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AIMS:The project examines the perceptions of significant stakeholders in the Catholic Education system concerning the nature, outcomes and effectiveness of the implementation of the Quality Assurance Processes developed by the Catholic Education Office (CEO), in the Archdiocese of Sydney. The study identifies factors that were assisting or hindering the effective implementation of these processes as they existed in 1996. It offers suggestions and recommendations for a future and more effective implementation of these processes. SCOPE This research is qualitative in nature, and uses interview as the main source of data collection. The Catholic schools selected for this study are those that have been involved in the implementation of the first Cycle of the Quality Assurance Processes of the CEO, Sydney. Care was taken to select two schools from each of the three Regions under which the Catholic schools in the Archdiocese of Sydney are presently organised. CONCLUSIONS The achievement and maintenance of quality outcomes has always been an integral part of Catholic Education. Through the brief historical background, this study has revealed that leaders in Catholic Education in Sydney have always sought to achieve and maintain quality outcomes since the establishment of the first schools, up until the implementation of the current quality assurance processes. This study found that the current form of Quality Assurance Processes is a most effective means of achieving and maintaining quality outcomes in the present-day Catholic education system. The Processes are professionally articulated in context with current practices, and have the potential to enhance accountability, credibility and development of both the personnel and the schools system. The implementation of the Quality Assurance Processes, to a great degree, has been effective and successful, the present study has shown that, stakeholders are becoming more and more aware of the actual nature and outcomes of these processes. The study also found great optimism among in the key player about the future of the Processes and has concluded that they well received and appreciated across the system. There were a few concerns about the clarity of aims and objectivity, the link between the different processes, and the apparently high and technical terms involved in naming/describing these Processes. The study has, therefore, concluded further that the Processes need streamlining, regular reviews and training programs to strengthen the practice and consolidate the gains and achievement. The implementation of Cycle 2 with appropriate modification is desirable.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 1984. / Includes bibliographical references (leaves 169-177).

Thesis--Paris IV, 1977. / Includes index. "Sources et ouvrages utilisés": p. xii-clxv.

Thesis--Paris IV, 1977. / Includes index. "Sources et ouvrages utilisés": p. xii-clxv.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves [76-80]).

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves [76-80]).

This study was undertaken to determine the status of the physical education programme, personnel, facilities, equipment and supplies in the parochial schools of the Archdiocese of Vancouver and to make recommendations for a more effective programme based on criteria derived from the British Columbia Administrative Bulletin for Elementary Schools, 1958, and from existing facilities, equipment and supplies. An attempt was made to answer the following six questions in order to gather the data needed to solve the problem. 1. How much time is allotted to the instructional programme each week? 2. Professionally speaking, how well prepared are the teachers of the instructional programme? 3. What activities and testing and measuring techniques are presented in the instructional programme? 4. What type of recreational programme is offered? 5. What facilities do the schools have? What types of equipment and supplies are used in the instructional programme? 6. What are the school policies regarding medical examinations and participation in the instructional programme? The data were collected by personal visits by the writer to thirty-eight parochial schools which represented the total number of schools in the Archdiocese. None of the schools went higher than grade eight and most finished at grade seven. Interviews were held with thirty-five principals and eighteen physical education teachers. For purpose of analysis, schools were classified according to enrollment and geographic area and the information was assembled into tables. One school allotted 100 minutes or more per week for a physical education programme as suggested by the Administrative Bulletin. The majority of teachers of physical education were classroom teachers. None had a degree but the majority had taken an undergrad physical education course. One third of the outside specialists had a physical education degree. A wide range of activities was included in the programmes of the schools and testing was done in a few schools. Approximately three-quarters of the schools offered intramural and interscholastic programmes. Softball, volleyball, basketball and track and field appeared with the greatest frequency in these programmes. More than one-half of the schools had gymnasiums although less than twenty-five per cent had dressing rooms. Indoor and outdoor facilities and equipment were inadequate. The majority of schools gave medical examinations once during the pupils' school years. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.