Education in Out-of-Home Care by Patricia McNamara & Carme Montserrat & Sarah Wise

Author:Patricia McNamara & Carme Montserrat & Sarah Wise
Language: eng
Format: epub
ISBN: 9783030263720
Publisher: Springer International Publishing

10.6 Policy

Key polices impacting education of Australian children in OHC derive from the child protection and education systems, disability and health (including mental health) systems. At a federal level, regular reporting of key national indicators of educational progress occurs under the National Framework for Protecting Australia’s Children 2009–2020, the National Standards for Out of-Home Care and the Report on Government Services (AIHW, 2015). Ongoing linking of child protection and National Assessment of Literacy and Numeracy data, supported by collaboration between the AIHW and relevant state and territory departments/agencies is mentioned above (AIHW, 2015). Online reporting of the National Framework and National Standards indicators on the AIHW website each year will complement this to inform policy and practice. At the State level a range of measures are also in place. In Victoria, the Department of Education and Early Childhood Development (EECD) requires schools to develop an Individual Education Plan (EDP) and appoint a Learning Mentor, supported by a Student Support Group (SSG), for every student in OHC. A Partnering Agreement incorporated in the OHC Education Commitment (EECD, http://​www.​education.​vic.​gov.​au/​Documents/​school/​teachers/​health/​a4partnering.​pdf) oversees monitoring of EDPs and SSGs. Notwithstanding promising federal and state initiatives, more are required, especially in those related to rigorous monitoring of individual children’s educational progress, which is too often left to non-government organisations operating under tender to provide OHC (Harvey et al., 2015).

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