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This Concept Map, created with IHMC CmapTools, has information related to: REVIEW OF SCHOOL FUNDING, SCHOOL GOVERNANCE Under the Australian Constitution, state and territory governments are responsible for the operation of schooling. This can include registering and regulating all schools (government and non-government), as well as monitoring and reviewing the performance of schools in their jurisdiction and the general administration of government schools. Accordingly, the Australian Government is not responsible for the administration and running of schools. existing context FUNDING State schooling State and territory governments provided 89 per cent Australian Government provided 11 per cent Non-state schooling Aust Govt provided 42 per cent for non-state; the states and territories around 15 per cent Private income in the form of fees and donations provided 43 per cent ( 28 Catholic schools /independent ), ASSUMPTIONS equity should ensure that differences in educational outcomes are not the result of differences in wealth, income, power or possessions clarity of terms ASSUMPTIONS, SCHOOL GOVERNANCE Under the Australian Constitution, state and territory governments are responsible for the operation of schooling. This can include registering and regulating all schools (government and non-government), as well as monitoring and reviewing the performance of schools in their jurisdiction and the general administration of government schools. Accordingly, the Australian Government is not responsible for the administration and running of schools. existing context FOCUS, ASSUMPTIONS equity should ensure that differences in educational outcomes are not the result of differences in wealth, income, power or possessions clarity of terms To provide a basis for discussion in the community, the panel feels it important to state its focus of considerations of equity for the review. The panel believes that a commitment to equity means that differences in educational outcomes should not be the result of differences in wealth, income, power or possessions; it is not meant to suggest that all students are the same or will achieve the same outcomes. This aspiration aligns with the OECD’s definition of equity in education., AIM OF REVIEW intended outcome? The aim of the review is to identify arrangements that will achieve a funding system which is transparent, fair, financially sustainable and effective in promoting excellent educational outcomes for all Australian students, ASSUMPTIONS equity should ensure that differences in educational outcomes are not the result of differences in wealth, income, power or possessions clarity of terms It was also suggested that government investment in education should focus on educational outcomes rather than system inputs, THE DECISIONS REQUIRED LOBBYING & model making 1. the concept of equity as it relates to schooling for the purposes of the review and the principal sources of disadvantage that warrant specific interventions or focus through funding 2. current arrangements to fund disadvantaged students and the effectiveness of these arrangements 3. the potential value of a schooling resource standard or benchmark in new funding arrangements 4. an assessment of existing Australian Government and state and territory government funding models and methods 5. the challenges Australia faces in improving educational outcomes for all students and, in particular, for those from disadvantaged backgrounds 6. different models for funding schooling and their advantages and disadvantages., KEY ISSUES EMERGING FROM THE CONSULTATION hoary chestnuts (1) equity of educational outcomes; (2) recurrent funding; (3) capital funding; (4) targeted and needs-based funding, including funding for Aboriginal and Torres Strait Islander students (5) support for students with special needs and students with disability; (6) governance and leadership; and (7) community and family engagement., ASSUMPTIONS equity should ensure that differences in educational outcomes are not the result of differences in wealth, income, power or possessions clarity of terms choice is not an option for all parents in all communities, particularly for those in regional and remote areas where there is limited provision of services, and those on low incomes