The Islamic Schools Association of Australia or ISAA (formerly ACIES) is the peak body representing Islamic schools in Australia and Alhamdulillah a growing number of schools across Australia are on board.  ISAA seeks to lobby and represent Islamic schools in particular and the Independent schools sector in general.  ISAA sits on a number of State and Federal consultative committees and we are a true voice in the decision-making processes affecting education for not only Muslim children but all Australians.  The Independent Schools Sector is the fastest growing schools sector in Australia and Islamic schools are amongst the fastest growing within that sector.  If your child attends an Islamic school, urge your school to be a part of ISAA.

Based on the Holy Quran and the teachings of the Prophet Muhammad (PBUH), members of the Islamic Schools Association of Australia declare and affirm the following:

• We promote peace and understanding through interfaith and intercultural interactions.
• We teach the children in our schools to be proud Australians and model citizens, to participate positively in building a prosperous, harmonious and safe society in Australia.
• We teach the children in our schools to respect the rights of others and to understand the different backgrounds and religions of Australia’s multicultural society.
• We teach our children about the rights of their neighbours and their entitlement to respect, to care and to protect their property and persons.
• We are committed to following the example of the Prophet Muhammad (PBUH) in approaching one another in love and understanding, humility and self-criticism, rationality and reasonability, with open hearts and open minds in the pursuit of peace for all.
• We stand against those who preach violence and hatred in the name of any religion, including Islam.
• We stand against those who preach violence and hatred against Muslims and the religion of Islam.
• We do not condone the taking of innocent life or the threat of such in order to promote any cause.
• We reject and condemn all violent acts that target civilians, children, and old people in order to promote a cause as this is against Islamic principles.
• As Australian citizens or residents of Australia, we stand to defend our country Australia from any form of aggression at all times.
• We believe that the interests of the Muslim community in Australia can be met through the existing democratic system of governance.

• Broad support for NAPLAN exams which provides important information on students to meet national minimum standards in literacy and numeracy.  Tests provide a gauge as to the general understanding in the areas of literacy and numeracy.
• NAPLAN tests identify student areas of concern or weaknesses and allow parents and teachers to support and reinforce students where necessary.
• Reflect on the child’s achievements and allow for the planning of future study requirements (including the planning for selective classes or schools NAPLAN results can identify precisely where learning is successful and less successful and teachers can program accordingly.
• There is concern at the widespread pressure on students, staff and resources associated with NAPLAN exams, it is up to school heads to ensure that NAPLAN is presented as a general assessment which is reflective of general performance and not an assessment designed to rank and compare the results of individual students, staff, classes and schools.  Ultimately school heads will prepare and educate their school communities.
• The majority of schools are opposed to dedicating an entire term or block of time solely to preparing students for NAPLAN and making students attend after school or weekend NAPLAN classes.  This is against the philosophy or intent of NAPLAN, places immense stress on students, staff and resources and compromises delivery of the curriculum.
• A small number of schools support NAPLAN preparation classes on weekends and after school as they feel the My School website and media constructed leave them no option as parents and other stakeholders expect to see results at the top end. ISAA’s position is that this is a matter for school heads and their management team.
• Islamic schools are concerned at the poor security of the NAPLAN procedure and the credibility of NAPLAN will be under question until such time that there is independent distribution, monitoring, supervision and collection of NAPLAN exams. With such public scrutiny some schools have resorted to unscrupulous practices as revealed in past media reports, this remains a valid concern and will continue to be addressed.
• There is concern at what is regarded as poor implementation by authorities. More material is required from ACARA for schools to distribute to parents informing them of the aims and objectives of NAPLAN and highlighting that it is not a competition between individual students and/or schools.  Information to parents must include comment on the broader role of schools including values programs, pastoral care and extra curricular activities so that parents do not judge schools merely on NAPLAN results.
• More emphasis needs to be placed on results from NAPLAN to show progress of a student rather than just academic results.  This type of information must be more explicitly conveyed to parents when authorities distribute information to parents.
• Schools want clear statements on any potential link between NAPLAN results and future funding arrangements.

• Islamic schools acknowledge that as fee charging schools who are recipients of government funding, independent schools must be accountable for the education that they provide.  Islamic schools support the My School website but are concerned that ranking of schools can be misleading and harmful and have a negative effect on individuals, schools and communities who are trying to make a positive difference to disadvantaged students.
• Data and other measures should not be used to create simplistic league tables that may trivialise student achievement and create misleading comparisons. T
• Islamic schools call for a review of the Index of Community Socio – Education Advantage (ICSEA) measurement as it is too broad in its scope and assumptions.  As a result the similar or like school comparison has threatened the credibility of the My School site.
• Islamic schools support the My School website providing more information regarding the schools funding and resources.  This includes the  MySchool website providing significant data on each school to transparently show sources of funding including government funding and school fees paid by parents. This data also shows how much schools spend on operational and capital expenditure.
• There are enormously differing levels of resources available to schools both public and private and it is important that these be more transparent.  Islamic schools almost without exception serve largely disadvantaged communities yet they perform relatively well; it’s important that this information is apparent.
• The Index of Community Socio-educational Advantage (ICSEA) is a scale of socio-educational advantage that is computed for each school. ICSEA enables visitors to the My School website to make comparisons between schools based on the level of educational advantage or disadvantage that students bring to their academic studies. ISAA calls for ICSEA to more clearly show how governments fund schools in the private and independent sector for resources, capital projects and assistance for students with special needs.  

