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The Future of Education Strategy outlines the plan for education in the ACT for the next decade. It is based on what the ACT Government has heard through a conversation with the ACT community and an analysis of issues by a range of experts. The Strategy is based on four foundations and four principles for implementation that form a 'roadmap' for the future.

Summary

The strategy is based in four foundations, four principles for implementation and a ‘roadmap’ for implementing actions over the next 10 years.

Four Foundations

Students at the Centre

Each student treads their own educational pathway and should be empowered to make informed decisions about how their learning environment operates.

There is a focus on the practices that prioritise and support the engagement of every student in their learning. Young people are active participants in their learning, making informed decisions about what and how they learn as well as how their learning environment operates. Student wellbeing is an essential element of the learning environment.

Empowered Learning Professionals

Teachers are expert professionals, highly skilled at working with students to guide them through their learning journey.

Teachers are the facilitators of student learning, which begins through establishing positive relationships with students and their families. Graduates entering the profession must be highly capable and enthusiastic. Teachers must be empowered to continue their professional learning throughout their careers and supported to collaborate with purpose and positive impact.

Strong Communities for Learning

A strong education system requires a strong community, with schools acting as a hub for education and support services.

Recognising that teachers and school leaders work in partnership with families, support staff and other professionals, results in a reorientation of schools as multi-service environments. Practitioners, policy makers and system leaders must innovatively collaborate to ensure strong supports in and around schools.

Systems Supporting Learning

The systems that support learning must acknowledge the importance of early intervention and promote equity of opportunity and excellent outcomes for all learners.

Legislation, resources, organisational structures, culture, public accountability and reporting, teaching tools, data, and information and communication technologies all have an impact on learning. Integrated systems must offer a range of pathways for learners, support equity and deliver the best possible education for every child.

Four Principles

Equity

All students must achieve, regardless of economic, social and cultural factors.

Equity means students are supported according to their personal needs.  Equity requires a differentiated approach, recognising that students have different backgrounds and starting points in their learning. Some students may (at times and with some of their learning) require more assistance in order to achieve their best.

Student Agency

Students make decisions about their learning and how their learning environments operate.

Young people want a greater say in what and how they learn. They see themselves as decision makers within their learning environments. The capacity to set goals and take personal responsibility will be important for their future success. Acquiring this skill begins in the earliest years of learning and continues throughout a student’s entire educational pathway.

Access

Supports for learning and wellbeing are available and provided to students.

Access means that each student has the supports they require because educators know them and can respond to their individual experience.  Collaboration between schools, students, families, the community sector and other government services is necessary for students to gain access to the right supports at the right time.

Inclusion

Diversity is embraced, all students are accommodated and a universal sense of belonging is fostered.

In a thriving and inclusive education community, all students and their families feel welcomed and valued for who they are and what they can contribute. A strong sense of belonging is understood as a prerequisite to achievement.