ smale, P. (2010, Novemeber 10). Congressional research service. Retrieved January 15, 2012, from www.fas.org: http://www.fas.org/sgp/crs/misc/RS20826.pdf

Examining The Early Churches Strengths And Weaknesses Religion Essay

Examining The Early Churches Strengths And Weaknesses Religion Essay The purpose of this essay is to see how the church began 2,000years ago, with a small group of disciples empowered by the Holy Spirit, who preached, and taught, healed in synagogue, and everywhere they went, lives and society was changed in the name of the Lord Jesus Christ. The Strengths of Early Church The early church did not just start to grow after Jesus ascension by its own enthusiasm. The disciples on the day of Pentecost were all together in one place. One of the strength of the early church is their ability to wait on God. Jesus instructed his disciples to wait (Matt 28:19-20, Luke 24:49) first for the Holy Spirit in order to do the work he commissioned them for. The disciples waited until when the Spirit descended on them on the day of Pentecost. The power received at the out pouring of the Holy Spirit enabled them to fulfil their mission. Waiting is sometimes part of Gods plan in order to be truly effective. Descent of the Spirit The apostles and disciples were the first recipients of the outpouring of the spirit with the evidence of speaking in tongues (Act 2:6). They received power to function like Jesus Christ; to preach the gospel with boldness, with signs and wonders following. The disciples spoke in prophetic speech that people of diverse nationalities represented at Jerusalem recognised their languages, which drew their attention unto God. Peters sermon on the day of Pentecost led to revival that caused salvation of over three thousand people. Followed by diverse forms of miracles, and healings enhancing the spread of the gospel. The Church was Bold Initially the disciples were very timid. But after the outpouring of the Holy Spirit they were filled with boldness to do mighty works and witnessing effectively. The outpouring of the Holy Spirit inspired evangelism and proclamation of the gospel of Jesus Christ. From the day of Pentecost when Peter spoke to community of believers the gospel has spread from Jerusalem to Syria, Asia, Europe and Africa. Despite persecutions, oppositions, imprisonments, plots they never relent, they kept on moving never dare to go to a new place to preach the word of God. The Early Church was very Prayerful Another characteristic of the early church was that they are very prayerful, committed to Gods will through prayer (Act 1:14). As it faces challenges the churches always came together to pray so that healings, miraculous signs and wonders will take place (Acts3:1-3, 4:1-10). The Church was in one accord One of the strengths of the early church is unity. The church was one, and there was no proliferation in the body of Christ. There were house fellowships where believers met for teachings and breaking of bread. None of the early Christians felt that what they had was their own; they never allowed any of the brethren to suffer when others had plenty. The unity brought by the Holy Spirit increased loyalty, commitment and love for God. Without unity, the church could not have survived; therefore they had everything in common. Perform miraculous signs and wonders Signs and wonders followed the apostles everywhere they went. The healing of the man at the Beautiful gate by Peter and John created a stir in Jerusalem that saved five thousand people (Act 3:1-3). The early Church did much miraculous work through the help of the Holy Spirit as the Lord had done. They confirmed the gospel with great power, miracles and abundant grace as they spread the good news. A lot of people were attracted to the early church by expressions of Gods power at work. People of Prayer The early Christians devoted themselves to prayer. They understood that Gods kingdom could only be manifested in its full power through fervent prayer. (Act 1:14, 2:42, 3:1, 6:4, Eph 6:18). In those days devote Jews pray 2 or 3 times a day and it was the custom of the disciples to follow this devotion. Peter and John went to pray at the temple (Acts 3:1), while Luke and Paul did the same (Acts 16:16). God rewarded Cornelius for keeping to hours of prayer (Act10). Weakness of the early church External Opposition: The early church was not without its own problem. The church experience both miracles and opposition the same time. There is external opposition from Jewish leaders who became uncomfortable with message of Christian liberty preached by the early believers, which undermined Jewish legalism. Besides the opposition from religious circle believers found themselves in conflict with social patterns of the day, because they no longer participate in emperor worship, refused to take part in bloody roman sport and pagan shrines. As a result persecution arose, many were exiled, killed, mocked and imprisoned. Jewish and Gentile Conflicts: God has no favourite nation or race, he only favours and accepts anyone who turns from sin and believed him. The Apostles initially want all people to be saved but did not understand that salvation was no longer restricted to Israel alone, but for everybody. The Jewish-Gentile conflict is the greatest barrier to the spread of Gospel in the 1st century. Until the issue was resolved, in council at Jerusalem, it was a barrier. Administration: as the early church increased in size, so did her needs and challenges. The new believers were moved by the Holy Spirit to share their possession (Acts 4: 32-37). But as the numbers increased, it became difficult for equal distribution of goods to meet the needs of everyone. The Hellenist believing widow felt