Abstract:
This thesis is a study of curriculum change. It traces the events that led to the implementation of Section 58 of the Private Schools Conditional Integration Act, 1975. It examines in particular how teachers colleges interpreted the requirements placed upon them to provide additional options to take account of the needs of students who may intend to teach in integrated schools.
When the Integration Act was passed in October 1975 it was not brought into force because of agreements that were required to implement a number of its provisions. Section 58(1) provided for a change in the so-called "religious quota" intake to teacher training and was to be brought into force at the same time as Section 58(2).
The implementation of Section 58(2) required a tripartite agreement among the parties named in the Act. The Catholic authorities as proprietors of integrated schools claimed certain rights under the section to preserve the "special character" of their schools. The teachers college controlling authorities were charged under the legislation with the responsibility for providing additional course options as part of teachers college programmes. The department, as administrator of the Act, was responsible for concluding an acceptable and workable agreement that could enable the Minister to recommend an Order in Council that would bring Section 58 into force.
As a backdrop the Catholic case for state support for their schools is presented and the discussion traces the events leading to the 1974 conference. This conference gave rise to the possibility of integrating Catholic schools into the state system without compromising their "special character". Early meetings with the local Catholic authorities and teachers colleges on the provisions in Section 58(2) are noted and the first formal meeting with the department and the Catholic authorities which followed is also reported.
Further background is given in a discussion of the role of the department in the administration of policy initiatives and what action had already been taken to encourage the development of morals, values, and religious education in teachers colleges. Discussions by the Integration Advisory Committee on Section 58(2) are reviewed and its recommendations that the Minister was prepared to support noted.
The first major curriculum change effort by the department was the initiation of a meeting with the Catholic authorities and the teachers colleges. The outcome of this meeting was a draft statement prepared by representatives of the three parties. The study examines the reaction to this key document and the discussion leads to the Minister's invitation to five colleges, in the first instance, to participate in the establishment of courses in general religious studies.
Course developments at the local level by each of the five colleges are discussed along with the report of a meeting to consider local progress. Note is made of unresolved issues at that time and the intention to proceed with implementation in February 1981.
The question of resistance to change and the role of the defender are raised in regard to events at one college. Aspects of theory related to planned change and innovation are also examined with a focus on a problem-solving perspective of curriculum change. A discussion of the change outcomes in each of the participating colleges and an analysis of change resistance concludes the study.
