Increasing levels of public sensitivity and critical examination of the issues facing our society have led to a pervasive demand for a more successful system of education. At all levels of the system, from Early Childhood Care and Education to tertiary level, stakeholders are concerned with what people should know and be able to do when they have completed the required programme. The need for useful, relevant experiences in the educational context is dominating the attention of all providers and the concern for quality and successful learning is paramount in an environment that is increasingly demanding accountability and results.

One of the most important debates in education that is featured in almost every educational issue is the relationship between education as theory that appears to form the subject matter of higher education and the practice of education as it takes place in schools. Consider for example the disputation of Senior Teachers who profess to be better able to lead schools because of the wealth of their practical experience as compared with the "book knowledge" of young teachers who attain a degree in education. At other levels educators assess the relevance of theory, theorizing and visioning as opposed to the use of theory in practice or the development of theory from practice. The debate tends to lead us to an "either-or" position and we ultimately fail to acknowledge the years of research that has placed value on both positions. Recognizing the value of these apparently dichotomous perspectives by adopting the position that all education and experience has utility in some context, we should then consider mechanisms that promote the development of teachers in ways that acknowledge all of these roles and can lead to educationally sound practice.

The focus on improving educational practices to promote greater student achievement at the sites of learning is further amplified as we embrace the principles of decentralization. The model that has been adopted locates the school at the centre of essential action and places other agencies or stakeholders in the fundamental role of supporting structure or partner. These supporting structures can be considered pillars of educational success as they serve to provide necessary services that would lead to increased chances of success at the schools and ultimately in the wider society. The ideological shift needed to be an effective support mechanism, moving from centrally determined responsibilities and clearly defined outputs to providing support to others as they assume final responsibility and account for learning, is accompanied by some trepidation. There is contention as to the best mechanisms that will support the schools and the roles and behaviours that would be most valuable.

Teacher education and staff development are certainly fundamental pillars that would be critical to the success of schools in the context of site-based management. What are the demands of teacher education in this scenario? To what extent do teacher professional development programmes support and equip teachers to deal with their changing roles? How do we educate teachers to demonstrate praxis, leading to visionary change and development of human potential at all levels?

The Mount Saint Vincent University acknowledges its responsibility to be a pillar of educational success. In its mission statement the University outlines its commitment to the advancement and dissemination of knowledge and service to communities. Accordingly, programmes are designed to produce graduates who are ardent practitioners in the various fields of learning, including education. The learning experiences are actively linked to the profession of students and promote the acquisition of knowledge, skills and attitudes that lead continuous assessment and improvement of practice through a commitment to action research and scholarly engagement. There is active consideration of the need to bridge the theory-practice divide and programmes are invariably engineered to cater for improvements in the work practices of participants. There is obviously constant consideration of professional development as a means of improving work practices and outputs.

Teacher education and staff development are undoubtedly fundamental pillars of educational success. The ability of teachers to adopt informed professional practice in education is highly valued. The ability to provide informed professional direction is also indispensable to an education system that is aspiring towards the goal of achieving and sustaining quality. Promoting the paradigm shift in this direction is now not only desirous, but is a necessary element for a successful system of school-based management and improved student performance.

November, 2003