Archived publications

The following publications were produced by former SCSEEC entities, the Ministerial Council on Education, Early Childhood Development and Youth Affairs (MCEECDYA), for publications issued from 2009 to 2012; or, for publications issued prior to mid-2009, by the Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA). The archived publications presented here include nationally agreed guidelines and/or documents in the areas of: school education, early childhood development, employment, training (including teacher training), and youth affairs. 


Adult community education

Ministerial Declaration on Adult Community Education  [August 2002] (2 Mb) 
At the 13th MCEETYA meeting in July 2002, MCEETYA Ministers endorsed a new Ministerial Declaration on Adult Community Education (ACE). The Declaration emphasises achieving community capacity building through community ownership, and on the importance of the ACE sector as a pathway to further education and training for “second chance” learners. The goals and strategies demonstrate Ministers’ commitment to the future development of adult community education in Australia, and firmly places adult community education as a significant contributor within the continuum of education and training provision in Australia. 

Ministerial Declaration on Adult Community Education   [Ministerial Council for Vocational and Technical Education, December 2008] (1.5 Mb)
This declaration reaffirms the Ministerial Declaration on Adult Community Education (ACE), agreed to by MCEETYA Ministers at their July 2002 meeting. This revision extends acknowledgement of the value of ACE to its potential to respond to changed industrial, demographic and technological circumstances, and encourages a collaborative approach to ACE, to allow the sector to make a greater contribution to supporting the Council of Australian Governments’ (COAG) productivity agenda for skills and workforce development. The declaration also identifies ACE as a key player in the response to the Australian Government’s Social Inclusion policy agenda, and acknowledges ACE as a significant contributor to education and training provision. It demonstrates the commitment of Commonwealth, State and Territory Ministers to work collaboratively to maximise positive outcomes from this sector in Australia. 


Early Childhood Education and Care

National Information Agreement on Early Childhood Education and Care [2010]
In November 2010, MCEECDYA endorsed the National Information Agreement on Early Childhood Education and Care (NIA ECEC), developed in consultation with the Australian Government, States and Territories, as well as key data agencies. This agreement was made to facilitate and improve the collection, sharing and reporting of early childhood education and care information. The NIA ECEC is an important step in national efforts to improve the quality and reliability of early childhood education and care data.


Gender equity

Gender Equity: A Framework for Action on Gender Equity in Schooling  [Australian Capital Territory, 1997] (475 Kb) 
This framework was commissioned by MCEETYA and prepared by the MCEETYA Gender Equity Taskforce and Reference Group. MCEETYA Ministers endorsed the framework at their fifth meeting, in Brisbane in 1996. The framework proposes ten principles for action, underpinning a series of five strategic directions, to be taken up by States and Territories’ schools and systems, education practitioners, parents and school communities. It builds on the work already undertaken through the companion documents, The National Policy for the Education of Girls in Australian Schools and the National Action Plan for the Education of Girls 1993–97, and draws upon growing understandings about the construction of gender and its implications for policy and practice, as well as developments in education which examine the differences in the experiences and outcomes of schooling for both girls and boys, and for different groups of girls and boys. The framework is based on action in the areas of: understanding the process of construction of gender; curriculum, teaching and learning; violence and school culture; post-school pathways, and supporting change. 

National Action Plan for the Education of Girls 1993–97  [Australian Education Council, 1994] (2 Mb)
The National Action Plan for the Education of Girls 1993–97 was endorsed by Ministers meeting as the Australian Education Council, at their 68th meeting, in Auckland in 1992. The National Action Plan is a guide for schools and systems, education practitioners, parents and school communities to mainstream policy making, in order to achieve the ongoing objectives of the National Action Plan, and as a practical manual to assist educators to achieve these objectives in their day-to-day work. The National Action Plan was followed by the report, Gender Equity: A Framework for Australian Schools. Please note, this title is out of print, hard copies may be available at major State and Territory libraries. 

National Policy for the Education of Girls in Australian Schools [Australian Education Council, 1987] (6.1 Mb)
The National Policy for the Education of Girls in Australian Schools was endorsed by Ministers meeting as the Australian Education Council, at their 54th meeting, in Hervey Bay, Queensland, 1987, and was subsequently endorsed by the National Catholic Education Commission and the National Council of Independent Schools Associations. The National Policy was augmented in 1993 by the National Action Plan for the Education of Girls in Australian Schools 1993–97, which itself was succeeded in 1996, with Ministers’ endorsement of the report, Gender Equity: A Framework for Action on Gender Equity in Schooling. Please note, this title is out of print, hard copies may be available at major State and Territory libraries. 


Higher education

Giving Credit Where Credit is Due: A National Study to Improve Outcomes in Credit Transfer and Articulation from Vocational and Technical Education to Higher Education [June 2006] (528 Kb) 
This report, prepared by researchers from Phillips Curran and KPA Consulting, was commissioned by MCEETYA Ministers to analyse Commonwealth decisions in relation to higher education, with an emphasis on issues in areas of concern to State and Territory governments. Giving Credit Where Credit is Due consolidates findings from the study, published in 2005 in the draft reports, Independent Study of the Higher Education Review: Stage 2 Report, Volumes 1 and 2, and it makes recommendations to improve credit transfer. This study involved extensive consultation with the VET and higher education sectors, identified gaps in practice, and made recommendations for initiatives to drive further improvement. The study produced three reports, one of which, Independent Study of the Higher Education Review: Stage 2 Report, was published in two volumes. Volume 1 analyses the status of Australian higher education in 1993, and Volume 2 analyses the decisions announced in the ministerial statement, Our Universities Backing Australia’s Future. 


Good Practice Principles for Credit Transfer and Articulation from VET to Higher Education  [May 2005] (100 Kb)
The Good Practice Principles for Credit Transfer and Articulation from VET to Higher Education were adopted by MCEETYA Ministers on 13 May 2005, and constitute a draft version of the principles later approved by MCEETYA in 2006. Credit transfer and articulation arrangements increase opportunities for students with prior VET sector experience and qualifications to access higher education by facilitating student mobility between institutions and sectors. These principles apply nationally to all credit transfer and articulation arrangements by both recognised VET and Higher Education Providers. They set some broad goals to encourage measurable improvement over time, and they provide a benchmark against which progress can be assessed and reported. 

Independent Study of the Higher Education Review: Stage 2 Report. Volume 1 – The Current Situation in Australian Higher Education. Executive summary and full report  [June 2003] (471 Kb) 
This report, prepared by researchers from Phillips Curran and KPA Consulting, was commissioned by MCEETYA Ministers to analyse Commonwealth decisions in relation to higher education, with an emphasis on issues in areas of concern to State and Territory governments. This study involved extensive consultation with the VET and higher education sectors, identified gaps in practice, and made recommendations for initiatives to drive further improvement. The study produced three reports, one of which, Independent Study of the Higher Education Review: Stage 2 Report, was published in two volumes. Volume 1 analyses the status of Australian higher education in 1993, and Volume 2 analyses the decisions announced in the ministerial statement, Our Universities Backing Australia’s Future. The other report from the study, Giving Credit Where Credit is Due – Final Report, published in 2006, consolidates findings from the study, and makes recommendations to improve credit transfer. 

