The report, put out by Victoria University’s Mitchell Institute, recommends a three-pronged approach: long-term commitment, support for educators and new approaches to measuring student achievement.

Furthermore, the report suggests eight steps that the government can take to implement these recommendations.

“Over the past few years and this year especially we have heard repeated calls for greater emphasis on capabilities in Australian education,” Mitchell Institute director Megan O’Connell said.

“Things like critical thinking, creativity, resilience and communication skills have been found to help young children prepare to learn, improve outcomes in school and increase lifelong wellbeing and job success.

“There is a lot of great work happening right across the education spectrum to strengthen capabilities in learning but for all children to benefit, we need governments to drive change.

“Ten years ago Australia made a commitment to grow capable learners, ‘confident and creative individuals’, in The Melbourne Declaration [on Education Goals for Young Australians] and this year the major Gonksi 2.0 report again recommended to strengthen capabilities.

"We can’t spend another decade talking about wanting to improve in this area – we need capabilities prioritised in Australian education now.”

Noting that the term ‘capabilities’ is not yet clear to everyone, O’Connell said that parents, educators and other employees must be supported to better understand the concept.

“Capabilities are the things that help young children share and play with others, enable school students to communicate ideas and allow young adults to recognise their strengths and overcome challenges. We cannot have a strong education system without them.”

For co-author Professor Bill Lucas' take on the findings, head here