Print friendly version

Education programs across Australia

South Australia

Policies and guidelines

• Anti-Racism Policy (1990)
• Countering Racism Project (1999-)
• Equity Statement (2001)
• Foundations for the Future (1999)
• Implementation Plan for Managing Diversity in Family Day Care (2000-2005)
• Languages (LOTE) Plan (2000-2007)
• Multiculturalism in Schooling and Children's Services Policy (1995)
• Plan for Aboriginal Education in Early Childhood and Schooling (1999-2003)

All policy reviews are required to address the education needs of Aboriginal children and students and those from culturally and linguistically diverse backgrounds.

Anti-Racism Policy (1990)

The Department of Education, Training and Employment (DETE) has a strong commitment to achieving equal employment opportunities, optimal educational outcomes and the provision of harmonious and cohesive working and learning environments.

The policy rejects racism in all forms across the Department and sets responsibilities for achieving the policy outcomes. Training regarding the Anti-Racism Policy is mandatory for all Departmental staff. This policy is being reworked to align with current legislation and government priorities and should be released in 2002.

Countering Racism Project (1999 - )

The project aims are to develop:

• a renewed policy and implementation plan for countering racism that is reflective of the work across the whole of the Department of Education, Training and Employment
• revised grievance procedures regarding racial harassment for Department sites, personnel and students in light of current South Australian Government legislation
• curriculum guidelines for writers and curriculum developers for countering racism
• partnerships to further support other key government agencies in implementing collaborative state wide initiatives for countering racism in school communities.

Equity Statement (2001)

This statement outlines the commitment of the South Australian Department of Education, Training and Employment to achieving equitable outcomes in employment, service provision, curriculum and administrative processes and an organisational culture which values, actively promotes and manages issues related to cultural understanding, diversity and inclusion.

Foundations for the Future (1999)

The Department of Education, Training and Employment (DETE) is committed to equity, excellence, participation and choice, while recognising that achieving equity of outcomes is a responsibility shared between the education system and society.

Foundations for the Future: A Declaration for South Australian Public Education and Children's Services establishes five strategic directions for public education and care in South Australia to the Year 2010 - the year when most students starting school in 1997 will finish their secondary education. These directions will assist discussion among DETE staff, school councils, and management committees, families, young people and the wider community. They will provide a basis for future planning at all levels of the system.

The strategic directions are:

• developing the individual and society
• achieving equity through diversity
• strengthening community
• creating a spirit of enterprise
• becoming global citizens.

Implementation Plan for Managing Diversity in Family Day Care (2000-2005)

This implementation plan was written specifically for Family Day Care staff. Family Day Care in South Australia is funded by the Commonwealth Department of Family and Community Services. As part of the outcomes based funding service agreement, Family Day Care reports on access by children from non-English speaking backgrounds. Barriers to access and strategies for overcoming them are identified. The plan has been organised into three outcome areas: human resources, organisational and structural processes and strategic planning and organisational change.

Languages (LOTE) Plan (2000-2007)

This plan renews the place and direction of Languages Other Than English (LOTE) in the school's curriculum within a broad multicultural education framework. The general goal of the plan addresses an aspect of the language component of 'linguicism', that is, racism through language, in the school setting, curriculum and programs. The goal states:

By the year 2007, all R-10 students in the Department of Education, Training and Employment schools will be learning at least one language other than English in quality programs that are an integral and valued part of a broad and balanced curriculum.

Multiculturalism in Schooling and Children's Services Policy (1995)

Countering racism is an intrinsic part of the vision for the delivery of multicultural education in South Australia. The intention of the multicultural policy is to value and utilise the rich cultural and linguistic heritage of the Australian community. In particular, it seeks to ensure equitable and enriched learning outcomes for all children and students. The three priorities of the Multicultural Policy which address countering racism across the Department of Education, Training and Employment (DETE) and within schools and Children's Services are:

• Priority 1: Developing and providing culturally inclusive education and care.
• Priority 2: Managing human resources.
• Priority 3: Maximising cultural development, vocational, potential and economic growth.

Plan for Aboriginal Education in Early Childhood and Schooling (1999-2003)

This plan presents a strategic approach to address and support work across the Department of Education, Training and Employment (DETE) to improve the educational outcomes of Aboriginal children and students. It seeks to overcome racism through the implementation of the following principles which underpin all action required to achieve the intent of the plan:

• the role of Aboriginal families and their communities in the education of Aboriginal children and students is sought, recognised, valued and respected
• Aboriginal children and students feel safe in the learning environment
• Aboriginal families and communities know that curriculum, resources, management practices and facilities support successful and improved outcomes for Aboriginal children and students.

The plan recognises that Reconciliation among all Australians is achieved through learning, teaching and partnerships with families and the community.