Melbourne Declaration on Educational Goals for Young Australians - December 2008
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Melbourne Declaration on Educational Goals for Young Australians December 2008
This Declaration is made by all Mr Andrew Barr MLA The Hon. Dr Jane Lomax-Smith MP
Australian Education Ministers: Minister for Education and Training, Minister for Education (South Australia)
Minister for Children and Young People
The Hon. David Bartlett MP
(Australian Capital Territory)
Premier and Minister for Education
The Hon. Julia Gillard MP and Skills (Tasmania)
Deputy Prime Minister and Minister for Chair, Ministerial Council on Education,
Education, Minister for Employment and Employment, Training and Youth Affairs
Workplace Relations, Minister for Social
The Hon. Bronwyn Pike
Inclusion (Australian Government)
Minister for Education (Victoria)
The Hon. Verity Firth MP
The Hon. Dr Elizabeth Constable MLA
Minister for Education and Training
Minister for Education (Western Australia)
(New South Wales)
Ministers would like to acknowledge
The Hon. Marion Scrymgour MLA
the members of the Working Group
Minister for Education and Training
responsible for developing this
(Northern Territory)
Declaration, and thank them for
The Hon. Rod Welford MP their valuable contribution.
Minister for Education, Training
and the Arts (Queensland)
Contents Preamble 4 The Educational Goals for Young Australians 6 Goal 1: Australian schooling promotes equity and excellence 7 Goal 2: All young Australians become: 8 – Successful learners – Confident and creative individuals – Active and informed citizens A Commitment to Action 10 Developing stronger partnerships 10 Supporting quality teaching and school leadership 11 Strengthening early childhood education 11 Enhancing middle years development 12 Supporting senior years of schooling and youth transitions 12 Promoting world-class curriculum and assessment 13 Improving educational outcomes for Indigenous youth 15 and disadvantaged young Australians, especially those from low socioeconomic backgrounds Strengthening accountability and transparency 16 Achieving the Educational Goals for Young Australians 18 MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS
Preamble
As a nation Australia In the 21st century Australia’s In the 1989 Hobart Declaration and
capacity to provide a high quality the 1999 Adelaide Declaration, the
values the central of life for all will depend on the State, Territory and Commonwealth
role of education ability to compete in the global Education Ministers committed
economy on knowledge and to working together to ensure
in building a innovation. Education equips high-quality schooling for all
democratic, equitable young people with the knowledge, young Australians. The Melbourne
understanding, skills and values Declaration acknowledges major
and just society— to take advantage of opportunity changes in the world that are
a society that is and to face the challenges of this placing new demands on
era with confidence. Australian education:
prosperous, cohesive Schools play a vital role in promoting – Global integration and international
and culturally diverse, the intellectual, physical, social, mobility have increased rapidly in
emotional, moral, spiritual and the past decade. As a consequence,
and that values aesthetic development and new and exciting opportunities
Australia’s Indigenous wellbeing of young Australians, for Australians are emerging. This
and in ensuring the nation’s heightens the need to nurture an
cultures as a key ongoing economic prosperity appreciation of and respect for social,
part of the nation’s and social cohesion. Schools share cultural and religious diversity,
this responsibility with students, and a sense of global citizenship.
history, present parents, carers, families, the
– India, China and other Asian nations
and future. community, business and other
are growing and their influence on
education and training providers.
the world is increasing. Australians
In recognition of this collective
need to become ‘Asia literate’,
responsibility, this declaration,
engaging and building strong
in contrast to earlier declarations
relationships with Asia.
on schooling, has a broader frame
and sets out educational goals – Globalisation and technological
for young Australians. change are placing greater demands
on education and skill development
in Australia and the nature of jobs
available to young Australians is
changing faster than ever. Skilled
jobs now dominate jobs growth
and people with university or
vocational education and training
qualifications fare much better in
the employment market than early
school leavers. To maximise their
opportunities for healthy, productive
and rewarding futures, Australia’s
young people must be encouraged
not only to complete secondary
education, but also to proceed into
further training or education.
