1. Where do we want to be…
TOP TIER life-learning system with the learner at the centre

2. Comprehensive services from birth to adulthood
What have we achieved?
Victoria has a world class education system
Comprehensive services from birth to adulthood
High participation
Respectable international rankings
Competitive cost

3. What are our challenges?
ACHIEVEMENT OUTCOMES: Little change despite large spending increases.
NAPLAN Reading
Mean scaled score 4 year trend, all Victorian students

6. System Response
New macro structure
19/09/2018

7. Our System Focus Reading, mathematics and science literacy
Improve student achievement
Reading, mathematics and science literacy
Increasing student engagement
Narrowing the achievement gap
Orderly and inclusive environment
Increase engagement and wellbeing
Strive for outcomes by gaining the greatest return on investment
Targeted resource allocation
Surfacing and disseminating innovative practice
There is also a need to be more responsive to the needs and choices of families, learners, businesses and communities.
Student Achievement:
Victoria needs to improve its performance in reading, mathematics and scientific literacy.
At present many Victorians are at risk of failing to meet the increasing demands of the economy and the information age.
Victoria values the opportunity that education provides to ensure that students become active , contributing citizens but we are also very conscious of our need for more highly skilled and adaptable workers.
Support for Students:
Greater engagement and achievement for students from low Socio-Economic Status (SES) backgrounds is another key challenge, in particular indigenous/rural students.
Vulnerable children are spread across all Victorian communities.
One in 5 children at 5 years old are vulnerable in two or more developmental areas. Example to be provided:
Throughout the school years, the education gap for poorer and Indigenous children grows.
Approximately 9 in 10 young people in Victoria finish Year 12 or its equivalent by age 24. However, low Socio Economic Status (SES) students are less likely to finish Year 12.
Those who leave school early are at risk.
Whilst Primary school performance is generally strong, attendance and connection to school drops significantly in secondary schools at Years 7-9 along with performance.
Families and community
The evidence is clear that education outcomes improve when responsibility is shared with families, students, businesses and communities playing a critical role as partners in the education of our children.
We need to recognize and support that role – including through working with other agencies to build the education and development capacity of families where it is low.
We also need to find ways of assisting parents to be able to make informed choices about the education of their children.