Page 3035 - Week 08 - Thursday, 16 August 2018
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The government will also bring a new focus on making sure that teachers and school leaders have the knowledge, skills and confidence to work as part of a team in a full service community school. While the core function of schools is to provide education, schools are also key community hubs, providing more than access to just learning. Taking a holistic view of students and their needs and recognising that teachers and school leaders work in partnership with families and other professionals and support staff results in a reorientation of schools as multiservice environments, better positioned to meet the diverse range of student academic and wellbeing needs.
Partnerships between schools, government and community service providers also allow schools to be community hubs for people beyond current students, such as their families. Schools are increasingly being asked to facilitate access to a range of services for young people, children and their families. The strategy takes advantage of this to support strong school communities focused on enabling learning but also to enhance wellbeing, resilience and connections throughout the wider community.
Drawing on examples across Australia, such as Doveton College in Victoria, as well as international evidence, the government has begun to explore effective community school models. Arising as an initiative from the strategy, the government will look to bring community school approaches to the ACT education system.
Additionally, the government recognises the effective business, industry and union partnerships that help students to access important learning opportunities and to develop the capabilities that they will need for adult life. This will be a continuing priority through initiatives such as the future skills academy announced in the 2018Â budget.
The government will also look closely at the improved integration of early childhood, community and government service providers to make sure that young children are set up for success and given a strong start to their education journey. As schools become more seamlessly engaged with other human services, in the future it may be that children are enrolled in their learning and development journey from birth so that no-one falls through the gaps.
The strategy recognises that achieving this and other aspirations will require a closer look at the organisational systems around our learning communities. Providing the education of the future requires systems that are harmonious with the directions set by the future of education strategy. Things like legislation, resources, structures, culture, public accountability and reporting, teaching tools, data and IT in many ways dictate the outcomes achieved.
With the government’s increasing focus on equity and allowing every child the opportunity to achieve excellent outcomes, regardless of their background and circumstance, comes a need to align the systems supporting learning with this pursuit. In some ways this foundation provides the most substantial area of work initiated by the strategy.
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