Professor of Education
Dean of Education
Director, Centre for Lifelong Learning
Australian Catholic University
Locked Bag 4115 DC
Fitzroy Victoria 3056
AUSTRALIA
Email: dean.education@patrick.acu.edu.au
Professor of Education
Associate Dean (Teaching and Learning) Faculties of Economics, Commerce, Education and Law
University of Western Australia Deputy Dean of Education
The University of Western Australia
| 1999 | Member, Order of Australia (AM), for services to tertiary education as a teacher and researcher |
| 1999 | Rockefeller Foundation Scholar, Bellagio, Italy |
| 1997 | Commendation for Achievement in Post-Graduate Supervision, The University of Western Australia |
| 1995 | Fellow, Western Australian Institute of Educational Administration |
| 1994 | Award for Excellence, William Walker Award, for most outstanding article published in the Journal of Educational Administration in 1993 |
| 1994 | Recipient of 1994 Excellence in Teaching Award in the Faculty of Education, awarded by Guild of Undergraduates and The University of Western Australia. |
| 1994 | Commendation for Achievement in Post-Graduate Supervision, The University of Western Australia |
| 1993 | Patron, Western Australian Institute of Educational Administration |
| 1987 | Fellow, Australian College of Education |
| 1985-92 | Senior Lecturer, Social, Administrative, Policy and Comparative Studies, Faculty of Education, School of Graduate Studies |
| 1979-84 | Lecturer, Division of Educational Administration, Faculty of Education (accelerated promotion to Senior Lecturer in 1984) |
| 1987-92 | Director, School Decision Making and Management Centre |
Victorian Education Department (History and English teacher, Years 6-12, Middle School, Level, Year and Subject Co-ordinator); Campion International School, Athens, Greece (History and English teacher, Year and Subject Co-ordinator).
Chapman, J.D. and Aspin, D.N. "The School, The Community and Life-Long Learning". Cassell, London, 1997 (pp.288).
Aspin, D.N. and Chapman, J.D. with Wilkinson, V. "Quality Schooling". Cassell, London, 1994 (pp.242).
Chapman, J.D. "The Effectiveness of Schooling and of Educational Resource Management". Monograph No.1, OECD, Paris (published in French and English), 1991 (pp.41).
Chapman, J.D. "The Victorian Primary School Principal: The Way Forward". VPPA. Victoria, 1986 (pp.167).
Chapman, J.D. "The Selection of School Administrators: Procedures and Practices". Institute of Educational Administration, Victoria, 1986 (pp.69).
Chapman, J.D. "A Descriptive Profile of Australian School Principals". Commonwealth Schools Commission, Canberra, 1984 (pp.148).
Chapman, J.D. "The Selection and Appointment of Australian School Principals". Commonwealth Schools Commission, Canberra, 1984 (pp.130).
Willis, Q. and Chapman, J.D. "Interpersonal Relations and the School Principal", VCEA Monograph, No.3, 1984.
Chapman, J.D. and Aspin, D.N. "Leading Schools for Learning: Managing Schools for Tomorrow". Routledge, London. To be submitted in 2001.
McMahon, J., Neidhart, H. and Chapman, J. (Eds). "Leading the Catholic School". Spectrum Press, Melbourne, 1997 (pp.275).
Chapman, J.D., Boyd, W., Lander, R. and Reynolds, D. (Eds). "The Reconstruction of Education". Cassell, London, 1996 (pp.240).
Leithwood, K., Chapman, J.D., Hallinger, P., Weaver-Hart, A. and Corson, D.J. (Eds). "International Handbook in Educational Leadership and Administration". Kluwer, Dordrecht, The Netherlands, 1996 (Two Vols, pp.1172).
Chapman, J.D., Froumin, I. and Aspin. D.N. (Eds). "Creating and Managing the Democratic School: Experiences of Educational Reform in Australia and Russia". Falmer Press, London, 1995 (pp.229).
