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An Expert Panel was established in March 2011 to develop a Gippsland Tertiary Education Plan. This initiative responds to the 2009 Higher Education and Skills report advising on the development of the Victorian Tertiary Education Plan, which confirmed there was an appreciable gap in participation and attainment levels between large parts of Melbourne and regional Victoria. To inform the development of the discussion paper and their final report, the Expert Panel commissioned supporting analysis from the Australian Council for Educational Research (ACER). This document provides a modelling of tertiary demand in the Gippsland region. Show less

Curriculum delivery in higher education is changing rapidly, notably in the area of online delivery. Initial Teacher Education (ITE) in Australia is no exception to this, and this article explores this growth with a particular focus on its implications for workforce planning for teachers. In this planning in Australia, ITE students are usually considered part of the 'supply pipeline' for the state in which their university is located. However, with online delivery, students could potentially be enrolled on the other side of the country (or the world) from the physical location of their institution. The data presented here show that of the growing cohort of external ITE graduates, a small but significant group resides outside of the state in which their institution of enrolment is located. This exploration of data highlights some new evidence which has consequences for teacher supply planning and offers insight to inform future teacher workforce projections.

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The Victorian Department of Education and Training regularly produces this report to provide a comprehensive cross-sectoral picture of the Victorian teacher workforce. This report provides forecasts of the supply and demand for teachers in Victoria from 2014 to 2020. The teaching workforce includes all teachers from Kindergarten to Year 12. Unlike previous reports, this one includes a section on early childhood and has more extensive analysis of the future demand for teachers in the state. Major components​ of the report are: (1) supply - enrolment, destination and related initial teacher education data from Victorian universities and other sources; (2) demand - school enrolment and employment data; and (3) matching supply and demand - current and projected teacher shortages or surpluses.

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This paper provides a brief overview of the current teacher workforce situation in Australia. It highlights workforce trends and projected growth, and areas where the collection and analysis of additional data may assist in the targeting of effective policy. Demand for teachers is on the rise. The population of primary students is set to increase dramatically over the next 10 years. Secondary schools will start to see the increase flow through from 2018. Part-time employment of teachers is becoming more prevalent and the proportion of male teachers in secondary school continues to decline. Teacher supply varies across Australian states and territories. Most states have a current, and in some cases considerable, oversupply of generalist primary teachers. The secondary workforce is more variable in terms of the availability of teachers by subject areas as well as across states. Regional and remote areas tend to experience greater difficulty attracting and retaining teachers at all levels than do their metropolitan counterparts.

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In the 2017-18 budget, the Australian government announced a review of the Australian Qualifications Framework (AQF). As part of the review, the Commonwealth Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct: a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the 'Knowledge', 'Skills' and 'Application of knowledge and skills' descriptors used in the AQF. The findings, conclusions and recommendations from this work are presented in Part I of this report. Based on these findings, the Department commissioned ACER to: develop two alternative models that: (a) reflect the new conceptual base developed in the initial work; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and (c) include some example descriptors to indicate how descriptors could operate; develop ways in which the two models might be utilised in the specification of qualification types; and analyse and report on potential benefits and limitations of the models. The findings, conclusions and recommendations from this work are presented in Part II of this report.

The following recommendations are made: (1) Recognise the need for a new AQF matrix; (2) Use the prototype as the starting point for the development of a new approach that builds on, and enhances, the new conceptual base; and (3) Design the matrix development process as a change management process that will develop stakeholder interest and ownership, while establishing and ensuring that the underpinning principles and concepts are reflected in the detail.

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Scholarly articles and the Australian media claim that 30-50 per cent of Australian teachers leave teaching within their first five years in the role. The figures are considered to be well established although some articles acknowledge that they are estimates. In reality, there is no robust Australian evidence, and figures do not agree. What evidence there is, nationally and internationally, suggests that attrition is dynamic, varies by school level and location, and is not always negative and not always due to the school environment. In the absence of Australian evidence, articles should be more cautious about figures cited, and about causation. Attention should be paid to the classification of attrition types and a typology is outlined in this article, based on the teacher supply pipeline, along with what evidence exists on teacher exits at each level. This typology may facilitate greater transparency about levels of early career teacher attrition, leading to a broader and more nuanced policy and research conversation in the area of teacher supply.

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An Expert Panel was established in March 2011 to develop a Gippsland Tertiary Education Plan. This initiative responds to the 2009 Higher Education and Skills report advising on the development of the Victorian Tertiary Education Plan, which confirmed there was an appreciable gap in participation and attainment levels between large parts of Melbourne and regional Victoria. To inform the development of the discussion paper and their final report, the Expert Panel commissioned supporting analysis from the Australian Council for Educational Research (ACER). This document provides the draft findings relating to the analysis of industry, employment and population in Gippsland. Overall, the work in this document examines: occupation and employment characteristics; industry profiles; demographic profiles and change; and projected employment and industry change over the coming years. Show less

This report considers the extent to which Australian secondary school teachers are teaching subjects other than those in which they have specialised. It provides new data on the extent of out-of-field teaching overall and in a selection of subject areas, based on further analysis of the 2013 Staff in Australia's Schools (SiAS) survey. In addition, the report uses new questions in the SiAS 2013 survey to assess the proportion of students affected by out-of-field teaching in selected subjects.

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This report provides an overview of the results obtained from the Staff in Australia’s Schools (SiAS) 2010 survey commissioned by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). The survey ran from August to December 2010. The survey was structured around four populations: primary teachers; secondary teachers; primary leaders; and secondary leaders. ‘Leaders’ were defined as principals, deputy/vice principals, and their equivalents in the different school systems. The design meant that all eligible teachers in Australia had an approximately equal probability of selection. The survey is intended to provide a detailed picture of the Australian teacher workforce, and to gather information to assist in future planning of the workforce. It is also designed to provide comparative and updated data following on from the first SiAS survey conducted in 2006-07. A key facilitation reform under the Smarter Schools: Teacher Quality National Partnership (TQNP) agreement is to improve the quality and availability of teacher workforce data. Work under this reform includes the development of a national teaching workforce dataset and a teacher longitudinal study. SiAS 2010 is intended to contribute directly to the development of the national teacher workforce dataset. The results of the survey are presented under the following headings: demographic background; qualifications; current position and work; professional learning activities; career paths in teaching; early career teachers; activities outside teaching; future career intentions; views on teaching and leadership; school staffing issues; teacher appraisal. The appendices provide information about the survey and additional tables containing more detailed results for some sections.

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