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Australia's first National Strategy for International Education 2025 sets out a 10-year plan for developing Australia's role as a global leader in education, training and research. The strategy and its goals and actions have been developed looking through three lenses: the benefits and opportunities for students, for Australia, and for the world. This balance is essential to ensure that Australia continues to meet the needs of students, business and industry while the nation grows. The strategy is built on three pillars: (1) strengthening the fundamentals; (2) making transformative partnerships; and (3) competing globally. The pillars, and their accompanying goals and actions, are designed to deliver benefits and opportunities for students, for Australia and for the world. The aim is that students will benefit from high-quality education, supported by effective industry links and student services. Australia will benefit from increased market share, connection with new and emerging markets, and stronger international relationships. The world will benefit from industry-ready graduates and increased capacity in education and research.

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The Ministerial Statement, 'Our universities backing Australia's future', was released with the Federal Budget on 13 May, 2003. This independent study has been commissioned to analyse the Commonwealth's decisions with emphasis on issues in areas of particular concern to State and Territory Governments. The report is provided in two volumes. Volume one analyses the current situation in Australian Higher Education. Volume two then analyses the decisions announced in 'Backing Australia's future'.

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In October 1992 the Prime Minister invited the Committee to undertake an independent inquiry into a national competition policy, following the agreement by Australian Governments on the need for such a policy. This report of the inquiry reflects written submissions from nearly 150 organisations and individuals from around Australia as well as consultations with senior representatives of all Australian Governments and many industry, professional, trade union, consumer and other organisations. The inquiry found strong and widespread community support for implementing an effective national competition policy. There is a significant awareness of the opportunities such a policy offers Australia to improve international competitiveness and hence living standards. Contents: Towards a national competition policy; Part one, 'Competitive conduct rules': Overview of competitive conduct rules; Anti-competitive agreements; Misuse of market power, mergers and other rules; Scope of application: principles and issues; Scope of application: review by sectors and activity; Enforcement; Part two, 'Additional policy elements': Overview of additional policy elements; Regulatory restrictions on competition; Structural reform of public monopolies; Access to 'essential facilities'; Monopoly pricing; Competitive neutrality; Part three, 'Implementation': Institutional arrangements; Legal, transitional and resource issues. Show less

The inquiry into the education of students with disabilities, undertaken by the Senate Employment, Workplace Relations and Education References Committee in 2002, was established in response to concerns about the effectiveness of Commonwealth programs for students with disabilities and whether the needs of students with disabilities were being met in the schools sector and in post-secondary education. The terms of reference for the inquiry required the Committee to examine current policies and practices to determine their adequacy in meeting the needs of students with disabilities and to make recommendations to change the way the Commonwealth and states and territories discharge their responsibilities to these students. Submissions were received from: state and non-government school educational authorities and universities; parents and parent groups; peak disability groups; teachers and individual schools, teacher unions and university academics; and student and student organisations. The inquiry found that schools do not adequately meet the educational needs of students with disabilities and there are deficiencies in the preparation and continuing training and education of teachers. Show less

All jurisdictions in Australia have signed a Heads of Agreement for Skills Reform. The Agreement sets out immediate reforms to improve the vocational education and training (VET) sector and an approach and priorities for developing a new National Skills Agreement to replace the National Agreement on Skills and Workforce Development [available in VOCEDplus at TD/TNC 104.531]. The priorities in the Agreement are aimed at ensuring the VET system is delivering for students and employers and equipping Australians with the skills they need for emerging jobs.

The Commonwealth is also partnering with the states and territories to deliver the JobTrainer Fund, which will provide more access to free, or low cost, training places in areas of identified skills need.

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The Industry Skills Fund is a key element in the Australian Government’s National Industry Investment and Competitiveness Agenda and will provide up to 200,000 training places and support services over four years. The fund will prioritise [small and medium enterprises] SMEs, including micro businesses and will be delivered through the Single Business Service, making delivery and access simpler and more streamlined. The fund aims to assist Australian industry to access training and support services and develop innovative training solutions so Australia will have the highly skilled workforce it needs to adapt to new business growth opportunities, rapid technological change and market driven structural adjustment. The fund will commence on 1 January 2015.

