Learning Beyond Limits brings together insights and learnings from early-mover schools, academics, employers, universities, admissions centres and jurisdictions who are working to transform how we recognise learning beyond only academic measures.

It articulates the burning platform for change, where and how work is already taking place and the early evidence of benefits to young people and educators.

This is just the start. This report was generated as part of the first cycle of The Power of Recognising More - a national, participatory action research study. We know there are many more sites across Australia doing this work. We want to hear from them about what they are learning and the challenges they are facing along the way. 

In this pivotal era in education, the time is right to have a meaningful conversation about the purpose of learning. 

Promising trends

The data highlights a number of promising trends:

  • It shows that young people are more engaged with learning when they see it as relevant, and especially if they have agency in their learning. 
  • Young people who are part of these programs are recognising and talking about their capabilities. 
  • This is vital as young people need to understand their strengths to be able to identify what makes them unique and explore possible future pathways. 
  • Just knowing things is not enough. Young people need to be equipped to learn complex skills and capabilities, whether they are entering a trade or becoming an accountant.
  • The young people involved are also developing a sense of their possibilities and their ability to navigate different pathways. This includes going beyond an ATAR pathway, which can only be used for entry to tertiary education.  

The report also shows that teachers are learning to work in different ways and finding the freedom to focus on supporting each student. It shows that teachers are excited by and attracted to a new model of learning that supports them to engage students and think deeply about student strengths and has revitalised teachers across several early adopter sites. 



Work in practice

The report highlights a number of examples of this work in practice. This includes:

  • New assessment methods that measure capabilities such as communication and quality thinking, problem solving, and agency in learning
  • Partnering with industries to identify a wider array of skills within students, especially those facing significant personal barriers.
  • Utilising online platforms and learner profiles to map and recognise diverse student capabilities, offering valuable insights for teachers and empowering students in their learning journey.


Collaborate to build insights and evidence

The study is commissioned by Learning Creates Australia and supported by research partner, Nous Group. Contributions, sense-making and research design to the first cycle of the work were in collaboration with:

Australian Industry Trade College, Carey Grammar School, David Scott School, Eastern Flexi Schools Network, Edalex, Edmund Rice Education Australia, Hunter School of Performing Arts, Learning Vectors, Liverpool Boys High School, Mastery Transcript Consortium, Megan O’Connell, Melbourne Assessment, National Indigenous Youth Education Coalition, Peter Carnley ACS, Plumpton High School, SEDA College of South Australia, Templestowe College, The SACE Board of South Australia, Universities Admission Centre, University of Technology Sydney, Victorian Tertiary Admissions Centre, Woodleigh Institute, Yeronga State High School.


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