Alice Springs (Mparntwe) Education Declaration DECEMBER 2019 Mparntwe (pronounced M-ban tua) is the Arrernte name for Alice Springs. The Aboriginal Arrernte (pronounced arrunda) peoples are the traditional custodians of Alice Springs and the surrounding region.

This Declaration is made by all Australian Education Ministers:

Ms Yvette Berry MLA Minister for Education and Early Childhood Development (Australian Capital Territory)

The Hon Dan Tehan MP Minister for Education (Australian Government) Chair, Ministerial Council on Education

The Hon Sarah Mitchell MLC Minister for Education and Early Childhood Learning (New South Wales)

The Hon Selena Uibo MLA Minister for Education (Northern Territory)

The Hon Grace Grace MP Minister for Education (Queensland)

The Hon John Gardner MP Minister for Education (South Australia)

The Hon Jeremy Rockliff MP Minister for Education and Training (Tasmania)

The Hon James Merlino MP Minister for Education (Victoria)

The Hon Suzanne Ellery MLC Minister for Education and Training (Western Australia) Contents

Story Preamble 2 Ceremony, Karrinyarra by Nerine Tilmouth represents Water Dreaming (also called Kapi, The Education Goals for Young Australians 4 or Ngapa Tjukurrpa), from Karrinyarra and Central Mt Wedge, north of Goal 1: The Australian education system promotes Papunya in Central Australia. The circles excellence and equity 5 represent water holes, and this site is Goal 2: All young Australians become confident and strongly associated with rain making creative individuals, successful lifelong learners, ceremonies. Karrinyarra represents an and active and informed members of the community 6 important cultural point of intersection, where people come together to share in access to the resources, and to take A Commitment to Action 9 responsibility for the Country and its Law. Developing stronger partnerships 10

Artist information Supporting quality teaching and leadership 11 Nerine Tilmouth is a young artist who Strengthening early childhood education 12 lives in Alice Springs. She studied at Yipirinya Aboriginal Independent School, Building foundational skills through Alice Springs High School and later at the primary school years 13 Centralian College. Surrounded by artists Enhancing middle years development 13 all her life, Nerine holds Karrinyarra as her country through both her mother Supporting senior years of schooling 14 and her father. Embedding pathways for learning throughout life and supporting effective transitions 14 Artwork credit Delivering world-class curriculum and assessment 15 Artist: Nerine Tilmouth, Ceremony, Karrinyarra, 2018, Supporting Aboriginal and Torres Strait Islander courtesy of Tangentyere Artists. learners to reach their potential 16 © Nerine Tilmouth/Copyright Agency, 2019 Supporting all young Australians at risk of educational disadvantage 17 Strengthening accountability and transparency with strong meaningful measures 18

Achieving the Educational Goals for Young Australians 20

Alice Springs (Mparntwe) Education Declaration 1 Preamble

Young Australians are at the centre of the Alice Springs (Mparntwe) Education Declaration.

Education has the power to Our vision is for a world class thrive in a time of rapid social transform lives. It supports young education system that encourages and technological change, and people to realise their potential and supports every student to complex environmental, social and by providing skills they need to be the very best they can be, economic challenges. Education participate in the economy and no matter where they live or plays a vital role in promoting in society, and contributing to what kind of learning challenges the intellectual, physical, social, every aspect of their wellbeing. they may face. emotional, moral, spiritual and aesthetic development and This Declaration sets out our This begins with making sure wellbeing of young Australians, vision for education in Australia that every young child has the and in ensuring the nation’s and our commitment to opportunity to benefit from ongoing economic prosperity improving educational outcomes structured play-based learning and social cohesion. They need to for young Australians. before they start school, deal with information abundance, because this helps build the It builds on past declarations and navigate questions of trust social, emotional and cognitive signed in Hobart, Adelaide and and authenticity. They need skills they need to succeed in Melbourne, which have guided flexibility, resilience, creativity, the years to come. our journey over three decades. and the ability and drive to keep In developing this Declaration, To achieve excellence, and for on learning throughout their lives. we have heard from young our system to be equitable, As the importance of a high people, parents, educators and every student must develop quality education grows, so does the broader community and strong literacy and numeracy the complexity of being an listened to what is important to skills in their earliest years of educator. We entrust Australia’s them. They have told us that the schooling, and go on to develop educators and education leaders Melbourne Declaration has stood broad and deep knowledge with delivering the goals in this the test of time, so in developing across a range of curriculum areas. Declaration, and educators in this new Declaration, we have However, our education system particular need to be supported sought to further build on and must do more than this – it must appropriately as they play their update it to meet the needs of also prepare young people to part but they cannot do this alone. today’s young Australians.