Evers, C.W. and Chapman, J.D. (Eds). "Educational Administration in Australia". Allen & Unwin, Sydney, 1995 (pp.357).
Crowther, F., Caldwell, B., Chapman, J.D., Lakomski, G. and Ogilvie, D. (Eds). "The Work Place in Education: First Yearbook of the ACEA". Edward Arnold, Melbourne, 1994 (pp.297).
Chapman, J.D., Angus, L.B. and Burke, G. (Eds). "Improving the Quality of Australian Schools". Australian Council of Educational Research (ACER), Melbourne, 1991 (pp.178).
Chapman, J.D., Prakash, B. and Chu, S. (Eds). "Micro-Level Educational Planning and Management in Asia and the Pacific". UNESCO, Bangkok, 1991 (pp.241).
Chapman, J.D. (Ed.). "School Based Decision Making and Management". Falmer Press, London, UK, 1990 (pp.361).
Chapman, J.D. and Dunstan, J.F. (Eds). "Democracy & Bureaucracy: Tensions in the Provision of Public Education". Falmer Press, London, UK, 1990 (pp.243).
McMahon, J., Chapman, J.D., Neidhart, H. and Angus, L.B. (Eds). "Leadership in Catholic Schools". Spectrum Press, Melbourne, 1990 (pp.185).
Chapman, J.D. (Ed.). "School Council Involvement in the Selection of Administrators". Institute of Educational Administration, Victoria, 1985 (pp.117).
Chapman, J.D., Aspin, D.N., Hatton, M. and Sawano, Y. (Eds). "International Handbook of Lifelong Learning". Kluwer, Dordrecht. For submission in mid-2000.
Aspin, D., Chapman, J. and Collard, J. "Lifelong Learning in Australia", in Learning Across the Lifespan, Field, J. & Leicester, M. (Eds). London, Falmer (in press).
Chapman, J. and Aspin, D. "Lifelong Learning, Schools and the Learning Community" in The International Handbook on Lifelong Learning, Aspin et al. (Eds). Kluwer, Dordrecht, The Netherlands. Forthcoming 2000.
Aspin, D. and Chapman, J. "Towards a Philosophy of Lifelong Learning" in The International Handbook on Lifelong Learning, Aspin et al. (Eds). Kluwer, Dordrecht, The Netherlands. Forthcoming 2000.
Aspin, D.N. and Chapman, J.D. "Values Education and the Humanization of the Curriculum" in Education, Culture and Values, Vol.VI, Politics, Education and Citizenship (Eds), Leicester, M., Modgil, C. & Modgil, S. London: Falmer, pp.123-140, 2000.
Chapman, J., Sackney, L. and Aspin, D. "The Internationalization of Educational Administration: Policy and Practice, Theory and Research" in The AERA Handbook on Research in Educational Administration, Murphy, J. & Seashore-Louis, K. (Eds). AERA Washington, 1999.
Aspin, D.N. and Chapman, J.D. "Logical Empiricism, Post-Empiricism and Educational Practice" in Meta-Theories in Educational Theory and Practice, P. Higgs (Ed.). London and Johannesburg: Heinemann, 1998.
Chapman, J. and Aspin, D. "Schools as Centres of Lifelong Learning for All" in Lifelong Learning: Policies, Practices and Programs, M. Hatton (Ed.). Toronto: APEC, 1997.
Aspin, D. and Chapman, J. "The Challenge in Educational Leadership" in Leading the Catholic School. McMahon, J., Neidhart, H. & Chapman, J. (Eds). Spectrum Press, Melbourne, 1997.
Chapman, J.D. and Aspin, D. "Autonomy and Mutuality and School Based Management" in Restructuring and Quality, Townsend, A. (Ed.). Routledge, London, 1997.