Independent Study of the Higher Education Review: Stage 2 Report. Volume 2 – Potential Impact of the Higher Education Review. Executive summary and full report  [June 2003] (668 Kb) 
This report, prepared by researchers from Phillips Curran and KPA Consulting, was commissioned by MCEETYA Ministers to analyse Commonwealth decisions in relation to higher education, with an emphasis on issues in areas of concern to State and Territory governments. This study involved extensive consultation with the VET and higher education sectors, identified gaps in practice, and made recommendations for initiatives to drive further improvement. The study produced three reports, one of which, Independent Study of the Higher Education Review: Stage 2 Report, was published in two volumes. Volume 1 analyses the status of Australian higher education in 1993, and Volume 2 analyses the decisions announced in the ministerial statement, Our Universities Backing Australia’s Future. The other report from the study, Giving Credit Where Credit is Due – Final Report, published in 2006, consolidates findings from the study, and makes recommendations to improve credit transfer. 

National Protocols for Higher Education Approval Processes  [2000] (60 Kb) 
The National Protocols for Higher Education Approval Processes were recommended by the Joint Committee on Higher Education (JCHE) and approved by MCEETYA Ministers on 31 March 2000. In December 2007, these were replaced by the Revised National Protocols for Higher Education Approval Processes.

National Protocols for Higher Education Approval Processes – Submissions of feedback  [2006]
A consultation process was held in April 2006, which informed the Joint Committee on Higher Education’s (JCHE’s) recommendations for changes to the National Protocols that were considered by MCEETYA Ministers in Brisbane in July 2006. Submissions of feedback that were received during the consultation process are included. 

Principles for Good Practice Information Provision on Credit Transfer and Articulation from Vocational Training and Education to Higher Education  [July 2006] (100 Kb)
MCEETYA Ministers approved the Principles for Good Practice Information on Credit Transfer and Articulation from Vocational Training and Education to Higher Education at their 20th meeting in Brisbane in July 2006, following consultation with stakeholders on draft principles approved by MCEETYA in 2005 (Good Practice Principles for Credit Transfer and Articulation from VET to Higher Education). These final principles respond to the issues raised in those consultations. 

Revised National Protocols for Higher Education Approval Processes  [July 2006 – October 2007] (390 Kb)
MCEETYA Ministers approved the Revised National Protocols for Higher Education Approval Processes at their meeting in Brisbane in July 2006, with some clarifications that were approved in October 2007. These revised protocols commenced operation in December 2007. 


Information and communication technologies

Building a Knowledge Culture: an education and training action plan for the information economy 2005–2007  [2005] (414 Kb) 
The Australian Information and Communications Technology in Education Committee (AICTEC) developed this action plan, which was endorsed by MCEETYA Ministers in May 2005. It identifies priorities for action and provides a common agenda on which stakeholders, including governments, education and training providers, and the private sector, can work together to fulfil the vision outlined by Ministers in the MCEETYA Joint Statement on Education and Training in the Information Economy [2005]. 

Learning in an Online World: Contemporary Learning  [2005] (1 Mb) 
This report forms the overarching statement for the Learning in an Online World series of policy, strategy, frameworks and action plan documents, prepared by the MCEETYA ICT in Schools Taskforce, to support jurisdictions and schools in meeting the challenge of all schools confidently using ICT in their everyday practices to improve learning, teaching and administration. Learning in an Online World: Contemporary learning describes the environment, articulates the national policy framework and identifies significant actions required. 

Learning in an Online World: Content Specifications Framework  [2006] (2 Mb) 
This report is part of the Learning in an Online World series of documents prepared by the MCEETYA ICT in Schools Taskforce. It outlines ways in which the highly technological and information-rich world shapes student expectations and processes for learning, and discusses the innovative and effective uses of ICT that empower teachers to personalise student learning. MCEETYA Ministers approved the publication of this report at their meeting in Brisbane in July 2006. 

Learning in an Online World: Content Strategy  [2004] (280 Kb) 
This document, part of the Learning in an Online World series prepared by the MCEETYA ICT in Schools Taskforce, sets out the vision and strategy of Australian and New Zealand Education Ministers for continued provision of online curriculum content beyond 2005. 

Learning in an Online World: Leadership Strategy  [2006] (345 Kb) 
This report is part of the Learning in an Online World series of documents prepared by the MCEETYA ICT in Schools Taskforce. It highlights issues in the development and application of school-based and systemic leadership to support the seamless integration of ICT in 21st century learning environments. Learning in an Online World: Leadership Strategy was published in 2006, following approval by MCEETYA Ministers at their meeting in Brisbane in July 2006. 

Learning in an Online World: Learning Architecture Framework  [2003] (969 Kb) 
This report is part of the Learning in an Online World series of documents prepared by the MCEETYA ICT in Schools Taskforce. It articulates national priorities for action by schools and associated educational organisations. Learning in an Online World: Learning Architecture Framework enables the school sector to share information through an architectural paradigm – a Learning Architecture – that supports teachers, students and administrators to effectively plan, design, deliver, assess and report. 

Learning in an Online World: Learning Spaces Framework  [2008] (1.2 Mb) 
This report, part of the Learning in an Online World series of documents prepared by the MCEETYA ICT in Schools Taskforce, aims to guide strategic decision-making in jurisdictions and schools around the planning of learning spaces in schools, particularly environments shaped by ICT. Learning in an Online World: Learning Spaces Framework was published in April 2008 following MCEETYA Ministers’ out-of-session approval.

Learning in an Online World: National Bandwidth Action Plan  [2003] (341 Kb) 
MCEETYA Ministers endorsed the National Bandwidth Action Plan at their July 2003 meeting, as the basis for the development of a National Implementation Plan, to be prepared by the MCEETYA ICT in Schools Taskforce. The National Bandwidth Action Plan provides a framework that addresses the needs of all Australian schools to improve their access to broadband services. 

Learning in an Online World: National Bandwidth Implementation Plan 2004–05  [2004] (304 Kb) 
The National Bandwidth Implementation Plan 2004–05 was prepared by the MCEETYA ICT in Schools Taskforce. It provides the detail critical to realising the intent of the National Bandwidth Action Plan, including identification of opportunities for collaborative work with the other education sectors and Australian Government agencies. 

Learning in an Online World: Pedagogy Strategy  [2005] (322 Kb) 
This report, part of the Learning in an Online World series of documents prepared by the MCEETYA ICT in Schools Taskforce, focuses on ICT as an enabler of good pedagogy. It highlights issues for consideration when planning for integration of ICT in the learning environment. The strategy notes the considered use of ICT can transform the teacher’s role, creating new learning environments, and teacher pedagogies can determine the extent to which the possibilities offered by technology are realised in education settings. 

