Search Results

The concept of linked courses providing bridges between secondary and post-secondary levels of education or the world of work is not new to Australia. As these findings of the Seminar show, the provision of linked courses between secondary and post-secondary educational institutions is seen to have real potential benefits. It is further considered that linked courses will extend the breadth of general education, and at the same time, facilitate further education and career choice options, as well as being a positive mechanism in easing the transition from school to work and from school to further study.

Edited excerpts from publication. Show less

India is a dynamic global partner for Australia across education, research, science and technology. The strategy builds on our strong bilateral relationship and demonstrates Australia's clear vision for the education partnership with India going forward. It draws views from across Australia's education sector and government in identifying opportunities for collaboration. The strategy presents ways to deliver mutual benefits through education, strengthen institutional and research partnerships, and enhance people-to-people links, mobility and employability.

Abstract from publisher's website. Show less

The Australian Qualifications Framework (AQF) is a critical part of the architecture of the Australian education and training system. It defines the essential characteristics, including the required learning outcomes, of the 14 different types of qualifications issued across the senior secondary education, vocational education and training (VET) and higher education systems in Australia. To retain their relevance and effectiveness, qualifications will need to respond to current and emerging workforce and social needs, be delivered in ways that meet learners' needs and circumstances, and be trusted by learners, employers and the community generally. The Australian government announced a review of the AQF in the 2017-18 budget. This document is the final report of the Expert Panel, chaired by Peter Noonan. It recommends significant reforms to the AQF.

Key findings and recommendations include: The AQF is widely used by the tertiary education sectors to underpin the validity, reputation and value of formal qualifications in the Australian education and training system; there are too many levels, the structure is overly rigid and there is a lack of clarity between the current AQF levels and qualification types; shorter form credentials, especially microcredentials, will have greater portability if they have some quality assurance; and an ongoing governance body will be required to give effect to decisions by Ministers on the recommendations of the Review of the AQF and to ensure that the AQF remains relevant, is effectively implemented and widely used.

Edited excerpts from publication with additional information. Show less

Over the course of 2023, the Expert Panel (the Panel) of the Review to Inform a Better and Fairer Education System (the Review) visited many schools, met with key stakeholders, and received submissions to inform the next Education Funding and Reform Agreement (the Agreement). The Summary Report was prepared by the Australian Government and highlights the key themes and issues identified in the Expert Panel's report.

The Summary Report highlights the three priority areas for the next Agreement: equity - to improve outcomes and address student needs, especially for priority equity cohorts, and reduce concentrations of disadvantage in schools; wellbeing - to ensure all students and staff feel supported and belong; workforce - to grow and diversify the workforce of confident and capable teachers and other educators, and ensure they are well supported to strengthen their practice and collaborate.

Excerpts from publication and publisher's website. Show less

The purpose of this study is to report on an analysis of completion rates of domestic bachelor students who commenced in 2005 at a publicly funded university and their progression by 2012. As at the end of 2012: 72.3 per cent of domestic bachelor students in the 2005 cohort had completed their studies and this rate of completion is consistent with the estimate attained in an earlier Departmental study of the 1992 and 1993 cohorts, where the undergraduate completion rates were estimated at 71.6 per cent and 70.8 per cent respectively using an extended approach. Also consistent with the Department's findings from earlier years, the cohorts with the highest completion rates are: women, 74.3 per cent; full-time students, 77.7 per cent; younger students (19 and under), 79.1 per cent; students with high [Australian Tertiary Admissions Rank] ATAR (95-100), 93.8 per cent; non-English speaking background students, 77.7 per cent; non-Indigenous students, 72.6 per cent; metropolitan students, 73.7 per cent; and high socio-economic status (SES) students, 76.5 per cent.

Edited excerpts from publication. Show less

A National Skills Passport has the potential to be a practical solution that helps individuals who choose to participate to take the next step in their education or career. They could view, share and assess their skills and qualifications across vocational education and training (VET) and higher education through a trusted and integrated digital system, validated from trusted sources. A National Skills Passport could connect with other relevant services, make life easier for employers, employees and jobseekers, and promote upskilling and reskilling behaviours to help build a culture of lifelong learning.

This consultation paper seeks views from individuals (such as learners, jobseekers, employees), businesses, unions, tertiary institutions and across state, territory and local governments on the concept of an integrated National Skills Passport that understand the needs and demands of different parties. It presents a range of questions related to five key principles: (1) Valuable and useful; (2) User-centred; (3) Integrated and interoperable; (4) Trusted and reliable; and (5) Privacy enhancing and secure.

Edited excerpts from publication and publisher's website. Show less

On 15 December 2022, Commonwealth, State and Territory Education Ministers agreed to establish a panel of experts (the Panel) to inform the next intergovernmental schools agreement, with a focus on driving real and measurable improvements for students most at risk of falling behind, improving wellbeing, attracting and retaining teachers and improving the use of data and transparency. Over the six months of the review, the Panel was committed to hearing from as many teachers, students, parents and stakeholders as possible.

The Panel visited 92 schools, across every state and territory, held over 130 meetings with stakeholders, received 266 submissions to the Consultation Paper and heard directly from over 50 people through three virtual workshops. In addition, the Panel commissioned research on policy interventions to increase socioeconomic diversity and improve learning outcomes. Finally, the Panel undertook a survey of parents, teachers and students which elicited 24,968 responses, which provided a rich picture of our community's priorities. The Panel were also keen to hear from First Nations educators, communities and students and met with several First Nations stakeholders throughout the course of the Review, including through a First Nations educators' virtual workshop. The Panel also visited schools in several remote First Nations communities and visited over 30 First Nations majority schools nationally.

This extensive consultation process informed the Panel's recommendations across seven reform directions: lift student outcomes; improve equity; improve student wellbeing; attract and retain teachers; reduce data gaps and limitations; enhance funding transparency and accountability; and support innovation and achieve reform. The reform directions are underpinned by extensive evidence to ensure they have the best chance of lifting outcomes for all students. In developing this report, the Panel has also given careful consideration to recent and concurrent processes that interact with the school education system.

Edited excerpts from publication. Show less

This is the third release of the Department's annual completion rate publication and includes data from 2005 to 2014. The report includes: a cohort study of completion rates for domestic bachelor students. Domestic bachelor students attending Table A universities were tracked from commencement using student ID (within institution) and Commonwealth Higher Education Student Support Number, CHESSN (across institutions); completion rates for domestic undergraduate Non-University Higher Education Institution (NUHEI) students, published for the first time; and completion rates for individual institutions, published for the first time.

Abstract from publisher's website. Show less

The function of the Commonwealth Department of Education is to administer programs of financial assistance to students and educational institutions, undertake research and advise the government on educational planning and policies from a national perspective. This annual report for the Department covers a period of 18 months, from January 1984 to the end of June 1985, a period that saw significant changes in the Department's operations. The report outlines the functions and objectives of the Department and the senior management structure as at 30 June 1985, and reviews its activities for the period under the following headings: Assistance for students; Aboriginal education; Language education; International relations; Overseas students; Office of Youth Affairs; Recent major initiatives; Research and statistics; Territorial education; State and Territorial Offices; Management. Included as appendices are: Department expenditure and revenue; Staffing statistics; New further education courses; Non-statutory bodies; Commissioned research projects; Enactments administered by Minister for Education; Addresses of Commonwealth Department of Education. Show less

This paper looks at the pressures on higher education institutions: unmet demand; increasing number of routes by which candidates seek to enter; the legal system; pressure from other general forces. The book reviews the principles which ought to govern selection, lists selection techniques and the pros and cons of each, and concludes by suggesting a general direction for continuing reform. Show less