neglected. To rectify this, the Apostles created the office of deacon to oversee the physical needs of the people. Later we see the Pastoral epistle written by Paul to Timothy and Titus, about the spiritual and character qualification expected for church leadership; in order to keep the church from false teachings (1Tim 3:1-13, Tit 1:5-9). Dishonesty and Greed: In order to gain recognition Ananias and Saphira lied about their giving to the church. (Moreover any unrighteousness move in the church prevents the working and movement of the Holy Spirit). God dealt harshly with the couple in order to reveal his hatred to all greed, deceit and dishonesty in the kingdom. The Peril of Heresies: The early church was not immune against false teachers and heresies. Already Jesus had warned his disciples several times in the Gospels to watch out for leaders who would introduce destructive heresies among Gods people (Matt. 24:11, 24:24-25). For example the book of Jude was written against false teachers who are distorting the gospel of Gods rejecting traditional Jewish and Christian teaching about morality, advocating sexual licence. In their teachings they denied original apostolic revelation about the person and nature of Jesus Christ (Jude 8, 16, 2pet 2: 1-3:4). Comparism between the early church and the church today The early church relied much on the leading of the Holy Spirit to get the gospel to the whole world, which I believe todays church need to learn from. Paul and Barnabas were commissioned by the Antioch church through the leading of the Holy Spirit, were directed by the spirit of God to specific areas to be a witness on their missionary journey. Our evangelistic or missionary moves should be according to the leading of the Holy Spirit. (Act 13: 1-5). Churches today do so many things in the name of the Lord with ulterior motives. Many at times we tend to do what we want in the name of the lord rather than what Gods want. The early churchs motives were pure. Their aim was to spread Christianity as far as they could. Some churches today are being run under the idea of men not of God. The Spirit of God had being relegated or given a minor role in the church. Making many worship centres to lack power thus dry and lukewarm. During the apostolic age the early church was established on apostolic pattern. But tragically the church today have departed from apostolic faith and doctrine but patterned itself according to human ideas and modern thought that now proliferate our churches today. Conclusion The gospel cannot be confined to one corner of the world. Therefore what the early church did is possible in our generation. The church was bold, filled with power because the early disciples were committed to the task of evangelising the world. Churches need to be committed to the work of soul winning and world mission, for example in the west secular humanism has become the dominant philosophy for many and the church is not immune to all this. We need to be more involved in world issues by ministering to the social ills of our environment, by our evangelistic move.

What is Research? :: The Definition of Research

Research. Function: noun, verb transitive Etymology: Middle French recerche, from recerchier to investigate thoroughly, from Old French, from re- + cerchier to search Date: 1577 Research is a process of investigation. An examination of a subject from different points of view. It's not just a trip to the library to pick up a stack of materials, or picking the first five hits from a computer search. Research is a hunt for the truth. It is getting to know a subject by reading up on it, reflecting, playing with the ideas, choosing the areas that interest you and following up on them. Research is the way you educate yourself. Research is the systematic process of collecting and analyzing information to increase our understanding of the phenomenon under study. It is the function of the researcher to contribute to the understanding of the phenomenon and to communicate that understanding to others. Research is a process through which we attempt to achieve systematically and with the support of data the answer to a question, the resolution of a problem, or a greater understanding of a phenomenon. Research is defined as human activity based on intellectual application in the investigation of matter. The primary aim for applied research is discovering, interpreting, and the development of methods and systems for the advancement of human knowledge on a wide variety of scientific matters of our world and the universe. DIAGRAMATIC REPRESENTATION OF RESESARCH PROCESS: WHAT IS REPORT? An account presented usually in detail. A formal account of the proceedings or transactions of a group. In writing, a report is a document characterized by information or other content reflective of inquiry or investigation, which is tailored to the context of a given situation and audience. The purpose of reports is usually to inform. Reports may include persuasive elements, such as recommendations, suggestions, or other motivating conclusions that indicate possible future actions the report reader might take. Reports can be public or private, and often address questions posed by individuals in government, business, education, and science. KINDS OF RESEARCH REPORT: ïÆ'Ëœ DESCRIPTIVE RESEARCH: This research is the most commonly used and the basic reason for carrying out descriptive research is to identify the cause of something that is happening. For instance, this research could be used in order to find out what age group is buying a particular brand of cola, whether a company’s market share differs between geographical regions or to discover how many competitors a company has in their marketplace.