Learning in an Online World: Research Strategy  [2003] (195 Kb) 
Learning in an online world: Research Strategy articulates national priorities for action by schools and associated educational organisations. It notes that innovative applications of technology will enable teachers and researchers to collaborate on advances in learning, and ensure that schooling sector research is easily accessible to teachers, parents and the community. 

MCEETYA Joint Statement on Education and Training in the Information Economy  [2005] (83 Kb) 
The MCEETYA Joint Statement on Education and Training in the Information Economy was co-written with the Australian Information and Communications Technology in Education Committee (AICTEC). The statement provides an outline of a future nationally collaborative work plan around ICT in education and training. This was published in 2005 following MCEETYA Ministers’ out-of-session approval.

National Assessment Program – ICT Literacy Years 6 & 10 Report 2005  [2007] (1.8 Mb) 
The National Assessment Program ICT Literacy Sample Assessment for Year 6 and Year 10 students was conducted in October 2005, and results were released in December 2007. The report was co-authored by a MCEETYA Review Committee and an Australian Council for Educational Research (ACER) project team, and it presents findings from the first national assessment of the ICT literacy of Australian school students in years 6 and 10. 

Open source software suitable for use in Australian and New Zealand schools: A review of technical documentation  [June 2004] (4.5 Mb) 
This report, project work commissioned by MCEETYA and authored by a steering committee led by Felix Hudson and Kathryn Moyle, of the South Australian Department of Education and Children’s Services (DECS), identifies and reviews the technical documentation associated with some open source software that is commonly used in schools. It investigates the question: What place does open source software have in Australian and New Zealand schools and school jurisdictions’ ICT portfolios? This report comprises three inter-related papers: (i) a review of the technical documentation accompanying open source software; (ii) a research paper about the total cost of ownership and open source software in schools, and (iii) a paper discussing a trial of open source software conducted at Grant High School, in South Australia. This paper provides a review of the technical documentation accompanying open source software. 

Open source software suitable for use in Australian and New Zealand schools: Total cost of ownership and open source software: Research paper  [July 2004] (1.4 Mb) 
This report, project work commissioned by MCEETYA and authored by a steering committee led by Kathryn Moyle, of the South Australian Department of Education and Children’s Services (DECS), identifies and reviews the technical documentation associated with some open source software that is commonly used in schools. It investigates the question: What place does open source software have in Australian and New Zealand schools and school jurisdictions’ ICT portfolios? This report comprises three inter-related papers: (i) a review of the technical documentation accompanying open source software; (ii) a research paper about the total cost of ownership and open source software in schools, and (iii) a paper discussing a trial of open source software conducted at Grant High School, in South Australia. This paper provides an analysis of the total cost of ownership and open source software in schools. 

Open source software suitable for use in Australian and New Zealand schools: Report of the trial of open source software conducted at Grant High School, South Australia  [June 2004] (900 Kb) 
This report, project work commissioned by MCEETYA and authored by a steering committee led by Dr Kathryn Moyle, of the South Australian Department of Education and Children’s Services (DECS) and Peter Ruwoldt, of Grant High School (South Australia) identifies and reviews the technical documentation associated with some open source software that is commonly used in schools. It investigates the question: What place does open source software have in Australian and New Zealand schools and school jurisdictions’ ICT portfolios? This report comprises three inter-related papers: (i) a review of the technical documentation accompanying open source software; (ii) a research paper about the total cost of ownership and open source software in schools, and (iii) a paper discussing a trial of open source software conducted at Grant High School, in South Australia. This paper discusses a trial of open source software conducted at Grant High School, in South Australia. 


Languages Education

NALSAS Strategy Phase 2 Strategic Plan 1999–2000  [MCEETYA National Asian Languages and Studies in Australian Schools Taskforce, April 2000] (100 Kb) 
As part of the National Asian Languages and Studies in Australian Schools (NALSAS) Taskforce’s terms of reference, MCEETYA asked it to develop a detailed strategic plan for Phase 2 of the implementation of the NALSAS Strategy (1999–2002), to be endorsed by MCEETYA, based on recommendations from the report, Asian Languages and Australia’s Economic Future. The plan for Phase 2 of the Strategy addresses these issues by focusing on the four strategic areas of: (i) curriculum delivery; (ii) teacher quality and supply; (iii) strategic alliances; and (iv) outcomes and accountability. 


Partnerships for change: the NALSAS Strategy – interim progress report of the first quadrennium of the NALSAS strategy 1995–1998  [November 1998] (5.1 Mb)
This progress report was prepared by the MCEETYA National Asian Languages and Studies in Australian Schools (NALSAS) Taskforce, and endorsed for print publication by MCEETYA Ministers at their tenth meeting in Adelaide, April 1999. The report highlights the significant activities and achievements that have occurred during the first four years of the NALSAS strategy, and notes the main activities the research partners are engaging in as a result of NALSAS funding and the collaborative achievements of the strategy. Please note, as this report is now out of print, this PDF is a scanned copy of the print version.


Measuring and reporting student performance

Benefits of Participation in International Studies of Student Achievement  [May 2006] (21 Kb) 
This was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce (PMRT). The report provides an overview of the national and international benefits of Australia participating in the international student achievement studies, Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Achievement (PISA). The report does not necessarily represent the views of either MCEETYA Ministers or PMRT members.


Benefits of Participating in National Assessments  [August 2006] (101 Kb) 
This was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce (PMRT). The report provides an overview of the benefits of Australian students participating in national assessments of student achievement. The report does not necessarily represent the views of either MCEETYA Ministers or PMRT members.


Development of a framework for key performance measures of student participation, transition, retention and completion/attainment   [December 1999, May 2000] (840 Kb)
This report, by Nigel Smart, Gerald Burke and Phillip McKenzie (Smart Consulting & Research and Monash University – ACER Centre for the Economics of Education and Training), was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce’s (PMRT’s) predecessor, the National Education Performance Monitoring Taskforce (NEPMT). The report is a consolidated version of an earlier report, and provides a framework to develop nationally comparable measures of student participation, transition, retention and completion/attainment. The report does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT) members. 


Key Performance Measures (KPMs) in Civics and Citizenship Education  [September 2001] (254 Kb)
This report, prepared by Murray Print and John Hughes (Centre for Research and Teaching in Civics, University of Sydney), was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce’s (PMRT’s) predecessor, the National Education Performance Monitoring Taskforce (NEPMT). The report presents recommendations for Key Performance Measures (KPMs) in the assessment of school Civics and Citizenship Education. The report does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT) members. 


Measurement of Language Background, Culture and Ethnicity for the Reporting of Nationally Comparable Outcomes of Schooling  [2000] (1.3 Mb)
This report, by John Ainley and the Australian Council for Educational Research (ACER), was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce’s (PMRT’s) predecessor, the National Education Performance Monitoring Taskforce (NEPMT). The report was commissioned to develop a common definition of language background, culture and ethnicity to be used in nationally comparable reporting of the outcomes of students, within the context of the National Goals for Schooling in the Twenty-first Century (the Adelaide Declaration) [1999]. The report does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT) members.


