Federation of Parents and Citizens' Association

P&C Northern Sydney Region



Miscellaneous Links – Overseas Sites





Latest News  ENews


P&C Journal


Useful Links




Regional Executive


Regional P&C Meetings


Next Meeting Agenda




Suggestions for links and fault reports:



Join Email Newsletter Group – email:




Newly posted


US Report:

Writing and School Reform


Writing and School Reform is the result of five hearings held around the country to discuss the importance of writing, how to improve teaching and learning in this critical domain, and the future work of the National Commission on Writing. Reflecting the advice and experience of several hundred parents, teachers, school administrators, university presidents, association heads, foundation representatives, and state and local officials, the group's fourth report to Congress lays out a series of recommendations to keep writing at the center of education reform. The new report is published with a reprint of The Neglected "R": The Need for a Writing



Download the report:

Writing and School Reform (pdf/764K).


Encourage Writing

For resources on helping children learn to write, supporting the teaching of writing, and more, visit these sites with expert tips for parents and students:

National Writing Project

The National Council of Teachers of English

Boost Your Skills US College Board



Oldie, but a goodie


Article by Charles Clarke, UK Secretary of State for Education and Skills



The central characteristic of such a new system will be personalisation - so that the system fits to the individual rather than the individual having to fit to the system. This is not a vague liberal notion about letting people have what they want. It is about having a system which will genuinely give high standards for all - the best possible quality of children’s services, which recognise individual needs and circumstances; the most effective teaching at school, which builds a detailed picture of what each child already knows, and how they learn, to help them go further; and, as young people begin to train for work, a system that recognises individual aptitudes and provides as many tailored paths to employment as there are people and jobs. And the corollary of this is that the system must be both freer and more diverse - with more flexibility to help meet individual needs; and more choices between courses and types of provider, so that there really are different and personalised opportunities available.


UK & Ireland

Parents Centre UK

Information and support for parents on how to help with children's learning, including advice on choosing a school and finding childcare.

Every Child Matters: Change for Children UK

Every Child Matters: Change for Children is a new approach to the well-being of children and young people from birth to age 19.

The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to:

·                       Be healthy

·                       Stay safe

·                       Enjoy and achieve

·                       Make a positive contribution

·                       Achieve economic well-being

This means that the organisations involved with providing services to children - from hospitals and schools, to police and voluntary groups - will be teaming up in new ways, sharing information and working together, to protect children and young people from harm and help them achieve what they want in life. Children and young people will have far more say about issues that affect them as individuals and collectively.

Department for Education and Skills   UK

Aims: give children an excellent start in education; enable young people to equip themselves with life and work skills; encourage adults to achieve their full potential through learning.

Extracts from Strategy Document

We will work jointly with other departments towards delivering Government priorities, in particular:

Ø       tackling the causes and effects of poverty;

Ø       ensuring children start school ready to learn;

Ø        increasing access to education; and

Ø       improving quality of life through better job prospects, better health and reduced levels of crime.


Better educated and more highly skilled people are more likely to be in work, earn more and contribute more productively to our economy and society. Knowledge and skills provide individuals with their surest route into work and prosperity, helping to eradicate the causes of poverty and division in society. We must also recognise that for particular minority groups other factors, including discrimination, contribute to under achievement and compound its effects.


Additional information includes

Types of Schools (state, private); statistical information; and performance information.


UK White Paper "Higher Standards, Better Schools for All - More Choice for Parents and Pupils".

Working together with our many partners in schools and communities, we can achieve our aim of a world class education system, with every school a good school, and every pupil achieving.

National Union of Teachers – Review of the above White Paper.

Office for Standards in Education (Ofsted)  England  Ofsted Parents Page

Ofsted is a non-ministerial government department established under the Education (Schools) Act 1992 to take responsibility for the inspection of all schools in England, whether state or independent. Its role also includes the inspection of local education authorities, teacher training institutions and youth work. During 2001, Ofsted became responsible for inspecting all 16–19 education (through college inspections and 14–19 area-wide inspections) and for the regulation of early years childcare, including childminders.

HM Inspectorate of Education (HMIE) Scotland

HM Inspectorate of Education (HMIE) in Scotland is an Executive Agency of the Scottish Ministers. As an agency, it operates independently and impartially whilst remaining directly accountable to Ministers for the standards of its work. This status guarantees the independence of its inspection, review and reporting within the overall context of the Minister’s strategic objectives for the Scottish education system.

