y have a sense of self-worth,
self-awareness and personal
identity that enables them
to manage their emotional,
mental, cultural, spiritual and
physical wellbeing
y develop personal values and
attributes such as honesty,
empathy, loyalty, responsibility
and respect for others
y are resilient and develop
the skills and strategies they
need to tackle current and
future challenges
y are able to recognise, adapt to,
and manage change
y have a sense of optimism
about their lives and the future
y show initiative, use their
creative abilities and are
enterprising
y have the imagination,
knowledge, skills,
understanding and values
to establish and maintain
healthy, satisfying lives
y understand their
responsibilities as global
citizens and know how to
affect positive change
y have the confidence and
capability to pursue learning
throughout life, leading
to enjoyable, fulfilling and
productive employment
y relate well to others and
form and maintain healthy
relationships
y are well prepared for their
potential life roles as friends,
family, community and
workforce members
y embrace opportunities,
make informed decisions
about their own lives and
accept responsibility for
their own actions
y have a sense of belonging,
purpose and meaning that
enable them to thrive in
their learning environment.
8 Alice Springs (Mparntwe) Education Declaration
Active and informed
members of the
community who.
Alice Springs (Mparntwe) Education Declaration 9
A Commitment to Action
All Australian Governments commit to working with the education community
and in partnership with young Australians, their families and the broader
community to achieve the educational goals for young Australians. that Aboriginal and Torres Strait Islander
Continuous ties for more than 60,000 years are an integral part of the nation's history,
present and future.
This means that all Australian
Governments will work with
the education community to:
y provide all young Australians
with access to high-quality
education that is inclusive
and free from any form of
discrimination
y recognise the individual
needs of all young Australians,
identify barriers that can be
addressed, and empower
learners to overcome barriers
y promote personalised learning
and provide support that aims to
fulfil the individual capabilities
and needs of learners
y ensure that young Australians
of all backgrounds are
supported to achieve their
full educational potential
y encourage young people to
hold high expectations for
their educational outcomes,
supported by parents, carers,
families and the broader
community
y ensure that education
promotes and contributes
to a socially cohesive society
that values, respects and
appreciates different points
of view and cultural, social,
linguistic and religious diversity
y ensure that learning is
built on and includes local,
regional and national cultural
knowledge and experience of
Aboriginal and Torres Strait
Islander peoples and work
in partnership with local
communities
y collaborate internationally to
share best practice and help
young Australians learn about
and engage with the world
y support all education
sectors – government and
non-government, secular
and faith-based
y promote a culture of excellence
in all learning environments,
by providing varied,
challenging, and stimulating
learning experiences and
opportunities that enable all
learners to explore and build
on their individual abilities,
interests, and experiences
y ensure that Australia’s
education system is recognised
internationally for delivering
high quality learning outcomes.
Confident and creative
individuals who.
This commitment will be supported by a number of interrelated
work areas
:
Developing stronger partnerships
Supporting quality teaching
and leadership
Promoting early childhood education
Foundations
development. . .
The Declaration has two distinct
but interconnected goals:
Goal 1: The Australian education
system promotes excellence
and equity
Goal 2: All young Australians
become:
y confident and creative
individuals
y successful lifelong learners
y active and informed members
of the community.
Students who pursue a diploma in this field have a fantastic opportunity to expand their expertise. Circuit boards and CPUs are assembled by computer hardware engineers to produce functional mobile or desktop devices.
A system administrator's responsibilities include the following:
System administrators are in charge of managing, maintaining, and configuring commercial computer systems on a day-to-day basis.
When signals halt, system administrators alter cables to repair the transmission media. You'll also learn how to manage and configure servers, as well as how to manage PCs, user information, and user productivity using industry tools. Network architects have frequently experienced administrators who build data transmission systems from the ground up.
To digitally connect clusters of computers, they create local area networks (LANs) and wide-area networks (WANs).
They are IT-savvy and can troubleshoot any technical issues that are causing the system to malfunction.
The System Administration course in Alice Springs will take you from working on a single machine to managing a complete fleet. Computer scientists research to develop new IT approaches that are both effective and efficient.
