Annual Report 0607 Part 2 Chap 36

Chapter

03

Outcome 1: School Education Individuals achieve high quality foundation skills and learning outcomes from schools and other providers.

What the department does to achieve Outcome 1 The department’s outputs under Outcome 1 reflect the Australian Government’s agenda for school and Indigenous education: ¢

Output 1.1—Funding for schools

¢

Output 1.2—Assistance for individuals, including those with special needs

¢

Output 1.3—Assistance for quality teaching and learning

¢

Output 1.4—Assistance for transition through and from school.

Outcome 1

The Outputs reflect the purposes for which Parliament has approved appropriations and provide the focus for the department’s financial resource management and for measurement of its performance. The details of the department’s commitment under each of these Outputs (referred to as Output Groups) were reported in the Portfolio Budget Statements (PBS) 2006–07, pages 39 to 58. This chapter introduces the policy environment in which the four Outputs were delivered and then reports on how well the department delivered on its commitments. Performance information shows the effectiveness of the Outputs in achieving government objectives; assesses the efficiency of the department’s delivery of the Outputs in terms of quantity, quality and cost; and highlights significant achievements by programmes during 2006–07.

An introduction to the school education sector Australia’s future economic, social and cultural development depends on a dynamic and adaptable school education system. Such a system gives all school-age children the opportunity to acquire the foundation skills, values, knowledge and understanding necessary for effective and ongoing participation in further education, employment and society. Schools enrol 3.4 million students, employ more than 270 000 teachers and receive total public funding of around $30 billion each year. Apart from parents, schools (and more specifically, teachers) exert the greatest influence on children’s development. State and territory governments have regulatory and funding responsibility for government schools and provide supplementary assistance to non-government schools. The Australian Government is a primary source of public funding for non-government schools and provides supplementary assistance to government schools. The department provides support through the administration of general recurrent, capital and targeted programmes and policy development, research and analysis of national education issues.

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Department of Education, Science and Training Annual Report 2006–07

Most non-government schools have some religious affiliation (over 60 per cent of non-government school students are enrolled in Catholic schools). Overall, state government schools enrol 67 per cent of students, while non-government schools enrol 33 per cent of students.

¢

high quality policy advice and other support to the Minister, underpinned by capabilities in research, analysis and evaluation that also inform the policy debate on school education, including outcomes for Indigenous Australians

¢

efficient national programme management

¢

consultation with stakeholders, including state and territory governments, education departments, non-government education authorities, schools, parents, Indigenous education service providers, industry and community groups.

Outcome 1

The department assists the Australian Government to achieve its overall objective of quality educational outcomes for all students through three distinct but interrelated areas:

The Australian Government’s role in school education The Australian Government’s schools agenda, which is firmly centred on the needs of parents and their children, builds on the National Goals for Schooling in the 21st Century.19 The goals, agreed to by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), focus on learning outcomes and provide a framework for national reporting on student achievement and for public accountability by school education authorities. The MCEETYA Performance Measurement and Reporting Taskforce is responsible for developing and implementing measures of progress and attainment in priority areas identified by ministers. These include literacy, numeracy, participation and attainment in education, vocational education and training (VET) in schools, science, information technology and civics and citizenship. The Australian Government’s priorities for schooling aim to deliver national consistency, high standards and values and parent focused schooling. The Australian Government’s current priorities for schooling underpin the conditions of funding for government and non-government schools contained in the Schools Assistance (Learning Together— Achievement Through Choice and Opportunity) Act 2004 and associated funding agreements for 2005–2008. These conditions aim to provide choice and improve educational outcomes for all students, regardless of the school they attend.

19 See http://www.dest.gov.au/schools/adelaide/adelaide.htm

Chapter 3 – Outcome 1: School Education

37

The Realising Our Potential package was announced in the 2007–08 Budget and included new measures for schools totalling $843 million. These measures are designed to improve the quality of school education, ensure consistency and assist students falling behind in literacy and numeracy. The package includes funding for the:

Outcome 1

¢

National Literacy and Numeracy Vouchers Programme

¢

Rewarding Schools for Improving Literacy and Numeracy Outcomes Initiative

¢

Australian Government Summer Schools for Teachers Programme

¢

Improving the Practical Component of Teacher Education Initiative

¢

development of national teacher training and registration standards

¢

a pilot programme to trial the use of Year 12 aptitude tests

¢

development of national core curricula standards for English, mathematics, science and Australian history in Year 10 and for English, mathematics, physics, chemistry, biology and Australian history in Years 11 and 12.

In addition, the Budget announced additional funding to: ¢

extend the highly successful Investing in Our Schools Programme for small infrastructure projects

¢

provide a regional and remote loading for non-government schools

¢

assist with provision of intensive English language tuition for students under the English as a Second Language—New Arrivals Programme.

The policy direction set by the Australian Government directs the work and priorities for the department. The Australian Government is committed to raising national standards in education to ensure schooling in Australia is world-class. The government has taken a leadership role in: ¢

identifying and promoting national standards and priorities for students

¢

promoting teacher quality and school leadership

¢

reporting nationally comparable data on student achievements and other outcomes of schooling

¢

improving schools’ and systems’ accountability, including better reporting on schooling outcomes to parents and the community.

A survey by the department in 2007 enabled the Australian Government to gain a broad understanding of parent attitudes to schooling, including relevant school education issues and parents’ satisfaction with the way schools deal with these issues. The results of the survey were published on the department’s website in May 2007.20

20 See http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/Parents_Attitudes_to_ Schooling.htm

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Department of Education, Science and Training Annual Report 2006–07

While the Australian Government provides significant funding to enhance the learning outcomes of all school students, national initiatives have been adopted to strengthen educational programmes for the benefit of Indigenous Australians, to ensure real progress is made in addressing educational disadvantage. Through the department, the Australian Government provides Indigenous specific funding as a supplement to other mainstream funds. This funding is intended for strategic interventions, which aim to accelerate Indigenous students’ learning outcomes. The Australian Government also provides assistance directly to Indigenous students. The Australian Government is committed to helping young people in their transition from school to further education and to work. There is an increasing focus on providing a range of educational pathways for all young people and alternatives for those who are classified as ‘at risk’. These pathways will be offered through the traditional school system and through schools acting in partnership with VET providers, career advice programmes, community groups, parents and non-government organisations.

Outcome 1

The Australian Government continues to support excellence in teaching and key areas of the school curriculum through the National Awards for Quality Schooling, the National Literacy and Numeracy Week Awards and, for the first time in 2007, the National Awards for Excellence in School Music Education. The Lord Florey Student Prize (formerly the Australian Students Prize) acknowledges outstanding academic achievement by Year 12 students and those who participate in International Mathematics and Science Olympiads.

The Australian Government is establishing 28 Australian Technical Colleges across Australia to provide a flexible training pathway for senior secondary students who wish to complete Year 12 while undertaking an apprenticeship in a traditional trade.

Chapter 3 – Outcome 1: School Education

39

Planning and resources In 2006–07, total resources allocated for Outcome 1 were $9401 million.

Table 3.1: Resources invested in Outcome 1 in 2006–07a Budgetb 2006–07 $’000

Actual 2006–07 $’000

Variation $’000

Funding for schools

7 922 192

7 683 386

-238 806

Assistance for individuals, including those with special needs

1 141 807

1 132 017

-9 790

126 548

115 117

-11 431

98 757

96 501

-2 256

9 289 304

9 027 021

-262 283

Funding for schools

23 941

26 110

2 169

Assistance for individuals including those with special needs

52 827

55 623

2 796

Assistance for quality teaching and learning

17 060

13 584

-3 476

Assistance for transition through and from school

15 517

15 661

144

109 345

110 978

1 633

2 127

1 566

-561

111 472

112 544

1 072

9 400 776

9 139 565

-261 211

Administered expensesc

Assistance for quality teaching and learning

Outcome 1

Assistance for transition through and from school Total administered expenses Departmental expensesd

Total revenue from Government e

Gains and revenue from other sources Total price of departmental outputs

TOTAL ESTIMATED RESOURCING FOR OUTCOME 1

2006–07 a

Average staffing levels (number)

880

Source: Department of Education, Science and Training. Notes: a 2007–08 Budget Estimates are provided at Table 2.1.

40

b

Includes Additional Estimates and Supplementary Additional Estimates.

c

Variations between the budget and actual expenditure mainly reflect delays in relation to new programmes and agreements.

d

Variance at outcome and output group level reflect the process of attributing cost to outputs. The actual is based on detailed cost attribution whilst budget is based on percentage attribution using most recent prior year or year-to-date actual financial performance results.

e

Gains and revenues from other sources includes resources provided free of charge.

Department of Education, Science and Training Annual Report 2006–07

Effectiveness indicators—Outcome 1

In Outcome 1: School Education, the department reports against effectiveness indicators addressing the achievement of national benchmarks and the participation of students from disadvantaged groups in school education, as published in Table 3.2.1A in the PBS 2006–07.

Effectiveness indicator: Achievement of national benchmarks The nationally agreed literacy and numeracy benchmarks for Years 3, 5 and 7 represent minimum standards of performance at a particular year level, below which students will have difficulty progressing at school. Ministers for education have agreed that the national goal should be for all students to achieve at least the benchmark level of performance.

Outcome 1

The department uses several effectiveness indicators to measure the impact the government is seeking to achieve from the Outputs. The overall impact of the departmental activities should be viewed within the context that Australia’s school education outcome is not solely controlled by the Australian Government, but is achieved in partnership with various external stakeholders. Performance over the long-term can also be influenced by prevailing economic and labour market conditions and, in some cases, by international circumstances.

National benchmark results in reading, writing and numeracy for students in Years 3, 5 and 7 are provided from 2001 to 2005, the latest available data. The Australian Government is committed to reducing the divide in educational outcomes between Indigenous and non-Indigenous students and the benchmark results for Indigenous students are reported separately. Information on international comparisons with Australian students will be reported when results from the Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) are released. Effectiveness indicators for reading, writing and numeracy (Figures 3.1, 3.2 and 3.3) indicate that the majority of students are achieving minimum standards. In 2005: ¢

the proportion of students meeting the national reading benchmarks ranged from 87.5 per cent in Year 5 to 92.7 per cent in Year 3

¢

the proportion meeting the writing benchmarks ranged from 92.2 per cent in Year 7 to 93.3 per cent in Year 5

¢

the proportion meeting the numeracy benchmarks ranged from 81.8 per cent in Year 7 to 94.1 per cent in Year 3.

Chapter 3 – Outcome 1: School Education

41

Figure 3.1: Effectiveness indicator—Percentage of school students achieving the national benchmark in reading 89.8 91.0

Yr 7 all students

89.4 89.1

88.4 87.5 88.7 89.0

Yr 5 all students

89.3 89.8

Outcome 1

92.7 93.0

Yr 3 all students

92.4 92.3 90.3

60.0

70.0

80.0

90.0

100.0

Per cent 2001

2002

2003

2004

2005

Source: 2005 National Report on Schooling in Australia—Preliminary paper.

Figure 3.2: Effectiveness indicator—Percentage of school students achieving the national benchmark in writing 92.2 93.6 92.1 90.7

Yr 7 all students

92.6 93.3 94.2 94.1 93.6 94.0

Yr 5 all students

92.8 92.9 92.2 93.6

Yr 3 all students 89.5

60.0

70.0

80.0

Per cent 2001

2002

2003

2004

2005

Source: 2005 National Report on Schooling in Australia—Preliminary paper.

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Department of Education, Science and Training Annual Report 2006–07

90.0

100.0

Figure 3.3: Effectiveness indicator—Percentage of school students achieving the national benchmark in numeracy 81.8

Yr 7 all students

82.1 81.3 83.5 82.0 90.8 91.2 90.8 90.0 89.6

Yr 5 all students

60.0

70.0

80.0

90.0

100.0

Outcome 1

94.1 93.7 94.2 92.8 93.9

Yr 3 all students

Per cent 2001

2002

2003

2004

2005

Source: 2005 National Report on Schooling in Australia—Preliminary paper.

Achievement of national benchmarks—Indigenous students Indigenous students’ reading, writing and numeracy benchmark scores in 2005 (Table 3.2) were lower than the 2004 scores on eight of the nine benchmarks. In eight of the nine cases, the gaps between Indigenous and all students’ outcomes widened over the two years. The decline in outcomes did not occur in all states and territories or in all regions within them. Between 2004 and 2005, there were sharp falls of 10 percentage points or more in the proportion of Indigenous students achieving the benchmarks in Queensland (in Years 3, 5 and 7 reading and Years 5 and 7 writing), the Northern Territory (Years 3 and 5 writing) and Western Australia (Years 3, 5 and 7 reading). The 2005 results from South Australia and Victoria, on the other hand, were generally better than the 2004 results. One possible factor responsible for the fall in the numbers of Indigenous students achieving the benchmark may be the sharp increase in the number of eligible students who are taking part in the testing programme, particularly in the Northern Territory. The increased participation rate of Indigenous students, although contributing to a decline in the benchmark results, is providing a more accurate account of Indigenous students’ achievement.