Monitoring progress towards the National Goals for Schooling: Information and communication technology (ICT) skills and knowledge – Report to the NEPMT  [2000] (1 Mb)
This report, by Professor Peter Cuttance and Shirley Stokes, was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce’s (PMRT’s) predecessor, the National Education Performance Monitoring Taskforce (NEPMT). The report was commissioned to assist in the development of key performance measures for information and communication technology, and does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT) members.


NAPLAN 2008 – Achievement in Reading, Writing, Language Conventions and Numeracy. Full Report  [December 2008] (15 Mb) 
The National Assessment Program – Literacy and Numeracy (NAPLAN) reports the full range of student achievement against a common scale, and uses a common set of tests to resolve the technical difficulties associated with equating State and Territory based tests. The first NAPLAN tests were conducted in May 2008 for all Years 3, 5, 7 and 9 students in government and non-government schools. The report includes results for Indigenous students, students with a language background other than English, and students living in metropolitan, country and remote areas. The comparative performance of girls and boys is also reported, as well as a breakdown of student results by parental occupation and parental education. 


NAPLAN 2008 – Assessement of Parent Perceptions of the NAPLAN Student Report  [2009] (276 Kb) 
This commissioned report, prepared by Colmar Brunton Research on behalf of MCEETYA’s Performance Measurement and Reporting Taskforce, evaluates the 2008 NAPLAN student report, to determine the extent to which parents of students assessed in Years 3, 5, 7, and 9 understand the information communicated by the NAPLAN individual student reports. The report presents the findings of this research. 


NAPLAN 2009 – Achievement in Reading, Writing, Language Conventions and Numeracy. Full Report  [December 2009] (19 Mb) 
The National Assessment Program – Literacy and Numeracy (NAPLAN) reports the full range of student achievement against a common scale, and uses a common set of tests to resolve the technical difficulties associated with equating State and Territory based tests. The NAPLAN tests were conducted in May 2009 for all Years 3, 5, 7 and 9 students in government and non-government schools. For the first time, the NAPLAN tests were equated, so the 2009 results can be compared with those for 2008. 


National Assessment Program – Civics and Citizenship Assessment Framework  [May 2010] (891 Kb) 
This is a revision of the National Assessment Program – Civics and Citizenship Assessment Domain and was developed by the Australian Curriculum Assessment and Reporting Authority (ACARA), in consultation with the 2010 National Assessment Program Civics and Citizenship Review Committee. The assessment framework provides a clear definition of the scope and method of testing for the Civics and Citizenship sample assessment. 


National Assessment Program – Civics and Citizenship Years 6 & 10 Report 2004  [December 2006] (5.1 Mb)
This report presents the findings from the National Assessment Program – Civics and Citizenship assessment, which was conducted in October 2004 under the auspices of MCEECDYA, and the report prepared by the MCEECDYA Performance Measurement and Reporting Taskforce, in conjunction with a review committee. The assessment measures the civic knowledge and understanding and the citizenship participation skills and civic values of Australian Year 6 and Year 10 students. 


National Assessment Program – Civics and Citizenship Assessment School Release Materials 2004 – Year 6 and Year 10  [March 2007] (770 Kb – Year 6) (960 Kb – Year 10)
The information and assessment materials in these documents were designed to assist teachers to gauge their own students’ proficiency in civics and citizenship, and compare students’ results with the national proficiency levels and standards in civics and citizenship at the relevant year level (Year 6 or Year 10). These were published following the National Civics and Citizenship Sample Assessment 2004, which measured the civic knowledge and understanding, the citizenship participation skills and civic values of students. The participating students were from both government and non-government schools. 


National Assessment Program – Civics and Citizenship, Years 6 & 10 2004: Technical Report  [June 2006] (1.6 Mb) 
This report, by Nicole Wernert, Eveline Gebhart, Martin Murphy and Wolfram Schultz from the Australian Council for Educational Research (ACER), was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce. It describes the technical aspects of the National Civics and Citizenship Sample Assessment for 2004, and summarises the main activities involved in the data collection, the data collection instruments and the analysis and reporting of the data. 


National Assessment Program – Civics and Citizenship, Years 6 & 10 Report 2007  [February 2009] (2.8 Mb) 
This report presents the findings from the 2007 National Assessment Program – Civics and Citizenship, conducted under the auspices of MCEETYA. The MCEETYA Performance Measurement and Reporting Taskforce (PMRT) prepared the report in conjunction with a review committee. It is the second report to be published on Civics and Citizenship in the cycle of three-yearly sample assessments conducted by MCEETYA as part of its National Assessment Program. The assessment measured Year 6 and Year 10 students’ civic knowledge and understanding, their citizenship participation skills and dispositions. 


National Assessment Program – Civics and Citizenship Assessment Schools Release Materials 2007 – Year 6 & Year 10  [February 2009] (2.3 Mb – Year 6) (2.1 Mb – Year 10
A selection of items used in the 2007 National Assessment Program for Civics and Citizenship Year 6 and Year 10 School Assessment were released in 2009, to enable teachers to administer the assessment tasks under similar conditions and to gauge their own students’ proficiency in relation to the national standards. 


National Assessment Program – Civics and Citizenship, Years 6 & 10 2007: Technical Report  [February 2009] (1.4 Mb) 
This report, by Nicole Wernert, Eveline Gebhart, Martin Murphy and Wolfram Schultz from the Australian Council for Educational Research (ACER), was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce. It describes the technical aspects of the National Civics and Citizenship Sample Assessment for 2007, and summarises the main activities involved in the data collection, the data collection instruments and the analysis and reporting of the data. 


National Assessment Program – ICT Literacy 2008 Years 6 & 10: An Assessment Domain for ICT Literacy  [December 2007] (780 Kb) 
This document, prepared by the MCEETYA Performance Measurement and Reporting Taskforce, provides information about the ICT literacy assessment including Education Ministers’ decisions regarding ICT; the definition of ICT literacy; a description of the ICT literacy domain, strands and the progress map; the types of items used in ICT literacy assessment and how the results from the assessments will be reported. 


National Assessment Program – ICT Literacy Years 6 & 10 Report 2005  [December 2007] (1.8 Mb) 
This report presents the findings from the first national assessment of the ICT literacy of Australian Years 6 and 10 students, conducted in October 2005 under the auspices of MCEETYA. The MCEETYA Performance Measurement and Reporting Taskforce prepared the report, in conjunction with a review committee. The report provides a single ICT literacy scale against which the achievements of Years 6 and 10 students are reported, and proficiency levels linked to descriptions of student performance. 


National Assessment Program ICT Literacy Years 6 & 10 School Assessment Exemplars 2005 – Preface  [August 2008] (492 Kb) 
The information and assessment materials in these resources were designed to assist teachers to gauge their own students’ proficiency in Information and Communication Technologies (ICT) literacy. By examining modules from the National Year 6 and Year 10 ICT Literacy Assessment, conducted in 2005, teachers may be able to design similar tasks and to judge their students’ proficiency in relation to the national standards in ICT literacy. 