One of the most frequently misunderstood issues is the funding of government and non-government schools in Australia:

• Using various models over the last 35 years, federal governments have continued as the principal public funders of non-government schools, a program justifiable under the terms of the Constitution. At the same time, state governments have been minor public funders of non-government schools.
• In addition to these recurrent funds, the federal government maintains a minor commitment of funds for capital projects to approved non-government schools and needs-based funding for specific, targeted programs.
• Since 2013, the federal funding of non-government schools has been based on the Student Resource Standard (SRS), also referred to as the Gonski Model, which is an estimate of the funding a school needs based on its students’ educational needs. Gonski has had two iterations with Gonski 2.0 coming into effect in 2018. The predecessor to the SRS model was the ‘SES Model’ (Socio Economic Status) and prior to that the ‘ERI Model’ (Education Resource Index).
• Each model has attempted to equitably measure the relative needs of the communities served by schools and to fund them according to those needs.
• From 2020 the new Direct Measure of Income (DMI), based on the income of parents of a school’s community, will be used to determine the capacity of a school’s parents to contribute to school fees.
• Independent schools which include all Islamic schools receive the lowest average recurrent funding from governments of $12 260 per student compared to $20 940 for government schools (Source – Independent Schools Australia, 2023). ISAA supports reviews for how Independent schools are funded particularly those serving communities facing disadvantage.
• 87% of the capital development (land, buildings, equipment) in Independent schools is funded from private sources including parents, local communities and bank loans. Governments provide only a small fraction (6% Federal and 7% State) of the capital investment made by Independent schools (Source Australian Government Department of Education, 2022)
•   Parents and school bodies contribute the vast majority of capital investment through bank loans, fees, fundraising and voluntary contributions. ISAA supports calls for a more equitable contribution from government for capital funding in independent schools
• ISAA strongly rejects calls for the removal  DGR (tax deductable status) for school building funds. School building funds are an essential source of funding by parents and school communities for capital funding in Islamic schools

• Islamic schools in principle support ACARA and the delivery of a national curriculum with national standards, outcomes and assessment criteria.
• The national curriculum must have standard core content and achievement standards.
• The national curriculum must be flexible enough to incorporate local content and culturally specific content to meet the needs of individual students.  This includes accommodating concepts such as creation theory and traditional values in faith-based school systems.
• The national curriculum must facilitate the reporting of students’ results against achievement standards that are varied in their structure and approach across the different years of schooling.
• Islamic schools support a standard Year 12 matriculation exam for all subjects that are the same for all children across Australia.
• Islamic schools favour the use of learning outcomes and scope and sequences as part of the delivery of a national curriculum.

• Islamic schools reject the notion that faith-based schools threaten the cohesiveness of society.
• Islamic schools, like other schools across all systems, have a number of activities and programs that promote community values and engagement with all sections of the community including other faith-based schools.
• Islamic schools are amongst the fastest growing group in the Independent sector and they play an important role in contributing toward social cohesion, as well as promoting values that will enrich the social fabric of modern Australia.
• Islamic schools promote dialogue, service learning/volunteering, social justice and charitable causes that benefit all Australians.
• Australians come from a broad range of cultural, religious, and linguistic backgrounds and Islamic schools both reflect and celebrate this diversity.

Islamic schools work closely with other faith based education sectors to ensure that our schools have the freedom to protect the freedom of choice for parents when selecting a school for their children that protects religious freedoms including

• Employ staff who share similar values and beliefs
• Enrolling students who share similar values and beliefs
• Operate schools in accordance with those beliefs
• Non interference of government by restricting instruction from staff including chaplains and school leaders in accordance with those beliefs

Islamic schools continue to call for a bipartisan approach to religious freedom laws and protections to allow faith-based schools to continue providing quality education to hundreds of thousands of Australian parents who make this choice for their children

The Federal Government National Student Wellbeing Program (NSWP) supports student and school community wellbeing in over 3,000 school communities each year and replaced the former National School Chaplaincy Program (NSCP)

It is administered by state and territory governments.

NSWP student wellbeing officers and chaplains work in collaboration with school communities to support the wellbeing of school students through:

• providing pastoral care
• organising volunteer activities within the school community
• running programs such as breakfast clubs and lunchtime activities
• coordinating excursions, school incursions and parent/carer workshops.

NSWP student wellbeing officers and chaplains are no longer able to provide religious instruction or religious counselling

The  former National School Chaplaincy Program aimed to support school communities that wish to access the services of a school chaplain or a religious figure in Islamic schools who assists school communities to support the wellbeing of their students, including strengthening values, providing greater pastoral care and enhancing engagement with the broader community.

Chaplains provide general personal and religious advice, comfort, support and guidance to all students and staff, irrespective of their religious denomination and beliefs. 

ISAA is concerned that removing references to faith in advice or counselling by chaplains restricts the range of pastoral care available to students and infringes on religious freedom.