Chapter 3 – Outcome 1: School Education

43

Table 3.2: Percentage of Indigenous students achieving the national benchmark in reading, writing and numeracy, Years 3, 5 and 7, Australia Reading

Writing

Numeracy

Year

Year 3

Year 5

Year 7

Year 3

Year 5

Year 7

Year 3

Year 5

Year 7

2001

72.0

66.9

60.1

67.8

79.9

74.3

80.2

63.2

48.6

2002

76.7

68.0

65.3

77.1

76.4

71.6

77.6

65.6

51.9

2003

78.8

67.7

66.5

75.2

79.6

74.4

80.5

67.6

49.3

2004

82.9

69.4

71.0

76.8

81.7

78.8

79.2

69.4

51.9

2005

78.0

62.8

63.8

74.0

74.3

72.3

80.4

66.5

48.8

Source: National Report on Schooling in Australia 2005.

Outcome 1

International comparisons of Australian students Between late July and early September 2006, a representative sample of Australian 15-year-old school students took part in the third cycle of the OECD PISA. The students were assessed in reading literacy, mathematical literacy and scientific literacy. The results are scheduled to be released on 4 December 2007.

Effectiveness indicator: Participation of students from disadvantaged groups in school education In the PBS 2006–07, effectiveness information for participation in school education is measured through: ¢

students attaining Year 12 certificates, as a proportion of the potential Year 12 population

¢

apparent retention of students from Year 7/8 to Year 12 (information on Indigenous retention rates is reported separately).

Figure 3.4 provides data on Year 12 certificate attainment by location and socioeconomic status. To place the participation of students in education in a wider context, additional information on the educational attainment of Australian students has been provided below, including reporting against the goals for schooling endorsed by MCEETYA. Figures for attainment below Year 10 by locality and attainment of Year 12 by locality include Indigenous and non-Indigenous results.

Effectiveness indicator: Students receiving Year 12 certificates as a proportion of potential Year 12 population Completion of Year 12 varies by geographic location and particularly by socioeconomic background. Figure 3.4 shows that students from higher socioeconomic backgrounds are far more likely to complete Year 12 than those from low socioeconomic backgrounds. There is also a difference in completion rates by geographic location, with those from metropolitan and provincial regions more likely to complete Year 12 than those from remote regions. The gap has remained more or less the same in the past five years.

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Department of Education, Science and Training Annual Report 2006–07

Figure 3.4: Effectiveness indicator—Students receiving Year 12 certificates as a proportion of potential Year 12 population, by geographic location and socioeconomic status 67 67 68

Total

70 69

Remote

62 61 63

Provincial

Metropolitan 59 59 59

Low socioeconomic status

Medium socioeconomic status

High socioeconomic status

0

20 2001

2002

40 Per cent 2003

2004

60

66 67 69 70 70 71 70

63 63 64 65 66 67 67

78 79 79 79 78

Outcome 1

52 53 54 54 53

80

2005

Source: Based on data provided by state and territory examination boards.

Educational attainment MCEETYA has endorsed two indicators to measure how well young people are performing against one of the key goals of schooling, namely that schooling should be socially just. All students should have access to an education that enables them to complete Year 12 or its vocational equivalent and that provides them with recognised pathways into employment and further education and training (National Goals for Schooling in the 21st Century, goal 3.6). Figures 3.5 and 3.6 show trends over the past five years for the two indicators. The overall proportion of 20 to 24-year-olds with a Year 12 certificate, a Certificate I/II or a higher qualification has risen from 81 per cent in 2001 to 84 per cent in 2006 (Figure 3.5). During that period, the proportion of males aged 20 to 24 years with Year 12 or a post school qualification increased by 1 percentage point (from 79 per cent to 80 per cent) and the proportion of females by 5 percentage points (from 83 per cent to 88 per cent).

Chapter 3 – Outcome 1: School Education

45

Figure 3.5: Proportion of 20 to 24-year-olds with Year 12, Certificate I/II or higher qualification 90

Per cent

85

80

Outcome 1

75

70 2001

2002

Male

Female

2003

2004

2005

2006

Total

Source: Australian Bureau of Statistics data, Survey of Education and Work (ABS Cat No. 6227.0), Customised table—2001 to 2006.

The skill requirements of jobs are rising as a result of technological and structural changes in the economy. Increasingly, jobs require the completion of an apprenticeship (which generally leads to a Certificate III award) or higher qualifications. This is reflected in the choice by MCEETYA of the second attainment measure for young people, as shown in Figure 3.6. There has been a marked increase in the proportion of 25 to 29-year-olds with a Certificate III or higher post school qualification, from 49 per cent in 2001 to 56 per cent in 2006. During this period, the proportion of women with such qualifications increased from 47 per cent to 55 per cent, while the proportion of males increased more modestly, from 51 per cent to 56 per cent.

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Department of Education, Science and Training Annual Report 2006–07

Figure 3.6: Proportion of 25 to 29-year-olds with Certificate III/IV or higher qualification 60

55

Per cent

50

Outcome 1

45

40 2001

2002

Male

Female

2003

2004

2005

2006

Total

Source: Australian Bureau of Statistics data, Survey of Education and Work (ABS Cat No. 6227.0), Customised table—2001 to 2006.

Education attainment rates: Indigenous students Figure 3.7: Proportion of Indigenous and non-Indigenous 15 to 19-year-olds with education attainment below Year 10, by locality 45 40 35

Per cent

30 25 20 15 10 5 0

Urban Indigenous

Provincial

Rural

Remote

2001 Non-Indigenous

Source: Australian Bureau of Statistics (Census data 2001). Note: At the time of printing, data from the 2006 Census were not available at the level of detail necessary to update figures 3.7 and 3.8.

Chapter 3 – Outcome 1: School Education

47

Figure 3.8: Proportion of Indigenous and non-Indigenous 15 to 19-year-olds with education attainment of Year 12, by locality 40 35 30

Per cent

25 20 15

Outcome 1

10 5 0

Urban Indigenous

Provincial

Rural

Remote

2001 Non-Indigenous

Source: Australian Bureau of Statistics (Census data 2001). Note:

At the time of printing, data from the 2006 Census were not available at the level of detail necessary to update figures 3.7 and 3.8.

Effectiveness indicator: Apparent retention rates of full-time students from Year 7/8 to Year 12 The apparent retention rate is a measure of continuing students and purports to show the percentage of students in a given cohort who continued to a particular level or year of education. The apparent retention rate measure is based on full-time students and does not include:

48

¢

students undertaking Year 11/12 on a part-time basis or in mixed programmes involving both part-time secondary school and part-time TAFE/VET options

¢

inter-sector, interstate and overseas migration of students

¢

structural differences in secondary education across the states and territories, particularly relevant to Year 7/8 through to Year 12 measures but not for Year 10 through to Year 12 measures

¢

repeating students

¢

mature age students.

Department of Education, Science and Training Annual Report 2006–07

Figure 3.9: Effectiveness indicator—Apparent retention rate of full-time students from Year 7/8 to Year 12 74.7 75.3 75.7 75.4 75.1 73.4

Total

40.1 39.5 39.8 39.1 38.0 35.7

Indigenous

Female

Outcome 1

80.6 81.0 81.4 80.7 80.7 79.1 69.0 69.9 70.4 70.3 69.8 68.1

Male

0

10

2001

20

2002

30

2003

40 Per cent 2004

50

2005

60

70

80

90

2006

Source: Australian Bureau of Statistics Schools Australia, Category 4221.0.

Apparent Year 7/8 to Year 12 retention rates generally increased slightly from 2001 to 2004, with marginal decreases between 2004 and 2006 (except for Indigenous students in 2006). This decline seems to be due to students using alternative education or training pathways, or taking advantage of improving labour market conditions to find employment.

Apparent retention rates of full-time Indigenous students from Year 7/8 to Year 12 In 2006, the apparent retention rate from Year 7/8 to Year 12 for Indigenous students (see Figure 3.9) increased by 0.6 percentage points, reversing the small decrease of 0.3 percentage points in 2005. The apparent retention rate for Indigenous students has increased by 4.4 percentage points between 2001 and 2006, compared to an increase of 1.3 percentage points for all Australian students.

Chapter 3 – Outcome 1: School Education

49

Achievements against Outputs 1.1 to 1.4 The department’s outputs reflect the Australian Government’s priorities for school and Indigenous education. Outputs 1.1 to 1.4 direct the department’s contributions to Outcome 1. The efficiency indicators published in the PBS 2006–0721 and reported below measure the department’s performance in delivering Outputs for Outcome 1. Highlights in the delivery of programmes and performance reports on the key performance indicators are provided under each Output.

Outcome 1

Output 1.1: Funding for schools— Highlights ¢

In February 2007, the Prime Minister, the Hon John Howard MP , announced a $181 million increase in funding for the Investing in Our Schools Programme, taking the total funding for the programme to $1.181 billion. To date, more than 7500 projects have been approved.

¢

Almost $6.9 billion was provided in 2006–07 through the General Recurrent Grants Programme to assist government and non-government schools with the recurrent costs of school education.

¢

The Australian Government is funding 28 Australian Technical Colleges in 27 regions across Australia in areas where there are skills needs, a high youth population and a strong industry base. The Australian Technical Colleges are specialist senior secondary schools, designed and led by industry, to properly prepare young people for a career in a trade.

Performance information Investing in Our Schools Programme The aim of the Investing in Our Schools Programme is to fund small-scale projects which improve the infrastructure of schools in accordance with priorities identified by the communities, parents, friends and teachers associated with each school. In February 2007, the Prime Minister announced a $181 million increase, taking the total funding for this programme to $1.181 billion. To date, more than 6000 government and 1500 non-government schools have had projects approved under the programme. Projects have included classroom upgrades, up-to-date computer labs and safe playgrounds.

21 See Table 3.2.1B of the Portfolio Budget Statements 2006-07, p 56

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Department of Education, Science and Training Annual Report 2006–07

General Recurrent Grants Programme The General Recurrent Grants Programme provided almost $6.9 billion in 2006–07 to help government and non-government schools with the recurrent costs of school education.

In preparation for the 2009–2012 funding quadrennium, the department has collected over 1.1 million student residential addresses from nearly 2700 non-government schools using a purpose-built website. The addresses will be mapped to the relevant 2006 ABS census collection districts by a process called ‘geocoding’, after which each school’s community will be defined according to the districts from which it draws its students and the percentage of students from each district. Schools’ socioeconomic status scores will then be calculated and they will determine schools’ funding entitlements for the 2009–2012 funding quadrennium.

Outcome 1

Funding is allocated to non-government schools according to a formula that measures the socioeconomic status of a school’s community. The socioeconomic status funding model involves linking student residential addresses to Australian Bureau of Statistics (ABS) national census data to obtain a socioeconomic profile of the school community and measure its capacity to support the school.

The socioeconomic index that will be used to calculate schools’ socioeconomic status scores will be based on occupation, education and income data from the 2006 ABS Census of Population and Housing.

Capital Grants Programme In 2006–07, the Capital Grants Programme provided funding of $307.1 million for state schools and almost $125.6 million for non-government schools to improve school capital infrastructure so that all Australian school students, particularly the most educationally disadvantaged students, can have access to the best possible learning environment.

Benchmarks and reporting Work continued on national performance measures, development of common national tests and nationally consistent reporting in the key areas of literacy, numeracy, science, civics and citizenship and information and communications technology, as set out in the Measurement Framework for National Key Performance Measures agreed by MCEETYA.

Chapter 3 – Outcome 1: School Education

51

Australian Technical Colleges The Australian Government is funding 28 Australian Technical Colleges in 27 regions. Under the Australian Technical Colleges (Flexibility in Achieving Australia’s Skills Needs) Act 2005, the government has committed $456.2 million from 2005–2009 to fund the establishment and operation of 25 Australian Technical Colleges. The 2007–08 Budget provided an additional $74.7 million for an expansion of the Australian Technical College initiative into three new regions: Northern Perth, including the City of Swan, the Western Corridor of Southern Brisbane and Greater Penrith.

