Elements
Achieving the Strategy’s vision and goals requires change at every level. The following elements of our Theory of Change reflect the core engagement themes raised by Communities and will guide OECD’s actions and reform work.
System and service level
All preschools are Culturally responsive, and there is more proactive and positive engagement with Aboriginal ways of knowing, being and doing
Communities identified Cultural responsiveness as the essential foundation for Aboriginal children’s success in early learning. Embedding Aboriginal perspectives must go beyond symbolic gestures to become a defining feature of how services are designed, delivered and evaluated. Community feedback also highlighted the importance of Aboriginal people working in the ECEC sector, embedding local Cultural knowledge in practice, supporting warm and early connections to education settings, and visibly welcoming environments.
Early Childhood Education and Care and other family services are well connected
Communities called for holistic, wraparound approaches that help connect education, health, housing and family supports to meet the needs of Aboriginal children and families. Too often, services operate in isolation. This leaves families to navigate complex and fragmented systems. Supporting stronger cross-sector connections will create a more coordinated and empowering ecosystem that responds to each child’s developmental, Cultural and family context.
There is accountability to Aboriginal Communities and commitment to Indigenous Data Sovereignty
Aboriginal people have been clear that genuine accountability and shared decision-making are fundamental to achieving better outcomes for children and families. This requires transparent communication, shared governance and data practices that respect Indigenous Data Sovereignty principles. Strengthening Aboriginal governance over the data ecosystem including creation, development, stewardship, analysis, dissemination and infrastructure can help Communities see and shape progress in real time. Implementation actions will establish mechanisms for Aboriginal leadership in monitoring, evaluation and data governance and explore shared access for Community. This will help embed accountability and transparency throughout implementation.
Child and family level
Families understand child development and are more aware of the benefits of 2 years of preschool
Community feedback highlighted the need for clearer, Culturally framed communication about child development and the value of 2 years of preschool. Many families expressed interest in supporting their children’s learning but wanted more accessible information delivered in trusted spaces and through trusted voices. Strengthening families’ understanding of child development (particularly during the early years) can enable more informed decisions and greater engagement with preschool programs.
Families have more choice about attending a well-supported Aboriginal Community Controlled service
Communities consistently emphasised the importance of Aboriginal-led early childhood services that reflect and uphold Culture, language and identity. ACCOs are uniquely positioned to deliver programs that are both educational and Culturally responsive, providing safe and empowering environments for Aboriginal children and families. Strengthening partnerships with existing ACCOs and supporting the development of new Aboriginal-led services expands family choice for early learning experiences that align with Community priorities.
Barriers to engagement are reduced
Community engagements identified a range of barriers that prevent families from fully participating in preschool programs and early childhood services, including transport challenges, complex enrolment processes, financial pressures and limited flexibility in service delivery. Addressing these systemic and practical obstacles is critical to improving access and participation.
Families are decision-makers
Communities emphasised that Aboriginal families want to be recognised as leaders and decision makers in their children’s early learning and development journeys. This can require shifting power and practice so that families have an active voice in shaping preschool programs, priorities and everyday experiences. Building the capability of services to engage respectfully and share decision-making authority means that families’ Cultural knowledge and aspirations can guide planning and practice.