This book arose from commissioned research by the National Catholic Education Commission (NCEC) on the alignment and effectiveness of 'A Framework for Formation for Mission in Catholic Education' (NCEC, 2017). It articulates contemporary best practice, and traces the experience of the Catholic Church in pursuing formation as integral to mission. This book also reviews and reports on formation within the context of the Catholic school. Its research validates 'The Framework' in Catholic education, and provides a complementary narrative for enhancing formation alignment and effectiveness, specifically with a focus on the Catholic school, but also with implications for formation in the wider context of ministry applications.
This book is developed based on three questions, which also serve as thematic chapters that structure the narrative: what is the context and culture in which formation occurs; how is formation presented and enacted within the Australian context; and how can the understanding and practice of formation be advanced beyond its context and culture, policy, programs and 'The Framework' principles.

Validates and complements a national statement in Australia on formation in Catholic education Advances understanding of formation within a faith based organisation Reinforces the centrality of formation as integral to mission

Autorentext

William Sultmann AM, Ph.D., is an associate professor at Australian Catholic University and the deputy dean of La Salle Academy, Australia. He is a teacher, psychologist, practical theologian and leader with senior executive and governance roles in education, health and welfare across Government and Catholic sectors. He has chaired and participated in multiple states and national bodies and consulted nationally and internationally. He has published comprehensively through books, monographs and journals and holds research doctorates in Educational Psychology and Practical Theology. His current responsibilities include university teaching, applied research and professional writing and community engagement in not-for-profit governance boards. In 2019, Bill was honoured in the Queen's Birthday Honours as a member of the Order of Australia. Janeen Lamb, Ph.D., is an associate professor at Australian Catholic University, Australia, with expertise in Educational Leadership, Curriculum and Pedagogy, Statistical applications and Research Methods. Her professional experience and expertise are evidenced in her positions as the director, Higher Degree Research in Education, and in instructional leadership in teaching doctoral courses. Her work on leadership and the development of leaders within faith-based cultures has been across several national projects, as well as provincial research in support of specific Arch/Dioceses. Peter Ivers, Ed.D., is a senior lecturer and a national coordinator for Postgraduate Studies in the Faculty of Theology and Philosophy at Australian Catholic University, Australia. He has extensive experience in a variety of leadership roles in different educational settings. His doctoral work investigated the emergence of educational discourses on Religious Education (RE) in the Archdiocese of Brisbane between 1984 and 2005, and this has been extended to include recent research projects for the Archdiocese.Peter teaches postgraduate units in Religious Education in areas of history and theories of RE, RE Curriculum, Catholic Social Teaching and Partnerships in RE. Mark Craig has been a secondary school teacher of religion for over 20 years and is currently employed as an education officer with Brisbane Catholic Education, Australia. Before that, Mark was in full-time ministry with the Archdiocese of Brisbane. He is currently completing a Ph.D. in Philosophy at the University of Divinity, Melbourne, and has a Master of Education (Research), as well as a Bachelor of Theology. Mark is a sessional lecturer with BBI-The Australian Institute of Theological Education (BBI-TAITE) and has published several books in religion and spirituality, as well as articles on Religious Education pedagogy and curriculum in Religious Education journals.

Inhalt
Chapter One - Context and culture: Establishing a consciousness for formation.- Chapter Two - Policy and programs: Crystallising Framework principles.- Chapter Three - Formation for mission: An ecological model.