Social approximately 3.6 percent increase of Aboriginal and Torres

Social stratification in the Australian education system is sharper than in most countries. Students with disadvantaged socioeconomic backgrounds are likely to be low performers and vice versa. The Australian Standard Classification of Education (ASCED), 2001, comprised of two component classifications, Level of Education and Field of Education that provides a basis for comparable administrative and statistical data on educational activities and attainment classified by level and field. As per Australian Bureau of Statistics, in 2016 there were 3,798,226 students enrolled in schools across Australia, representing an increase of 47,253 (1.3%) on the previous year’s figure. Australia works towards an inclusive education system where we see approximately 3.6 percent increase of Aboriginal and Torres Strait Islander students enrolled in Australian schools. As United Nations Educational, Scientific and Cultural Organization (UNESCO) is  the United Nations’ dedicated agency for education where the Education Sector provides comprehensive global and regional leadership in education, urges Australian national education system also and counters to contemporary world-wide challenges through education with a special focus on gender equality. UNESCO Education Sector’s top priority is education being the basic human right and the foundation upon which, the world builds peace and drive justifiable education sector growth, ensures the right to equitable and inclusive quality education. The Organization for Economic Cooperation and Development (OECD) emphasises upon equity in education and show that the proportion of kids who go to a socially mixed or average school is lower in Australia than in most other comparable countries. Australian schools are more socially stratified than in Canada, New Zealand or even the UK. The stratification is essentially the same as in the US. This is a significant problem because social segregation has very large negative consequences for students, and these effects compound inequalities associated with family background. As per OECD, the equity in education can be addressed by reducing dropout rates and school failures, making the Australian society fairer and avoiding the large social costs of marginalised adults with few basic skills. Recommended ways to achieve is to design the system to limit early tracking and streaming and postponing of academic selection and managing school choice so as to contain the risks to equity. In upper secondary education, attractive alternatives be provided to remove dead ends and to prevent dropout and offer second chances to gain from education. The recommended practices are to identify and provide systematic help to those who fall behind at school and reduce year repetition. Strengthen the links between school and home to help disadvantaged parents help their children to learn and respond to diversity and provide for the successful inclusion of migrants and minorities within mainstream education. Resourcing of providing with materials, money, staff, and other assets necessary for effective operation may entail to provide strong education for all, giving priority to early childhood provision and basic schooling with emphasis upon direct resources to the students with the greatest needs and also set concrete targets for more equity, particularly related to low school attainment and dropouts