Outcome 1

Australian Technical Colleges cater for Year 11 and 12 students who wish to study for their Year 12 certificate and start an apprenticeship while still at school. Students enter into an Australian School-based Apprenticeship in a trade at Certificate III level, which leads to a nationally recognised qualification. All courses are developed with industry input and provide trade training in at least four of the five priority industries: metals and engineering, automotive, building and construction, electrotechnology and commercial cookery. The Australian Technical Colleges support students through academic and trade training with mentoring, career advice and the development of business and employability skills. As at 31 March 2007, 1802 Australian Technical College students were enrolled. This is a great achievement, given that the legislation was passed in late 2005. It also demonstrates that this innovative training model is highly attractive to students, parents and employers. Enrolments are expected to increase to approximately 2000 by the end of 2007, with many colleges having mid-year intakes. The department manages the establishment of each Australian Technical College and maintains Iiaison and monitoring. Twenty-one funding agreements have been signed (Table 3.3). Of these, five Australian Technical Colleges commenced operations during 2006 and 15 opened in early 2007. The depar tment is currently negotiating funding agreements with the other three successful applicants (Central Coast, Dubbo and Queanbeyan). Those colleges are expected to open in 2008. Lismore-Ballina is the only region where a successful proponent is yet to be announced. Discussions are continuing with stakeholders in the region.

Table 3.3: Quantity indicator—Funding agreements with Australian Technical Colleges

Funding agreements are signed with 25 Australian Technical Colleges as proponents are agreeda

2005 Actual

2006 Estimate

2006 Actual

18

25

21

Source: Department of Education, Science and Training. Note: a The performance indicator is from the PBS 2006–07. Funding for three extra Australian Technical Colleges was announced in May 2007.

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Department of Education, Science and Training Annual Report 2006–07

National consistency

MCEETYA also agreed to develop a nationally consistent curriculum. To advance this commitment, the Australian Government will develop core curricula standards in English, mathematics, physics, chemistry, biology and Australian history for Years 11 and 12 and for English, mathematics, science and Australian history for Year 10. Standards will describe the knowledge, skills, understandings and capacities that the curricula are expected to cover and how well students are expected to perform. The Australian Government will require the national standards for curricula to be introduced by government and non-government education authorities from 2009.

Student enrolments

Outcome 1

The Australian Government continued to work towards greater national consistency in schooling around Australia. In April 2007, MCEETYA agreed that school-age children moving interstate will not be disadvantaged in their progress through school by the different state and territory school starting ages.

During 2006–07, the Australian Government’s schools programmes supported an increasing number of students. The total full-time student enrolments shown in Table 3.4 are broadly in line with the estimate for total full-time student enrolments noted in the department’s PBS 2006–07 (3 373 811).

Table 3.4: Quantity indicator—Full-time student enrolments State/Territory

2004

2005

2006

1 107 049

1 107 686

1 108 947

Victoria

822 300

825 947

829 835

Queensland

638 955

647 254

657 796 a

SA

248 522

249 425

249 926

WA

336 066

338 300

342 642

Tasmania

82 564

82 504

82 454

NT

37 030

37 373

37 580

ACT

59 780

59 650

59 536

Total

3 332 266

3 348 139

3 368 716

NSW

Source: Schools Australia 2006 (ABS Publication 4221.0) and DEST Non Government School Census 2006. Note: a The 2006 figure for full time student enrolments in Queensland has been revised since the 26 February 2007 release of Schools Australia 2006 by ABS.

Chapter 3 – Outcome 1: School Education

53

Preschool Education Preschool is a planned education programme for children in the years prior to formal schooling. The programme is planned and delivered by a university qualified early childhood teacher supported by a teacher assistant. Children attending preschool services are usually aged between 4 and 5 years of age, however 3-year-olds, particularly those from disadvantaged backgrounds, may also attend.

Outcome 1 54

While the provision of preschool education is the responsibility of state and territory governments, the Australian Government, through the Department of Education, Science and Training, supports the delivery of preschool education with preschool initiatives and per capita supplementary funding under the Indigenous Education (Targeted Assistance) Act 2000 to support the participation of Indigenous children in preschool education. The funding provided under the Indigenous Education (Targeted Assistance) Act 2000 was $12.3 million in 2006. This includes $5 million for the Parent School Partnership Initiatives Programme to include a specific preschool focus. Examples of current Australian Government preschool initiatives include: ¢

Funding of $750 000 over three years is being provided to support the Macquarie University Children and Families Research Centre, which has been established in recognition of the need for research on Australian children and families. The Centre’s initial research agenda will include a focus on special groups, who are underrepresented or not receiving the full benefits of early childhood education (gifted children, Indigenous children, children of new arrivals in Australia and children with disabilities).

¢

A Read Aloud Workshop, held on 30 August 2006, brought together 40 delegates from the early childhood field and academia. It focused on developing strategies to assist ‘hard to reach’ parents to support the early literacy development of their children ($41 000).

¢

The Pathways to a Profession: Education and Training in Early Childhood Education and Care, Australia report has been funded to investigate current practices in articulation between the vocational and technical education and higher education sectors. The project was undertaken by Dr Louise Watson, from the Lifelong Learning Network, University of Canberra ($85 782).

Department of Education, Science and Training Annual Report 2006–07

¢

The department began implementing the Reading Assistance Voucher Programme, which provides $20.6 million of funding. The programme provides a voucher worth up to $700 to the parents or caregivers of children who did not meet the 2006 national Year 3 benchmark for reading. Individual one-to-one tuition is being delivered in the 2007 school year, in partnership with schools and parents.

¢

National Literacy and Numeracy Week was held from 28 August to 3 September 2006. Key activities included National Simultaneous Storytime, Reach for the Stars, the Dorothea Mackellar Memorial Poetry Awards, the Commonwealth Bank Foundation e-Learning Grants and the Read Aloud Workshop.

¢

A $5.8 million initiative to investigate flexible funding arrangements for the schooling of students with disabilities commenced in 2006–07. The project, which is being undertaken in stages, is looking at ways to improve learning outcomes for students with a disability by making funding more portable and supporting parental choice.

¢

Membership of the Dare to Lead coalition of schools committed to improving education outcomes for Indigenous students now stands at 4738 schools, or 47 per cent of Australian schools.

¢

What Works, a project supporting teachers across Australia to improve the education outcomes of Indigenous students, has delivered professional development workshops to approximately 20 000 people.

¢

Assistance under the Indigenous Tutorial Assistance Scheme was extended to Year 9 students and those undertaking VET courses leading to a Certificate III or higher qualification.

¢

Under the Parent School Partnership Initiative, $5 million was provided for projects targeting early childhood education.

¢

Sporting Chance was implemented to engage young Indigenous students more closely in schooling through school-based sports academies, as well as other engagement strategies using sport and recreational activities as a link to schools.

Chapter 3 – Outcome 1: School Education

Outcome 1

Output 1.2: Assistance for individuals, including those with special needs– Highlights

55

Performance information Literacy, Numeracy and Special Learning Needs Programme The Literacy, Numeracy and Special Learning Needs Programme is targeted to improve the literacy, numeracy and other learning outcomes of students who are educationally disadvantaged, including students with a disability. The programme also supports the National Literacy and Numeracy Plan. With funding of approximately $2 billion from 2005 to 2008, the programme will support educationally disadvantaged students through three distinct elements: schools grants, non-government centres support and national projects.

Outcome 1

¢

The schools grants element supports government and non-government education authorities to improve the learning outcomes of educationally disadvantaged students, including students with a disability, particularly in numeracy and literacy. This element will provide an estimated $1.8 billion.

¢

The non-government centres support element seeks to improve the educational opportunities and learning outcomes of children with disabilities (zero to 18 years) who receive services from non-government centres. Approximately $146 million will be allocated to this element.

¢

The national projects element funds national research and development projects and initiatives that support improved literacy and numeracy through the National Literacy and Numeracy Plan, including such initiatives as National Literacy and Numeracy Week. This element will provide an estimated $46 million.

Through the national projects element, the Australian Government has also contributed to the Council of Australian Governments (COAG) National Reform Agenda by suppor ting the development of the National Numeracy Review. The findings of the review will be considered by COAG as a par t of its work to develop standards for the teaching of numeracy. National Literacy and Numeracy Week’s theme in 2006, ‘Learning Together’, highlighted the important part played by schools, parents and members of the wider community in developing the literacy and numeracy skills of all Australians. Twelve National Excellence Awards and 43 Highly Commended Awards were presented to schools across Australia and five Minister’s Awards for Outstanding Contribution to Improving Literacy and/or Numeracy were awarded to individuals. Key national activities during Literacy and Numeracy Week included National Simultaneous Storytime, Reach for the Stars, the Dorothea Mackellar Memorial Poetry Awards, the Commonwealth Bank Foundation e-Learning Grants and the Read Aloud Workshop.

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Outcome 1

The Minister for Education, Science and Training, the Hon Julie Bishop MP, with the winners of the 2006 National Literacy and Numeracy Awards at the Australian National Maritime Museum in Sydney on 25 August 2006.

Other programmes of targeted assistance Other targeted programmes delivered by the department to assist educationally disadvantaged students and students with a disability include the English as a Second Language—New Arrivals Programme, the Assistance for Isolated Children Scheme, the Non-Government School Term Hostels Programme and the Country Areas Programme. Delivery of these programmes supports the Australian Government’s promotion of equality of learning for all students through support for geographically isolated students and school-aged new entrants to Australia.

Table 3.5: Quantity indicators—Programmes of targeted assistance 2004 Actual

2005 Actual

2006 Estimate

2006 Actual

129 135

129 152

134 757

134 804

Number of new arrivals assisted with English as a Second Language

10 688

12 207

12 245

13 101

Students in receipt of Assistance for Isolated Children funding

11 504

11 634

11 673

11 468

Number of students with a disability assisted

Source: Department of Education, Science and Training.

There is a small difference between the estimated number of students with a disability (134 757) planned for in the department’s PBS 2006–07 (see Table 3.5) and the number assisted in 2006 (134 804). This is due to enrolments of students with a disability at new non-government schools opening in 2006, as reported on the non-government schools census day in 2006.

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The English as a Second Language (ESL)—New Arrivals Programme provides funding to state and territory government and non-government education authorities to help provide intensive English language tuition to eligible newly arrived school students. The programme has been allocated $311 million over the period 2005 to 2008. The number of eligible students funded in 2006 exceeded the estimate (see Table 3.5). The programme is demand-driven and student numbers depend on the numbers of school-aged new arrivals entering Australia through the migration programme and their level of English language proficiency.

Outcome 1

The Assistance for Isolated Children (AIC) Scheme helps the families of primary, secondary and certain under 16-year-old tertiary students who are unable to attend an appropriate government school on a daily basis because of geographic isolation. An appropriate government school is one that offers the student’s level of study or, if the student has special health-related or educational needs, one that provides access to the facilities, programmes or environment required to meet those needs. Apart from the Additional Boarding Allowance, all allowances under the AIC Scheme are free of income and assets tests. All allowances, with the exception of the Pensioner Education Supplement, are indexed annually. The department’s PBS 2006–07 reported that an estimated 11 673 students would be assisted by the AIC Scheme in 2006. This estimate was based on the previous year’s take-up data. The AIC Scheme assisted 11 468 students in 2006, but this variance is not considered significant, as the programme is demand-driven. The Non-Government School Term Hostels Programme is a four year initiative that began in 2005. Funding is provided to not-for-profit non-government school term hostels to help provide a high standard of care to rural primary and secondary school students staying at the hostels. In 2006, eligible hostels attracted grants of $2600 per student; agreements were entered into with 18 hostels assisting approximately 500 students. The Country Areas Programme provides funding for government and non–government schools in geographically isolated areas, or for distance education facilities servicing such areas. The programme aims to help schools and school communities improve the educational outcomes and opportunities of students who are educationally disadvantaged because of their geographic isolation. Under the programme, funding of $27.8 million was allocated to education authorities during 2006.

Australian Directions in Indigenous Education 2005–2008 Australian Directions in Indigenous Education 2005–2008 was endorsed by MCEETYA in July 2006. The paper recommends ways to accelerate change by engaging Indigenous children and young people in learning. The paper’s recommendations align with five domains in which engagement is critical: early childhood education; school and community educational partnerships; school leadership; quality teaching; and pathways to training, employment and higher education. Responsibility for implementing the recommendations rests with individual schools, education systems and the department. To implement and monitor the recommendations, a cross-jurisdictional reference group has been established.

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The group includes representatives of DEST, state and territory education departments, non-government education providers and Indigenous Education Consultative Bodies.