2 Alice Springs (Mparntwe) Education Declaration Learning is a partnership with parents, carers and others in the community, all of whom have a role to play in nurturing the love of learning needed for success at school and in life. We recognise the more than 60,000 years of continual connection by Aboriginal and Torres Strait Islander peoples as a key part of the nation’s history, present and future. Through education, we are committed to ensuring that all students learn about the diversity of Aboriginal and Torres Strait Islander cultures, and to seeing all young Aboriginal and Torres Strait Islander peoples thrive in their education and all facets of life. As Australia’s education ministers we are proud custodians of Australia’s education system. Our challenge is to turn the aspirations set out in this document into actions – a task that we are committed to achieving. Our best efforts will translate into opportunities for every young Australian. We will ensure that we place young Australians at the centre of our education system as they navigate their learning and set out on their own journey.

Alice Springs (Mparntwe) Education Declaration 3 The Education Goals for Young Australians

Improving educational outcomes for all young Australians is central to the nation’s social and economic prosperity and will position young people to live fulfilling, productive and responsible lives.

The Declaration has two distinct but interconnected goals: Goal 1: The Australian education system promotes excellence and equity Goal 2: All young Australians become: yy confident and creative individuals yy successful lifelong learners yy active and informed members of the community. Achieving these education goals is the responsibility of Australian Governments and the education community in partnership with young Australians, their families and carers and the broader community.

4 Alice Springs (Mparntwe) Education Declaration Goal 1: The Australian Australian Governments commit yy ensure that education education system to promoting excellence and promotes and contributes equity in Australian education. to a socially cohesive society promotes excellence that values, respects and This means that all Australian and equity appreciates different points Governments will work with of view and cultural, social, the education community to: linguistic and religious diversity yy provide all young Australians yy ensure that learning is with access to high-quality built on and includes local, education that is inclusive regional and national cultural and free from any form of knowledge and experience of discrimination Aboriginal and Torres Strait yy recognise the individual Islander peoples and work needs of all young Australians, in partnership with local identify barriers that can be communities addressed, and empower yy collaborate internationally to learners to overcome barriers share best practice and help yy promote personalised learning young Australians learn about and provide support that aims to and engage with the world fulfil the individual capabilities yy support all education and needs of learners sectors – government and yy ensure that young Australians non-government, secular of all backgrounds are and faith-based supported to achieve their yy promote a culture of excellence full educational potential in all learning environments, yy encourage young people to by providing varied, hold high expectations for challenging, and stimulating their educational outcomes, learning experiences and supported by parents, carers, opportunities that enable all families and the broader learners to explore and build community on their individual abilities, interests, and experiences yy ensure that Australia’s education system is recognised internationally for delivering high quality learning outcomes.

Alice Springs (Mparntwe) Education Declaration 5 Goal 2: All young Australian Governments commit to Australians become working in collaboration with the education community to support confident and creative all young Australians to become: individuals, successful y lifelong learners, y confident and creative individuals and active and informed yy successful lifelong learners members of the yy active and informed members community of the community.

Confident and creative yy have a sense of self-worth, yy understand their individuals who… self-awareness and personal responsibilities as global identity that enables them citizens and know how to to manage their emotional, affect positive change mental, cultural, spiritual and yy have the confidence and physical wellbeing capability to pursue learning yy develop personal values and throughout life, leading attributes such as honesty, to enjoyable, fulfilling and empathy, loyalty, responsibility productive employment and respect for others yy relate well to others and yy are resilient and develop form and maintain healthy the skills and strategies they relationships need to tackle current and yy are well prepared for their future challenges potential life roles as friends, yy are able to recognise, adapt to, family, community and and manage change workforce members yy have a sense of optimism yy embrace opportunities, about their lives and the future make informed decisions yy show initiative, use their about their own lives and creative abilities and are accept responsibility for enterprising their own actions yy have the imagination, yy have a sense of belonging, knowledge, skills, purpose and meaning that understanding and values enable them to thrive in to establish and maintain their learning environment. healthy, satisfying lives