The core business of HMIE is inspection and review. Successive Ministers have emphasised this distinctive contribution to improving the quality of education and raising attainment.

The Good Schools Guide UK

The Good Schools Guide was founded in 1985 by Amanda Atha and Sarah Drummond, two parents in search of schools for their children. With the help of others (notably Patrea More Nisbett) they visited hundreds of schools and wrote up their experiences in the direct and independent style that still characterises the Guide. The first edition sold out within a week.

Greatly offended, the schools fought back and banned the editors from their premises, only to find that they were written up anyway on the basis of the reports and opinions of their parents and neighbours. Most now tolerate us, more or less.

Nineteen years later there are almost fifty of us, spread throughout the UK. Most are parents with young children, a few are former heads and senior teachers. If you might like to join us, please let us know.

We remain true to the founding principles of the Guide:

  • to be independent in our judgements of schools, and to take no money from them directly or indirectly;
  • to view schools from a parent's point of view, and to choose schools for the Guide on the basis of what parents say about them;
  • to define good schools as schools that are good for the children and parents that they serve, and not to be too influenced by academic results alone.

If a school is not included in the Guide this does not necessarily mean it is not a good school - our selection is a personal one.


SchoolsNet UK

A guide to schools for parents


TigerChild UK

Over 100 topics in depth: health, education, childcare, parenting, leisure...

Learning and Teaching Scotland Online Service

The Learning and Teaching Scotland Online Service provides resources and advice for teachers, school managers and others involved in education. The site consists of a number of key areas which offer information and advice on national education initiatives as well as classroom and teacher resources to support all areas of the curriculum.

The Whole School Issues area of LT Scotland's Online Service provides quick and easy access to publications and websites designed to support whole school issues. It includes information about a wide range of issues that affect everyday practice in Scottish schools, including Supporting Parents; School Management; Discipline & Behaviour; and Enterprise in Education.

Her Majesty's Inspectorate For Education and Training  Wales

Aim is to raise standards and quality of education and training in Wales through inspection and advice, in support of the vision and strategic direction set out by the Welsh Assembly Government.

Department of Education Northern Ireland

Responsible for education provision and inspection.

Department of Education and Science Ireland

Educate Together Northern Ireland

Educate Together is the representative organisation of the Educate Together schools and associations throughout the Republic of Ireland. Schools operated by the member associations of Educate Together have a distinct ethos or governing spirit. They are:

  • Multi-denominational i.e. all children having equal rights of access to the school, and children of all social, cultural and religious backgrounds being equally respected
  • Co-educational and committed to encouraging all children to explore their full range of abilities and opportunities
  • Child centred in their approach to education
  • Democratically run with active participation by parents in the daily life of the school, whilst positively affirming professional role of the teachers


Brief Description of the Education System

The Ministry of Education is a government agency with a purpose statement ‘Te Ihi, Te Mana, Te Matauranga – Empowering Education.  The Ministry of Education is not a provider of education and this purpose statement reflects the devolved, self managing nature of New Zealand schools and that the Ministry’s influence on education outcomes is indirect.

The Ministry’s role is facilitative rather than directive. The Ministry empowers through its leadership, management of the infrastructure, problem-solving and assistance of those at risk of underachievement.  The Ministry seeks to influence the motivation and focus of the sector. Ministry staff work with parents, teachers, and education managers to encourage, support, and enable them to use their energy, motivation, and skills.

Further information about how the Ministry of education we will achieve its mission and goals can be found in the Ministry of Education's Statement of Intent for 2005-2010 (including the Departmental Forecast Report) or the Annual Report (for the year ended 30th June 2004).

(Provided by John Mather, the DET’s Regional Manager, Hunter & Central Coast, who came to the DET from New Zealand).

Ministry of Education NZ

Wide range of information on government schools. Early childhood, schools and tertiary.

Team-Up Programme for Parents NZ

Team-Up aims to provide more and better information to parents, caregivers and families so they can support and encourage their children’s learning.

School Governance, Management & Administration NZ


edCentre NZ

edCentre is the online gateway to information about New Zealand education. It provides access to educational services and advice for organisations and people at all stages of their lives. edCentre is organised into six areas: Parents, Learners, Educators, Governance, Researchers and Communities.