Dare to Lead and What Works

From the inception of the What Works project in June 2005 to June 2007, a total of 622 professional development workshops involving 19 924 educators have been held. There are now over 50 case studies of best practice in Indigenous education on the What Works website22, with an increasing emphasis on the ways schools use What Works materials to effect change. Dare to Lead, a project funded by the Australian Government and delivered by the Australian Principals Associations Professional Development Council, had a membership target of 5000 schools by the end of the project in 2007 from a total of 9623 schools across Australia. This has almost been met, with 4738 schools already enlisted.

Outcome 1

The department continued to manage Indigenous education national flagship projects, including Dare to Lead and What Works, which aim to strengthen principals’ and teachers’ skills in Indigenous education.

National Accelerated Literacy Programme Scaffolding Literacy (or Accelerated Literacy) is a structured approach to teaching literacy that helps low achieving students catch up to the average level of the rest of their class. The Australian Government has allocated $14 million for Scaffolding Literacy over the 2005–2008 quadrennium. Of this, funding of $8.6 million has been provided to the Northern Territory Government to assist with the implementation of the National Accelerated Literacy Programme. In 2006, the average student progress rate for Northern Territory school students increased to 1.74 reading year levels per year, an increase from 1.46 reading year levels in 2005. Any increase over 1.0 reading year level per year is a significant gain for targeted students, who were at least two reading levels below the expected level, with many being non-readers at the time of initial testing. Work also continued to build the capacity of Northern Territory teachers through professional development activities provided to teachers, accelerated literacy coordinators and Indigenous Tutorial Assistance Scheme tutors. The Australian Government has also provided funding of over $4.7 million to support Accelerated Literacy partnerships with other education authorities, including Shalom Christian College, Aboriginal Independent Community Schools in Western Australia, the Catholic Education Office of Western Australia and the South Australian Department of Education and Children’s Services. These schools and systems are actively testing the methodology and are measuring the impact of the approach on Indigenous students’ learning outcomes.

22 See http://www.whatworks.edu.au

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Indigenous Tutorial Assistance Scheme The Indigenous Tutorial Assistance Scheme provides targeted supplementary tuition for Indigenous students. As part of the 2006–07 Budget, the scheme was extended to provide tutorial assistance to Indigenous Year 9 and VET students, beginning in 2007. The extension of tutorial assistance for Year 9 students builds on the tuition previously available for Year 10, 11 and 12 students, recognising that Year 9 is a critical feeder year for the later years of school. The initiative aims to accelerate the closure of the gaps between Indigenous and non-Indigenous students in grade progression and retention in Years 10, 11 and 12.

Outcome 1

Tutorial assistance is now available for Indigenous students undertaking VET courses that lead to a Certificate III or higher qualification. This initiative aims to help Indigenous VET students succeed in higher level courses and to increase their employment options.

Whole of School Intervention Strategy The Whole of School Intervention Strategy (WoSI) encourages partnerships between schools, parents of Indigenous students and local Indigenous communities to improve educational outcomes for Indigenous students. WoSI includes Parent School Partnership Initiatives (PSPI) and Homework Centres. On 4 August 2006, the Minister for Education, Science and Training announced an additional $5 million for PSPI projects that target early childhood education. In 2006–07, a total of 1054 WoSI projects were approved (849 PSPI projects and 205 Homework Centres) over the two scheduled funding rounds and the special funding round for the early childhood initiatives. To date, 3262 WoSI projects have been approved over nine funding rounds (2631 PSPI and 631 Homework Centres), totalling $80 million in funding approvals from the Australian Government. These projects have leveraged a further $79.3 million in funding from other sources. Approximately 50 per cent of the DEST funding has been allocated to projects in remote areas.

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East Carnarvon’s Whole School Parent School Partnership—A joint effort between local, state and Australian Government agencies East Carnarvon Primary School’s Whole School Intervention Programme, launched in 2004, provides a rich and rewarding education to the school’s culturally diverse student population.

The Parent School Partnership Initiative (PSPI), jointly funded by state and Australian Government agencies, suppor ts the school in delivering literacy, numeracy and broader educational oppor tunity for all students.

Outcome 1

The school’s staff team, including 23 teaching and 25 non-teaching staff, enjoys a district-wide reputation for providing an exemplary education for all students, including those with Portuguese, Croatian, Maori, Vietnamese and Indigenous heritages.

The Whole School Intervention Programme extends across the school by capitalising on the expertise and experience of leading staff, including the deputy principal, an Aboriginal education support teacher and a specialist numeracy teacher. According to Principal Ron Ross, the PSPI helps to ensure that ‘the children at East Carnarvon Primary School are given an abundance of wonderful opportunities to engage in a wide range of learning experiences’. Australian Government funding of the school’s PSPI also provides additional Indigenous parent staffing to support the school’s executive team in leading the school’s Indigenous Education Strategy. Since 2004, the school has enjoyed an impressive increase in Indigenous attendance, from an average of 74 per cent in 2004 to 84 per cent to the end of Term 1, 2007. The entire school community can take credit for this. ‘We are aiming to extend this to at least 87 per cent. School-community liaison and ongoing dialogue are the keys to achieving this target’, reports Deputy Principal Shane Wilson. The parents, staff, external agencies and students make East Carnarvon Primary School a special place to learn and work. However, instead of becoming complacent, the school looks to the future with vigour and passion. The school plans to extend the PSPI through after-school capacity-building workshops for parents, further gains in student attendance by prioritising school–community liaison and more opportunities for parent leadership through joint coordination of the school’s Indigenous Education Strategy.

Chapter 3 – Outcome 1: School Education

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Indigenous Youth Leadership Programme Scholarships under the Indigenous Youth Leadership Programme (IYLP) continued in 2006–07. The rollout of the programme’s 200 secondary and 50 tertiary scholarships continued smoothly—126 secondary students and 15 tertiary students are studying with support from IYLP scholarships and 35 secondary schools have been selected as IYLP education providers. An IYLP National Student Leadership Forum was held in Melbourne from 24 to 28 June 2007, attended by 137 students. The forum gave students leadership experience through activities and networking. An IYLP National Education Provider Forum, attended by 32 school representatives, was held on 13 and 14 May 2007. The forum was coordinated by the Foundation for Young Australians.

Outcome 1

Indigenous Youth Mobility Programme The Indigenous Youth Mobility Programme provides opportunities for young Indigenous people from remote Australia to move to a major centre for pre-vocational training, Australian Apprenticeships, courses and university courses, such as those leading to nursing, teaching, accounting and business management qualifications. Information on this programme is reported in Chapter 4, Outcome 2: Post-school Education and Training.

Sporting Chance Programme The 2006 Budget provided $19.6 million for the Sporting Chance Programme, which aims to engage young Indigenous people in education through sports and activities. The programme has two elements: 20 school-based sports academies for secondary school students and education engagement strategies for primary and secondary school students. Thirteen school-based sports academies began operating in five states and territories from 2007. In addition to various sports, including football, netball and basketball, academies provide educational programmes in areas such as healthy and positive lifestyles, mentoring and leadership and career planning. Some 1600 students are expected to participate in the academies by the end of 2008.

Boarding college on Melville Island In the 2006 Budget, the Australian Government contributed $10 million to the construction of a new community-managed secondary boarding college on Melville Island for the Tiwi people and their community. Construction plans and approvals are being finalised and construction is expected to commence in July 2007.

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Community Festivals for Education Engagement During 2006–07, the department assumed responsibility for the administration of the Community Festivals for Education Engagement Programme. For 2007, the department contracted Indigenous Festivals Australia Pty Ltd to deliver seven festivals. An expected 18 000 students will attend the festivals and associated activities, which include a careers market, ear and eye examinations and an opportunity to talk with Indigenous role models about education and career options.

During 2006–07, a project to address substance abuse among young Indigenous people was implemented in the central desert region of the Northern Territory. The project uses an integrated, whole of government youth services model, which includes: ¢

better alignment of existing services to the objective of reducing substance abuse

¢

provision of a male and a female youth worker in four communities (Finke, Imanpa, Mututjulu and Docker River)

¢

provision of an outreach education option for young people not able to participate in mainstream learning while barriers to such participation remain current

¢

expansion of diversionary activities and support structures.

Outcome 1

Substance abuse

Council of Australian Governments Indigenous trial in Murdi Paaki The department has continued to contribute to COAG’s whole of government trial project in the Murdi Paaki community in New South Wales. The objectives are to work in partnership with all levels of government and the community to improve outcomes for Indigenous Australians in the region. Relationships between the Australian and New South Wales governments and the Indigenous communities of the region have been further strengthened. The independent evaluation of the Murdi Paaki trial23 found that: …substantial progress has been made in enhancing the capacity of both governments and communities to work with each other…The governance capacity of communities has improved and many communities appear better able to articulate their priorities to government in a constructive fashion. A key focus of the department’s work in 2006–07 has been on continuing to work with trial partners to increase community leadership and governance skills through regular community governance workshops. Since the establishment of the trial in 2002, eight governance workshops have been held in the region on topics identified by communities and have helped to develop relationships and outcomes-focused interactions between communities and governments. Two governance workshops were held in 2006–07.

23 http://oipc.gov.au/publications/PDF/Murdi_Paaki_COAG_Trial_Evaluation.PDF

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The trial has continued to respond to the priorities of the region’s communities. Since July 2006, the department has collaborated with the New South Wales government to develop a further six shared responsibility agreements with the communities. The agreements address local priorities identified by communities through community action plans. This work has provided air-cooling in community-controlled housing, supported a local Aboriginal management and administration centre, renovated an Aboriginal cemetery and assisted with the operation of a local preschool. A regional partnership agreement is also being negotiated. The agreement will embody the commitment of the Australian and New South Wales governments and the Indigenous communities of the Murdi Paaki region to work together to address local priorities.

Indigenous Education Agreements Outcome 1

Funding for the range of Indigenous education programmes is made available under Indigenous Education Agreements with education providers and other eligible people or organisations. The 195 agreements in place include schedules for supplementary recurrent assistance, the major programme element. Agreements with all major education providers, as well as smaller systemic and independent providers across the preschool, school and VET sectors, allow for funding under a range of programme elements and for strategic projects.

National Report to Parliament on Indigenous Education and Training Under s. 17A of the Indigenous Education (Targeted Assistance) Act 2000, the Minister for Education, Science and Training is required to report to both Houses of Parliament on progress in improving educational outcomes for Aboriginal and Torres Strait Islander students. The National Report to Parliament on Indigenous Education and Training 2005 is the fifth in a series of annual reports in which data is discussed under the eight MCEETYA priority areas for Indigenous education. The collection, collation and analysis of performance data submitted by education providers for the 2005 National Report began in mid–2006, with the final data becoming available in April 2007. Most providers entered the data into the new online performance reporting system, INDIGO. The report is expected to be tabled in Parliament by November 2007.

ABSTUDY ABSTUDY addresses the particular educational disadvantages faced by Aboriginal and Torres Strait Islander people. ABSTUDY support encourages eligible Indigenous students to take full advantage of educational opportunities and to improve their educational outcomes to the level of the general Australian population.

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ABSTUDY School Term Allowance From 1 January 2007, attendance requirements were introduced for the payment of ABSTUDY School Term Allowance. The second and subsequent payments are now provided to parents only where children attended secondary school for at least 85 per cent of the previous term. Over time, this initiative is expected to increase attendance by providing an incentive for parents to encourage their children to attend school. ABSTUDY is a demand-driven programme and all eligible recipients receive assistance.

Students in receipt of ABSTUDY—Schoola

2004 Actual

2005 Actual

2006 Estimate

2006 Actual

36 253

37 341

38 000

37 918

Source: Department of Education, Science and Training. Note: a Students in receipt of ABSTUDY—School are students who received an ABSTUDY payment during the calendar year and who studied at school level.

Outcome 1

Table 3.6: Quantity indicator—Students in receipt of ABSTUDY—School

Indigenous school and preschool enrolment rates The number of Indigenous school students has continued to increase (Table 3.7). The increase is reflected in the growing number of Indigenous Year 12 students and improvements in the apparent retention rate. After several years of relatively stable Indigenous preschool enrolments, numbers increased in 2006 by 256 students, from 9019 to 9275. Most states and territories have experienced both increases and declines in Indigenous preschool enrolments since 2003. The only exception is Western Australia, which has seen an increase in enrolments in each of the past three years.

Table 3.7: Quantity indicators—School and preschool enrolments for Indigenous students

Indigenous school students Indigenous preschool students

2004 Actual

2005 Actual

2006 Estimate

2006 Actual

130 483

135 097

142 700a

140 381

9 055

9 019

9 200

9 275

Source: Department of Education, Science and Training. Note: a Includes an extra 3040 students expected to attend the expanded Queensland pre Year 1 programme.

