ABSTRACT
Tasmania has a small education system compared with other states of Australia. However, with a population of 400 000 people, the lessons to be learned from their experiences are readily transferable to other small systems and regions of larger states. The use of the cluster idea since 1986 to try to effect change in secondary schools may provide further understanding of how we can, with limited funding, most effectively make contact with teachers. What follows in this chapter is a description of the progress of the cluster, which attempts to show the qualitative changes gained, and which suggests improvements that could be made. Material was gathered from school reports at meetings, feedback during sessions, workshops and a final evaluation by some participants and principals.