04–05 MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS
– Complex environmental, social and outcomes for many Indigenous
economic pressures such as climate Australians and addressing this
change that extend beyond national issue must be a key priority over the
borders pose unprecedented next decade. Second, by comparison
challenges, requiring countries to with the world’s highest performing
work together in new ways. To meet school systems, Australian
these challenges, Australians must students from low socioeconomic
be able to engage with scientific backgrounds are under-represented
concepts and principles, and among high achievers and over-
approach problem-solving in new represented among low achievers.
and creative ways. Third, there is room for improvement
in Australia’s rate of Year 12
– Rapid and continuing advances in
completion or equivalent.
information and communication
technologies (ICT) are changing the Literacy and numeracy and
ways people share, use, develop and knowledge of key disciplines
process information and technology. remain the cornerstone of
In this digital age, young people need schooling for young Australians.
to be highly skilled in the use of ICT. Schooling should also support the
While schools already employ these development of skills in areas
technologies in learning, there is a such as social interaction, cross-
need to increase their effectiveness disciplinary thinking and the use
significantly over the next decade. of digital media, which are essential
in all 21st century occupations.
Australia has developed a high-
As well as knowledge and skills,
quality, world-class schooling system,
a school’s legacy to young people
which performs strongly against
should include national values
other countries of the Organisation
of democracy, equity and justice,
for Economic Cooperation and
and personal values and attributes
Development (OECD). In international
such as honesty, resilience and
benchmarking of educational
respect for others.
outcomes for 15-year-olds in the 2006
OECD Programme for International As signatories to the Melbourne
Student Assessment, Australia ranked Declaration, Australian Education
among the top 10 countries across all Ministers seek to achieve the highest
three education domains assessed. possible level of collaboration with
Over the next decade Australia should the government, Catholic and
aspire to improve outcomes for all independent school sectors and
young Australians to become second across and between all levels of
to none amongst the world’s best government. Australian Education
school systems. Ministers also seek to achieve new
levels of engagement with all
In striving for both equity and
stakeholders in the education of
excellence, there are several
young Australians.
areas in which Australian school
education needs to make significant
improvement. First, Australia has
failed to improve educational
The Educational Goals for Young Australians 06– 7 06–07
Improving educational outcomes These goals are:
for all young Australians is central
Goal 1:
to the nation’s social and economic
Australian schooling promotes
prosperity and will position young
equity and excellence
people to live fulfilling, productive
and responsible lives. Goal 2:
All young Australians become:
Young Australians are therefore
placed at the centre of the Melbourne – successful learners
Declaration on Educational Goals. – confident and creative individuals
– active and informed citizens
Achieving these educational goals
is the collective responsibility of
governments, school sectors and
individual schools as well as parents
and carers, young Australians,
families, other education and
training providers, business and
the broader community.
Goal 1: Australian governments, in – ensure that socioeconomic
collaboration with all school sectors, disadvantage ceases to be a
Australian schooling commit to promoting equity and significant determinant of
promotes equity excellence in Australian schooling. educational outcomes
and excellence This means that all Australian – reduce the effect of other sources
governments and all school of disadvantage, such as disability,
sectors must: homelessness, refugee status
and remoteness
– provide all students with access
to high-quality schooling that is – ensure that schooling contributes
free from discrimination based on to a socially cohesive society that
gender, language, sexual orientation, respects and appreciates cultural,
pregnancy, culture, ethnicity, religion, social and religious diversity
health or disability, socioeconomic
– encourage parents, carers,
background or geographic location
families, the broader community
– ensure that schools build on local and young people themselves to
cultural knowledge and experience hold high expectations for their
of Indigenous students as a educational outcomes
foundation for learning, and work in
– promote a culture of excellence
partnership with local communities
in all schools, by supporting
on all aspects of the schooling
them to provide challenging, and
process, including to promote
stimulating learning experiences
high expectations for the learning
and opportunities that enable all
outcomes of Indigenous students
students to explore and build on
– ensure that the learning outcomes their gifts and talents
of Indigenous students improve to
– promote personalised learning that
match those of other students
aims to fulfil the diverse capabilities
of each young Australian.
