The Partners for Success strategy was built on the recognition that responsibility for improving outcomes is shared between schools and Aboriginal and Torres Strait Islander communities and parents.
Central to the Strategy was the development of negotiated school community partnership agreements, or 'compacts'. This process acted as a mechanism for attaining agreement on how they worked together to achieve improved outcomes for Indigenous students.
Although Compacts are no longer a requirement for schools and communities, the following descriptions highlight the process undertaken in the development and understanding of them.
A school community partnership agreement is reached as a result of schools acknowledging that parents are equal partners in the education of children.
School community partnerships and associated processes should be responsive to the needs of individual school communities. As a result a 'compact' and the processes undertaken to reach an agreement will vary from one community to the next. Consultation and negotiation processes will inform how a 'compact' is shaped. For example, some school communities may decide to reach a verbal agreement based on shared understanding and mutual trust. Other school communities may wish to document their negotiations in a formal agreement.
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© The State of Queensland (Department of Education, Training and the Arts) 2007.