6 Alice Springs (Mparntwe) Education Declaration Successful lifelong yy develop their ability and yy are inquisitive and experimental, learners who… motivation to learn and play an and have the ability to test active role in their own learning different sources and types yy have the essential skills in of knowledge literacy and numeracy as the yy are responsive and adaptive foundation for learning to new ways of thinking yy engage in respectful debate and learning on a diverse range of views yy are able to plan activities yy are productive and informed independently, collaborate, users of technology as a vehicle work in teams and for information gathering and communicate ideas sharing, and are able to adapt yy continue to improve through to emerging technologies into formal and informal learning in the future further education, and training yy are able to think deeply and or employment, and acquire logically, and obtain and the skills to make informed evaluate evidence as the decisions throughout their lives result of studying fundamental yy are able to make sense of their disciplines world and think about how yy are creative, innovative and things have become the way resourceful, and are able to they are solve problems in ways that yy are confident and motivated draw upon a range of learning to reach their full potential. areas and disciplines and deep content knowledge

Alice Springs (Mparntwe) Education Declaration 7 Active and informed yy act with moral and ethical yy possess the knowledge, members of the integrity skills and understanding to community who… yy have empathy for the contribute to, and benefit circumstances of others and from, reconciliation between work for the common good, Aboriginal and Torres Strait in particular sustaining and Islander peoples and improving natural and social non-Indigenous Australians environments yy are informed and responsible yy appreciate and respect global and local members Australia’s rich social, cultural, of the community who religious and linguistic diversity value and celebrate cultural and embrace opportunities and linguistic differences, to communicate and share and engage in the global knowledge and experiences community, particularly with our neighbours in the yy have an understanding Indo-Pacific regions. of Australia’s system of government, its histories, religions and culture yy are committed to national values of democracy, equity and justice, and participate in Australia’s civic life by connecting with their community and contributing to local and national conversations yy understand, acknowledge and celebrate the diversity and richness of Aboriginal and Torres Strait Islander histories and cultures

8 Alice Springs (Mparntwe) Education Declaration A Commitment to Action

All Australian Governments commit to working with the education community and in partnership with young Australians, their families and the broader community to achieve the educational goals for young Australians.

This commitment will be supported by a range of inter-related areas for action: yy developing stronger partnerships yy supporting quality teaching and leadership yy strengthening early childhood education yy building foundational skills in the primary school years yy enhancing middle years development yy supporting senior years of schooling yy embedding pathways for learning throughout life and supporting effective transitions yy promoting world-class curriculum and assessment yy supporting Aboriginal and Torres Strait Islander learners to reach their full potential yy supporting all young Australians at risk of educational disadvantage yy strengthen responsibility mechanisms with strong, meaningful, accountable and transparent measures.

Alice Springs (Mparntwe) Education Declaration 9 Developing stronger Parents, carers and families are These partnerships should aim partnerships the first and most important to enhance learner engagement, educational influence in a child’s progress and achievement. life. They have a critical role in In particular, the development early development, including of partnerships and connections social, emotional, intellectual, with Aboriginal and Torres Strait spiritual and physical wellbeing. Islander communities will greatly They instil attitudes and values improve learning outcomes that support young people to for Aboriginal and Torres Strait access and participate in education Islander peoples and benefit and training, and contribute to all young Australians. Effective local and global communities. partnerships are based on It is critical for the education culturally supportive and community to work in partnership responsive learning environments. with parents, carers and families to support a child’s progress through Welcoming and valuing the local, early learning and school. regional and national cultural knowledge and the experiences Partnerships create opportunities of Aboriginal and Torres Strait for young Australians to connect Islander peoples will help the with their communities, business education community to build and industry and support the authentic partnerships with local development and wellbeing of communities and teach young young people and their families. Australians the value of our nation’s These connections and associations rich history. More importantly, can facilitate development, it will foster a culturally supportive training and employment learning environment where opportunities, promote a sense all young Australians can thrive of responsible citizenship and educationally and in all facets of life. encourage lifelong learning.