Weimar, Germany Essay example -- Germany German History Culture Essays

Weimar, Germany In examining great social and cultural changes in the modern West, many specific events come to mind: the Renaissance and the Reformation, the â€Å"discovery† of the Americas, industrialization, and World War Two. One such event, often overlooked, is the â€Å"Great War†, 1914-1918. Like every people affected by the expanse of this war, Germans were deeply affected and forever changed. As a social, cultural, and psychological reaction to World War I, the German people created the Weimar Republic, leading to a drastic change in German society and culture. To best understand these changes, a comprehensive analysis of World War I, before, during, and after, is necessary.   Ã‚  Ã‚  Ã‚  Ã‚  What was Germany before World War I? Before World War I, Germany was a Great Power on the cusp of social revolution, like many other European nations. The relatively new empire was struggling with the new working class and the increasing movement for labor rights (Gilbert and Large, 15-19). Wilhelm II, the Emperor of Germany when World War I began, was moving his empire toward expansive imperialism and militarism. The political, social, and cultural structure of Germany before World War I was relatively new, but almost instantly powerful and potent.   Ã‚  Ã‚  Ã‚  Ã‚  The political structure of Germany, bred of Germany’s attempt at solid unification, was rapidly becoming outdated in the face of labor and the precarious balance of power in Europe, and would soon be put under by World War I. The Bundesrat, like the contemporary House of Lords in the British parliament, was manipulated by the landowning class. The Reichstag, created to balance the weight of the Bundesrat, was extremely limited: it could in no way interfere with individual states’ armies, being limited to legislation in the areas of foreign and naval affairs, as well as other relative trivialities like customs and mail (Gilbert and Large, 71).   Ã‚  Ã‚  Ã‚  Ã‚  In spite of Germany’s authoritarian governmental system, some indicators of social progressiveness were apparent. Members of the Reichstag were voted in, and eligible voters included all men over the age of 25. Germany was also ahead of her time in terms of workers’ rights (albeit no nation was timely enough to satisfy the rapidly-growing working class.)   Ã‚  Ã‚  Ã‚  Ã‚  For the most part, however, Germany was the symbol of authoritarianism. The Kaiser himself was an important symbol of this go... ... continued to show, what suffering in the trenches had meant. They had not turned themselves into heroes. They were not even capable of functioning in the society at the end of the war...many of the population did not like to have to face these war cripples. They did not wish to be reminded continuously of what war was really like.† (Gay, 90; italics mine)   Ã‚  Ã‚  Ã‚  Ã‚   From such devastation came Weimar. The Germans embraced their new freedom as a republic, feeling freed from those old constraints which, they felt, driven their country to ruin. The culture or Weimar symbolized the German disdain for the â€Å"old ways† of authoritarianism and monarchy. Weimar was modern, new, and as far as the Germans knew, not doomed to fall victim in another total war.   Ã‚  Ã‚  Ã‚  Ã‚  Weimar was the hope of the people. The Germans, who felt their whole way of live had been made evil by the world, and had been annihilated in the war, reinvented themselves—and like the Germans they are, did the job all the way. World War I bred this new republic. It was, if nothing else, a cultural and psychological reaction, leading to a drastic change that would shape the German future, and forever color its gaze upon the past.   Ã‚  Ã‚  Ã‚  Ã‚  

African American Culture through Oral Tradition Essay -- Essays Papers

African American Culture through Oral Tradition African American folktales have origins rooted in West African literary and cultural forms of expression. When Africans were taken from their homeland and brought to America as slaves, they also brought with them their individual cultures, languages and customs. However, their white slaveholders suppressed this part of their heritage in them. Thus they had to find other ways of expression, mainly story telling and songs. It is incredible to see how African slaves could ever smile and laugh under the horrible and cruel circumstances, which were imposed on them by the brutal slaveholders. The whole body of folktales and spirituals arose from the experiences which slaves had on their plantations mingled with the memories and customs that they brought with them from Africa. They would tell stories using different methods such as acting, gesturing and singing. By these means they were able to elevate storytelling into an art. Most slave owners forbade their slaves from speaking their own language, and forced them to speak English. They were also forbidden from learning to read or write. In this manner slaveholders believed that they were keeping their slaves in ignorance so that they could neither rebel nor escape. They were greatly mistaken for many slaves would make use of their songs and stories to educate their people, and enlighten their minds and free their souls. For example the slave spirituals which they sang were a means with which they could communicate feelings of discontent and of homelessness and exile. However, not all their songs were of disparity and loss. They also sang songs expressing love, joy, and hope. Other than making use of lyrics as a form of expressi... ...Books, Inc; New York, 1963. Hamilton, Virginia. The People Could Fly. Knopf Publishing; New York, 1985. Jones, Gayl. Liberating Voices: Oral Tradition in African American Literature. Harvard University Press; Cambridge, 1991. Okpewho, Isidore. African Oral Literature. Indiana University Press; Bloomington, 1992. Plant, Deborah G. Every Tub Must Sit on It's Own Bottom: The Philosophy and Politics Of Zora Neale Hurston. University of Illinois Press; Chicago, 1995. Radin, Paul, Ed. African Folktales. Shocken Books; New York,1983. Smitherman, Geneva. Talkin and Testifyin: The Language of Black America. Houghton Mifflin; Boston, 1977. Wright, Lee Alfred. Identity, Family and Folklore In African American Literature. Garland Publishing; New York, 1995. -------------------------------------------------------------------------------- Ã ¿

Comparing Schools Essay