National Assessment Program – ICT Literacy, Years 6 & 10 2005: Technical Report  [February 2008] (919 Kb) 
This report, by John Ainley, Julian Fraillon, Chris Freeman and Martin Murphy from the Australian Council for Educational Research (ACER), was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce. It describes the technical aspects of the National ICT Literacy Sample Assessment and summarises the main activities involved in the data collection, the data collection instruments and the analysis and reporting of the data. 


National Assessment Program – ICT Literacy Years 6 & 10 Report 2008  [April 2010] (1.2 Mb) 
This report presents the findings from the National Assessment Program – ICT literacy assessment, conducted in 2008 under the auspices of MCEECDYA, and prepared by the MCEECDYA Performance Measurement and Reporting Taskforce, in conjunction with a review committee. The report compares the results of Australian school students by State and Territory and student sub-groups, and provides details of their achievement against an ICT literacy scale. It also enables these student achievements to be compared against those from the first national assessment of ICT literacy conducted in 2005. 


National Assessment Program ICT Literacy Years 6 & 10 School Assessment Exemplars 2008 – Preface  [April 2010] (559 Kb) 
The information and assessment materials in these resources were designed to assist teachers to gauge their own students’ proficiency in Information and Communication Technologies (ICT) literacy. By examining modules from the National Year 6 and Year 10 ICT Literacy Assessment, conducted in 2008, teachers may be able to design similar tasks and to judge their students’ proficiency in relation to the national standards in ICT literacy. 


National Year 6 Science Assessment Report 2003  [September 2005] (731 Kb) 
This report, prepared by the MCEETYA Performance Measurement and Reporting Taskforce, in conjunction with a steering committee, presents the findings from the first nationally comparable science assessment of Australian Year 6 students, which was conducted in 2003. The report provides the key results from the national sample assessment. It gives a snapshot of student results across the national science literacy scale, and an analysis of various trends across States and Territories and student sub-groups. This assessment represents a new direction in national approaches to reporting on and celebrating the achievements of Australian students and schools. 


National Assessment Program, Science, Year 6, 2003 – Technical Report  [Australian Council for Educational Research (ACER), June 2005] (1.3 Mb) 
This report, commissioned by MCEETYA and authored by ACER, provides a contextual background to the assessment procedure for the 2003 National Assessment Program for Science. 


National Assessment Program – Science Literacy Year 6 Report, 2006  [November 2008] (6.8 Mb) 
The National Assessment Program – Science Literacy Year 6 is one of a suite of national assessments (with ICT and Civics and Citizenship) conducted with a random sample of students in three-yearly cycles. The MCEETYA Performance Measurement and Reporting Taskforce prepared the report, in conjunction with a review committee. It is the second to be conducted on science literacy, and for the first time nationally, the achievement of students has been compared over time and publicly reported. 


National Assessment Program – Science Literacy Year 6, 2006 – School Release Materials  [2008] (5.7 Mb) 
This report, prepared for MCEETYA by a project team from Educational Assessment Australia and Curriculum Corporation, provides assessment items from the 2006 National Assessment Program – Science Literacy, to enable teachers to administer these items under similar conditions and gauge their own students’ proficiency in relation to the national standards. 


National Assessment Program, Science Literacy, Year 6, 2006 – Technical Report  [2008] (2 Mb) 
This report, prepared for MCEETYA by a project team from Educational Measurement Solutions and Curriculum Corporation, describes the technical aspects of the National Science Literacy Sample Assessment and summarises the main activities involved in the data collection, the data collection instruments and the analysis and reporting of the data. 


National Report on Schooling in Australia 2008 Information Framework  [November 2008] (126 Kb) 
This Information Framework, prepared by the Data Collection and Reporting Subgroup of the MCEETYA Performance Measurement and Reporting Taskforce, specifies the areas to be reported in the National Report on Schooling in Australia (ANR) for 2008, focusing on the priority areas of performance measurement identified by MCEETYA Ministers. 


National Sample Assessment Protocols  [2004] (108 Kb) 
The MCEETYA Performance Measurement and Reporting Taskforce prepared these protocols as a working guide for planning and implementing national sample assessments in connection with the national Key Performance Measures (KPMs). They are intended for agencies involved in planning or conducting national sample assessments and personnel responsible for administering associated tenders or contracts. 


Measurement Framework for National Key Performance Measures  [November 2005] (291 Kb) 
This report, by the MCEETYA Performance Measurement and Reporting Taskforce, supersedes the Measurement Framework for National Key Performance Measures of 2003. Taking account of MCEETYA decisions related to measuring performance against the National Goals for Schooling in the Twenty-first Century, this report sets out a basis for reporting progress towards the achievement of the National Goals by Australian school students, drawing on the agreed definitions of Key Performance Measures. The core of the framework is a schedule setting out Key Performance Measures and an agreed assessment and reporting cycle for the period 2003–2010. 


Measurement Framework for National Key Performance Measures  [August 2006] (66 Kb) 
This report, by the MCEETYA Performance Measurement and Reporting Taskforce, supersedes the Measurement Framework for National Key Performance Measures of 2005. Taking account of MCEETYA decisions related to measuring performance against the National Goals for Schooling in the Twenty-first Century, this report sets out a basis for reporting progress towards the achievement of the National Goals by Australian school students, drawing on the agreed definitions of Key Performance Measures. The core of the framework is a schedule setting out Key Performance Measures and an agreed assessment and reporting cycle for the period 2003–2011. 


Measurement Framework for National Key Performance Measures  [May 2007] (131 Kb) 
This report, by the MCEETYA Performance Measurement and Reporting Taskforce, supersedes the Measurement Framework for National Key Performance Measures of 2006. Taking account of MCEETYA decisions related to measuring performance against the National Goals for Schooling in the Twenty-first Century, this report sets out a basis for reporting progress towards the achievement of the National Goals by Australian school students, drawing on the agreed definitions of Key Performance Measures. The core of the framework is a schedule setting out Key Performance Measures and an agreed assessment and reporting cycle for the period 2004–2012. 


Measurement Framework for National Key Performance Measures  [August 2008] (378 Kb) 
This report, by the MCEETYA Performance Measurement and Reporting Taskforce, supersedes the Measurement Framework for National Key Performance Measures of 2007. The Measurement Framework for National Key Performance Measures sets out a basis for reporting progress towards the achievement of the National Goals by Australian school students by drawing on the agreed definitions of Key Performance Measures. The core of the framework is a schedule setting out the Key Performance Measures and an agreed assessment and reporting cycle for the period 2006–2014. 


Measurement of socioeconomic status for the reporting of nationally comparable outcomes of schooling  [March 2000] (1.4 Mb)
This report, prepared by Gary N Marks, Julie McMillan, Frank L Jones and John Ainley (Australian Council for Educational Research and the Research School of Social Sciences, Australian National University), was one of several reports commissioned by MCEETYA’s National Education Performance Monitoring Taskforce (NEPMT). The report aims to develop a common definition of socioeconomic background to be used for reporting of nationally comparable outcomes of schooling within the context of the statement of National Goals for Schooling in the Twenty-first Century. The report does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT) members.


