The world has changed, our education system hasn’t
Education is key for our young people – it opens up a world of opportunity, imagination, growth, wellbeing and prosperity. But currently, our learning system is stuck – it’s unfair and underperforming in all the ways that matter – performance, productivity, equity, engagement, wellbeing, identity and inclusion. While other developed nations are forging ahead with 21st century learning strategies, Australia is being left behind with an outdated, underperforming education system.
Our Action Areas
Together with the learning community we’re uncovering the key areas of education inequality affecting young people – areas that significantly impact their learning experiences and future trajectories as they finish school and effectively find pathways into further learning and work.
The Relationship Between Learning and Wellbeing:
When students are well, they can fully engage in learning. Leading schools and jurisdictions have already embraced the value of focusing on the whole learner, and momentum is building to place both students and their communities at the centre of education.
The Future of the Teaching Profession:
The future of teaching is also coming into sharp focus. Teachers are increasingly burnt out and leaving the profession, but when schools prioritise the whole learner and adjust their structures accordingly, teachers rediscover joy in their work, empowered to focus on the unique individuals in their classrooms.
The Broader Recognition of Learning Success:
There is robust evidence that when we broaden our recognition of young people’s abilities, both their wellbeing and engagement improve. In Australia, schooling is often framed as a competition for “educational outcomes”, yet we rarely ask young people what success looks like to them.
Digital Transformation of the Learning Experience:
The digital transformation of society and education is opening new possibilities. The potential for personalised learning, when combined with a whole-person approach, is transformative.
Power Sharing and Shifting with People and Places:
These dynamics are aligning with a shift in learning governance across Australia. The focus is moving from regulation to enabling place-based practices tailored to the needs of local communities.
Provocations
Written by leading thinkers and practitioners, these provocations reflect the complex challenges facing many young people in their learning and lives today. They offer a starting point for new discussions on what’s needed to shift educational outcomes in the next critical decade.
Melinda Cilento describes our social compact around education and why it’s fraying.
Bronwyn Lee explores why our national conversations continue to assume a false dichotomy between focusing on foundational literacy and numeracy skills and complex capabilities.
Doug Taylor explains why investment in education is more important than ever.
Policy and Parliamentary Inquiry Submissions
Our work has included submissions to parliamentary inquiries and the Australian Universities Accord, contributing our research and community insights. Following major reviews like the 2019 Shergold Report, this work has supported leaders as they’ve pursued pilots in SA, NSW, and new certification efforts in VIC. There have now been 18 national reviews and inquiries aligned to this agenda, across 7 of 9 jurisdictions which have resulted in NT, SA, TAS, and WA committing to recognise more student capabilities.
To activate this shift Learning Creates Australia recommends that admissions and selection to the tertiary sector shift to focus on: Recognition of skills required for lifelong learning, including transparent assessment…
We recommend the prioritising of two interconnected activities to ensure all young people can learn and benefit from an Australian learning system that meets their needs: 1: Listening to young…
Our contribution to this review recommends that Tasmania’s education system should continue to prioritise working towards an inclusive and fit-for-purpose definition of educational success. And that work will be most…
Impact Stories
These stories reveal the lived experiences of young people and others across the learning system working to improve learner outcomes. They showcase the real examples and sentiments of what can tip the scales for young people as they navigate the critical transition from adolescence to adulthood, finishing school, and shaping their futures.
Tawana shares her positive experience of schooling, but one that she didn’t feel like fully prepared her for work or further education with a lack of connection to community.
Ben is 19 and working towards his year 12 certificate, having left the mainstream school system.
Gabriella found the academic expectations in Australia quite different to her education in the Philippines where accelerated learning is the norm.