This report provides advice on the collection and reporting of information about the performances of Australian schools. The focus is on the collection of nationally comparable data. Two purposes are envisaged: use by education authorities and governments to monitor school performances and, in particular, to identify schools that are performing unusually well or unusually poorly given their circumstances; and use by parents/caregivers and the public to make informed judgements about, and meaningful comparisons of, schools and their offerings. Our advice is based on a review of recent Australian and international research and experience in reporting on the performances of schools. This is an area of educational practice in which there have been many recent developments, much debate and a growing body of relevant research. Our work is framed by recent agreements of the Council of Australian Governments (COAG), in particular, at its meeting on 29 November 2008: C OAG agreed that the new Australian Curriculum, Assessment and Reporting Authority will be supplied with the information necessary to enable it to publish relevant, nationally-comparable information on all schools to support accountability, school evaluation, collaborative policy development and resource allocation. The Authority will provide the public with information on each school in Australia that includes data on each school’s performance, including national testing results and school attainment rates, the indicators relevant to the needs of the student population and the school’s capacity including the numbers and qualifications of its teaching staff and its resources. The publication of this information will allow comparison of like schools (that is, schools with similar student populations across the nation) and comparison of a school with other schools in their local community. (COAG Meeting Outcomes) Our work also has been framed by the recently endorsed MCEETYA Principles for Reporting Information on Schooling (see Section 1. 4). Before summarising our specific recommendations, there are some general conclusions that we have reached from our review of international research and experience. The specific recommendations that follow are best understood in the context of these general conclusions: †¢ Vigilance is required to ensure that nationally comparable data on individual schools does not have the unintended consequence of focusing attention on some aspects of the purposes of schooling at the expense of other outcomes that are as important but not as easily measurable. Parents/caregivers and the public are interested in a broad range of information about schools, and nationally comparable data should be reported in the context of this broader information. †¢ Although it has become popular in education systems in some other parts of the world to use statistical models to develop ‘measures’ of school performance and to report these measures publicly in league tables, we believe that there are very v Reporting and Comparing School Performances  sound technical and educational reasons why school measures of this kind should not be used for public reporting and school comparisons. †¢ Related to this point, we are not convinced of the value of reporting ‘adjusted’ measures of student outcomes publicly. Measures of student outcomes should be reported without adjustment. †¢ To enable the comparison of unadjusted student outcomes across schools, we believe that a ‘like-schools’ methodology should be used. This methodology would allow parents/caregivers, the public, and education systems to compare outcomes for schools in similar circumstances. †¢ While point-in-time measures of student outcomes often are useful, it is difficult to establish the contributions that teachers and schools make to point-in-time outcomes. In general, measures of student gain/growth across the years of school provide a more useful basis for making judgements about the value that schools are adding. †¢ Measures of gain/growth are most appropriately based on measurement scales that can be used to monitor student progress across the years of school. The NAPLAN measurement scales are an example and provide educational data superior to that available in most other countries. Consideration should be given to developing national measurement scales for early literacy learning and in some subjects of the national curriculum. †¢ Initially reporting should build on the understandings that parents and the public have already developed. For example a school’s NAPLAN results should be reported in forms that are consistent with current NAPLAN reports for students. Although much work needs to be done in defining the most appropriate measures, the principle should be to build on the representations of data that are already familiar to people. Recommendations Our report makes the following specific recommendations: student outcome measures †¢ Nationally comparable data should be collected on the literacy and numeracy skills of students in each school, using NAPLAN (Years 3, 5, 7 and 9). †¢ Nationally comparable data should be collected on the tertiary entrance results of students in each senior secondary school. These data could be reported as the percentage of students achieving tertiary entrance ranks of 60 or above, 70 or above, 80 or above, and 90 or above (calculated as a percentage of the students achieving tertiary entrance ranks). †¢ Nationally comparable data should be collected on the percentage of students in each senior secondary school completing Year 12 or equivalent; the percentage of students applying to all forms of post-school education; and the percentage of students completing VET studies. vi Reporting and Comparing School Performances †¢ Nationally comparable data should be collected on the achievements of students in core national curriculum subjects (English, mathematics, science and history), beginning in 2010. National assessments could be developed initially at Year 10. †¢ Nationally comparable data should be collected on the early literacy learning of children in each primary school. These assessments will need to be developed and should be administered upon entry to school and used as a baseline for monitoring progress across the first few years of school. physical and human resources †¢ Nationally comparable data should be collected about sources and amounts of funding received by each school, including all income to the school from State and Commonwealth governments, as