Similarly, other experts argue that the paper advocates a new type of education promoted by the OECD, which requires creative thinking, an ability to work flexibly and an ability to adapt to changes in the workplace and in society at large. They claim that the document is written in a language that promotes the economic goals of education and the nation`s economic prosperity through student well-being, environmental sustainability and democratic participation. Improving educational outcomes for aboriginal and disadvantaged young Australians, particularly low-human Australians, and the margin for improvement in the Melbourne Declaration lies in the second objective, which focuses on the development of soft skills. The Melbourne Declaration must clearly require that program and education policy across Australia be geared towards the development of highly educated and fee-paying students who can solve problems (particularly in the workplace), communicate effectively and develop and maintain positive relationships within and outside the family unit. We need to be aware of the terms we use – education is more than a product to consume. We must also take into account the language we use in education. In recent decades, education has been increasingly seen and discussed as a commodity. Market language has infiltrated education with terms such as “agile,” “nimble,” “flexible” and “innovative” in political documents. These words limit the goals of education to the development of skills in the workplace and few others. As a global vision of Australian education, the paper sets out two main objectives: to promote social inclusion and to reduce educational disability for children, especially Aboriginal children. A number of education experts have criticised the Melbourne declaration.
One of them, for example, asserts that one of the main protagonons of the Melbourne Declaration is the promotion of education as a competing commodity of other raw materials in a global market. As a result, other important goals related to the development of students` personal characteristics as communicative, respectful and thoughtful people are not fully targeted in the document. Federal Education Minister Dan Tehan has announced that the government will update the Melbourne Declaration on Educational Goals for Young Australians. This document sets out the agreed national objectives and the role of school education in providing quality education, regardless of its cultural, linguistic and economic context. As a nation, we face a number of national and international challenges, such as mobile populations, “fake news,” radicalization of young people, religious fundamentalism and declining public confidence in political and social institutions. Rigorous and quality training will give students the skills and knowledge they need to understand these and other challenges. The emphasis on critical thinking will help equip students with the tools to determine how language can be used, to convince, force and deceive. This capacity is becoming increasingly important in democracies in an era of “fake news,” social media platforms and information saturation. All children engage in the education of Australian students and take advantage of it by distinguishing themselves from international standards Read more: What kind of people do we want young Australians to be? Young people make a successful transition from school to work and continue their education.
Provide simple language reports to parents and facilitators through schools and an annual report made available to the public by the school community on school results and other contextual information.