Chapter 3 – Outcome 1: School Education

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Output 1.3: Assistance for quality teaching and learning—Highlights

Outcome 1 66

¢

On 21 March 2007, the Minister for Education, Science and Training, the Hon Julie Bishop MP, presented the National Awards for Quality Schooling to outstanding teachers, school leaders, support staff and schools.

¢

From March to June 2007, 360 language teachers participated in the Intercultural Language Teaching and Learning Professional Learning Programme, funded under the Australian Government Quality Teacher Programme.

¢

The 2007 National Safe Schools Week was held from 25 May to 1 June 2007. It provided opportunities for students, staff and parents to focus on ways to address bullying, violence, harassment and abuse in schools.

¢

On 20 June 2007, the Prime Minister announced the recipients of the inaugural Prime Minister’s Prize for Australian History at a luncheon at Parliament House.

¢

At the Australian History Summit, held on 17 August 2006, 23 leading Australian historians, public figures and educational leaders met and produced a solid foundation for further development of a framework to promote the teaching of Australian history to students throughout the nation.

¢

The National Values Education Forum was held in Melbourne on 3 and 4 May 2007, attended by around 400 values educators. The major theme was ‘Values Education in Practice: Making Connections’.

¢

The interfaith and intercultural pilot programme, Promoting Interfaith and Intercultural Understanding in School Settings, commenced in May 2007. This pilot programme is part of the Australian Government initiatives under the National Action Plan to Build on Social Cohesion, Harmony and Security, endorsed by the Ministerial Council for Immigration and Multicultural Affairs in July 2006.

¢

The National School Chaplaincy Programme was announced by the Prime Minister on 29 October 2006. The programme provides up to $115 million over three years to help provide chaplaincy services or to expand existing services to Australian school communities.

¢

The Australian Government Quality Teacher Programme Professional Learning Showcase, ‘Teachers Making a Difference’, was held in November 2006. The showcase provided an opportunity for 200 teachers from across Australia to share learning activities.

¢

The National Forum on ‘The National Statement for Engaging Young Australians with Asia in Action’ was held in Sydney on 20-21 May 2007 to examine the extent to which the National Statement for Engaging Young Australians with Asia in Australian Schools had been taken up by schools in states and territories. The Forum was attended by 150 leading educators across Australia.

Department of Education, Science and Training Annual Report 2006–07

Performance information Teaching Australia

Teacher Workforce The Staff in Australia’s Schools survey project, funded by the Australian Government, was conducted over 2006–07. The survey obtained data on teacher workforce needs and addressed key gaps in the data available to characterise the profession. The project also investigated and provided advice on longer term approaches to data gathering to support teacher workforce planning. The data and findings will assist MCEETYA’s proposed development of a national approach to workforce planning.

Outcome 1

In 2006–07, the department continued to work with Teaching Australia—Australian Institute for Teaching and School Leadership. Throughout the year, Teaching Australia engaged the profession in research and discussion in areas important to its role of increasing the status, quality and professionalism of teachers and school leaders. Key achievements included progress towards national professional standards for advanced teaching and school leadership and national accreditation of pre-service teacher education.

National Awards for Quality Schooling The Australian Government’s 2007 National Awards for Quality Schooling acknowledged the work and excellence of 64 outstanding teachers, school leaders, support staff and schools. The Minister for Education, Science and Training presented the inaugural Medal of Distinction to Seaford 6–12 School in South Australia, honouring the most outstanding winner.

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2007 Australian Government National Awards for Quality Schooling Awards for Best National Achievement were:

Outcome 1

¢

Excellence by a Teacher—Danielle Radley, Miami State High School, Queensland

¢

Excellence by a Beginning Teacher—Tanya Taylor-Cox, Thebarton Senior College, South Australia

¢

Excellence in Teacher Leadership—Dr Viviana Golding, Highton Primary School, Victoria

¢

Excellence by a Principal—Genia Janover, Bialik College, Victoria

¢

Excellence by a Support Staff Member—Kerryn de Jonge, Taroom State School, Queensland

¢

Excellence in School Improvement—Seaford 6–12 School, South Australia

¢

Excellence in Family–School Partnerships—Holy Family Primary School, New South Wales

¢

Inaugural Medal of Distinction—Seaford 6–12 School, South Australia.

Teaching Australia managed the awards on behalf of the Australian Government. Full information on the award winners can be found at the Teaching Australia website: http://www.teachingaustralia.edu.au/ta/go/home/pid/306

The Minister for Education, Science and Training, the Hon Julie Bishop MP, with Danielle Radley at the 2007 Australian Government National Awards for Quality Schooling. Ms Radley was the winner of the Best National Achievement Award in the Excellence by a Teacher category.

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Department of Education, Science and Training Annual Report 2006–07

Australian School Innovation in Science, Technology and Mathematics Project The Australian School Innovation in Science, Technology and Mathematics Project is the major component of the Boosting Innovation in Science, Technology and Mathematics Teaching Programme. In 2005–06, grants totalling $16.5 million were awarded for 202 cluster projects in funding rounds 1 and 2. In October 2006, the Minister announced a third round of funding, allocating $6.5 million for a further 98 cluster projects, with each cluster involving several school and non-school partners.24

Development and implementation of the Primary Connections: Linking Science with Literacy Project continued in partnership with the Australian Academy of Science. Trialling of the project, comprising professional learning and curriculum resources that link the teaching of science with the teaching of literacy in primary schools, was very successful, with significant gains in the areas of student learning and teacher confidence and practice. There was wide national interest in and take-up of Primary Connections, with over 22 500 curriculum units distributed to schools around Australia. The first four published curriculum units won the 2006 Australian Publishers Association Award for Excellence in Educational Publishing in the Primary Teaching and Learning category.

Outcome 1

Primary Connections

Teachers who will use Primary Connections in their classrooms developed their skills through a series of teacher professional learning workshops and pre-service teacher educator workshops on the Primary Connections approach. Funding was provided through the Australian Government Quality Teacher Programme. The Australian Government further encouraged the adoption of the Primary Connections approach by offering, through higher education institutions, 500 awards valued at $2000 each for exemplary primary teacher education students who complete science education units that incorporate the approach. The awards provide a practical incentive for the next generation of primary teachers to undertake quality training in primary science teaching. Thirty-six eligible higher education institutions accepted the offer to participate in the awards scheme. Funding was provided through the Australian Government Quality Teacher Programme.

24 Details of the Australian School Innovation in Science, Technology and Mathematics Project are available online at http://www.asistm.edu.au/asistm/

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Australian Government Quality Teacher Programme The Australian Government Quality Teacher Programme (2005–2009) supports professional learning for school teachers and leaders, with the aims of: ¢

equipping teachers with the skills and knowledge needed for teaching in the 21st century

¢

providing national leadership in high-priority areas of teacher professional learning need

¢

improving the professional standing of school teachers and leaders, through assistance to Teaching Australia—Australian Institute for Teaching and School Leadership.

Outcome 1

In 2006, more than 170 professional learning activities were conducted across priority areas, with more than 44 800 teachers from government and non-government schools participating.25 This is a demand-driven programme: the number of participating teachers exceeded the estimated 40 000 noted in the department’s PBS 2006–07 (see Table 3.8).

Table 3.8: Quantity indicator—Number of teacher participants receiving professional development

Number of teacher participants receiving professional development

2005 Actual

2006 Estimate

2006 Actual

54 829a

40 000

44 803

Source: Australian Government Quality Teacher Programme, State and Territory Annual Reports 2005 and 2006 and Annual Plans 2006. Note: a The programme operated on a financial year basis in 2004–05.

National Student Attendance Unit The National Student Attendance Unit was established in 2006 to work on school non-attendance and non-enrolment, as outlined in the communiqué from the COAG meeting on 14 July 2006.

Our school environment In 2006–07, development of the Family–School Partnership Framework concluded and the Framework was forwarded to MCEETYA for endorsement. The Framework identifies the key characteristics of good partnerships and describes strategies to help schools and families build successful partnerships.

25 The programme operates on a school calendar year basis.

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The National Safe Schools Framework is a consistent national approach to countering all forms of bullying, harassment, violence, abuse and neglect. The Framework seeks to ensure that all schools provide safe and supportive environments in which all students can achieve their full potential. The focus is on helping schools apply strategies to achieve this aim. The Framework acknowledges the need for a coordinated, whole-school effort that draws together policies, practices and strategies, emphasises the need for schools to respond proactively to all incidents of victimisation or abuse and recognises the importance of strong leadership.

Outcome 1

Through the National School Drug Education Strategy, the department provides leadership in promoting best-practice, evidence-based approaches to school drug education. The collaborative network established with states and territories has promoted a consistent national approach, while providing flexibility to respond to local needs. For example, the Resilience Education and Drug Information for Parents resource now being implemented in schools is a major investment in the participative development of quality information resources and effective strategies. The resource informs parents and families about the best ways to work with young people on drugs and drug-related issues.

National Safe Schools Week In 2007, schools across Australia celebrated National Safe Schools Week and their work to foster safe and happy learning environments for their students and the broader school community. The week was officially launched by the Minister for Education, Science and Training at Parliament House on 25 May 2007. The launch included a presentation by Michael Milton, one of Australia’s best known athletes and paralympians and lively performances by young actors who addressed bullying and school safety. Events and activities during the week emphasised caring, support and looking out for others. Teachers, students and parents came together in forums to share their ideas and experiences in creating safe learning environments.

Encouraging Physical Activity in Schools The Australian Government believes it is important to take a whole-of-community approach to educate children, parents and others about the importance of physical activity and good nutrition. The Building a Healthy, Active Australia package of measures is a major Australian Government initiative to address obesity and declining physical activity among Australians. This cross-portfolio package involves a partnership with schools, families, communities and sporting groups over four years. The department is responsible for the Active School Curriculum component of the package. Under the Schools Assistance Act 2004, state and territory education authorities are required to commit to provide for at least two hours of physical activity each school week for primary and junior secondary school students. The commitment is subject to a commonsense exemption policy for children who cannot undertake any form of physical activity.

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Innovation and information and communication technology The Australian Government promotes student achievement in information and communication technology (ICT) at a national level through the Statements of Learning for ICT and the triennial national sample testing of students in Years 6 and 10. Initiatives include support for states and territories to develop appropriate pedagogy and the ICT expectations of teachers through projects such as Partnerships in ICT Learning; action research into effective use of ICT to engage remote Indigenous students; and using Whiteboard Technology to engage students in literacy and numeracy.

Outcome 1

The Le@rning Federation initiative has developed models for the production of digital assessment items aligned to existing online mathematics and science learning resources. Online curriculum resources include resources to benefit Indigenous students, particularly in disadvantaged and remote areas. In 2006–07, the Federation continued to work with Australian cultural institutions, forming new partnerships with the Australian Children’s Television Foundation and the National Gallery of Australia. Cultural materials previously unavailable to students are now freely accessible from the classroom, wherever the classroom is situated. The Le@rning Federation, through the initiative, has facilitated an exchange of content with the VET sector and has engaged the services of education.au limited, a ministerially owned company, to develop and host a service to provide content to pre-service teachers and encourage broader stakeholder involvement. The Computer Technologies for Schools Project provided more than 25 000 pieces of surplus computer equipment from the Australian Government, state, territory and local governments and private companies to schools in greatest need during 2006–07. The project supplements equipment provided by school education authorities. The Australian Government seeks to improve educational outcomes for all Australians through programmes and initiatives that promote and support the effective use of ICT in education and training. The impact of technology raises common issues across the whole education and training sector and there are benefits in national collaboration on those issues. The Joint Ministerial Statement on Education and Training for the Information Economy 2005–07 provides the framework for collaboration through two key enabling mechanisms: ¢

the Australian Information and Communications Technology in Education Committee

¢

the Framework for Open Learning Programme.

Further information on these mechanisms is included in Chapter 4, Outcome 2: Post-school Education and Training.

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Languages The government has allocated more than $112 million in funding over the 2005–2008 quadrennium to foster languages education in Australian schools and after-hours ethnic schools. Funding supports Asian, European and Australian Indigenous languages and Auslan. Ninety-five per cent of funding is distributed on an annual basis directly to states and territories; the remainder is used for strategic national projects. Ten national projects are currently being funded to support the implementation of the MCEETYA National Statement and Plan for Languages Education 2005–2008.26

¢

In January 2007, 157 practising teachers of Chinese, French, German, Japanese, Italian, Indonesian and Spanish and 45 pre-service teachers of Chinese, Japanese and Indonesian participated in the 2007 Endeavour Language Teacher Fellowships Programme. The programme provides intensive professional development through annual short-term language and culture study programmes.