Australian Governments commit to building partnerships that support learners’ progress through the education system, and to provide them with individualised, high quality learning opportunities and experiences, and personal development. Further, Australian Governments commit to fostering these partnerships to support young Australians as they continue their learning throughout their lifetime.

10 Alice Springs (Mparntwe) Education Declaration Supporting quality Teachers, educators and leaders for creating and sustaining high teaching and leadership are vital to achieving these quality learning environments and education goals for young conditions under which quality Australians. Australia is fortunate teaching and learning takes place. to have excellent teachers and This includes instilling a culture of educators; their professionalism, high expectations, collaboration expertise and ongoing engagement and professional growth. in developing education in All Australian Governments Australia will be critical. and the education community, Highly skilled teachers and including universities, must work educators have the ability to together to foster high-quality transform the lives of young teaching and leadership. people and inspire and nurture This includes providing the their personal and academic opportunity and resources for development. They provide ongoing professional learning, significant encouragement, equipping educators with advice and support for high-quality evidence and data, learners outside the home, and developing well-prepared shaping teaching to nurture the pre-service teachers. In an unique abilities of every child. information and technology rich society we must ensure School principals and other that educators are supported education leaders at all levels to continually develop their own and in all learning environments skills, in order to teach young across the profession play a critical Australians the essential skills role in supporting and fostering and core knowledge needed for quality teaching and learning. a modern society and economy. Education leaders are responsible

Australian Governments commit to working with the education community to attract, develop, support and retain high-quality teachers, educators and leaders in Australia’s education system. Excellence in teaching, educating and leadership will be recognised, celebrated and valued.

Alice Springs (Mparntwe) Education Declaration 11 Strengthening early The early years of life are a period lifting process and structural childhood education of rapid growth and development quality across all early childhood as children form their language, settings. Australian Governments social, emotional and physical have implemented the Early skills, and undergo significant Years Learning Framework which cognitive development. These years provides guidance to the early provide the foundation for learning childhood education workforce throughout school and beyond. to enable it to support young The key to children’s earliest children to learn and develop learning and development is the through play-based learning. quality and depth of interaction Australian Governments have they experience; between adult worked together to provide access and child and between child and to 15 hours of early childhood child. These interactions take place education per week to all Australian both within and outside formal children in the year before full-time early childhood education settings. school. This provides a solid Age appropriate approaches foundation for development and supports for learning and and learning and we need to development help children build on the success of the grow and develop during this collective efforts of governments formative stage. and stakeholders to ensure The importance of the early years sustainable ongoing outcomes. has been recognised through The important link between collaborative national efforts and educators and quality early state and territory reforms to lift childhood education experiences quality and improve participation is recognised through the National and access. The Early Learning Quality Framework, including Reform Principles, agreed by the through professional qualification Council of Australian Governments, requirements and educator to outline the commitment of all child ratios. Increasing the Australian Governments to early capability of the early childhood childhood and the connection education workforce remains a between high quality early learning priority to build quality, as does and positive outcomes throughout providing parents, carers and life. Strong regulation focused on the community with advice and improving quality in education and support to help children learn and care settings has been established develop wherever they are and through the National Quality regardless of their circumstances. Framework, which emphasises

Australian Governments commit to continuing to build quality and access to early years learning and development in environments that meets the needs of all Australian families. Australian Governments also commit to providing support and advice through a range of channels on how to support children to develop and flourish, including partnering with families, the broader community and other services for children.

12 Alice Springs (Mparntwe) Education Declaration Building foundational Building upon a strong foundation Primary school is a key stage for skills through the from early childhood learning, children as they enhance their primary school years primary school is critical to further communication skills, establish and develop foundational skills which grow peer relationships, and have form the basis for ongoing learning a growing understanding of their throughout school and beyond. place in the world. This period of Having a positive and successful significant change and growth also start to school gives children sees children develop resilience and the confidence and motivation adaptability and strategies to manage they need for continued learning themselves in different situations. success. It is important that The beginning of school is an primary school continues to important time to have in place understand, provide the right effective early intervention and environment for, and respond to support strategies to ensure each the needs of young learners to young person has the necessary discover, explore, play, create and skills, knowledge and confidence to express themselves. thrive as they move through school.

