DEPARTMENT OF EDUCATION
DISCUSSION STARTER 1: OBJECTS AND GUIDING PRINCIPLES
Modern legislation contains statements of purpose and underlying principles; however, the Northern
Territory’s Education Act (the Act) predates this practice, therefore these are largely absent. Including
objects and guiding principles presents an opportunity to shape the vision for the future of education in
the Northern Territory (NT).
Objects
Options for the broad intent of the Act could include:
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providing an appropriate program of school education for children of compulsory school age
providing educational programs which recognise and support children with disabilities, and
gifted and talented children
ensuring young people continue to participate full-time in one or more education, training, or
employment options after they complete Year 10, and up to the age of 17 years
assisting schools to maintain safe learning and working environments
providing a legislative framework for the efficient operation of government preschools, primary,
middle and senior high schools, and other educational institutions
providing that while education in government schools is free, schools have the capacity to seek
voluntary contributions, or charge for specialised programs and additional services in certain
situations
providing for greater involvement of parents and communities in the governance of government
schools and education institutions
enabling greater community use of government education facilities
providing for the registration and assessment of non-government schools.
Guiding principles
Options for guiding principles could include:
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education provides the foundation for the NT’s social and economic advancement
children and young people have access to a high-quality education that develops their potential
and maximises their educational achievement
flexible educational pathways and choices foster improved social, economic and employment
outcomes for children and young people, including for those who are at risk of disengaging from
education
principals and schools are supported and empowered to take on greater local control
students and school based staff are safe
parents play an important role in the education of their children
parents and students are treated with openness and fairness, and in accordance with the
principles of natural justice
parents, schools, communities and non-government organisations work together to achieve the
best educational outcomes for children and young people
social and family context, development hazards and general wellbeing play an important role in
a child’s engagement with education and achievement of outcomes
REFORM OF THE EDUCATION ACT (NT) – DISCUSSION STARTER FOR CONSULTATION
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learning environments are culturally appropriate and reflect the diversity of contemporary
Australian society, and the cultural diversity of the NT
families, kinship groups and communities participate in significant decisions relating to the
education of their children
opportunities are available for schools to engage with international education
accountability and transparency are fundamental to the provision of high quality education
innovation, diversity and opportunity are encouraged within and among schools.
WHAT DO YOU THINK?
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Are the options for the Objects of the Act the right ones? If not, which ones and why?
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Are the options for Guiding Principles for the Act the right ones? If not, which ones and why?
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Are there other Objects or Guiding Principles that should be considered?
DISCUSSION STARTER 1: OBJECTS AND GUIDING PRINCIPLES
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