¢

From March to June 2007, 360 language teachers participated in the Intercultural Language Teaching and Learning Professional Learning Programme, funded under the Australian Government Quality Teacher Programme.

Outcome 1

The government has also supported targeted professional learning initiatives for language teachers:

Engaging Young Australians with Asia The Australian Government provided funding of $2.3 million in 2006–07 to the Asia Education Foundation to support studies of Asia and Australia. The funding was used to implement the National Statement for Engaging Young Australians with Asia in Australian Schools which was endorsed by all education ministers in December 2005. The Statement articulates a clear rationale for including studies of Asia and Australia across the school curricula and identifies the broad knowledge, understanding and skills students should have to engage with Asia. In the 2007 National Forum (held in Sydney on 20-21 May), 150 leading educators agreed to set clear targets for action in the next five years.

Parliament and Civic Education Rebate In 2006–07, the Parliament and Civic Education Rebate assisted more than 56 000 students to make civics and citizenship education visits to the national capital. To receive the rebate, students from Years 4 to 12 must travel more than 150 kilometres to visit Parliament House, Old Parliament House and the Australian War Memorial. An advisory group established for the programme includes representatives of the national civic institutions visited.

26 Information about the progress of these projects is available at http://www.mceetya.edu.au

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Australian history The Minister for Education, Science and Training met with 23 leading Australian historians, public figures and educational leaders at the Australian History Summit in August 2006. The Minister sought advice on ways the Australian Government could strengthen and maintain the place and integrity of Australian history in the school curriculum and re-establish a structured narrative in Australian history teaching. The summit produced a solid foundation for further development of a framework to promote Australian history to students throughout the nation.

Outcome 1

The department administers the Prime Minister’s Prize for Australian History, awarded for an outstanding publication or body of work that contributes significantly to an understanding of Australian history. The award attracted 130 nominations for 151 works. The winners, Les Carlyon (for The Great War) and Peter Cochrane (for Colonial Ambition: Foundations of Democracy), received embossed gold medallions and shared a grant of $100 000.

The Australian History Summit The Australian Government is committed to restoring Australian history to its rightful place in the school curriculum. The Minister for Education, Science and Training convened the Australian History Summit in Parliament House on 17 August 2006 to seek advice on the way forward for a renewal in the teaching of Australian history in schools across the country. In particular, Ms Bishop sought advice on ways the Australian Government could: ¢

strengthen the place and maintain the integrity of Australian history in the school curriculum

¢

re-establish a structured narrative in the teaching of Australian history throughout primary and secondary schools.

Summit participants included leading Australian historians, educational leaders and public figures who champion the study of history. They agreed that the study of Australian history ‘should be sequentially planned through primary and secondary schooling and should be a distinct subject in Years 9 and 10’. They saw Australian history as ‘an essential and required core part of all students’ learning experience to prepare them for the 21st century’. Research conducted for the summit demonstrated the need for a renewal, finding that there was no guarantee that students had an opportunity to study Australian history in a systematic, structured way in all states and territories. The participants affirmed the importance of a structured narrative in teaching history, based on a clear chronology of key events from Indigenous arrival to recent decades, but recognised that there was no intention to create a single ‘official’ history.

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They agreed that the teaching of Australian history in schools should be engaging, achievable and sustainable. They also endorsed three principles to guide teaching: ¢

an emphasis on significant public events

¢

recognition of the global context in which Australia has developed

¢

a focus on the everyday experience of people living in Australia 50, 100, 200 or even 20 000 years ago.

The communiqué called for ‘a nation-wide revival in the teaching of Australian history and its global, environmental and social contexts’ and urged that ‘steps be taken to enlist all states and territories and relevant authorities in the task’. The summit was an outstanding success and produced a solid foundation for further development of a framework to promote the teaching of Australian history to students throughout the nation.

Outcome 1

The summit participants produced a detailed communiqué with clear advice on the way forward.

Boys’ education The Australian Government is committed to improving boys’ educational outcomes. This is reflected in the allocation of around $27 million over 2003–2008 to boys’ education initiatives, including the $7 million Boys’ Education Lighthouse Schools programme, the $19.4 million Success for Boys initiative and specialised research into boys’ education. The Success for Boys Programme is providing up to 1600 schools across Australia with average grants of $10 000 to incorporate areas of professional learning significant for boys’ successful education in their daily practice. The Success for Boys Professional Learning Programme, which was developed and trialled in 40 schools in 2005, focuses on key intervention areas of particular benefit to boys: literacy, ICT, positive male role models and improving Indigenous boys’ engagement with school and educational achievement.

Gifted and talented education In response to the findings of the Senate report, The Education of Gifted Students, the Australian Government implemented a number of initiatives to improve the education of gifted students. These included $2.3 million for the development and delivery of professional learning materials for teachers in gifted education, grants of $10 000 each to help teacher education faculties in universities acquire expertise in gifted education and $550 000 for at least 50 workshops for parents of gifted children in rural and remote areas. The first part of the package (the core modules) was distributed to all schools in 2005; the second part (the extension and specialisation modules) was distributed in 2006.

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In 2006, two new key initiatives for gifted education were announced: ¢

$200 000 for the provision of further professional development in gifted education for teachers, in the form of professional development workshops on the extension and specialisation modules, to be held in capital cities and selected regional areas

¢

an investigation into the possibility of establishing a National Centre for Excellence in Gifted Education, which would concentrate resources, coordinate and assist with the establishment and implementation of further initiatives, promote a consistent definition and approach to gifted education and undertake more Australian-based research.

Values education Outcome 1

Values education has been funded with $29.7 million over four years (2004–2008). The Values Education Programme is helping to implement the National Framework for Values Education in Australian Schools, which has been endorsed by every state and territory education minister. The Framework provides a basis for ensuring that the shared values supporting Australia’s democratic way of life are promoted in all schools. The Values Education Programme includes the oppor tunity for values and drug education forums in ever y school; clusters of schools implementing good practice approaches; a website27; curriculum resources for all schools; national activities, including projects with parents, principals, teachers and teacher educators; an annual national values education forum for values educators; and a research project that will fur ther investigate the outcomes of values education. Key achievements during 2006–07 included the following: ¢

In September 2006, findings from Stage 1 of the Values Education Good Practice Schools Project were published. Stage 1 funded 26 clusters (166 schools) to implement values education programmes between May 2005 and June 2006. The findings were very encouraging and included anecdotal evidence that effective values education can result in calmer classrooms and strong, positive relationships between students and teachers.

¢

Stage 2 of the Values Education Good Practice Schools Project commenced in July 2006 and will continue to March 2008, involving 140 schools in 25 clusters.

¢

The National Values Education Forum in Melbourne on 3 and 4 May 2007 was attended by around 400 values educators. The theme was ‘Values Education in Practice: Making Connections’. Participants discussed results from Stages 1 and 2 of the Values Education Good Practice Schools Project and drew connections between it and other values education programmes supported by the Australian Government.

27 See http://www.valueseducation.edu.au/values/

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Interfaith and intercultural pilot programme

National School Chaplaincy Programme The National School Chaplaincy Programme was announced by the Prime Minister on 29 October 2006. Under the programme, up to $115 million is available over three years to help Australian school communities provide chaplaincy services. School communities are eligible to apply for up to $20 000 per year to establish or expand the services.

Outcome 1

In July 2006, the Australian Government announced key initiatives as part of the National Action Plan to Build on Social Cohesion, Harmony and Security. One of these was the pilot programme, Promoting Interfaith and Intercultural Understanding in School Settings, to which funding of $1.05 million over three years (2007–09) has been allocated. The pilot commenced in May 2007 in the designated areas of Lakemba and Macquarie Fields with the ultimate aim to link more strongly Islamic students, their parents and leaders with the rest of the Australian community, including members of other faiths such as Christianity and Judaism. This aim will be achieved via three key educational elements: interschool cooperation, the development of educational materials and support for professional learning for teachers.

The department managed the awarding of 1392 grants (totalling $76.8 million) to government and non-government schools to establish new services or expand existing services under Round 1 of the programme.

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National School Chaplaincy Programme Announced by the Prime Minister in October 2006, the National School Chaplaincy Programme supports school communities that wish to use the services of a school chaplain. This is a voluntary programme to help school communities support the spiritual wellbeing of their students by strengthening values, providing greater pastoral care and enhancing engagement with the broader community.

Outcome 1

Individual school communities are able to apply for funding of up to $20 000 per year over three years to appoint school chaplains or to improve services already being provided. Chaplains will provide general religious and personal advice, comfort and support to all students and staff, regardless of their religious beliefs. The choice of chaplaincy services, including the religious affiliation, is a decision for the local school community following broad consultation. Students are not obliged to participate. As an example of services that will be provided by a school chaplain (in addition to general spiritual guidance), one school has chosen to focus its chaplaincy service on: ¢

mentoring and supporting students in cooperation with other support staff

¢

grief, loss and family separation support

¢

self-esteem workshops, including anti-bullying strategies, camps and other activities

¢

assisting students with the transition to high school.

The Prime Minister and the Minister for Education, Science and Training announced the results of the first round of funding on 27 June 2007. The Prime Minister also announced the allocation of an extra $25 million to the programme, enabling the government to provide funding to 1392 schools in Round 1. This commitment brings the total value of the programme to $115 million over three years. Payments from the first round of funding were made to successful schools from July 2007. A second round was held in July–August 2007. Policy oversight of the National School Chaplaincy Programme was undertaken in Canberra for the first six months following the announcement of the programme. Administration of the programme then moved to the South Australia State Office. The South Australia State Office now undertakes the majority of the programme’s administrative activities, including assessment of applications, management of approval processes, payments, programme monitoring and reporting and Ministerial correspondence and briefings.

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¢

The Career Advice Australia (CAA) initiative was consolidated to deliver enhanced career development and transition support services for 13 to 19-year-olds across Australia.

¢

More than 700 CAA providers and stakeholders were involved in the inaugural National Career Advice Australia conference, held in September 2006.

¢

The Helping Young People Stay in Education initiative commenced under Youth Pathways as part of the COAG sponsored Better Mental Health Services for Australia initiative.

¢

Support for career practitioners continued through scholarships for school, university and TAFE career advisers.

¢

The first National Career Development Week, involving more than 320 events, was held in June 2007.

¢

On 6 June 2007, the Minister for Education, Science and Training hosted the Schools–Business Dialogue at Parliament House, which brought together business leaders, parents, teachers, educators and state education representatives to discuss better ways for business and schools to work together to ensure that students leave school with employability and enterprise skills and are ready for further education and the workforce.

Chapter 3 – Outcome 1: School Education

Outcome 1

Output 1.4: Assistance for transition through and from school—Highlights

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Schools–Business Dialogue The Schools–Business Dialogue focused on how schools and business can better work together to ensure that students leave school with employability and enterprise skills and are ready for further education and the workforce. In her address to the National Press Club on 7 February 2007, the Hon Julie Bishop MP expressed the view that schools must have stronger links to employers and the business community. Ms Bishop said she would establish a Schools–Business Dialogue, bringing together business leaders, parents, teachers, educators and state education representatives.

Outcome 1

The dialogue took place in Parliament House on 6 June 2007. It provided an opportunity for people to exchange ideas, to question attitudes and to challenge the status quo to find better ways for business and schools to engage. Some in the community think there is a growing disconnection between what is taught in schools and what is needed in the workplace. Work flowing from the Schools–Business Dialogue will address this perception to ensure that parents and the community are confident that the nation’s children are being prepared for success. Businesses have experienced enormous changes in recent decades and shown innovation and creativity to come up with solutions to problems. Businesses are the ultimate destinations for most of our school graduates. Across Australia, there is a need to ensure that students are equipped with the skills they need in 21st century workplaces. We must continue to improve education outcomes, increase opportunities for every student and provide them with skills, so that whatever is ahead of them—whether it be training or further study or a job—they can grasp those opportunities throughout their lives. This will improve business outcomes and is vital to lifting national productivity and ensuring long-term economic sustainability. At the conclusion of the dialogue, the Minister announced that the Australian Government will establish a Schools–Business Alliance to take forward ideas raised on the day and consider outcomes from further dialogues to be held throughout the country in metropolitan and regional areas.

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Outcome 1

From left to right: Megan Lilly, Patrick Coleman, Frank McManus, Andrew Blair, Bill Burmester (DEST Deputy Secretary), the Hon Julie Bishop MP, Steve Liebmann (facilitator), Peter O’Brien, Ian Spicer AM. Photo courtesy of Photocall Image Management.