Australian Governments commit to working with all school sectors to ensure that schools are responsive to students’ developmental and learning needs in primary school to provide a strong foundation for continued learning success throughout school and beyond.

Enhancing middle The middle years are an important and entrepreneurial skills is years development period of individual growth important. Developing healthy and learning when a balanced peer relationships should be set of cognitive, social and encouraged, including a focus emotional skills are developed. on student engagement and Students are finding a sense of wellbeing. Literacy and numeracy self and require investment in remain critical and must also their emotional wellbeing and a be assessed to ensure learning voice in and influence over their growth is understood, tracked and learning. This is also a time when further supported. they are at the greatest risk of Improved and effective transitions disengagement from learning. must be established throughout Through directly addressing the middle years, not limited to each student’s range of needs, transitions between primary and schools must focus on enhancing secondary school. Students will be motivation and engagement. supported to consider and prepare Real-world learning that applies for future pathways and transitions discipline knowledge and as part of efforts to ensure student supports emotional learning and engagement and success. the development of financial

Australian Governments commit to working with all school sectors to ensure that schools are responsive to students’ developmental and learning needs in the middle years, in ways which are challenging, engaging and rewarding.

Alice Springs (Mparntwe) Education Declaration 13 Supporting senior The senior years of schooling are their subject selections and post years of schooling a critical transition point for young school pathway. people – emotionally, socially, All Australian Governments and and educationally. These years the education community need should provide all students with the to support students in their senior high-quality, relevant and engaging years by helping them acquire education and support necessary the cognitive and social skills to complete their secondary necessary for life after school school education. The senior years and equip students to remain of schooling should provide all engaged in learning throughout students with high quality advice, life. This support requires effective support and experiences to make partnerships with education and informed choices about their future training providers, employers, and smooth the initial transition industry and the broader to further education, training community. Support may also or meaningful employment. be needed for young people This includes providing careers returning to education and training advice so that students with their after a period of employment. families can make choices about

Australian Governments commit to working with the education community to provide a senior secondary education that equips young people with the skills, knowledge, values and capabilities to succeed in employment, personal and civic life.

Embedding pathways The skills and knowledge that people have the drive, skills and for learning throughout young people acquire are critical disposition to continue to learn life and supporting to their success and happiness. and grow throughout their lives. The scale and pace of change At key developmental periods in each effective transitions in society and the economy young person’s life they transition mean that now more than ever, between early childhood to primary the ability to learn and grow school, from primary to secondary beyond the compulsory years of school and from secondary school education and training is essential. to further education, training and Skills, knowledge and capabilities employment. will need to be renewed and updated throughout life. These transitions involve a move from familiar and personal surroundings It is important that young people to usually much larger and more have a clear understanding of, complex learning environments and and influence over, how they learn systems. Students have to adapt to and can contribute in society in a new routines, changes and pressures meaningful way. Being able to see in social environments, a broader a clear link between theory and range of curricula, larger numbers practice instils a thirst for knowledge of teachers and different teaching and skills. Relevant and engaging styles, new educational demands, educational and work experiences in and a fast-changing labour market. youth are important to ensure young

Australian Governments commit to helping young Australians navigate the choices they will need to make for their education, training and employment by providing guidance and streamlining transitions.