well as details of fees payable by parents, including those that are mandatory and any voluntary levies that parents are expected to pay. †¢ Nationally comparable data should be collected on the numbers and qualifications of teaching staff in each school. Basic data would include academic qualifications, details of pre-service teacher education, and details of any advanced certification (eg, Advanced Skills Teacher; Level 3 Teacher). student intake characteristics †¢ Nationally comparable data should be collected on the socio-economic backgrounds of students in each school. Data should be based on information collected at the individual student level, using at least parental occupation and, possibly, parental education levels, under the agreed MCEETYA definitions. †¢ Nationally comparable data should be collected on the percentage of students in each school of Aboriginal and/or Torres Strait Islander background under the agreed MCEETYA definition. †¢ Nationally comparable data should be collected on the percentage of students in each school identified as having a language background other than English (LBOTE) under the agreed MCEETYA definition. †¢ Nationally comparable data should be collected on the geo-location of each school using a 3-category scale: metropolitan, provincial, and remote. †¢ Nationally comparable data should be collected on the percentage of students in each school with special educational needs. A nationally agreed definition of this category will need to be developed. like-school comparisons †¢ In reporting student outcome data for a school, data for like-schools should be provided as a point of comparison. Like-schools will be schools in similar circumstances and facing similar challenges. †¢ In determining ‘like-schools’, account should be taken of the percentage of students with Indigenous backgrounds, the socio-economic backgrounds of the students in the school, and the percentage of students from language backgrounds other than English. vii Reporting and Comparing School Performances †¢ For each school separately, like-schools should be identified as the schools most similar to that school on the above characteristics (rather than pre-defining a limited number of like-school categories). †¢ Work should commence as soon as possible on the development of an appropriate like-schools methodology. public reporting †¢ For the purpose of providing public information about schools, a common national website should be used to provide parents/caregivers and the public with access to rich information about individual schools. †¢ The national website should provide information about each school’s programs, philosophies, values and purposes, provided by the school itself, as well as nationally comparable data, provided centrally. †¢ Nationally comparable student outcome data should, wherever possible, provide information about current levels of attainment (ie, status), gain/growth across the years of school, and improvement in a school over time. †¢ The complete database for each state/territory should be made available to the relevant state/territory departments of education and other employing authorities, enabling them to interrogate data for their schools and to make judgments about school performances using aggregated data and national summary statistics. We believe that almost all nationally comparable data collected centrally could be reported publicly. The exceptions would arise when the public reporting of data may have negative and unintended consequences for schools. For example, we can envisage negative consequences arising from the reporting of the socio-economic backgrounds of students in a school, or of the financial circumstances of struggling, small schools (both government and non-government). We also believe that data reported publicly should be factual data about a school, and not the results of secondary analyses and interpretations that are open to debate (eg, value-added measures). viii Reporting and Comparing School Performances 1. INTRODUCTION In education, good decision making is facilitated by access to relevant, reliable and timely information. Dependable information is required at all levels of educational decision making to identify areas of deficiency and special need, to monitor progress towards goals, to evaluate the effectiveness of special interventions and initiatives, and to make decisions in the best interests of individual learners. The focus of this  paper is on the provision and use of information about individual schools. The starting point is the observation that relevant and reliable information about schools is required by a range of decision makers – including parents and caregivers, school principals and school leadership teams, system managers and governments, and the general public – all of whom require dependable information that they can use to maximise opportunities and outcomes for students. 1. 1 Audiences and Purposes  Parents and caregivers require valid and reliable information to evaluate the quality of the education their children are receiving, to make informed decisions in the best interests of individual students, and to become active partners in their children’s learning. They require dependable information about the progress individuals have made (the knowledge, skills and understandings developed through instruction), about teachers’ plans for future learning, and about what they can do to assist. There is also considerable evidence that parents and caregivers want information about how their children are performing in comparison with other children of the same age. And, if they are to make judgements about the quality of the education their children are receiving, they require information that enables meaningful comparisons across schools. School leaders require reliable information on student and school performances for effective school management. Research into factors underpinning school  effectiveness highlights the importance of the school leader’s role in establishing an environment in which student learning is accorded a central focus, and goals for improved performance are developed collaboratively by staff with a commitment to achieving them. School managers require dependable pictures of how well students in a school are performing, both with respect to school goals for improvement and with respect to past achievements and achievements in other, comparable schools. Governments and system managers require dependable information on the performance and progress of individual schools if they are to exercise their responsibilities for the delivery of quality education to all students. Effective management depends on an ability to monitor system-wide and school performances over time, to gauge the effectiveness of special programs and targeted resource allocations, to monitor the impact of policies, and to evaluate the success of initiatives aimed at traditionally disadvantaged and underachieving sections of the student population. Accurate, reliable information allows system managers to measure progress against past performances, to identify schools and issues requiring special attention, to target resources appropriately, and to set goals for future improvement. 