Education Review Office NZ


The Education Review Office (ERO) is a government department whose purpose is to evaluate and report publicly on the education and care of students in schools and early childhood services. This includes private schools, Mäori language immersion schools, special schools and Mäori language early childhood groups.

ERO’s findings inform decisions and choices made by parents, teachers, managers, trustees and others, at the individual school and early childhood level and at the national level by Government policy makers.

ERO's reports on individual schools and early childhood services are available to the public via the web, or in hard copy from the school.


About ERO Reviews

ERO follows a set of standard procedures to conduct reviews.  The purpose of each review is to:

·          improve educational achievement in schools; and

·          provide information to parents, communities and the Government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on three review strands.

·          School Specific Priorities -  the quality of education and the impact of school policies and practices on student achievement.

·          Government Priorities – information about how Government policies are working in schools.

·          Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues.  The aim is to provide information on aspects that are central to student achievement and useful to this school.


New Zealand Qualifications Authority NZQA

The New Zealand Qualifications Authority quality-assures secondary and tertiary qualifications and education providers, evaluate overseas qualifications and administer the New Zealand Register of Quality Assured Qualifications and the National Qualifications Framework, including the NCEA (National Certificate of Educational Achievement - New Zealand's national qualification for senior secondary students).


New Zealand Educated

Information for International students.




Council of Ministers of Education, Canada

In Canada, education is the responsibility of each province and territory ( links ). Because ministers of education needed a forum in which to discuss issues of mutual concern, they established the Council of Ministers of Education, Canada (CMEC) in 1967. CMEC is the national voice for education in Canada. It is the mechanism through which ministers consult and act on matters of mutual interest, and the instrument through which they consult and cooperate with national education organizations and the federal government. CMEC also represents the education interests of the provinces and territories internationally.

Departments of Education




Department of Education US Federal


Links – State Government Departments of Education look for Education Agencies, by state


American Association of School Administrators some interesting and provocative material


US Report:

Writing and School Reform


Writing and School Reform is the result of five hearings held around the country to discuss the importance of writing, how to improve teaching and learning in this critical domain, and the future work of the National Commission on Writing. Reflecting the advice and experience of several hundred parents, teachers, school administrators, university presidents, association heads, foundation representatives, and state and local officials, the group's fourth report to Congress lays out a series of recommendations to keep writing at the center of education reform. The new report is published with a reprint of The Neglected "R": The Need for a Writing



Download the report:

Writing and School Reform (pdf/764K).


Encourage Writing

For resources on helping children learn to write, supporting the teaching of writing, and more, visit these sites with expert tips for parents and students:

National Writing Project

The National Council of Teachers of English

Boost Your Skills US College Board


Positive Behavioral Interventions and Supports (PBIS)

National Technical Assistance Center. The Center was established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.

Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the fit or link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (targeted group or simple individual plans), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.

Monograph from 2004 School-wide PBS in High Schools  Forum (pdf, xxkb, 122 pages) –all you need to know distilled from the knowledge of s broad range of experts and practitioners. And lots more on this site.


Examples of US State Sites


Wyoming Department of Education State Standards

Standards specify what students must master. They are not instructional curricula or technical documents used by teachers to guide day-to-day instruction. Teachers ensure that students achieve standards by using a range of instructional strategies that they select based on their students' needs.


South Dakota Department of Education – Parents & Students

Report cards




Asia Education Foundation AEF

The Asia Education Foundation was established in 1992 as a national organisation to promote the studies of Asia in Australian schools. The AEF is a foundation of The Asialink Centre at The University of Melbourne and Curriculum Corporation funded by the Department of Education, Science and Training.




European Educational Research Association  EERA


EERA aims to foster the exchange of ideas amongst European researchers, promote collaboration in research, improve research quality and to be able to offer independent advice on educational research to European policy-makers, administrators and practitioners.

Membership is open to national associations of educational research, specialised European educational research associations, institutes for research in education, and to individual researchers.


