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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.

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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.

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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.

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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.

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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.

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On 12 August 2022, Education Ministers, teachers, principals and other education experts came together for a roundtable to discuss ways to improve teacher supply and retention. It was agreed at the roundtable that a working group led by the Secretary of the Australian Department of Education would develop a National Teacher Workforce Action Plan.

The Working Group developed a draft Action Plan which was released for consultation on 3 November 2022. Teachers, principals, education stakeholders and members of the community made 661 submissions detailing what was right with the plan and what needed to be improved. That feedback has been reflected in this updated plan.

The December 2022 Action Plan outlines both immediate actions and actions that are needed over the medium and longer term in five priority areas: (1) Improving teacher supply - to increase the number of people choosing teaching as a career; (2) Strengthening initial teacher education - to ensure initial teacher education supports teacher supply and delivers classroom ready graduates; (3) Keeping the teachers we have - to improve retention by increasing support for teachers, enhancing career pathways, reducing unnecessary workload and freeing up teachers to focus on core teaching tasks and collaboration; (4) Elevating the profession - to recognise the value teachers bring to students, communities and the economy; and (5) Better understanding future teacher workforce needs - to improve the information available for teacher workforce planning.

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This report is based on a detailed survey of students attending institutions of technical and further education (TAFE) in September 1975. The survey was undertaken by the Commonwealth Department of Education with a view to providing a comprehensive range of information, most of which had been available previously for students attending universities or colleges of advanced education, but not for TAFE students. Show less

Australian schools are facing unprecedented teacher supply and retention challenges, with workforce shortages one of the single biggest issues facing teacher employers in all school sectors and early childhood education settings across Australia. This is not just a problem in Australia. The world at large is experiencing challenges associated with the competitive global teaching market, and the ongoing impacts of the [Coronavirus Disease 2019] COVID-19 pandemic.

Declining numbers of new graduate teachers, increasing demand from a growing student population and an ageing teacher and leadership workforce are all contributing to teacher shortages. Previous modelling of teacher demand and supply has suggested that these shortages could worsen over the coming years, with the demand for secondary teachers to exceed the supply of new graduate teachers by around 4,100 between 2021 to 2025.

The existing shortages have been exacerbated by the COVID-19 pandemic, with teachers working in a challenging environment and education systems and schools having had to innovate to manage illness and absences. However, COVID-19 related shortages are just one part of a broader and systemic issue. Other factors impacting on shortages include the status of the profession, workload pressures and initial teacher education (ITE) participation. Governments and education authorities have put in place a range of measures to address teacher shortages. Despite efforts, shortages exist, underscoring the fact that teacher workforce challenges cannot be addressed by any one jurisdiction alone.

This issues paper sets out the nature of the problem and responses to date, to prompt discussion on priority areas of focus at a strategic discussion on the teacher workforce. The issues paper includes evidence and data on teacher supply and demand; a discussion of the factors that contribute to teacher shortages; an overview of government and non-government responses to date; and discussion questions on potential actions to address teacher shortages.

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The Department has conducted a cohort study of completion rates for domestic bachelor students. All domestic bachelor students attending Table A universities in the 2005 cohort were tracked from commencement in 2005 to the end of 2013 using their student ID (within institution) and their Commonwealth Higher Education Student Support Number, CHESSN (across institutions). The results provide an overview of student outcomes between 2005 and 2013. The study also includes analysis of student outcomes for Table A university domestic bachelor student cohorts four, six and eight years after starting their course.

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This report continues the proceedings of a second conference on identifying further education needs in the Australian Capital Territory (ACT) attended by representatives of providing institutions and organisations. The report includes discussion on future trends in work, leisure and further education. Lists of institutions offering vocational and non-vocational courses are included.

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