Measuring student well-being in the context of Australian schooling: discussion paper  [December 2004] (729 Kb) 
This report, prepared by Julian Fraillon, Australian Council for Educational Research (ACER), was commissioned by the South Australian Department of Education and Children’s Services under the auspices of MCEETYA. The report constitutes Phase 1 of a planned two-phase process. The report defines a measurement construct for student well-being; outlines a methodology for measuring student well-being; and provides recommendations for ongoing work in the measuring, reporting and monitoring of student well-being (Phase 2). The report does not necessarily represent the views of either MCEETYA Ministers or individual State/Territory or Australian Government Education Ministers or departments responsible for education.


Options for the assessment and reporting of primary students in the key learning area of science to be used for the reporting of nationally comparable outcomes of schooling within the context of the National Goals for Schooling in the Twenty-First Century  [May 2000] (81 Kb) 
Professor Samuel Ball, Professor Ian Rae, University of Melbourne and Professor Jim Tognolini, University of New South Wales prepared this report for the MCEETYA National Education Performance Monitoring Taskforce. This report advocates adoption of the PISA “science literacy” definition, for purposes of primary science monitoring in Australia, whereby students would be assessed in relation to concepts chosen from major fields of science and a range of process skills. The report does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT) members. 


Parental Occupation Coding  [October 2003] (790 Kb)
The MCEETYA Performance Measurement and Reporting Taskforce commissioned this report, which was prepared by Dr Roger Jones (Quantitative Evaluation and Design Pty Ltd.). It considers whether it would be possible to improve the accuracy of the coding of detailed parental occupation information by coding it to a higher level of aggregation of the Australian Standard Classification of Occupations (ASCO), and whether providing parents with a set of defined categories of occupation ('self-coding') would provide a satisfactory alternative to seeking detailed information. 


Protocols for Publishing Performance Measurement and Reporting Taskforce Documents  [May 2004] (25 Kb) 
The purpose of these protocols is to assist in providing guidance to MCEETYA Performance Measurement and Reporting Taskforce (PMRT) members and Sub-groups in relation to seeking approval for the publication of documents of the PMRT, or of its predecessor, the National Education Performance Monitoring Taskforce (NEPMT). These protocols complement the MCEETYA Principles and Protocols Handling of MCEETYA documents and the AESOC Protocols for Publishing Research and Project Reports. 


Reporting and Comparing School Performances  [Australian Council for Educational Research (ACER), December 2008] (3.7 Mb) 
This report, by ACER researchers, Geoff N Masters, Glenn Rowley, John Ainley and Siek Toon Khoo, commissioned by the MCEETYA Expert Working Group, provides advice on nationally comparable schools’ data collections and reporting for school evaluation, accountability and resource allocation. The report does not necessarily represent the views of either MCEETYA Ministers or Expert Working Group members.


Sampling for National Surveys in Education  [August 2006] (90 Kb)
This report, prepared by Martin Murphy and Wolfram Schulz, Australian Council for Educational Research (ACER), was one of several reports commissioned by MCEETYA’s Performance Measurement and Reporting Taskforce (PMRT). The report provides PMRT and its subgroups with information about the sampling process used in surveys conducted under its National Assessment Plan. The report does not necessarily represent the views of either MCEETYA Ministers or Performance Measurement and Reporting Taskforce (PMRT) members. 


Science Literacy School Release Materials 2003  [March 2007] (8 Mb)
The information and assessment materials in this document were designed to assist teachers to gauge their own students’ proficiency in scientific literacy, and compare the students’ results with the national proficiency levels and standards in scientific literacy at year 6 level. These were published following the National Science Literacy Sample Assessment 2003, which measured the scientific literacy of students across three main areas, on items that related to everyday contexts. The participating students were from both government and non-government schools.


Target setting in school education: a discussion paper  [March 2001] (471 Kb)
This report, prepared by Denis Muller & Associates, was one of several reports commissioned by the MCEETYA National Education Performance Monitoring Taskforce (NEPMT). The report provides a literature review on effective target setting and an analysis of education systems that have included target-setting as part of national or State reporting. The report does not necessarily represent the views of either MCEETYA Ministers or National Education Performance Monitoring Taskforce (NEPMT) members.


National goals for schooling

Australia’s Common and Agreed Goals for Schooling in the Twenty-first Century: a discussion paper  [May 1998] (152 Kb)
On 23 April 1998, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) agreed to the release of a draft set of revised National Goals for Schooling. In releasing these draft goals, Ministers said that they believed that these draft goals provided “an opportunity to chart a real direction for our children’s schooling as we move into the 21st century”. The existing goals were originally agreed at a meeting in Hobart in 1989, and became known as the Hobart Declaration. Ministers agreed to release the draft goals for a six-month public discussion and consultation period. The National Goals for Schooling in the Twenty-first Century (the Adelaide Declaration) superseded this discussion paper.

The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century [April 1999]
Following a 1998 review discussion paper, in 1999, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) endorsed the statement of Australia's National Goals for Schooling in the Twenty-First Century (the Adelaide Declaration). Comprising national goals for schooling, the Adelaide Declaration establishes a foundation for collaborative action between schools, States and Territories and the Commonwealth, in the development of specific objectives and strategies, including in the areas of curriculum and assessment. In December 2008, these goals for schooling were superseded by the Melbourne Declaration on Educational Goals for Young Australians, setting the direction for Australian schooling for the following ten years.


The Hobart Declaration  [April 1989] (115 Kb) 
These goals for schooling were agreed to by State, Territory and Commonwealth Ministers of Education, meeting as the 60th Australian Education Council in Hobart, on 14–16 April 1989. Council agreed to act jointly to assist Australian schools in meeting the challenges of our times, and made an historic commitment to improving Australian schooling within a framework of national collaboration. 


National Report on Schooling in Australia 


National Report on Schooling in Australia 
The National Report on Schooling in Australia provides information on progress towards the achievement of the National Goals for Schooling in Australia.

Publication Procedures for the Annual National Report on Schooling in Australia (ANR)  [January 2006] (40 Kb) 
These publication procedures detail the writing guidelines, consultation, approval and publication processes for the production of the National Report on Schooling in Australia. 

National Report on Schooling in Australia: Preliminary Paper: National Benchmark Results: Reading and Numeracy, Years 3 and 5, 2000  [2002] (310 Kb) 
This report describes the results of testing conducted during 2000, in which the achievement of students in each of years 3 and 5 was measured against the national benchmarks for reading. Because the national benchmarks represent minimum acceptable standards, MCEETYA Ministers determined that the national goal should be that “all students will achieve at least the benchmark level of performance”. These publications reflect the continuing development of the benchmark reporting process. 


National Benchmark Results: Reading, Writing and Numeracy, Year 7, 2001  [May 2005] (507 Kb) 
National Report on Schooling in Australia 2001. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Year 7. These publications reflect the continuing development of the benchmark reporting process, and form part of the commitment of Ministers for Education to inform the public of progress made towards the achievement of the National Goals for Schooling in the Twenty-first Century. This edition now adds data for Year 7 reading, writing and numeracy. This was released in conjunction with the 2002 Reading, Writing and Numeracy Benchmark Results for Years 3, 5 and 7.


