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MCEETYAMinisterial Council on Education, Employment, Training and Youth Affairs (now Ministerial Council for Education, Early Childhood Development and Youth Affairs; Australia)
References in periodicals archive ?
MCEETYA 2001 endorsed priority areas of work and initiatives for the Taskforce:
Support the MCEETYA Transition from School Taskforce in implementing its planned initiatives, including the development of a blueprint of the career development competencies that individuals need to be helped to develop and apply throughout their lives
Ministerial Declaration on Adult and Community Education, Canberra: MCEETYA.
2001; MCEETYA, 2003) have noted that most teachers who decide to leave teaching as a career, do so early in their career.
The MCEETYA Task Force on Rural and Remote Education, Training, Employment and Children's Services.
Policy literature suggests musical participation in schools promotes student psychosocial wellbeing (PSWB) (Australian Government, DEST, 2005; Garrett, 2009; MCEETYA & CMC, 2007; Parliament of Victoria, 2013).
academic, personal, social) are considered by many to be equally important (see MCEETYA, 2008).
Thus, there have been many government initiatives and policies to advance the literacy learning of a range of groups within society (see MCEETYA 2008; Erickson 2005), recognising that all citizens have the motivation and capability to continue learning and developing literacy throughout life (Kearns 2005).
The MCEETYA Taskforce on Transitions from School developed the Career and Transition Services Framework and, in July 2003, ministers of education and training agreed to promote the framework as a tool to assist jurisdictions in planning for and providing services to support and prepare young people to make successful transitions.
This mismatch of home and school language has been shown to disadvantage Indigenous students' in terms of their achievements in literacy and numeracy in the long term (Dickinson, McCabe & Essex, 2006; MCEETYA, 2004).