The Educational Goals
for Young Australians
Goal 2: Australian governments commit to
working in collaboration with all
All young Australians school sectors to support all young
become successful Australians to become:
learners, confident – successful learners
and creative – confident and creative individuals
– active and informed citizens.
individuals, and
active and
informed citizens
Successful learners… – develop their capacity to learn – are able to plan activities
and play an active role in their independently, collaborate,
own learning work in teams and
communicate ideas
– have the essential skills
in literacy and numeracy and – are able to make sense of their
are creative and productive world and think about how
users of technology, especially things have become the way
ICT, as a foundation for success they are
in all learning areas
– are on a pathway towards
– are able to think deeply continued success in further
and logically, and obtain education, training or
and evaluate evidence in a employment, and acquire the
disciplined way as the result skills to make informed learning
of studying fundamental and employment decisions
disciplines throughout their lives
– are creative, innovative and – are motivated to reach their
resourceful, and are able to full potential.
solve problems in ways that
draw upon a range of learning
areas and disciplines
08–09 MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS
Confident and – have a sense of self-worth, – have the confidence and
creative individuals… self-awareness and personal capability to pursue university
identity that enables them to or post-secondary vocational
manage their emotional, mental, qualifications leading to
spiritual and physical wellbeing rewarding and productive
employment
– have a sense of optimism about
their lives and the future – relate well to others and
form and maintain healthy
– are enterprising, show initiative
relationships
and use their creative abilities
– are well prepared for their
– develop personal values and
potential life roles as family,
attributes such as honesty,
community and workforce
resilience, empathy and respect
members
for others
– embrace opportunities, make
– have the knowledge, skills,
rational and informed decisions
understanding and values to
about their own lives and
establish and maintain healthy,
accept responsibility for their
satisfying lives
own actions.
Active and – act with moral and – are committed to national
informed citizens… ethical integrity values of democracy, equity
and justice, and participate in
– appreciate Australia’s social,
Australia’s civic life
cultural, linguistic and religious
diversity, and have an – are able to relate to and
understanding of Australia’s communicate across cultures,
system of government, history especially the cultures and
and culture countries of Asia
– understand and acknowledge – work for the common good,
the value of Indigenous cultures in particular sustaining and
and possess the knowledge, improving natural and social
skills and understanding to environments
contribute to, and benefit from,
– are responsible global and
reconciliation between
local citizens.
Indigenous and non-Indigenous
AustraliansA Commitment to Action
Together, all Australian governments – developing stronger partnerships
commit to working with all school
– supporting quality teaching and
sectors and the broader community
school leadership
to achieve the educational goals for
young Australians. – strengthening early childhood
education
This commitment will be supported
by action in eight inter-related areas: – enhancing middle years development
– supporting senior years of schooling
and youth transitions
– promoting world-class curriculum
and assessment
– improving educational outcomes
for Indigenous youth and
disadvantaged young Australians,
especially those from low
socioeconomic backgrounds
– strengthening accountability
and transparency.
Developing stronger Parents, carers and families are the support for the development and
first and most important influence in wellbeing of young people and
partnerships a child’s life, instilling the attitudes their families and can provide
and values that will support young opportunities for young Australians
people to participate in schooling to connect with their communities,
and contribute to broader local and participate in civic life and develop
global communities. a sense of responsible citizenship.
Partnerships between students, In particular, the development of
parents, carers and families, the partnerships between schools and
broader community, business, schools Indigenous communities, based on
and other education and training cross-cultural respect, is the main
providers bring mutual benefits and way of achieving highly effective
maximise student engagement and schooling for Indigenous students.
achievement. Partnerships engender
Au
Australian governments commit to working with all school sectors to ensure
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10–11 MELBOURNE
MELBOU
MEL B RNE D
BOU DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANSSupporting quality The teachers and leaders who work mentoring teachers to find the
in Australia’s schools and educate best ways to facilitate learning,
teaching and young people are of fundamental and by promoting a culture of
school leadership importance to achieving these high expectations in schools.
educational goals for young School leaders are responsible
Australians. Excellent teachers for creating and sustaining the
have the capacity to transform the learning environment and the
lives of students and to inspire and conditions under which quality
nurture their development as teaching and learning take place.
learners, individuals and citizens.
All Australian governments,
They provide an additional source
universities, school sectors
of encouragement, advice and
and individual schools have a
support for students outside the
responsibility to work together
home, shaping teaching around
to support high-quality teaching
the ways different students learn
and school leadership, including
and nurturing the unique talents
by enhancing pre-service
of every student.
teacher education.
School principals and other school
leaders play a critical role in
supporting and fostering quality
teaching through coaching and
Australian governments commit to working with all school sectors to
attract, develop, support and retain a high-quality teaching and school
leadership workforce in Australian schools.