National Benchmark Results: Reading, Writing and Numeracy, Years 3 and 5, 2001  [December 2003] (190 Kb) 
National Report on Schooling in Australia 2001. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3 and 5. These publications reflect the continuing development of the benchmark reporting process, and form part of the commitment of Ministers for Education to inform the public of progress made towards the achievement of the National Goals for Schooling in the Twenty-first Century. This edition now adds data for each of Years 3 and 5, for reading, writing and numeracy. 


National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2002  [May 2005] (951 Kb) 
National Report on Schooling in Australia 2002. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. These publications reflect the continuing development of the benchmark reporting process, and form part of the commitment of Ministers for Education to inform the public of progress made towards the achievement of the National Goals for Schooling in the Twenty-first Century. This edition now adds data for each of years 3, 5 and 7, for all three areas, reading, writing and numeracy. This edition was released in conjunction with the 2001 Reading, Writing and Numeracy Benchmark Results for Year 7.


National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2003  [July 2005] (2 Mb) 
National Report on Schooling in Australia 2003. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. These publications reflect the continuing development of the benchmark reporting process, and form part of the commitment of Ministers for Education to inform the public of progress made towards the achievement of the National Goals for Schooling in the Twenty-first Century. This 2003 edition, like that for 2002, adds data for each of years 3, 5 and 7, for all three areas, reading, writing and numeracy and provides new data on the performance of students in metropolitan, provincial, remote and very remote areas. 


National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2004  [March 2006] (1 Mb) 
National Report on Schooling in Australia 2004. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. These publications reflect the continuing development of the benchmark reporting process, and form part of the commitment of Ministers for Education to inform the public of progress made towards the achievement of the National Goals for Schooling in the Twenty-first Century.


National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2005  [March 2007] (4.3 Mb) 
National Report on Schooling in Australia 2005. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. These publications reflect the continuing development of the benchmark reporting process, and form part of the commitment of Ministers for Education to inform the public of progress made towards the achievement of the National Goals for Schooling in the Twenty-first Century. 


National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2006  [February 2008] (4.3 Mb) 
National Report on Schooling in Australia 2006. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. These publications reflect the continuing development of the benchmark reporting process, and form part of the commitment of Ministers for Education to inform the public of progress made towards the achievement of the National Goals for Schooling in the Twenty-first Century.


National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2007  [August 2008] ((4.3 Mb) 
National Report on Schooling in Australia 2007. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. These publications reflect the continuing development of the benchmark reporting process, and form part of the commitment of Ministers for Education to inform the public of progress made towards the achievement of the National Goals for Schooling in the Twenty-first Century.


Rural and remote education

National Framework for Rural and Remote Education  [2006] (73 Kb) 
The National Framework for Rural and Remote Education was developed by the MCEETYA Taskforce on Rural and Remote Education, Training, Employment and Children's Services, to: provide a framework for the development of nationally agreed policies and support services; promote consistency in the delivery of high quality education services to rural and remote students and their families; provide reference points and guidance for non-government providers of services and support for education in rural and remote areas and to facilitate partnership building between government and non-government providers of services and support related to the provision of education in regional, rural and remote locations. 


Safe school environment

National Safe Schools Framework – 2003  [2003] (219 Kb) 
The National Safe Schools Framework was prepared by the MCEETYA Student Learning and Support Services Taskforce, and endorsed by MCEETYA Ministers in 2003. The National Safe Schools Framework incorporates existing good practice and provides an agreed national approach to help schools and their communities address issues of bullying, harassment, violence, and child abuse and neglect. 

National Safe Schools Framework – 2011 revision  [2011] (1.7 Mb) 
The original National Safe Schools Framework was endorsed by MCEETYA ministers in 2003. The revised version builds on the original, and was launched by the Hon. Peter Garrett AM MP, Minister for School Education, Early Childhood and Youth on 18 March 2011. The National Safe Schools Framework provides a vision – all Australian schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing – and a set of guiding principles for safe and supportive school communities that also promote student wellbeing and develop respectful relationships. It identifies nine elements to assist Australian schools to continue to create teaching and learning communities where all members of the community both feel and are safe from harassment, aggression, violence and bullying. It also responds to new and emerging challenges for school communities such as cybersafety, cyberbullying and community concerns about young people and weapons. The Framework’s whole school approach to creating safe and supportive learning and teaching communities acknowledges the strong interconnections between student safety, student wellbeing and learning. Harassment, aggression, violence and bullying are less likely to occur in a caring, respectful and supportive teaching and learning community. 


Schools Resourcing

Funding for English as a Second Language for New Arrival Students: Discussion paper  [2006] (2.2 Mb)
This discussion paper was prepared by MCEETYA's Schools Resourcing Taskforce, and endorsed by MCEETYA Ministers in July 2006. Among its key findings, the paper notes that the labour force participation rate is lower and the unemployment rate is higher for migrants with lower levels of English proficiency. All Australian governments share the costs and benefits of migration policy, which drives the number and composition of newly arrived students requiring ESL tuition (ESL–NA students).


Statements of Learning

The Statements of Learning – for English, Mathematics, Science, Civics and Citizenship and Information and Communication Technologies (ICT)  [August 2006] (English – 774 Kb; Mathematics – 1 Mb; Science – 975 Kb; Civics and Citizenship – 897 Kb; ICT – 942 Kb)
In August 2006, MCEETYA Ministers approved the release of the Statements of Learning for English, Mathematics, Science, Civics and Citizenship, and Information and Communication Technologies (ICT), following their earlier endorsement of the Statement of Learning for English [2005]. The Statements of Learning describe the essential skills, knowledge, understandings and capacities that all young Australians should have the opportunity to learn by the end of Years 3, 5, 7 and 9. Statements of Learning, and their Professional Elaborations are designed for use by State and Territory departments of education, or curriculum authorities to guide the future development of relevant curriculum documents. 


Teachers and teaching

A National Framework for Professional Standards for Teaching  [November 2003] (170 Kb) 
Prepared by the MCEETYA Teacher Quality and Educational Leadership Taskforce, and endorsed by MCEETYA Ministers in July 2003, this framework provides an architecture, within which generic, specialist and subject-area specific professional standards for teaching can be developed at national and State and Territory levels. The framework complements the National Goals for Schooling, providing an agenda for strategic action on teaching and learning policy at the national level. 


The Performance Management and Development of Teachers in Australian Schools – Report to the Teacher Quality Steering Group  [August 2009] (4.3 Mb) 
The MCEETYA Quality Sustainable Teacher Workforce Working Group commissioned this research report by Nexus Strategic Solutions. The report documents existing performance management and development policies and practices in Australian schools to enable sharing examples of best practice. 


Rewarding Quality Teaching Report  [March 2009] (1.3 Mb) 
The Rewarding Quality Teaching report, prepared by Gerard Daniels consultancy, was commissioned for MCEETYA to inform the development and implementation of new teacher pay arrangements. 


