Someone recently remarked on the number of changes taking place in education in the Diocese of Parramatta. The same observation could be made about education systems and schools across the country.

Australian education has been going through a major period of development for a number of years. There are many reasons for this. There’s a national sense of urgency about the rate at which economics and technology are being transformed, and are themselves transforming society. Along with this is an evolving concern about the environment and about the nature of modern society, its culture and values.

The latest development is the establishment of the ‘Council for the Australian Federation’ (COAF) which presents the strategic thinking of all States and Territories in relation to education.

Its vision for the future of Australian schooling is loaded with sentiments with which we would all agree: a focus on student learning, the key role of teachers, respect for diversity, partnerships, values and so on.

Its action plan, however, places heaviest emphasis on a national curriculum, testing/reporting regimes, workplace reform and teacher registration.

Our challenge is to work constructively and collaboratively within the ever-changing agenda. At the same time, we must be particularly astute and discerning in the ways in which we support governments and other agencies in a shared commitment to quality education.

Which parts of the unfolding agenda reassure you? And which ones have the opposite effect?