Australia needs a new national conversation on school education. We should seize the opportunity provided by the Commonwealth's Review to Achieve Educational Excellence in Australian Schools (known as the 'Gonski 2.0 Review'). The Turnbull Government commissioned the Gonski 2.0 Review in an effort to ensure the extra Commonwealth money going into schools over the next decade is spent wisely by the states and territories. But this report warns against over-reach: too much Commonwealth intervention into school education could be counterproductive and costly. Under the Gonski 2.0 funding deal struck last year, schools will get an extra $23 billion in Commonwealth funds over the next ten years. But the Commonwealth's need for reassurance about how the money is spent must be kept in perspective: the extra federal funding is only 3 per cent of all government spending on schools over the period. Much more important is that all government money for school education is spent effectively, regardless of where it comes from. This report first identifies the big system reforms needed to improve students outcomes. Most of these reforms are the responsibilities of state and territory governments. Then the report considers what few things the Commonwealth should do to help. The biggest advances will be made only.

The Commonwealth is working for the UK however if the organisation is to reach its potential and influence events, the Commonwealth Secretariat needs to "sharpen, strengthen and promote its diplomatic performance". Recently the Commonwealth has appeared less active and less publicly visible. The Government does not appear to have a clear and co-ordinated strategy for its relations with the Commonwealth. The moral authority of the Commonwealth has "too often been undermined by the repressive actions of member governments". The Committee is "disturbed to note the ineffectiveness of the mechanisms for upholding the Commonwealth's values", and expresses support for the Eminent Persons Group's proposal for a Commonwealth Charter. The Committee also says that it is not convinced that member states are making the most of the economic and trading opportunities offered by the Commonwealth. The report welcomes the fact that the Commonwealth continues to attract interest from potential new members, and the report says that there are advantages in greater diversity and an extended global reach for the Commonwealth however the application process should be rigorous. There is also concern at the continuing evidence of serious human rights abuses in Sri Lanka and the Committee urges the Prime Minister to state publicly his unwillingness to attend the Commonwealth Heads of Government Meeting in Colombo meeting unless he receives "convincing and independently-verified evidence of substantial and sustainable improvements in human and political rights in Sri Lanka."

Guidebook showcasing successful, innovative education initiatives to help meet the MDGs and Education for All targets from around the Commonwealth, in a concise and easy-to-use format. Provides policy-makers with examples of solutions that will assist them in devising strategies to counter their own educational challenges.

This book explores how peer reviews are used in school improvement, accountability and education system reform. Importantly, these issues are studied through numerous international cases and new empirical evidence. This volume also identifies and describes barriers and facilitators to the development, use, sustainability and expansion of school peer review. School peer reviews are a form of internal evaluation driven by schools themselves rather than externally imposed, such as with school inspections. Schools collaborate with other schools in networks, collect data through self-evaluation and in school review visits. They provide feedback, challenge and support to each other. Despite the increased use of school peer review in system reform and school improvement, very little research has been conducted on this model and there is a dearth of literature that looks at the phenomenon internationally. This book fills this gap and will be an invaluable source for academics in school leadership and educational evaluation and accountability, as well as those working at the level of executive leadership in school networks, NGOs and in government policy-making.

This book explores the changes and developments which have affected education within the Commonwealth over the years. As the Secretary-General notes: 'The Commonwealth has a strong record and tradition of co-operation in education, encompassing articulation of values, exchange of ideas and direct learning from each other, This book is a reminder of that record and tradition and offers a refreshing kaleidoscope of Commonwealth educational action.'