List of EERA Networks

1.       Continuing Professional Development for Teachers and Leaders in Schools

2.       Vocational Education and Training (VETNET)

3.       European Curriculum Research (ECUNET)

4.       Inclusive Education

5.       Children and Youth at Risk and Urban Education

6.       Open Learning Contexts, Cultural Diversity, Democracy (OPENnet)

7.       Social Justice and Intercultural Education

8.       Economics of Education

9.       Student Assessment

10.   Teacher Education Research

11.   Educational Effectiveness and Quality Assurance

12.   Information Centres and Libraries in Educational Research

13.   Philosophy of Education

14.   Communities and their Schools

15.   Research Partnerships in Education

16.   ICT in Education and Training

17.   History of Education Network

18.   Comparative Education

19.   Ethnography

20.   Research in Innovative Intercultural Learning Environments

21.   Postgraduate Network

22.   Research in Higher Education

23.   Policy Studies and Politics of Education

24.   Research on Children’s Rights in Education

25.   Educational Leadership



European Union – Education, Training and Youth

Many links


Eurydice is an institutional network for gathering, monitoring, processing and circulating reliable and readily comparable information on education systems and policies throughout Europe.


Eurydice has since 1980 been one of the strategic mechanisms established by the European Commission and Member States to boost cooperation, by improving understanding of systems and policies. Since 1995, Eurydice has also been an integral part of Socrates, the Community action programme in education.


Eurydice covers the education systems of the Member States of the European Union, the three countries of the European Free Trade Association which are members of the European Economic Area, and the EU candidate countries involved in the

Socrates Programme


EERA (The European Educational Research Association)
The aim of the organization is to exchange ideas and foster links between European researchers. A wide range of topics are covered on the website including policy documents, networks and a research links section relating to special educational needs.

European Schoolnet
The European Schoolnet (EUN) is a tool for schools, pupils, teachers and school managers from all over Europe. The main aim is to establish a Europe wide information network for schools.


EUROSTAT - Statistical Office of the European Communities



CRELL – Centre for Research on Lifelong Learning  Joint Research Centre

CRELL was established in order to gather expertise in the field of indicator-based evaluation and monitoring of education and training systems. CRELL combines fields of economics, econometrics, education, social sciences and statistics in an interdisciplinary approach to research.


CEDEFOP - European Centre for the Development of Vocational Training

Cedefop is the European Agency to promote the development of vocational education and training (VET) in the European Union.

To ensure economic and social development it is essential that vocational education and training meets the needs of the citizen, the labour market and society. Building on a rich tradition of VET systems in Europe, governments and social partners devise policies for modern and innovative VET, which is a key element for employment, social inclusion and the competitiveness of the EU.

Cedefop is the centre of expertise to support the development of VET and evidence-based policy-making. It provides advice, research, analysis, information, and stimulates European cooperation and mutual learning. Its networks allow the Centre to keep abreast of recent developments. Cedefop works closely with the European Commission, governments, representatives of employers and trade unions, as well as with researchers and practitioners. It provides them with up-to-date information on developments, experience and innovation in VET, and forums for policy debate. Cedefop shares its expertise through electronic and hard-copy publications, conferences and working groups.

Cedefop is one of the oldest European agencies. It was founded in 1975 and it moved to Thessaloniki, Greece, in 1995.


ETF - European Training Foundation

The European Training Foundation is an agency of the European Commission based in Turin, Italy. The ETF currently employs approximately 100 staff and has an annual budget of about 18 million €.

Our mission is to assist our partner countries in developing quality education and training systems and in putting them into practice. Working on behalf of the EU, we help these countries to develop people’s skills and knowledge to promote better living conditions, active citizenship and democratic societies that respect human rights and cultural diversity.

We base our work on the conviction that education and training can make a fundamental contribution to increasing prosperity, creating sustainable growth and encouraging social inclusion in developing economies. We work in close cooperation with partner organisations to promote knowledge sharing and expertise development.


European Agency for Development in Special Needs Education

The European Agency for Development in Special Needs Education is an independent and self-governing organisation, established by our member countries to act as their platform for collaboration in the field of special needs education.

Back to Australian sites

On this page:

UK & Ireland

New Zealand






United Nations

Universal Declaration of Human Rights on Education

Article 26

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that shall be given to their children.

Declaration of the Rights of the Child 1959

(especially Principle 7)

UNICEF Convention on the Rights of the Child 1989



 The sites listed are for your information, but the content does not necessarily align with the policies of P&C NSW. No responsibility is taken for any material contained therein.


Email Us