It is apparent that Australia has a long history of teaching and implementing programs in schools similar to the way it has been carried out in public universities. Such programs are meant to encourage learners to build leadership and development skills in schools (Bates & Eacott, 2008). Even though it is clearly stated in writing that there are specific instructional methods to be followed, there is some controversy over what exactly should be taught in such leadership and development programs in Australia (Gamage, 2006). It is worth noting that countries like USA and UK have compulsory programs that are offered in universities and other institutions. Contrastingly, Australia has an apprentice way of implementing leadership programs in its universities (Clarke & Wildy, 2010). Moreover, programs in academies are marginalized such that they are offered to learners who are interested (Eacott, 2011). Nonetheless, it is anticipated that as educational policies in Australia continue to advance, even the certified standards will improve. Meanwhile, the preparation and development of scholarly leaders will increasingly shift to a national position. Gronn (2008) laments that due to existing market forces in the country, universities currently offer more than program-based training to learners. In my view, this is an unintelligent way of impacting change in education and it limits intellectual diversity among the post and undergraduate students in the country. Such instances were experienced some years back especially in the 1980s and 1990s. Lately, the Australian government is focused on the contributions of international study in the preparation and implementation of principles that will foster effective preparation and development of school leaders. This does not only focus on university programs but also other systematic programs in academies.
Conversely, Eacott (2011) is critical of the role being played in the preparation and development of school leaders at the national level. He confirms that there is a common divide among programs that deal with leadership preparation and development in schools. This divide comprises practical and theory. Intellectual practitioners assert that there is a need to have practical programs in learning institutions (Geoff Scott’s, 2003). In my opinion, I highly emphasize that learners should be provided with a variety of intellectual resources for easier access. Hence, this will enable them to make explicit choices.
However, with the explosion of non-academic donors and dependence of practitioners on universal programs, engaging with speculative and big picture issues of education has the prospective to be calmed if not eliminated completely. In the context of the USA, English (2003) expounds that there is a need for Australia to engage in contributing and r providing leadership roles in preparing and developing its schools.
It is imperative to note that school leadership preparation and development are two major research themes that should be included in school leadership practice. The crucial reading that was published in the Journal of Educational Administration and History earlier this year points out the need for the state to come up with agenda that will indicate its interest in bringing change in education. It is evident that intellectuals with leadership and development skills act as deliverers and icons to represent the state in decision-making concerning state affairs. Bates and Eacott (2008) indicate a preference for ‘educational change’ to dominate educational administration programs. They assert that there are merits of using school leadership preparation and development programs as means of introducing current and, aspiring leaders to the conversation of the world rather than, the mechanics of leading change. In my view, leadership skills are essential at school, national, and international levels. This program exposes the students to the complexity of leadership at an earlier phase hence impacting practical experience to become leaders in the future. With leadership skills, individuals will be able to handle social discourses such as politics, economic and educational issues on behalf of the state even at international height. In this case, the mechanics of bringing change come along when leadership skills are incorporated into learners’ minds, both theoretically and practically.