This discussion paper has been developed to provide stakeholders with an opportunity to submit feedback to the Australian Government on the design and implementation arrangements for the Industry Skills Fund.

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In the 1987-88 Budget, the Australian Commonwealth Government announced that it would delay the start of the next funding triennium for higher education to 1989. This paper explains more fully the reasons for the decision in the context of the Government’s longer-term plans for development of the higher education system. The Government is determined that the education and training system play a central role in responding to major economic challenges facing the nation. The paper suggests that Australia can no longer rely on established practices and institutional arrangements to meet these needs. Australia’s universities and colleges of advanced education (CAEs) are the main source of highly educated people necessary to continued economic growth. Research activities within higher education are also vital. For these reasons, the Government is strongly committed to the further development of the national higher education system. The paper outlines the reasons why the Government believes that continuing with current funding arrangements for higher education would not be in the best long-term interests of either the system itself or of the nation in general. The government will therefore embark on a process of policy development and consultation leading to the establishment of a new set of arrangements for Commonwealth support of higher education from the beginning of 1989. In the meantime, the Government has decided to treat 1988 as a year outside the normal triennial funding process. The paper contains an overview of the higher education system and the Government’s plans. Show less

On 28 August 2020, the Council on Federal Financial Relations (CFFR) established the new Federation Funding Agreements (FFAs) framework. Accordingly, under the Intergovernmental Agreement on Federal Financial Relations, payments to the States are now facilitated through schedules to the FFAs. This Agreement between the Commonwealth of Australia and the states and territories (New South Wales, Victoria, Queensland, Western Australia, South Australia, Tasmania, the Australian Capital Territory, and the Northern Territory) contribute to the delivery of specified initiatives in the Education and Skills sector. It consolidates and rationalises National Partnership Agreements, Project Agreements and Schedules under the National Partnership for Streamlined Agreements in the Education and Skills sector, into Schedules under this agreement. It also provides a framework for facilitating future funding initiatives in the Education and Skills sector.

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This paper highlights Australia’s position as part of the international community and the need for change in the education sector, in particular the higher education system, to enable the Australian community to respond to the dynamism of world events and thus prosper as a nation. This policy discussion paper aims to promote further growth in the higher education system in response to Australia’s economic, social and cultural needs. Part one, ‘Assessing the challenge’, contains the following chapters: The nature of the challenge; The size of the task; The implications for education; A fair chance for all. Part two, ‘A unified national system’, contains: Structure and organisation; Resource allocation; Management; Staffing; Research and postgraduate studies. Part three, ‘Funding the system’, contains: Future arrangement; Non-Commonwealth sources. Included as appendices are: Participation in higher education; Labour force status and educational attainment; Australia’s participation from an international perspective; Demographic projections; Recurrent grants and student load in each institution; Commonwealth funding of higher education. Show less

The Apprenticeships Reform Advisory Group was convened in September 2015 to provide advice to the Australian Government on options for reform of the Australian Apprenticeships system. Recommendations target three key reform areas - restructuring of apprenticeship incentives, a new pre-apprenticeship programme, and piloting alternative models of apprenticeship delivery - as well as providing options for broader systemic reform.

Seven recommendations go to the heart of encouraging apprenticeship opportunities using financial levers. The Advisory Group believes the Australian Apprenticeships Incentives Programme remains a vital mechanism for encouraging participation. In addition, the Australian Government should consider linkages between its skills programmes to better target investment in ways that support the creation of new apprenticeship places and enable workforce development. [The Advisory Group's] considerations for a new pre-apprenticeship programme have resulted in four recommendations that cut to the need for national consistency, defined stages of work readiness and improved connections between schools, young people and employers. For the final priority area, [the Advisory Group] provide five recommendations to support the validation of, and engagement with, existing alternative models of apprenticeship delivery.

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