Melbourne Declaration on Educational Goals for Young Australians - December 2008
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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
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 Australians
A 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 that th at ssch schools choo engage young Australians, parents, carers, families, other educ ed ucat uc atio education ionn an and d ttraining providers, business and the broader community to support sup uppoportrt sstu tude de students’ progress through schooling, and to provide them with rich ri ch h learning, lea earn rnin ing, g, p e personal development and citizenship opportunities. 10–11 MELBOURNE MELBOU MEL B RNE D BOU DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS
Supporting 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. Aus Austrtra Australian governments commit to working with all school sectors to su supp ppor supportortt th thee senior years of schooling and the provision of high-quality path pa thwa ways pathways ys tto o fa ac facilitate effective transitions between further study, trai traini ning ng a training and nd e emp mp employment. 12–13 MELBOURNE MELBOU MEL B RNE D BOU DECLARATION ON EDUCATIONAL GOALS FOR YOUNG AUSTRALIANS
Promoting 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 AUSTRALIANS
Improving 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 AUSTRALIANS
For 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 AUSTRALIANS
Acknowledgements 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 Professor Barry McGaw AO, Mr Tony Mackay, Designed by Design by Pidgeon National Curriculum Board Printed on Monza Recycled paper containing 55% recycled Ms Sharyn O’Neill, Department of Education and Training ﬁbre (25% post consumer and 30% pre consumer) and 45% (Western Australia) elemental chlorine free pulp. All virgin pulp is derived from well-managed forests, and is manufactured by an ISO 14001 Ms Lisa Paul, Department of Education, Employment certiﬁed mill. and Workplace Relations (Australian Government) This document is also available in pdf format on Mr Christopher Robinson, Department of Education the internet at www.mceetya.edu.au and Children’s Services (South Australia) Mr John Smyth, Department of Education (Tasmania)
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