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The Schools Commission's Disadvantaged Country Areas Program, an important strategy in promoting social and educational equity for rural children in Australia, is the focus of this paper. After a brief consideration of the historical background of the establishment of the Disadvantaged Country Areas Program, the objectives and operation of the Program are discussed. Aspects of Program operation covered include selection of areas, funding, committee structure and functions, and processes established for the use of resources provided. Strategies for improving education for rural children are examined next. Projects described are concerned with transport and mobility, curriculum development, community enrichment, technology, school-work transition, upgrading facilities, and effective use of resources. Finally, some of the constraints and tensions governing progress in the Program are discussed in relation to possible directions for the future. Problems considered include school based versus shared area programs, school based versus community based programs, a "rural" curriculum versus a core curriculum, system support versus independent operation, pilot projects versus ongoing program, local projects versus research and development, and consultants and coordinators versus local development. (CM)

The paper discusses some of the issues involved in the transition of students from school to work in Australia. First, there is an overview of the Schools Commission's views on school-work transition as expressed in its reports. The reports draw attention to the necessity for recurrent education to allow every member of society to have access to publicly provided education throughout life. Each of the reports highlights the school-work transition area as one where innovative projects are needed. Next is a summary of projects, funded through Commission programs, which focus on specific efforts at the secondary level to ease the transition from school to work. A large number of the projects are related to work experience, career education, vocational advisory centres, and school based activity programs for early school leavers. The last section of the paper discusses some of the constraints and tensions governing progress in school-work transition and makes recommendations for the future. It is argued that the crucial focus for action remains with the schools and the willingness and capacity of school communities to reassess the preparation they are giving students for adult life and to adjust their approaches accordingly. (CM)

Financial, educational, and political accountability issues involved in the Disadvantaged Schools Program, initiated by the Schools Commission to improve the learning outcomes of children from educationally disadvantaged backgrounds in Australia, are the focus of this paper. Consideration is given to the views of the Commission in its published reports and to the relevance of those views for accountability procedures in the Program. The Program's emphasis on community involvement and school level evaluation as important aspects of educational accountability is examined, and strategies for facilitating accountability for the education of disadvantaged children are described. Strategies discussed deal with guidelines and consultant services, expansion of evaluation measures, training of teachers and community members in evaluation skills, and community participation. Finally, some of the constraints and tensions associated with accountability at all levels in the Program are discussed in relation to what may be possible in the future. Constraints examined involve developing accountability mechanisms, selection of schools, cost-effectiveness issues, over-emphasis on limited range of competencies, and conflicting goals. (CM)