Performance information Career Advice Australia The CAA initiative was established following a 2005 Budget commitment to provide an additional $143.2 million from 2005–06 to 2008–09 to support young people aged 13 to 19 years to achieve a successful transition through school and from school to further education, training and employment. During 2006–07, the CAA initiative continued to consolidate networks at the local, regional and national levels. Providers across the country are working in partnership with schools, businesses, industry and the community to deliver programmes that help all young Australians gain access to the skills, training and advice they need to reach their full potential. An inaugural National Career Advice Australia conference was held in September 2006. The conference brought together more than 700 CAA providers and key stakeholders to celebrate the initiative’s formation, share good practice and focus on ways to continue to work together to improve services in the future. Consultation during 2006 revealed that structured networks were a priority to allow providers to share innovation and good practice. During 2007, state and national provider meetings were held for Youth Pathways and Local Community Partnerships, with meetings of regional industry career advisers and national industry career specialists to follow in the second half of the year. The creation and continuation of the state and national networks will help to ensure uniform and high quality service provision of CAA programmes across the country.

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Careers Advice Australia: Local businesses get websites, students get experience Twelve schools, 140 students and 50 businesses participated in the 2006 GippsWebs for Business programme, in which secondary students competed in teams to design and build websites for local businesses. Open to secondary students throughout Gippsland, the competition involved schools served by three Local Community Partnerships funded under Career Advice Australia. The programme ran as part of the school curriculum over 10 weeks.

Outcome 1

Students met business owners to learn about their daily operations. Then, working in small teams, they designed a website to meet the needs of a business. The experience gave students an opportunity to develop and refine skills in data collection, web development, teamwork, time management, research and presentation. Each team was also allocated a Gippsland School of Information Technology student to act as a mentor and advise on the technical aspects of web design. The competition was developed in partnership with Telstra Country Wide Gippsland, Monash University’s Gippsland School of Information Technology, Baw Baw Latrobe Local Learning and Employment Network and La Trobe Valley Local Community Partnership. It concluded with an awards night where websites were displayed and winners announced. The programme encourages the growth of e-commerce in rural areas by giving local businesses the opportunity to have a free website designed, while giving local students important experience in the design and creation of web pages in a real-life setting.

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Local Community Partnerships Local Community Partnerships (LCPs) were contracted under the CAA initiative in January 2006. LCPs link industry and employer groups, schools, professional career advisers, community organisations, parents, young people, youth service providers and government and community organisations to help young people make successful transitions through and from school to further education, training and employment.

Structured Workplace Learning The Structured Workplace Learning Programme develops young people’s employability skills through learning in real or simulated workplaces. In 2006, there were 74 619 Structured Workplace Learning placements (Table 3.9). After a change in reporting arrangements under the LCP guidelines for 2006–07, providers were asked to report only on the structured workplace learning that they deliver directly. Those placements where the work of the LCP facilitated or improved the quality of the placement were not reported. Consequently, 2006 Structured Workplace Learning targets and numbers reflect this reporting variation across the three measures.

Outcome 1

In 2006–07, providers in 212 LCP regions were in place, providing a strategic approach to the implementation of three career and transition programmes: the Structured Workplace Learning Programme, the Career and Transitions Support Programme and the Adopt a School Programme.

Table 3.9: Quantity indicators—Number of structured workplace learning placements facilitated by LCPs Structured workplace learning

2003a

2004

2005

2006

Students

96 599

96 017

96 638

74 619

Placements

105 259

106 121

111 621

80 369

Employers

53 825

56 625

58 942

43 303

Source: Department of Education, Science and Training. Note: a Consistent with outcome data reporting in other states, figures for 2003 now reflect 100 per cent of students, placements and employers in New South Wales.

Career and Transition Support The Career and Transition Support Programme facilitates access for young people to a range of career and transition support services that link with and complement other programmes and services at the local LCP service region level.

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Adopt a School The Adopt a School Programme builds links between businesses, students, teachers and the broader school community through ‘hands on’ learning activities. The programme aims to increase knowledge and opportunities for careers and further education. In 2006, 17 410 students participated in 849 Adopt a School projects, across 875 schools, with 3182 employers (Table 3.10).

Table 3.10: Quantity indicators—Number of students and schools with secondary students participating in LCP Adopt a School Project 2006a Estimate

2006 Actual

Number of secondary students participating

Not available

17 410

Number of schools with secondary students participating

Not available

875

Adopt a School projects

Outcome 1

Source: Department of Education, Science and Training. Note: a This is a new programme introduced in 2006.

Youth Pathways Youth Pathways delivers individualised support to those young people most at risk of not making a smooth transition through school to complete Year 12 or into further education, training or work and to those who finished school within the preceding 12 months without having finished Year 12. During 2006–07, Youth Pathways providers commenced delivery of the Helping Young People Stay in Education measure under the COAG sponsored Better Mental Health Services for Australia initiative. In 2007 an additional 8500 young people will be assisted. The expansion of Youth Pathways will help to sharpen the focus on helping young people with mental health problems to get the assistance they need to remain engaged in education. Together, Youth Pathways and providers of the new Connections service (previously known as the Partnership Outreach Education Model pilot) will each year assist up to 6000 young people who experience mental health problems. Youth Pathways assisted 19 323 young people to remain engaged in education during 2006.

Table 3.11: Quantity indicator—Number of young people provided access to Jobs Pathway Programme and Youth Pathways 2006 Estimate

2006 Actual

2007 Estimate

2008 Estimate

17 000

19 323

25 500

25 500

Number of young people provided access to Jobs Pathway Programme and Youth Pathways

Source: Department of Education, Science and Training. Note: From 2006, data are provided only for Youth Pathways. See PBS 2006–07, p. 57.

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Career practitioners

The department provides scholarships for career practitioners to help them gain skills, knowledge and experience. In 2006–07, 54 scholarships for school career advisers were awarded. In April 2007, the Australian Government announced that the scholarship programme was to be extended to university and TAFE career advisers, who are now eligible for the additional 16 scholarships available for further study or industry placement in 2008 and 2009.

Career development

Outcome 1

During 2006–07, the department continued to support professional development for career practitioners. The Community Services and Health Industry Skills Council has undertaken national consultations which have supported the proposed Certificate IV in Career Development. Learning materials will be freely available on the internet. The Career Industry Council of Australia has been funded to develop guidelines to assist those providing or consuming career information or career development services.

The department has continued work to improve career development and information for all Australians. To strengthen national career development systems and create a national approach to career development, the department provided additional funding to increase the number of types of sites in which the Australian Blueprint for Career Development was trialled in a MCEETYA project managed by the department. Usage of the myfuture national career exploration website28 continued to grow. Additional funding has enabled the purchase of more modern operating systems, which will make upgrading the site easier and make it more appealing to users. This development is in line with recommendations of the 2005 MCEETYA review of myfuture. During 2006–07, the Job Guide, a publication that assists people to identify career options and pathways, was distributed to all Year 10 students across Australia through all senior secondary schools. The Job Guide was also made available to TAFE institutes, universities, hospitals and correctional facilities, DEST-funded programmes (such as LCPs and Youth Pathways) and Centrelink to provide career information and support to young people during their transition through school and to further education, training or employment. The Career Industry Council of Australia continues to promote the new professional standards for career development practitioners, with financial support from the Australian Government.

28 See http://www.myfuture.edu.au/

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Forums National Career Development Week was held for the first time in June 2007. The week aims to increase awareness of the value of career development and encourage people to be more involved in managing their careers. Managed by the Career Industry Council of Australia, the week included more than 320 events organised by individuals and organisations using the slogan ‘Get the life you love’ and common branding. LCPs across the country held 17 School and Industry Leaders’ Forums in 2006 and 29 in 2007. The forums provide an opportunity for school principals, career advisers, industry and business leaders and employers to share ideas and discuss better ways of working together to develop relevant and locally specific career education programmes.

Outcome 1

Career Education Lighthouse Schools Project The Career Education Lighthouse Schools Project funds schools or school clusters to champion good practice in quality career education and trial innovative ways of implementing career education. The project funded 34 projects involving 63 schools in 2006 and 38 projects involving 72 schools in 2007.

Connections Connections was previously known as the Partnership Outreach Education Model pilot, which ended in 2006. In April 2007, organisations began delivery of the Connections programme in 49 of 60 regions after an open request for tender. The department will conduct a separate procurement process to fill the remaining 11 regions in the second half of 2007. Each year from 2007 to 2010, more than 3000 young people in the 13 to 19 years age group who have become disconnected from school will be assisted.

Enterprise and Career Education Programme During 2006–07, the department continued to deliver initiatives under the Enterprise and Career Education Programme. The Australian Vocational Student Prize is a national prize that recognises outstanding Year 12 students who demonstrate exceptional skills, commitment and achievement while undertaking a VET in Schools programme or an Australian School-based Apprenticeship. Winners selected from all states and territories each receive $2000 and a certificate. With funding of $4 million over four years, the prize recognises the importance and value of vocational training as a pathway for students. In 2006, 502 students were awarded the Australian Vocational Student Prize. At a ceremony on 6 December 2006, 20 winners were further recognised for their outstanding skill, commitment and achievement in VET by being awarded the Prime Minister’s Award for Skills Excellence. These students received an additional $2000 and a framed certificate. The Prime Minister’s Award is presented to the highest achieving student from each state or territory, the highest achieving Indigenous student and the highest achieving students in ten industries.

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The programme also includes Enterprise Learning for the 21st Century. This initiative funds innovative projects in businesses, industry, education and community organisations to support more than 118 000 young people to build their enterprise skills, think creatively and reach their full potential. The department also promotes career information through occupational videos produced by students and by professionals. It provided funding for a student video competition in which students made occupational videos that could be shown on myfuture, the national career exploration website.29 Funding was also provided to the Australian Broadcasting Corporation for the Ace Day Jobs occupational videos and Catapult Youth Entrepreneurship series.30

The National Youth Careers and Transitions Advisory Group develops policy advice on matters affecting young people’s successful transition through school and to further education, training and employment and on enterprise, vocational and career education. The advisory group has made recommendations on a number of matters, including parental involvement in career transitions for young people, career and transitions issues and challenges for young Muslim people in Australia and the importance of recognising the importance of issues facing young people.

Outcome 1

National Youth Careers and Transitions Advisory Group

Participation in Vocational Education and Training in Schools VET in Schools programmes provide students with the opportunity to gain credit towards the senior secondary certificate while at the same time working towards gaining a national industry-recognised qualification: ¢

In 2005, a total of 182 919 students were enrolled in VET in Schools programmes including School-based Apprenticeships and traineeships, representing 37 per cent of school students undertaking a senior secondary certificate.

¢

Across Australia, 139 012 VET in Schools students completed at least one VET unit of competency/module in 2005. This represents 28 per cent of school students undertaking a senior secondary certificate.31

Over 95 per cent of Australia’s secondary schools with senior students now offer vocational education and training programmes. All jurisdictions are progressively increasing the range of VET programs. Industry Coverage Students undertake VET in Schools programmes in a range of industry areas. In 2005, the most popular industry areas for VET in Schools were Business and Clerical and Tourism and Hospitality, which together accounted for 47 per cent of all enrolments.

29 See http://www.myfuture.edu.au/ 30 The student and Ace Day Jobs videos can be accessed on the ABC website: http://www.abc.net.au/acedayjobs/ and http://www.myfuture.edu.au/ 31 Source: MCEETYA, 2005 National Report on Schooling in Australia.

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Other popular industry areas were Sales and Personal Services, General Education and Training, Building and Construction, Arts, Entertainment and Sport and Recreation.32

Table 3.12: Quantity indicator—Number of students participating in VET in Schools programmes

Number of students participating in VET in Schools programmes

2005 Actual

2006 Estimatea

2006 Actual

182 919

220 000

Not availableb

Source: MCEETYA, 2005 National Report on Schooling in Australia. Notes: a Data for the 2005 actual and 2006 estimate are from the PBS 2006–07 p 57. The estimate is indicative only. b

Data for 2006 were not available at the time of printing.

Outcome 1

Departmental outputs The department’s Outcomes and Outputs Framework provides for five departmental outputs: administration; policy advising; ministerial and parliamentary services; research, analysis and evaluation; and service delivery. The performance indicators for the departmental outputs are published in Table 3.2.1C in the PBS 2006–07. Some performance information for policy advising, ministerial and parliamentary services and research, analysis and evaluation outputs is reported in Chapter 8, Enabling our Business. Other performance information is reported in Table 3.13.

Administration The PBS 2006–07 commits the department to measuring the quality of payment and management processes for Administered Funds programmes in each outcome group. The department uses the Administered Funds Quality Assurance Package as a self assessment tool to measure the level of compliance within programmes. Within Outcome 1, the programmes are the General Recurrent Grants Programme and the Indigenous Education Programme.