Youth Affairs

Career and Transition Services Framework: an effective national approach to youth transitions  [2003] (143 Kb)
The Career and Transition Services Framework, prepared by the MCEETYA Taskforce on Transition from School, and endorsed by MCEETYA Ministers in July 2003, is a guide to assist jurisdictions in planning for, and providing services to support and prepare young people to make successful transitions through school and between school and post-school destinations. The Framework expands upon many of the concepts in the Ministerial Declaration, Stepping Forward: improving pathways for all young people and its Action Plan. 

Stepping Forward: Ministerial Declaration [2002] (347 Kb)
The Ministerial Declaration, Stepping Forward: Improving Pathways for all Young People, was endorsed by MCEETYA Ministers in July 2002. The declaration outlines Ministers' commitment to young Australians and provides a common direction for improving social, educational and employment outcomes for all young people. Several related publications accompany the Stepping Forward declaration, namely, a Checklist for New Initiatives; an Action Plan; Key Areas for Action; and Sharing What Works: a collection of case studies.


Stepping Forward: improving pathways for all young people – Checklist for New Initiatives  [2002] (70kb)
The Ministerial Declaration, Stepping Forward: Improving Pathways for all Young People, endorsed by MCEETYA Ministers in July 2002, outlines Ministers’ commitment to young Australians and provides a common direction for improving social, educational and employment outcomes for all young people. As part of the declaration, the Checklist for New Initiatives is a practical guide to ensure that initiatives aimed at supporting young people's transitions complement and build on each other.


Action Plan to implement the Ministerial Declaration, Stepping Forward: improving pathways for all young people  [2002] (94 Kb)
The Action Plan to implement the Ministerial Declaration, Stepping Forward: Improving Pathways for all Young People, was prepared by the MCEETYA Taskforce on Transition from School, and endorsed by MCEETYA Ministers in late 2002. The Action Plan outlines a vision in which young people are assisted to attain goals and aspirations, and describes a national approach to youth transitions underpinned by five themes. It is a companion document to the Ministerial Declaration, Stepping Forward: improving pathways for all young people.

Stepping Forward: Key Areas for Action: Education and training as the foundation for effective transition for all young people [2002] (69 Kb)
Forming part of the Stepping Forward Ministerial Declaration: Action Plan, the Key Areas for Action is a table, prepared by the MCEETYA Taskforce on Transition from School, listing areas of activity that jurisdictions had underway in 2002, to respond to the declaration's goals for improving the social, educational and employment outcomes for all young people.  

Stepping Forward – Sharing What Works [2002] (3.4 Mb)
A companion to the Ministerial Declaration, Stepping Forward – Sharing What Works is a collection of case studies of programs and policies (originally presented as html pages) which provide a national picture of activity across jurisdictions aimed at supporting youth at risk. (Note: this PDF is a screengrab of website pages, links are now inactive and content may no longer be operative.)

Vocational education and training

National Women’s Vocational Education and Training Strategy  [March 1996] (1.1 Mb) 
MCEETYA Ministers endorsed this strategy at their meeting in Brisbane, 1996. A national project of the Australian National Training Authority (ANTA), under the auspices of the MCEETYA VEET Women’s Taskforce, the strategy sets a direction for governments, industry and training providers to ensure that the needs of women are consistently addressed as a priority in policy making, planning, resourcing, implementing and monitoring vocational education and training. Please note, as this report is now out of print, this PDF is a scanned copy of the print version.


Miscellaneous

Australian Research Council (ARC) Linkage Grant LP0454080 Research Papers  [2006] 
This is a suite of eleven research papers commissioned by the MCEETYA Performance Measurement and Reporting Taskforce (PMRT) and developed by Professor David Andrich and Murdoch University, to resolve a range of issues associated with the assessment of writing and, in particular, variation in marking and differences in the marking keys. The project grant tested the hypothesis that, in the reporting of writing benchmark data, each year's test results caused variations to the length of the reporting scale. This resulted in considerable problems with equating and unexpected variations in the percentage of students reported as achieving the benchmark. The research does not necessarily represent the views of either MCEETYA Ministers or PMRT members.


Data Implementation Manual for Enrolments for the 2007 School Year  [November 2006] (1.6 Mb) 
The MCEETYA Performance Measurement and Reporting Taskforce (PMRT) prepared this manual to provide information to assist schools and school systems to collect student background information, as required by Education Ministers. It is intended for schools and school systems, when enrolling students for the first time in the 2007 school year, or when collecting information, via special data collection forms, on those students who are involved in national testing in 2007. 


Developing Lifelong Learners in the Middle Years of Schooling  [March 2005] (4.8 Mb) 
This report, prepared by the University of Queensland School of Education and KPA Consulting Australia, and commissioned for MCEETYA, discusses the practices, processes, strategies and structures that best promote “lifelong learning” and the development of “lifelong learners” in the middle years of schooling. The report presents the findings of a project undertaken to address the broad question of how to ensure the engagement with learning of all middle years students, and how to encourage in them a higher order of learning objectives and outcomes, both now and throughout life. 


National Code on Commercial Sponsorship and Promotion in School Education  [1992] 
The National Code of Practice for Sponsorship and Promotion in School Education was developed by a working party of the Australian Education Council (AEC), in conjunction with the Industry Education Forum and the Business Council of Australia, parent and school council organisations and teacher unions established to examine school–industry links. The joint working party was established at the AEC’s 1991 meeting, in Melbourne, and Ministers for Education considered the National Code at their 1992 meeting, in Auckland, New Zealand. This national code of practice is intended to guide participants in sponsorships and promotions towards the most constructive practice in this field, maximising the important educational benefits that can be obtained, and avoiding activities that are not consistent with good educational practice. 


Staying on at school: Improving student retention in Australia  [August 2004] (975 Kb) 
This report was commissioned for MCEETYA by the Queensland Department of Education and the Arts, and prepared by Stephen Lamb, Anne Walstab, Richard Teese and Margaret Vickers (of the Centre for Post-compulsory Education and Lifelong Learning at the University of Melbourne) and Russ Rumberger, the University of California, Santa Barbara. The report aims to identify the main drivers of current trends in retention rates across States and Territories, and to develop a set of models to predict differences in patterns of retention. The research does not necessarily represent the views of either MCEETYA Ministers or individual State/Territory or Australian Government Education Ministers or departments responsible for education. 


Staying on at school: Improving student retention in Australia (Summary Report)  [August 2004] (520 Kb) 
This report was commissioned for MCEETYA by the Queensland Department of Education and the Arts, and prepared by Stephen Lamb, Anne Walstab, Richard Teese, Margaret Vickers and Russ Rumberger of the Centre for Post-compulsory Education and Lifelong Learning at the University of Melbourne. The report aims to identify the main drivers of current trends in retention rates across States and Territories, and to develop a set of models to predict differences in patterns of retention. This represents a summary report of the research. The research does not necessarily represent the views of either MCEETYA Ministers or individual State/Territory or Australian Government Education Ministers or departments responsible for education.