Chapman, J.D. "A New Agenda for a New Society – Administration and Leadership for the Learning Society and Knowledge Economy", in The International Handbook of Educational Leadership and Administration, Leithwood et al. (Eds). Kluwer, Dordrecht, The Netherlands, 1996.
Chapman, J.D. "Governance and Management of Schools: International Developments" commissioned for International Encyclopaedia of Education in Husen, T. & Postlethwaite, N. (Eds). Pergamon Press, Oxford, 1994.
Chapman, J.D. "School Effectiveness and Redefining the Curriculum" in Education for the Twenty-First Century, Skilbeck, M. and Hughes, P. (Eds). OECD, Paris, 1994.
Chapman, J.D., Dunstan, J. and Spicer, B. "Educational Restructuring, School Based Management and the Achievement of Effectiveness in Australian Education" in The Reconstruction of Education, Chapman et al. (Eds). Cassell, London, 1996.
Chapman, J.D. "The Education Profession" in The Workplace in Education, Crowther, et al. (Eds). Edward Arnold, Melbourne, 1994.
Chapman, J.D. "Leadership, School-Based Decision Making and School Effectiveness" in School-Based Management and School Effectiveness, Dimmock, D. (Ed.). Routledge, London, 1993.
Chapman, J.D. "Innovation and Change in Higher Education" in Researching Educational Administration, McKay, I. & Caldwell, B. (Eds). ACEA, Melbourne, 1991.
Chapman, J.D. "The Australian School Principal" in Advancing Leadership: School Leadership in Action, Walker, W.G., R. Farquhar & Hughes, M. (Eds). Falmer Press, Lewes, Sussex, U.K., 1991.
Chapman, J.D. "School Based Decision Making and Management: Implications for School Personnel" in School Based Decision Making and Management, Chapman, J.D. (Ed.). Falmer Press, Lewes, Sussex, 1990.
Aspin, D. and Chapman, J. "Lifelong Learning: Concepts and Conceptions" in The International Journal of Lifelong Education. Forthcoming January 2000.
Chapman, J. "Leading the Learning Community" in Leading and Managing, Vol.3, No.3, 1997 (Special Issue), pp.151-170.
Chapman, J., Aspin, D. and Taylor, B. "Lifelong Learning and the Principal" in Leading and Managing, Vol.4, No.1, Winter 1998.
Chapman, J.D. "Set the Signals at Green", Journal of Educational Administration, Vol.33, No.1, 1995, pp.4-21.
Froumin, I. and Chapman, J. "A Comparative Analysis of Educational Reforms in Australia & Russia", Siberian Journal of Education, No.1, 1995, pp.137-142.
Chapman, J.D. "Leadership, Management and 'The Effectiveness of Schooling': A Response to Mr Gradgrind", Journal of Educational Administration, Vol.31, No.4, 1993, pp.4-19.
Chapman, J.D., Leder, G. and Rowley, G. "Research and Reflection: Thirty Years of the Australian Journal of Education", Australian Journal of Education, Vol.32, No.3, November 1988, pp.259-273.