Strengthening early Governments have important roles Children who participate in quality
to play in ensuring that children early childhood education are more
childhood education receive quality early childhood likely to make a successful transition
education and care. The period from to school, stay longer in school,
birth through to eight years, continue on to further education
especially the first three years, and fully participate in employment
sets the foundation for every and community life as adults.
child’s social, physical, emotional Support for Indigenous children
and cognitive development. Early in the early years before school is
childhood education and care particularly important to ensure a
provides a basis for life and learning, successful transition to schooling,
both within and beyond the home, which may involve a culturally
and is supported by healthy, safe different learning environment.
and stimulating environments.
Australian governments commit to supporting the development and
strengthening of early childhood education, to provide every child with
the opportunity for the best start in life.A Commitment to Action
Enhancing middle The middle years are an important environments that specifically
period of learning, in which consider the needs of middle years
years development knowledge of fundamental students. Focusing on student
disciplines is developed, yet this engagement and converting this
is also a time when students are at into learning can have a significant
the greatest risk of disengagement impact on student outcomes.
from learning. Student motivation Effective transitions between
and engagement in these years is primary and secondary schools are
critical, and can be influenced by an important aspect of ensuring
tailoring approaches to teaching, student engagement.
with learning activities and learning
Australian governments commit to working with all school sectors to
ensure that schools provide programs that are responsive to students’
developmental and learning needs in the middle years, and which are
challenging, engaging and rewarding.
Supporting senior The senior years of schooling should Schools need to provide information,
provide all students with the high- advice and options to students so
years of schooling quality education necessary to that they can make informed choices
and youth transitions complete their secondary school about their future. All governments
education and make the transition and school sectors need to support
to further education, training or young people’s transition from
employment. Schooling should offer schooling into further study, training
a range of pathways to meet the or employment and enable them to
diverse needs and aspirations of acquire the skills that support this,
all young Australians, encouraging including an appetite for lifelong
them to pursue university or post- learning. Support may also be needed
secondary vocational qualifications for young people returning to
that increase their opportunities education and training after a period
for rewarding and productive of employment.
employment. This requires effective
partnerships with other education
and training providers, employers
and communities.
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Australian governments commit to working with all school sectors to
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12–13 MELBOURNE
MELBOU
MEL B RNE D
BOU DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANSPromoting world-class Curriculum Deep knowledge, understanding,
skills and values that will enable
curriculum and Curriculum will be designed to
advanced learning and an ability to
develop successful learners,
assessment confident and creative individuals
create new ideas and translate them
into practical applications
and active and informed citizens.
The curriculum will enable students
State, Territory and Commonwealth
to develop knowledge in the
governments will work together
disciplines of English, mathematics,
with all school sectors to ensure
science, languages, humanities and
world-class curriculum in Australia.
the arts; to understand the spiritual,
Together the national curriculum
moral and aesthetic dimensions
and curriculum specified at the State,
of life; and open up new ways of
Territory and local levels will enable
thinking. It will also support the
every student to develop:
development of deep knowledge
within a discipline, which provides
A solid foundation in knowledge,
the foundation for inter-disciplinary
understanding, skills and values on
approaches to innovation and
which further learning and adult
life can be built complex problem-solving.
The curriculum will include a strong General capabilities that underpin
focus on literacy and numeracy flexible and analytical thinking,
skills. It will also enable students a capacity to work with others and
to build social and emotional an ability to move across subject
intelligence, and nurture student disciplines to develop new expertise
wellbeing through health and The curriculum will support young
physical education in particular. people to develop a range of generic
The curriculum will support students and employability skills that have
to relate well to others and foster an particular application to the world
understanding of Australian society, of work and further education
citizenship and national values, and training, such as planning and
including through the study of civics organising, the ability to think
and citizenship. As a foundation for flexibly, to communicate well and
further learning and adult life the to work in teams. Young people also
curriculum will include practical need to develop the capacity to think
knowledge and skills development creatively, innovate, solve problems
in areas such as ICT and design and engage with new disciplines.
and technology, which are central
to Australia’s skilled economy
and provide crucial pathways to
post-school success.A Commitment to Action
Promoting world-class Learning areas years of schooling and are the
primary focus of learning in the
curriculum and The learning areas below will be
early years. However, humanities
incorporated into the curriculum
assessment with breadth, balance and depth of
and social sciences, for example,
take on greater scope and
learning appropriate to students’
increasing specialisation as
phases of development. Schools and
students move through the years
school systems are responsible for
of schooling. Each learning area
delivering curriculum programs that
has a specific discipline base and
reflect these learning areas, with
each has application across the
appropriate flexibility to determine
curriculum. In addition, a focus on
how this can best be achieved in a
environmental sustainability will
local context.
