Inclusive and Quality Education in Australia: The Need for Coordinated Policy Action

Abstract

Political, historical and socio-demographic conditions in Australia have shaped the implementation of inclusive education and backgrounded current responses to Sustainable Development Goal 4 of the Education 2030 Agenda. The analysis presented in this chapter highlights Australia's patchy endeavours to provide inclusive and equitable programmes at all levels of education and vocational training, particularly in relation to diverse learners and those with Indigenous backgrounds. Findings point to the need for Australian federal and state governments to collaborate, legislatively and financially, to better support policy enactment around the Education 2030 Agenda in partnerships with stakeholders at national, state and local levels.

Citation

Hay, S., Beamish, W. and Tyler, M. (2023), "Inclusive and Quality Education in Australia: The Need for Coordinated Policy Action", Lane, D., Catania, N. and Semon, S. (Ed.) Progress Toward Agenda 2030 (International Perspectives on Inclusive Education, Vol. 21), Emerald Publishing Limited, Leeds, pp. 229-244. https://doi.org/10.1108/S1479-363620230000021015