| 1999 | Chapman, J.D. "Learning Networks", OECD, Paris. |
| 1995 | Chapman, J.D. and Aspin, D.N. "Managing Autonomy and Choice with Accountability", OECD, Paris, 109 pp. |
| 1995 | Chapman, J.D. "Governance and Management: Implications of International Trends for the WA Department of Education". A Report to the WA Department of Education, 23 pp. |
| 1995 | Chapman, J.D. and Aspin, D.N. "Learning - Realizing a Lifelong Approach for All". Review of OECD Work 1990-1995 in preparation for the 1996 Ministerial. OECD, Paris, 134 pp. |
| 1993 | Chapman, J.D., Dunstan, J.F. and Spicer, B.J. "Aiming for Effectiveness in Australian Schools". Australian National Report. Prepared in association with Australia's involvement in Phase 2 of the OECD Activity on "The Effectiveness of Schooling". |
| 1991 | Chapman, J.D. "Making Australian Schools More Effective". DEET, Canberra. |
| 1991 | Chapman, J.D. "The Role of School Leadership in Enhancing the Capacity of the School to Innovate and Change". OECD, Paris. |
| 1991 | Chapman, J.D. "The Effectiveness of Schooling and of Educational Resource Management: An Analysis of Developments Across OECD Countries". OECD, Paris. |
| 1991 | Chapman, J.D. "Rapporteurs Report: Meeting of National Representatives". OECD, Paris. |
| 1991 | Chapman, J.D. and Aspin, D.N. Syntheses of Expert Reports on The Effectiveness of Schooling and of Educational Resource Management. OECD, Paris. |
Judith Chapman and David Aspin have provided yet another distinguished contribution to Cassell’s ‘School Development Series’, edited by David Hopkins and David Reynolds. The School, the Community and Lifelong Learning is located in the context of an OECD report on lifelong learning, to which Chapman and Aspin contributed. It also draws on interviews on lifelong learning and the role of schools conducted with approximately 70 educational organizations in Australia. These origins are acknowledged, but the exact nature of their contribution is rather unclear since the text predominantly takes the form of ‘review, argument and proposition’ rather than citing explicit empirical findings. In a sense, then, the work could be seen as being somewhat ungrounded—and yet I did not feel that this was a problem because of the enormous strengths which Chapman and Aspin bring from their respective positions as a policy analyst and educational philosopher.
The book provides a really excellent review of the thinking of international agencies during the 1990s concerning lifelong learning. The first part, ‘the concern and the concept’, is introduced by highlighting the economic arguments. But parallel educational priorities for social coherence and personal fulfilment are immediately introduced, and this discussion on how lifelong learning articulates with economic, social and personal goals, at societal, community, school and personal levels, is revisited throughout the book. This is the interdisciplinary strength of the work, with accounts of policy being subjected to philosophical critique, and philosophical principles being explored at the point of policy implementation.
The international policy context is comprehensively covered in the second part of the book, but this extends to consideration of the educational foundations of lifelong learning in terms of curriculum, teaching and learning. The assumptions and recommendations here are of a broadly humanistic and enlightened educationalist variety, with thoughtful discussion of how national educational systems could be developed to facilitate the development of lifelong learning. Following this, the third part of the book expands the canvas beyond schools to consider the connection of schools with their communities and the involvement of businesses, arts organizations and other partnerships.
The book concludes impressively by offering no less than 31 recommendations—the rationale for each of which has been explored in the text. This is an excellent list, showing all the benefit of the joint consideration of policy and principle, and providing a really useful agenda for discussion by those who wish to promote lifelong learning.
Review in Educational Management & Administration, April 1999.
The terms "lifelong education" and "lifelong learning" have been promoted in the literature for several decades. The concepts have been espoused enthusiastically and optimistically by agencies such as UNESCO and authors such as Faure et al. (1972), Dave (1976) and Cropley (1977). There were also critics, e.g. Gelpi (1979).
The result has been that lifelong education has been widely co-opted into education systems with little impact on the operations of the systems.
In the 1990s there has been a revisiting of the concepts of lifelong education and lifelong learning. Internationally, UNESCO has again been active through conferences and publications, e.g. Learning: The Treasure Within (Delors, 1997). The report indicates a greater awareness than in earlier publications of the problems and difficulties in implementing lifelong learning.
A major difference from the earlier period is that in the 1990s, governments have embraced phrases such as "lifelong learning" and lifelong education" in the vocabulary of their policy statements, usually under the heading of "the learning society". The Blair Government in the UK has produced its Green Paper, The Learning Age (1998). In Australia the National Policy Adult Community Education (Ministerial Council on Education, Employment, Training and Youth Affairs, 1997) affirms "the increasing importance of:
The major policy focus for the development of the proposed learning society is through the existing educational and training providers.