be integrated across the curriculum
The learning areas are not of equal and all students will have the
importance at all year levels. opportunity to access Indigenous
English and mathematics are of content where relevant.
fundamental importance in all
– English – The arts (performing and visual)
– Mathematics – Languages (especially Asian
languages)
– Sciences (including physics,
chemistry, biology) – Health and physical education
– Humanities and social sciences – Information and Communication
(including history, geography, Technology and design and
economics, business, civics technology
and citizenship)
Assessment about student progress to inform
their teaching
Assessment of student progress
will be rigorous and comprehensive. – assessment as learning—enabling
It needs to reflect the curriculum, students to reflect on and monitor
and draw on a combination of their own progress to inform their
the professional judgement of future learning goals
teachers and testing, including
– assessment of learning—assisting
national testing.
teachers to use evidence of
To ensure that student achievement student learning to assess student
is measured in meaningful ways, achievement against goals
State, Territory and Commonwealth and standards.
governments will work with all
school sectors to develop and
enhance national and school-level
assessment that focuses on:
– assessment for learning—
enabling teachers to use information
Australian governments commit to working together with all school
sectors to ensure world-class curriculum and assessment for Australia
at national and local levels.
14–15 MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANSImproving educational For Australian schooling to Indigenous participation in the
promote equity and excellence, education workforce at all levels;
outcomes for governments and all school and support coordinated community
Indigenous youth sectors must improve educational services for students and their
outcomes for Indigenous youth and families that can increase productive
and disadvantaged disadvantaged young Australians participation in schooling.
young Australians, and encourage them, their families
Students from low socioeconomic
and their communities to hold high
especially those from expectations for their education.
backgrounds, those from remote
areas, refugees, homeless young
low socioeconomic Educational outcomes for Indigenous people, and students with disabilities
backgrounds children and young people are
substantially behind those of
often experience educational
disadvantage. Targeted support
other students in key areas of can help disadvantaged young
enrolment, attendance, participation, Australians to achieve better
literacy, numeracy, retention and educational outcomes.
completion. Meeting the needs of
Australian governments must support
young Indigenous Australians and
all young Australians to achieve not
promoting high expectations for
only equality of opportunity but also
their educational performance
more equitable outcomes.
requires strategic investment.
Australian schooling needs to
engage Indigenous students, their
families and communities in all
aspects of schooling; increase
Australian governments commit to working with all school sectors to:
–‘close the gap’ for young Indigenous Australians
– provide targeted support to disadvantaged students
– focus on school improvement in low socioeconomic communities.A Commitment to Action
Strengthening Good-quality information on For parents and families
schooling is important for schools
accountability and their students, for parents and
Information about the performance
of individuals, schools and systems
and transparency families, for the community and
helps parents and families make
for governments.
informed choices and engage with
their children’s education and the
For schools and their students
school community.
Schools need reliable, rich data on
Parents and families should have
the performance of their students
access to:
because they have the primary
accountability for improving – data on student outcomes
student outcomes.
– data that allows them to assess a
Good quality data supports each school’s performance overall and
school to improve outcomes for all of in improving student outcomes
their students. It supports effective
– contextual information about
diagnosis of student progress and
the philosophy and educational
the design of high-quality learning
approach of schools, and their
programs. It also informs schools’
facilities, programs and extra-
approaches to provision of programs,
curricular activities
school policies, pursuit and
allocation of resources, relationships – information about a school’s
with parents and partnerships with enrolment profile.
community and business.
16–17 MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANSFor the community For governments
The community should have access Governments need sound
to information that enables an information on school performance
understanding of the decisions taken to support ongoing improvement for
by governments and the status and students, schools and school sectors.
performance of schooling in Australia,
Good quality data enables
to ensure schools are accountable
governments to:
for the results they achieve with
the public funding they receive, and – analyse how well schools are
governments are accountable for the performing
decisions they take. The provision of – identify schools with particular needs
school information to the community
should enhance community – determine where resources are
engagement and understanding of the most needed to lift attainment
educational enterprise. This includes – identify best practice and innovation
access to national reporting on the
performance of all schools, contextual – conduct national and international
information and information about comparisons of approaches
individual schools’ enrolment profile. and performance
Parents, families and the community – develop a substantive evidence base
should have access to information on what works.
