Analysis of the Melbourne Declaration
Analysis of the Melbourne Declaration on Educational Goals for Young Australians
Developed by the Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], represented by members of individual states, territories and the federal education department, the Melbourne Declaration on Educational Goals for Young Australians outlines the fundamental objectives relevant to every child within the Australian schooling system (MCEETYA, 2013). The prescriptive content within the Melbourne Declaration encourages: students’ holistic development; an equitable education for all; accountability for teachers and schools regarding their students’ success.
The Melbourne Declaration asserts that protecting the Nation’s future profitability begins with recognising the importance of the education awarded to current Australian students (MCEETYA, 2008). The Foundation For Young Australians emphasises that achieving a prosperous nation of capable and informed members begins with educational experiences that prepare students for the world following their formal schooling (2013). The Melbourne Declaration supports this position by placing considerable attention towards providing a holistic education for students to become successful learners, confident and creative individuals, as well as active and informed citizens (MCEETYA, 2008). These elements accentuate the importance of cultivating student’s motivation, social understanding, whilst supporting positive personal identity through moral and ethical judgment (MCEETYA, 2008). Despite these intended benefits, ensuring a successful education for every student requires additional considerations.
Providing all Australian students with an equitable education is prioritised within the Melbourne Declaration. According to MCEETYA, physical and socio-economic diversities amongst students lead to an increased likelihood of “educational disadvantage” (2008, p. 15). The Melbourne Declaration emphasises reconciling this
Developed by the Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], represented by members of individual states, territories and the federal education department, the Melbourne Declaration on Educational Goals for Young Australians outlines the fundamental objectives relevant to every child within the Australian schooling system (MCEETYA, 2013). The prescriptive content within the Melbourne Declaration encourages: students’ holistic development; an equitable education for all; accountability for teachers and schools regarding their students’ success.
The Melbourne Declaration asserts that protecting the Nation’s future profitability begins with recognising the importance of the education awarded to current Australian students (MCEETYA, 2008). The Foundation For Young Australians emphasises that achieving a prosperous nation of capable and informed members begins with educational experiences that prepare students for the world following their formal schooling (2013). The Melbourne Declaration supports this position by placing considerable attention towards providing a holistic education for students to become successful learners, confident and creative individuals, as well as active and informed citizens (MCEETYA, 2008). These elements accentuate the importance of cultivating student’s motivation, social understanding, whilst supporting positive personal identity through moral and ethical judgment (MCEETYA, 2008). Despite these intended benefits, ensuring a successful education for every student requires additional considerations.
Providing all Australian students with an equitable education is prioritised within the Melbourne Declaration. According to MCEETYA, physical and socio-economic diversities amongst students lead to an increased likelihood of “educational disadvantage” (2008, p. 15). The Melbourne Declaration emphasises reconciling this