14 Alice Springs (Mparntwe) Education Declaration Delivering world-class Recognising that students in reconciliation, respect and curriculum and have different strengths, recognition of the world’s oldest assessment needs and backgrounds, continuous living cultures. the Australian Curriculum sets The curriculum supports students clear and challenging learning to become responsible local and goals, while having the flexibility global members of the community to support students to progress in an interconnected world and in their learning regardless of to engage with complex ethical their starting point. issues and concepts such as The Australian Curriculum enables sustainability. As a foundation students to develop knowledge and for further learning and adult life, understanding in the learning areas the curriculum includes practical of English, Mathematics, Science, skills development in areas such Humanities and Social Sciences, as ICT, critical and creative thinking, Health and Physical Education, intercultural understanding and Technologies, Languages, problem solving. These skills and the Arts. The learning areas support imagination, discovery, in the curriculum support the innovation, empathy and developing development of deep knowledge creative solutions to complex within a discipline and allow for a problems. They are central depth of learning appropriate to to contributing to Australia’s students’ phases of development. knowledge based economy. These learning areas, along with To ensure that student progress general capabilities, are critical to and achievement is measured equip students with the knowledge, in meaningful ways Australian skills and confidence to actively Governments will continue to contribute to society and Australia’s develop and enhance national economic prosperity. and school-level assessment that Science, Technologies, Engineering focuses on: and Mathematics make up the yy assessment for learning – STEM learning areas. The STEM enabling teachers to use learning areas are a key national information about student focus for school education in progress to inform their teaching Australia and are critical to equip students to engage productively yy assessment as learning – enabling in a world of rapidly changing students to reflect on and technology. monitor their own progress to inform their future learning goals Students learn about Australia’s yy assessment of learning – assisting rich Aboriginal and Torres Strait teachers, education leaders, Islander histories and cultures. parents, the community, This cross-curriculum priority researchers and policy makers provides Aboriginal and Torres to use evidence of student learning Strait Islander students with to assess student achievement the ability to see themselves, against recognised goals and their identities and cultures standards and drive improvements reflected in the curriculum and in student outcomes. allows all students to engage

Australian Governments commit to ensuring that all education sectors deliver world-class curriculum and assessment in Australian schools.

Alice Springs (Mparntwe) Education Declaration 15 Supporting Aboriginal Aboriginal and Torres Strait Australia’s education system and Torres Strait Islander Islander cultures, knowledge and must embrace Aboriginal and learners to reach their experiences are fundamental to Torres Strait Islander cultural Australia’s social, economic and identities and provide Aboriginal potential cultural wellbeing. Across Australia, and Torres Strait Islander peoples the education community need to with safe learning environments. focus on imagining what is possible The education community and promoting Aboriginal and need to engage Aboriginal and Torres Strait Islander leadership, Torres Strait Islander learners, knowledge and learnings. their families and communities All Aboriginal and Torres Strait in all aspects of education, Islander young peoples must be increase Aboriginal and Torres Strait empowered to achieve their full Islander peoples’ participation learning potential, shape their own in the education workforce at all futures, and embrace their cultures, levels, and support coordinated languages and identities as community services for learners Australia’s First Nations peoples. and their families to increase productive participation. Educational outcomes for This engagement needs to be Aboriginal and Torres Strait Islander based on the principles of shared young peoples remain behind decision-making, place-based those of other learners in a number responses and regional of key areas. Meeting their needs decision-making, evidence, and fostering access, engagement, evaluation and accountability, progress, and achievement for their targeted investment, and educational performance requires integrated systems. strategic effort and investment.

Australian Governments commit to empowering Aboriginal and Torres Strait Islander students to reach their potential and to ensuring the education community works to ‘close the gap’ for young Aboriginal and Torres Strait Islander peoples.

16 Alice Springs (Mparntwe) Education Declaration Supporting all For Australia’s education system those from regional, rural and young Australians at to promote excellence and equity, remote areas, migrants and risk of educational governments and the education refugees, learners in out of home community must improve outcomes care, homeless young people, and disadvantage for educationally disadvantaged children with disability to reach young Australians. We must also their potential. This means tailoring encourage them, their families and to the needs of individuals across their communities to hold high a system that prioritises equity expectations for their future. of opportunity and that supports achievement. Learners experiencing disadvantage are more likely than their peers Australian Governments must to start school developmentally provide all young Australians vulnerable and less likely to have with equality of opportunity attended early education in the year that enables them to reach before school. Targeted support can their potential and achieve their help learners such as those from highest educational outcomes. low socioeconomic backgrounds,

Australian Governments commit to ensuring the education community works to provide equality of opportunity and educational outcomes for all students at risk of educational disadvantage.