about the performance of their
school compared to schools with Australian governments commit to working with all school
similar characteristics. Australian sectors to ensure that public reporting:
governments will work together – focuses on improving performance and student outcomes
to achieve nationally comparable
reporting about schools. – is both locally and nationally relevant
In providing information on – is timely, consistent and comparable.
schooling, governments will ensure
that school-based information is
published responsibly, so that any
public comparisons of schools will
be fair, contain accurate and verified
data, contextual information and a
range of indicators. Governments
will not themselves devise simplistic
league tables or rankings and
privacy will be protected.Achieving the Educational
Goals for Young Australians
The Melbourne Declaration will be The action plans will be supported by
Action Plan supported by a series of action plans, and based on a renewed commitment
commencing with an action plan to federalism that encourages best
for 2009–12. The action plans will practice in education and enables
outline the strategies and initiatives governments to share and apply their
that Australian governments will knowledge. With such an approach
undertake, in collaboration with all governments will share the costs
all school sectors, to support the and benefits of reforms to give every
achievement of the Educational young Australian a real chance of
Goals for Young Australians. becoming a successful learner, a
confident and creative individual
and an active and informed citizen.
There are many innovative
Biennial Forum educational reforms developed
in individual schools and sectors,
and there is potential for the best
of these to be adapted and shared
across the nation. All Australian
governments will jointly convene a
biennial national forum to support
the achievement of the educational
goals and to showcase best practice
across Australian States and
Territories, the Commonwealth
and government, Catholic and
independent school sectors.
With commitment and hard work—from
children and young people and their parents,
carers and families, from schools, teachers,
communities, business and all Australian
governments—all young Australians will be
provided with the opportunity to reach their
full potential.
18–19 MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANSAcknowledgements The Working Group also received significant Published by the Ministerial Council on Education,
contributions from: Employment, Training and Youth Affairs
Ministers would like to acknowledge the members of the Melbourne
Working Group responsible for developing this Declaration, Mr Bill Burmester (Australian Government), Ms Norma Jeffrey December 2008
and thank them for their valuable contribution: (Western Australia) and Ms Leslie Loble (New South Wales).
ISBN 978-0-7594-0524-0
Chair The development of the Melbourne Declaration was
Professor Peter Dawkins supported by a Secretariat and Project Team based in © 2008 Curriculum Corporation as the legal entity for the
Department of Education and Early Childhood the Victorian Department of Education and Early Ministerial Council on Education, Employment, Training and
Development (Victoria) Childhood Development. Youth Affairs (MCEETYA).
Members The goals were informed by extensive national and Curriculum Corporation as the legal entity for the Ministerial
Ms Margaret Banks, Dr Kevin Gillan, Department of jurisdictional consultation over two stages. Initial Council on Education, Employment, Training and Youth
Education and Training (Northern Territory) input and feedback based on the Future of Schooling Affairs (MCEETYA) owns the copyright to this publication.
in Australia report helped shape the first draft of the This publication or any part of it may be used freely only for
Dr Michele Bruniges, Ms Janet Davy, Department of new Declaration, which was then the basis for a second non-profit education purposes provided the source is clearly
Education and Training (Australian Capital Territory) round of targeted consultations and public submissions. All acknowledged. The publication may not be sold or used for
feedback was considered in developing the final document. any other commercial purpose.
Mr Michael Coutts-Trotter, Department of Education
and Training (New South Wales) The Working Group also drew on a range of international Other than as permitted above or by the Copyright Act
literature and particularly benefited from the United 1968 (Commonwealth) no part of this publication may be
Dr Brian Croke, Mr Ron Dullard, National Catholic
Kingdom Qualifications and Curriculum Authority’s reproduced, stored, published, performed, communicated
Education Commission
Futures in action: Building a 21st century curriculum, or adapted, regardless of the form or means (electronic,
Mr Bill Daniels, Independent Schools Council of Australia which informed the drafting of Goal No. 2. photocopying or otherwise), without the prior written
permission of the copyright owner. Address inquiries
Ms Lesley Foster, MCEETYA Secretariat regarding copyright to:
Ms Rachel Hunter, Department of Education, Training MCEETYA Secretariat, PO Box 202
and the Arts (Queensland) Carlton South, VIC 3053, Australia
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