A New Accord for Australian Schooling

Photo by Sarah Harvey

The Alice Springs (Mparntwe) Education Declaration, signed in 2019, laid out a bold vision for Australian schooling: a world-class system that empowers every student to reach their full potential, regardless of background or location. A significant opportunity exists before us to reshape education and deliver on this promise. This requires a new accord for Australian schooling that transcends sectoral and political divides and unites politicians, lobbyists, bureaucrats, parents, and communities in shaping a pluralistic, world-class education system where every child can find their way.

This new accord must include a common funding and regulatory framework for all schools to address the entrenched inequities within the system effectively. This framework should aim to mitigate the adverse effects of competition and marketisation, which often lead to segregation and the concentration of students by socio-economic circumstances. Such structural changes are fundamental to fostering diverse learning environments that benefit all students. Research on peer effects consistently demonstrates the positive impact of a socioeconomically diverse learning environment, particularly for students from disadvantaged backgrounds (Hanushek, 2011).

Such an accord must prioritise equity, ensuring every student can access an equitable learning pathway. This is particularly crucial for secondary-age students, a period marked by significant transitions and choices that shape their future trajectories. The recently negotiated Better and Fairer Schools Agreement 2025-2034 (Heads of Agreement) offers a hint of progress, outlining initiatives that could help realise these aspirations.

Photo by Anna Shvets

The Agreement recognises the importance of student wellbeing in academic success, particularly during the often turbulent secondary years. Initiatives like expanding full-service school models, providing in-school wellbeing coordinators, and strengthening connections between schools and non-school services can create support systems that address students' social, emotional, and academic needs. Such models require investment from other government agencies beyond education. A challenge for policymakers is delivering interagency investment in practical and valuable ways without increasing burdens on school teams.

The Agreement also emphasises the need for structured initiatives to support student learning engagement. This includes promoting greater student participation, attendance, inclusion, and enhanced school-family engagement. For secondary students, this could translate with appropriate resourcing into more personalised learning pathways, flexible learning options, and stronger connections with industry and vocational training. The Northern Territory's commitment to implementing the Review of Secondary Education recommendations, including expanding credentialing and recognition of learning and developing a Territory-wide Pathways Plan, exemplifies this approach (Northern Territory Government, 2024).

The Agreement also acknowledges the need for a strong and sustainable workforce. Attracting, retaining, and supporting highly skilled teachers is essential for quality education. Initiatives like developing, recognising, and rewarding highly expert teachers, providing access to high-quality professional learning, and strengthening teacher wellbeing are crucial. The focus on increasing the number of Aboriginal and Torres Strait Islander educators is essential, given the significant proportion of Indigenous students in Australian schools (Australian Government Department of Education, 2024). Teachers will not magically materialise without considering the conditions that might make the work sustainable, and this should mean thinking differently about how we organise our schools.

Photo from Principal Peak Roundtable

Beyond these National Reform Directions, the Agreement outlines National Enabling Initiatives with significant potential for reshaping the schooling system. Reviewing the Schooling Resource Standard (SRS) base and loadings calculation methodology is crucial for ensuring equitable funding distribution. Implementing a Unique Student Identifier for school students can facilitate better tracking of student progress and support targeted interventions. Collective work to understand socioeconomic diversity and school attendance can inform evidence-based strategies to address these critical challenges. Finally, reviewing the Measurement Framework for Schooling in Australia can ensure we measure what matters and capture a comprehensive picture of student outcomes.

These initiatives, however, require significant and sustained investment from all levels of government and across party lines. While the Better and Fairer Funding negotiations have been difficult, we must recognise that failing to make progress together will only perpetuate the cycle of inequity and under-resourcing. As Gonski et al. (2018) argued, "Unless we are prepared to invest in a fairer and more equitable education system, we will continue to see the gap between advantaged and disadvantaged students widen".

Australia has an opportunity to reshape the future of education and fulfill the promise of the Mparntwe Education Declaration. This requires a new Australian schooling accord prioritising a fair resourcing model for schools, equity, student wellbeing, and a strong and sustainable workforce. Working together, we can create a world-class education system for all our young people.