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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

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.

Published abstract. Show less

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.

Edited excerpts from publication with additional information. 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.

Published abstract reprinted by permission of the copyright owner. Show less