1 Reporting and Comparing School Performances 1. 2 Forms of Information Because there are multiple audiences and purposes for information about schools, the forms of information required for effective decision making are different for different stakeholders. Parents and caregivers require a wide range of information, including information relating to their immediate needs (eg, Is the school easily accessible by public transport? Does it have an after-school program? What fees and/or levies does it charge? ); the ethos of the school (eg, What evidence is there of bullying/harassment? What are the espoused values of the school? Do students wear uniforms? What level of discipline is imposed? Who is the principal? ); their child’s likely educational experience (eg, Who will be my child’s teacher next year? Will they be in a composite class? How large will the class be? Does the school have a literacy intervention program? What extra-curricular activities are provided? ); and the school’s educational results (eg, Does the school achieve outstanding Year 12 results? ). School leaders require other forms of information, including information relating to staffing and resources (eg, What resources are available for music next year? How many beginning children have special learning needs? ); the effectiveness of initiatives (eg, Is there any evidence that the extra class time allocated to literacy this year made a difference?); and academic results (eg, How many Year 5 students did not meet the minimum performance standard in Reading? Have our results improved since last year? Are we still below the state average? How did last year’s Year 12 results compare with those of the neighbouring school? ). System managers and governments require still other forms of information, including information to monitor system-wide trends over time, to evaluate the effectiveness of attempts to raise standards and close gaps, and to identify schools that are performing unusually well or unusually poorly given their circumstances. In general, the schoollevel information required by system managers and governments is less fine-grained than the information required by parents, teachers and school leaders. Figure 1 displays schematically various forms of information that could be made available about a school, either publicly or to specific audiences (eg, system managers). The forms of evidence represented in Figure 1 are: A: student outcome measures that a school could choose to report Most schools report a wide range of information about the achievements of their students to their school communities. This information is reported in school newsletters, local and community newspapers, school websites, and at school events. The information includes details of Year 12 results, analyses of postschool destinations, results in national mathematics and science competitions, language certificates, awards, prizes, extra-curricular achievements, community recognition, and so on. Most schools take every opportunity to celebrate the achievements of their students and to announce these achievements publicly. 2 Reporting and Comparing School Performances Figure 1. Forms of information that could be made available about a school B:a sub-set of student outcome measures on which it is agreed to collect nationally comparable data Within the set of student outcome information that might be reported for a school, there could be a sub-set of outcomes on which it was agreed to collect nationally comparable data. A reason for identifying such a sub-set would be to ensure some common measures to facilitate school comparisons – within a local geographical area, across an entire education system, nationally, or within a group of ‘like’ schools. Inevitably, nationally comparable data would be collected for only some of the outcomes that schools, parents and communities value. Performances on common literacy and numeracy tests in Years 3, 5, 7 and 9 are an example of nationally comparable data currently in this category. C. physical and human resources measures that a school could choose to report Schools provide information in various forms and to various audiences about their physical and human resources. Information of this kind includes details of staff qualifications and teaching experience, staff turnover rates, school global budgets, computers and other technology, newly constructed facilities, bequests, results of fundraising drives, and so on. Some of this information may be reported to the school community; some may be kept confidential to the school, education system or government departments. D: a sub-set of physical and human resources measures on which it is agreed to collect nationally comparable data Within the set of physical and human resources measures reported for a school, there could be a sub-set of measures on which it was agreed to collect nationally comparable data. For example, there have been recent calls for greater consistency and transparency in the reporting of school funding arrangements (Dowling, 2007; 2008) and for more consistent national approaches to assessing and recognising teacher quality (Dinham, et al, 2008). 