In summary, the twin concepts of lifelong learning/education have been accepted and advocated for many years. The educational rather than the learning version has been preferred: the process of making the concepts operationally effective in educational providers has been limited but the new factor in the situation is that governments have begun to use the terms in their policy statements. It is within this historical and contemporary context that Chapman and Aspin have presented their 337 page volume.
The contribution of the volume under review is that it accepts the realities of the problems of the implementation of lifelong learning through a major educational provider, the school, explores the difficulties of implementation and accepts that the recognition of lifelong learning within the school as an institution will require a major re-orientation of the school.
The book is organised into four parts. The first part, entitled "The Concern And the Concept", adopts an international and historical approach. One of the features of this volume is that although there is a focus on Australia there is a wide sweep of literature in the analysis of the definitional and conceptual foundations of the study.
The second part, "The Policy Context", is the largest section of the volume. The focus here is the school, as the title of the volume suggests. However, there is a major, and effective, attempt to revisit the traditional terms of schooling – curriculum, teaching, learning, goals and standards and system management – in a manner that realises and addresses the nature of lifelong learning and its impact on the school and schooling.
In the third part, the emphasis is on a major feature of the school in a lifelong education context. The part is entitled "Lifelong Learning through School and Community" and deals with the sorts of relationships that the school needs to cultivate with its lifelong learning partners in order that lifelong learning has some chance of being successful, i.e. as a policy in operation. The partners are: families and communities; business, industry and commerce; culture and the arts; among other schools and other providers of learning. This part makes use of a number of key terms to describe how a learning system of collaboration and co-operation can be developed, i.e. by "connecting", "establishing relationships with…", "cultivating connections" and "forging partnerships".
The fourth part is headed "Conclusions and Recommendations" and consists of two chapters: "Leading the learning community" and "Schools as Centres for the learning community". This part recognises that although learning will go on in the community whether or not governments, or schools, are concerned or have policies, there is a need for leadership and resources to help make the lifelong learning in the whole community more effective and use the range of resources that are becoming available for learning.
The authors focus on the school as a key agency in the development of lifelong learning. However, they accept the value of other agencies and have devoted special attention to exploring how the school as one agency can develop strategies to foster lifelong learning.
The reviewer's continuing concern, however, is that the sorts of re- adjustments required will not be possible and that schools, like other educational providers, may offer verbal assent to the principles of lifelong education and continue to behave as agencies for the more limited concept of lifelong education.
Overall, however, Chapman and Aspin have carefully and thoroughly recognised the historical evolution of the key terms and their uses, analysed the contemporary social and political situation and provided a basis by which the school can become a major contributor to the fostering and development of lifelong learning – together with a range of partners – for the communities and societies they serve.
The challenge now is for other educational providers and resources for learning to explore additional ways by which lifelong learning can be encouraged and supported. Associated with this challenge will be the problem of helping governments deal with the difficult-to-manage phenomenon of lifelong learning. Chapman and Aspin’s work will contribute also to this task.
Review by Barrie Brennan University of New England Armidale, Australia Journal of Educational Administration 37,2, 1999 P 184-6
This is a most timely exploration of the contemporarily valorised notion of 'quality' in education – focussed here on schooling. From the intellectual journey described, quality schooling emerges as a situation 'where all students are empowered through their education to a realisation of their own freedom to determine issues and choices for themselves and their own action. Such education is seen as having a strong moral dimension, as being centrally cognitive, although problem based, and democratically oriented, as being a public good, and as pragmatic in its conception.
An international comparative approach is used, drawing particularly, but not exclusively on recent reforms in New Zealand, Australia, Finland, Denmark, Scotland and England and Wales.
This work contains much that is informative, thought provoking and potentially of practical use to the enquiring and reflective educationist.
Review by R.J. Bagnall in Research Review of the Australasian Association for Research in Education, Vol.23, No.2, August 1996, pp.138-9.