Alice Springs (Mparntwe) Education Declaration 17 Strengthening Good quality data and information Parents, carers and families should accountability and is important for educators and their have access to: students, parents and families, transparency with yy data on learner progress and the community and governments. outcomes strong meaningful Good data will provide information measures about the educational experience yy data that allows them to and outcomes including pathways assess an education provider’s into further education and performance overall and in employment. This will be used to improving learner progress inform policy development and and outcomes implementation as well as track yy contextual information progress against the goals of this about the philosophy and Declaration. The collection of educational approach data should be proportionate and of education providers, not unduly add to the workloads and their facilities, programs of educators. and extra-curricular activities Good quality data allows teachers yy information about an education to evaluate the effectiveness of provider’s enrolment and their classroom practice and staffing profile. supports educators to effectively For schools, Australian Governments identify learners’ progress and provide assessment results that growth, and design individualised are publicly available at the and adaptive learning programs. school, sector and jurisdiction It also informs programs, level to ensure accountability and policies, allocation of resources, provide sufficient information relationships with parents and to parents, carers, families, the partnerships and connections broader community, researchers, with community and business. policy makers and governments Reliable and appropriate to make informed decisions based information about the achievement on evidence. They deliver national and progress of individuals and reform activity contributing to the education providers helps parents eleven areas for action. Building on and families make informed national reform, each jurisdiction choices and engage with their delivers state and territory reform children’s education. activities specific to local contexts to support student learning and improve student outcomes. This information provides the community with an understanding of the decisions taken by governments and the status and performance of schooling in Australia, to ensure schools are accountable for the results they achieve with the public funding they receive, and governments are accountable for the decisions they take.

18 Alice Springs (Mparntwe) Education Declaration Good quality data enables governments to: yy analyse how well schools are performing against each other and internationally yy identify schools with students with particular needs yy understand outcomes in relation to educational disadvantage and target resources accordingly yy determine where resources are most needed to support student learning needs and lift attainment yy ensure equity of access to education yy identify best practice and innovation yy conduct national and international comparisons of approaches and performance yy develop a substantive evidence base on what works. Australian Governments commit to continuing to provide public reporting that: yy focuses on improving performance and student growth and outcomes for all students yy provides parents with information on their child’s performance, progress and outcomes yy is locally, nationally, and internationally relevant yy is accessible, timely, consistent and comparable.

Alice Springs (Mparntwe) Education Declaration 19 Achieving the Educational Goals for Young Australians

With shared commitment and sustained efforts of Australia Governments and the education community, working in partnership with young Australians, their families and carers and the broader community, all young Australians will have the opportunity to reach their full potential.

The commitments outlined in this Australian Governments will National reforms are outlined Declaration will be implemented collectively invest in national in national agreements, through the efforts of all Australian reforms to give all young Australians and national data collection and Governments, working collectively equal access and opportunity to reporting is undertaken to track together through the Council of become confident and creative the progress towards achievement Australian Governments Education individuals, successful lifelong of the educational goals for Council and individually in their learners, and active and informed young Australians. own areas of responsibility. members of the community.

Biennial Forum There continue to be many Education Council will convene innovative and collaborative a national forum biennially educational reforms developed with education stakeholders to across the education community, showcase best practice, success jurisdictions and at a national stories, and progress against the level, and there is potential for goals outlined in the Declaration. these ideas to be shared and adapted across the nation.

20 Alice Springs (Mparntwe) Education Declaration Acknowledgements Ministers would like to acknowledge those individuals and organisations that were involved in the consultation process. Over 260 submissions were received in response to the discussion paper and the exposure draft declaration, and over 900 people attended the consultation events. This extensive consultation shaped the Alice Springs (Mparntwe) Education Declaration. Ministers would also like to thank the members of the Working Group responsible for developing this Declaration. The Working Group also received significant drafting assistance from the University of Melbourne. © Education Services Australia, as the legal entity for the Council of Australian Governments Education Council, 2019

Alice Springs (Mparntwe) Education Declaration by the Council of Australian Governments Education Council is licensed under a Creative Commons Attribution, Non-Commercial 4.0 International License. Education Council Secretariat: PO Box 202 Carlton South, VIC 3053, Australia [email protected] 978-1-76051-881-3 (PRINT) 978-1-76051-882-0 (PDF) 978-1-76051-883-7 (DOCX) This document is also available in accessible pdf and word formats at www.educationcouncil.edu.au