3 Reporting and Comparing School Performances E. student intake measures that a school could choose to report Most schools have considerable information about their students. For example, they may have information about students’ language backgrounds, Indigenous status, socio-economic backgrounds, learning difficulties and disabilities. This information usually is reported only within education systems or to governments and is not reported publicly, although schools sometimes provide information to their communities about the range of languages spoken by students in the school, the countries from which they come, the percentage of Indigenous students in the school and the school’s special Indigenous programs, or the number of severely disabled students and the facilities and support provided for these students. F: a sub-set of student intake measures on which it is agreed to collect nationally comparable data. Within the set of student intake characteristics reported for a school, there could be a sub-set of measures on which it was agreed to collect nationally comparable data. Some progress has been made toward nationally consistent definitions and nationally consistent data collections on student background characteristics. G. all other information that a school could choose to make available Beyond information about student outcomes, student backgrounds and their physical and human resources, schools provide a range of other information to the communities they serve. 1. 3 Nationally Comparable Data Acknowledging the many purposes and audiences for information about schools, and the various forms that this information can take, the specific focus of this paper is on the collection and reporting of nationally comparable data for the purposes of evaluating and comparing school performances. In other words, the focus is on categories B, D and F in Figure 1. We envisage three broad uses of such data: †¢ use by parents and caregivers in judging the quality of educational provision and in making informed decisions in the best interests of individual students; †¢ use by school leaders in monitoring a school’s improvement and benchmarking the school’s performance against other, comparable schools; and †¢ use by education systems and governments in identifying schools that are performing unusually well or unusually poorly given their circumstances. As noted above, these three stakeholder groups are likely to have different needs. The ways in which nationally comparable data are analysed, combined and reported may be different for different purposes. We see the process of reaching agreement on the core data that should be available about a school as a national collaborative process, and see little value in arriving at different conclusions about these data for different parts of the country. 4 Reporting and Comparing School Performances 1. 4 Principles for Reporting The Principles for Reporting Information on Schooling (see pages 6-7) adopted by the Ministerial Council for Education, Employment, Training and Youth Affairs (MCCETYA) provide an important point of reference for any proposed collection and use of nationally comparable data on schools. These principles recognise the multiple audiences and purposes for information about schools, the need to collect broad evidence about student and school performances, and the desirability of monitoring intended and unintended consequences of reporting information on schools. Australian governments have undertaken to ensure that data provided for the purposes of comparing schools are reliable and fair and take into account the contexts in which schools work. Governments also have undertaken not to develop simplistic league tables of school performances. 1. 5 Structure of Paper This paper first considers the kinds of nationally comparable data that might be collected about schools for the purposes outlined above. We draw on national and international research and experience, attempt to anticipate the likely requirements of different audiences, and take into account what measures currently exist and what additional measures might be desirable in the future. Each of the three data categories in Figure 1 is considered in turn: †¢ †¢ †¢ student outcome measures physical and human resources measures student intake measures (sections 2-3) (section 4) (section 5) We then consider alternative ways of evaluating and comparing school performances. Two broad methodologies are discussed: †¢ †¢ the direct comparison of student outcomes the construction of measures of school performance (section 6) (section 7) Finally, we consider issues in reporting publicly on the performances of schools: †¢ †¢ audiences and purposes for reporting options for public reporting on schools (section 8) (section 9) 5 Reporting and Comparing School Performances MCEETYA PRINCIPLES FOR REPORTING INFORMATION ON SCHOOLING There is a vast amount of information on Australian schooling and individual schools. This includes information about the educational approach of schools, their enrolment profile, staffing, facilities and programs, and the education environment they offer, as well as information on the performance of students, schools and systems. Different groups, including schools and their students, parents and families, the community and governments, have different information needs. The following principles provide guidance on requirements for information on schooling, including the types of information that should be made readily available to each of the groups noted above. These principles will be supported by an agreed set of national protocols on the access to and use of information on schooling. Good quality information on schooling is important: FOR SCHOOLS AND THEIR STUDENTS. Principle 1: Schools need reliable, rich data on the performance of their students because they have the primary accountability for improving student outcomes. Good quality data supports each school to improve outcomes for all of their students. It supports effective diagnosis of student progress and the design of quality learning programs. It also informs schools’ approaches to provision of programs, school policies, pursuit and allocation of resources, relationships with parents and partnerships with community and business. Schools should have access to: †¢ Comprehensive data on the performance of their own students that uses a broad set of indicators †¢ Data that enables each school to compare its own performance against all schools and with schools of similar characteristics †¢ Data demonstrating improvements of the school over time †¢ Data enabling the school to benchmark its own performance against that of the bestperforming schools in their jurisdiction and nationally FOR PARENTS AND FAMILIES. Principle 2: Information about schooling, including data on the performance of individuals, schools and systems, helps parents and families to make informed choices and to engage with their children’s education and the school community. Parents and families should have access to: †¢ Information about the philosophy and educational approach of schools, and their staffing, facilities, programs and extra-curricular activities that enables parents and families to compare the education environment offered by schools †¢ Information about a school’s enrolment profile, taking care not to use data on student 1  characteristics in a way that may stigmatise schools or undermine social inclusion. †¢ Data on student outcomes that enables them to monitor the individual performance of their child, including what their child knows and is able to do and how this relates to what is expected for their age group, and how they can contribute to their child’s progress †¢ Information that allows them to assess a school’s performance overall and in improving student outcomes, including in relation to other schools with similar characteristics in their jurisdiction and nationally. 