Victorian Government Education Policy Initiatives

Over the last decade, a number of Victorian Government Education Policy initiatives have attempted to address issues of cultural diversity and multiculturalism in schools:

  • Multicultural Policy for Victorian Schools 1997
  • Guidelines for Managing Cultural and Linguistic Diversity in Schools 2001
  • Blueprint for Government Schools 2003
  • Victorian Curriculum Reform Project 2004
  • Victorian Education Learning Standards (VELS)

In Victoria, the education policy framework has developed through the Multicultural Policy for Victorian Schools (1997) and the Guidelines for Managing Cultural and Linguistic Diversity in Schools (2001). The Multicultural Policy for Victorian Schools (1997) outlines a number of criteria and aims for schools:

  • Proficiency in English
  • Competency in a language or languages other than English
  • In-depth knowledge and awareness of their own and other cultures
  • An understanding of the multicultural nature of Australia’s past and present history and of the interdependence of cultures in the development of the nation
  • Skills and understandings to interact comfortably and competently in intercultural settings
  • An awareness of the reality of the global village and national interdependence in areas of trade, finance, labour, politics and communications, and that the development of international understanding and cooperation is essential.

A key objective of this policy is that “By 2006 all students P-12 will have multicultural perspectives delivered across all eight key learning areas (The Arts, English, Health and Physical Education, LOTE, Mathematics, Science, Study of Society and Environment, and Technology) and incorporated into all aspects of school life.” [1]

The Department of Education, Employment and Training, in its Guidelines for Managing Cultural and Linguistic Diversity in Schools (2001) outlined its commitment to:

  • assisting all students and staff to become informed, productive, adaptable, motivated and creative citizens, who take full advantage of their economic, social and individual opportunities;
  • building an accepting environment where all staff and students are treated with dignity and respect and where diversity is valued;
  • facilitating intercultural contact through broadening knowledge of the world and promoting the skills needed for cross-cultural cooperation and understanding;
  • creating a learning environment where stereotypes are questioned and bias, bigotry, ethnocentrism, prejudice or racism are wholeheartedly rejected.

This policy promotes diversity as an educational advantage, in so far as:

“Diversity brings significant educational benefits to all students, teachers and administrators and the wider community. It enables the creation of learning environments enriched by different life experiences, varied perspectives, dynamic interchange, flexibility and creativity. The skills and attitudes acquired by students in this environment are the same as those needed for the new worlds of work and community life. Schools can be, and generally are, model communities of mutual respect, harmony and tolerance.” [2]

More recently, the Blueprint for Government Schools (2003) made recommendations for the identification and development of “essential learnings”. The Victorian Curriculum Assessment Authority’s (VCAA) Victorian Curriculum Reform Project (2004) responded to this initiative. The VCAA’s new curriculum standards—the Victorian Essential Learning Standards (VELS)—have augmented the framework for Victorian government schools curriculum. In addition to these, on 1 January 2005, the new Multicultural Victoria Act 2004 came into effect enshrining principles of access, participation and contribution, for all Victorian citizens, to services made available by the Victorian Government.

In seeking to establish principles of multiculturalism and foster a common understanding of the importance of cultural diversity and how it enriches Victoria, the Multicultural Victoria Act (2004) has a number of important implications for school councils, principals, staff and students. It outlines the following responsibilities:

School councils are committed to:

  • ensuring the contents of any existing policy document such as the Accountability and Improvement Framework, the code of practice and the student code of conduct, and in particular the school profile, reflect the principles of multiculturalism:
  • the entitlement of all members of the school community to mutual respect and understanding regardless of their cultural, religious, racial and linguistic backgrounds
  • promoting and preserving diversity and cultural heritage among members of the school community
  • ensuring that all members of the school community (regardless of background) can work together to build a positive and progressive future
  • ensuring all members of the school community are equally entitled to access opportunities and participate in and contribute to the social, cultural, economic and political life of Victoria
  • the understanding that all Victorians have a responsibility to abide by the State’s laws and respect the democratic processes under which those laws are made
  • encouraging and facilitating the participation by all parents in school community activities and decision making, taking into account the principles of multiculturalism
  • the alignment of the school’s current and future policies with the principles of multiculturalism.

Principals are committed to:

  • Ensuring that the school curriculum, leadership and management practices promote and affirm principles of multiculturalism
  • Making staff, students and members of the school council aware of the legislation – particularly the principles of multiculturalism
  • Monitoring the school environment in terms of promoting and preserving diversity and cultural heritage and overseeing the school’s efforts to incorporate the principles of multiculturalism
  • Modelling appropriate behaviour and promoting a climate of mutual respect
  • Making available translations of the school’s diversity and equal opportunity policies, including complaints processes, to ensure they are accessible to staff, students and parents from language backgrounds other than English, as appropriate.

School staff are committed to:

  • Examining their own culture, and the role it plays in influencing how they view and interact with the world
  • Promoting and affirming diversity in all aspects of their work practices and interactions with students, parents and other staff
  • Ensuring curriculum programs and classroom materials incorporate multicultural perspectives and reflect a range of cultural experiences
  • Valuing and building on students’ knowledge and experience
  • Using teaching and assessment strategies that cater for a range of learning styles, and allow for differences in perspective
  • Monitoring the school environment in terms of promoting and preserving diversity and cultural heritage and assisting the school’s efforts to incorporate the principles of multiculturalism
  • Modelling appropriate behaviour and promoting a climate of mutual respect.
Students are expected to:
  • Abide by the Student Code of Conduct, in particular the principles concerned with the valuing of student individuality, including that of race, gender, or cultural diversity
  • Participate in cultural awareness, anti racism and other curriculum-linked strategies aimed at increasing respect for diversity.

For some useful resources on Multicultural Education policy, click here:

 

Resources

(1) Multicultural Policy for Victorian Schools:

(2) Guidelines for Managing Cultural and Linguistic Diversity in Schools:

Access both these resources through the Department of Education and Training Multicultural Programs homepage.  Use this link then click on Multicultural Education in the left hand menu: http://www.sofweb.vic.edu.au/lem/ .

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