1 Any use or publication of information relating to a school’s enrolment profile should ensure that the privacy of individual students is protected. For example, where the small size of a school population or of a specific student cohort may enable identification of individual students, publication of this information should be avoided. 6 Reporting and Comparing School Performances FOR THE COMMUNITY. Principle 3: The community should have access to information that enables an understanding of the decisions taken by governments and the status and performance of schooling in Australia, to ensure schools are accountable for the results they achieve with the public funding they receive, and governments are accountable for the decisions they take. Students are an important part of our society and take up a variety of roles within it after leaving school. The community is therefore a direct and indirect consumer of the product of our schools, as well as providing the means of public funding. Information about schools in the public domain fulfils the requirement that schools be accountable for the results they achieve with the public funding they receive, including relative to other ‘like’ schools; it should also give the community a broad picture of school performance and a sense of confidence in our school systems. The community should have access to: †¢ Information about the philosophy and educational approach of schools, and their staffing, facilities, programs and extra-curricular activities that enables the community to compare the education environment offered by schools. †¢ Information about individual schools’ enrolment profile, taking care not to use data on student characteristics in a way that may stigmatise schools or undermine social inclusion †¢ National reporting on the performance of all schools with data that allows them to view a school’s performance overall and in improving student outcomes, including in relation to other schools with similar characteristics RESPONSIBLE PROVISION OF SCHOOLING INFORMATION Australian Governments will ensure that school-based information is published responsibly so that: †¢ any public comparisons of schools will be fair, contain accurate and verified data, contextual information and a range of indicators to provide a more reliable and complete view of performance (for example, information on income, student body characteristics, the spread of student outcomes and information on the value added by schools) †¢ governments will not devise simplistic league tables or rankings and will put in place strategies to manage the risk that third parties may seek to produce such tables or rankings, and will ensure that privacy will be protected. †¢ reports providing information on schooling for parents and families and the community will be developed based on research on what these groups want to know and the most effective ways the information can be presented and communicated. FOR GOVERNMENTS Principle 4: Governments need sound information on school performance to support ongoing improvement for students, schools and systems. Government also need to monitor and evaluate the impacts (intended and unintended) of the use and release of this information to improve its application over time. Good quality information on schooling enables governments to: †¢ analyse how well schools are performing †¢ identify schools with particular needs †¢ determine where resources are most needed to lift attainment †¢ identify best practice and innovation in high-performing schools that can be mainstreamed and used to support improvements in schools with poorer performance †¢ conduct national and international comparisons of approaches and performance †¢ develop a substantive evidence base on what works. This will enable future improvements in school performance that support the achievement of the agreed education outcomes of both the Ministerial Council for Education, Employment, Training and Youth Affairs and the Council of Australian Governments. 7 Reporting and Comparing School Performances 2. STUDENT OUTCOMES Information about the outcomes of a school’s efforts is key information for parents and caregivers if they are to judge the quality of educational provision; for school leaders to monitor a school’s performance and improvement; and for education systems and governments to identify schools in need of additional support. However, schools work to promote many different kinds of outcomes for their students. For some schools, an important objective is to improve school attendance rates. For others, assisting students to make successful transitions into the workforce is a high priority. Some schools are more focused than others on supporting the social, spiritual and emotional development of students. Still others measure their success in terms of entry rates into highly sought-after university courses. Decisions about the outcomes to be reported publicly for schools are important because they influence judgements about how well individual schools are performing. This is particularly true when education systems and governments attempt to construct ‘measures’ of school performance: Perverse incentives can arise when the [school] performance measure has both a large impact upon actors and focuses on an aspect of schooling that does not reflect the true or overall purpose and objectives of schools. Unfortunately, this can be common in school performance measures if the performance measure is too narrowly defined. (OECD, 2008, 26).