Service delivery Service delivery measures relate to the direct delivery of services to external parties. Centrelink directly delivers a range of payment, referral and related services on behalf of the department, including for two programmes supporting Outcome 1—ABSTUDY and the Assistance for Isolated Children Scheme. These services are administered under a business partnership agreement with Centrelink.

32 Source: MCEETYA, 2005 National Report on Schooling in Australia.

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Table 3.13: Performance in delivery of departmental outputs Performance indicator

2006–07 estimate

2006–07 outcome

Accurate and timely approval, payment and acquittal of grants in accordance with legislation and guidelines

At least 90% compliance in relation to quality assurance exercises

The General Recurrent Grants Programme achieved 100% compliance for 2006–07 (2005–06: also 100%).

Improved performance and compliance of Indigenous Education Programme providers

>90% compliance in relation to quality assurance exercises

The Indigenous Education Programme achieved 94.76% compliance for 2006–07 (2005–06: 93.5%).

Effective measurement of student performance in nationally agreed key reporting areas

Results agreed and published

Literacy and numeracy results for 2005 have been released. The report on the first national sample assessment of civics and citizenship undertaken in 2004 was published in 2006. Work on the reports for the 2005 ICT and 2006 science sample assessments is underway.

° Processing of statement of enrolments

>50% of all enrolment variations will be completed online

100% of enrolment variations were processed online.

° Collection of census information

>98% of all returns will be collected online

100% of all 2006 census returns were collected online.

Administrationa

Outcome 1

The Indigenous Education Programme achieved 94.76% compliance for 2006–07 (2005–06: 93.5%).

Effective use of Schools Service Point

>98% of all returns will ° Collection of financial be collected online questionnaire returns and acquittal of recurrent Schools Assistance Act 2004 funding and collection of data via the Socioeconomic Status Data Collection application Accurate and accessible information contained on the Government Education Portal and Education Network Australia (EdNA online) websites

° Number of hits on website ° Number of page views ° Milestones met in upgrade

Financial questionnaire—100% of all returns received to date were collected online. Acquittal of recurrent Schools Assistance Act funding for 2006—100% of all returns to date were collected online. Socioeconomic status data collection—100% of all data was collected online.

Government Education Portal: ° Number of hits on website: 11 411 674 ° Number of page views: 2 725 148 ° All milestones have been met. EdNA: ° Number of hits on website: 66 559 753 ° Number of page views: 26 645 439 ° All milestones have been met.

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Performance indicator

2006–07 estimate

2006–07 outcome

Implementation of key outcomes of the Review of Teaching and Teacher Education

Key recommendations for portfolio implemented

Continued implementation of major recommendations for the establishment and operation of a national science and innovation education programme (Boosting Innovation, Science, Technology and Mathematics Teaching Programme) and a National Institute for Quality Teaching and School Leadership run by and for the teaching profession (Teaching Australia). A range of other Australian Government initiatives, including science education and teacher education-related measures, addressed other review recommendations.

Outcome 1

Establish Teaching Australia—Australian Institute for Teaching and School Leadershipb

Milestones met

Teaching Australia was established in November 2005. Since then, the department has continued to provide support to Teaching Australia in establishing itself as the national professional body for teachers and school leaders.c

Policy advisinga The Minister will be Satisfaction satisfied with the timeliness (at least 90%) and quality of briefs provided by the department

This indicator is reported in Chapter 8, Enabling our Business.

Successful negotiation of 2005–2008 funding agreements

Milestone met

New quadrennium funding agreements in place with all states/territories, non-government education authorities and non-government schools.d

Facilitation of government representation

Demonstrated leadership Continued development of shared responsibility role in Murdi Paaki agreements and a strong focus on strengthening (COAG whole of community leadership and youth development. government strategy on Indigenous issues)

Ministerial and parliamentary servicesa Performance information for ministerial and parliamentary services is reported in Chapter 8, Enabling our Business. Research, analysis and evaluationa

90

Research activities are At least 90% completed completed according to plan to plan

At least 90% of research activities were completed according to plan (see Table 8.10).

Research and evaluation reports rated as satisfactory by the Minister

At least 90% satisfaction

At least 90% satisfaction, as measured by feedback from the secretary and deputy secretaries.

National Report on Indigenous Education and Training

Fifth report to be tabled in Parliament in early 2007

Fifth report to be tabled by November 2007.

Department of Education, Science and Training Annual Report 2006–07

Performance indicator

2006–07 estimate

2006–07 outcome

Services provided in accordance with the business partnership agreement

Centrelink’s performance against the key indicators set out in the agreement was satisfactory for these programmes. These include the accuracy and timeliness of payments and the number of people referred to DEST programmes.

Service delivery Satisfactory services provided by Centrelink in relation to ABSTUDY and Career Planning Programme e

Whole-of-department consolidated information on administration, policy advising, ministerial and parliamentary services and research, analysis and evaluation is provided in Chapter 8, Enabling our Business.

b

Teaching Australia–Australian Institute for Teaching and School Leadership was formerly known as the National Institute for Quality Teaching and School Leadership.

c

Teaching Australia tables its own Annual Report to Parliament each year.

d

This indicator should have been removed from the PBS 2006–07. The milestone was met when the funding agreements were developed and negotiated in 2004–05 for the 2005–2008 funding quadrennium.

e

The text in the PBS 2006–07 containes a typographical error. Text should read ‘satisfactory services provided by Centrelink in relation to student income support payments and related programmes’.

Chapter 3 – Outcome 1: School Education

Outcome 1

Notes: a

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Chapter

04

Outcome 2: Post-School Education and Training Individuals achieve relevant skills and learning outcomes from post–school education and training.

What the department does to achieve Outcome 2 The department’s outputs under Outcome 2 reflect the Australian Government’s agenda for post-school education and training: ¢

Output 2.1—Funding for vocational education and training

¢

Output 2.2—Australian Apprenticeships (formerly known as New Apprenticeships)

¢

Output 2.3—Assistance for skills and career development

¢

Output 2.4—Funding for higher education

¢

Output 2.5—Assistance for post-school students, including those with special needs.

The Outputs reflect the purposes for which Parliament has approved appropriations and provide the focus for the department’s financial resource management and for measurement of its performance. The details of the department’s commitment under each of these Outputs (referred to as Output Groups) were reported in the Portfolio Budget Statements (PBS) 2006–07, pages 59 to 78.

Outcome 2

This chapter introduces the policy environment in which the five Outputs were delivered and then reports on how well the department delivered on its commitments. Performance information shows the effectiveness of the Outputs in achieving government objectives; assesses the efficiency of the department’s delivery of the Outputs in terms of quantity, quality and cost; and highlights significant achievements by programmes during 2006–07.

An introduction to the post-school education and training sector The Australian post-school education and training system comprises two core sectors: vocational education and training (VET) and higher education. The Australian Government plays a lead role in promoting a post-school education and training system that is nationally consistent and coherent; responsive to individual, industry and training needs; and recognised as a system that provides high quality outcomes. High quality outcomes for post-school education and training are critical to individual welfare, workforce participation and productivity and hence to Australia’s national competitiveness and economic development. People who undertake post-school education and training have higher levels of participation in employment and further education and training and also earn higher levels of lifetime income.

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Investments in post-secondary education are a key driver of Australia’s economic, cultural and social development and enrich the nation. Australia benefits from an increased supply of skilled people with attitudes and competencies which support lifelong learning, a more competitive and innovative economy and a better informed society. Mobility between the VET and higher education sectors is important, as it creates flexibility and increases opportunities for education and training. Although the two sectors remain distinct, the linkages and synergies between them are increasing. Several universities deliver qualifications in both sectors and some VET providers offer higher education qualifications. Linkages, including credit transfer arrangements between the two sectors, are being strengthened to assist and encourage student mobility between the sectors.

Vocational education and training

Australia’s continued prosperity depends on resources, workers and skills being able to flow between sectors and firms. Australian industry continues to identify skills needs as a key constraint on future sustained growth and investment. The combination of an ageing workforce, increased competition in the global marketplace and the changing nature of work has created increased demand for skilled workers. Employers are looking for employability skills as well as technical skills. There is also an increasing requirement for higher level skills and qualifications, as job opportunities expand at high level technical and paraprofessional levels.

Outcome 2

The high demand for skilled workers in Australia is one facet of an economy now in its sixteenth year of economic growth. Jobs growth is strong, the unemployment rate has fallen to a 30 year low and labour force participation is at an all-time high. Sustained economic growth will depend on increasing our labour force participation rate and securing continued growth in labour productivity.

VET supports Australian industry, individuals and communities by providing opportunities to obtain skills immediately following school, or to upskill for a new or expanded career. Each year, the publicly funded training system educates around 1.7 million Australians.

The Australian Government’s role in vocational education and training The Australian Government drives VET policy through funding for the national training system and through funding of specific programmes and incentives. The two key documents underpinning the national training system are the Skilling Australia’s Workforce Act 2005 and the 2005–2008 Commonwealth–State Agreement for Skilling Australia’s Workforce. The Act sets out the national objectives and goals for VET and the governance, planning, funding and accountability arrangements. It established the Ministerial Council for Vocational and Technical Education (MCVTE), which is chaired by the Australian Government Minister for Vocational and Further Education.

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The Commonwealth–State Agreement sets out the terms and conditions of the Australian Government funding appropriated under the legislation. It recognises that, under the Australian Constitution, state and territory governments have primary responsibility for managing their training systems. It also recognises that a shared commitment of the Australian, state and territory governments is essential to maintain an effective national training system that will deliver high quality, nationally consistent training for industry, communities and individuals. By signing the Commonwealth–State Agreement, the states and territories have supported the Australian Government’s policy direction for a national training system led by business and industry. Business and industry are actively engaged at all levels of the training system through access to MCVTE and representation on the National Senior Officials Committee, the National Quality Council and the National Industry Skills Committee. The Australian Government’s participation in the long-term COAG National Reform Agenda helps underpin Australia’s future prosperity with skills issues being considered under the skills and human capital agendas. The Council of Australian Governments reached agreement in 2006 to A New National Approach to Apprenticeships, Training and Skills Recognition, aimed at alleviating skills gaps evident in some parts of the economy. This package of measures supports the Australian Government’s objective that the national training system should provide nationally consistent, high quality outcomes.

Outcome 2

The Australian Government identified further national policy priorities for VET through its major policy statement, Skills for the Future, announced by the Prime Minister on 12 October 2006. Skills for the Future focuses on the need for continuous upgrading of skills over the course of an individual’s working life. The five components of the package broaden young Australians’ options after school, attract mature age Australians back to study, enable workers to upskill, and provide specialised skills and pathways to new careers. The Australian Government is increasingly taking a direct role in skilling Australians by delivering targeted initiatives such as Australian Technical Colleges, the Australian Skills Vouchers Programme (which encompasses Work Skills Vouchers and Business Skills Vouchers for Apprentices) and a range of personal benefits to Australian Apprentices. A package of new initiatives worth $668 million over the next four years was announced in the 2007–08 Budget. The department has made great efforts in planning and development to meet implementation timelines for these initiatives, which are designed to raise the appeal of VET as a career option and to encourage greater participation in the sector:

96

¢

Apprentice Wage Top-up

¢

Apprentice Training Vouchers

¢

Fast-Track Apprenticeships

¢

FEE-HELP

¢

Three additional Australian Technical Colleges

¢

Indigenous adults in regional and remote areas

¢

National Disability Coordination Officers.

Department of Education, Science and Training Annual Report 2006–07

Higher education The Australian higher education system plays a key role in the growing knowledge and innovation-based economic wealth of Australia, and in making a significant contribution to social development and the lives of individual Australians. The sector comprises 37 public and two private universities, one approved branch of an overseas university, four other self-accrediting higher education providers, and around 150 non-self-accrediting higher education providers. All but three of the universities and other self-accrediting higher education providers are established or recognised under state or territory legislation. The Australian National University, the Australian Maritime College and the Australian Film Television and Radio School are established under Commonwealth legislation.

The Australian Government provides loans to domestic students through the Higher Education Loan Programme (HELP). The government, through HELP, assists eligible students in meeting the costs of their higher education places (student contributions or tuition fees). In 2006, the department supported higher education providers in assisting around 630 000 students in meeting the cost of their higher education place through discounts and loans under HELP. As part of this programme, FEE-HELP assists domestic students to pay their tuition fees at approved higher education providers. During 2006–07, 18 additional non-self-accrediting higher education providers were approved to offer FEE-HELP to their students, bringing the total number of approved providers to 60 at the end of the period.

Outcome 2

Higher education providers offer a range of programmes to students, including undergraduate and postgraduate awards and various shorter courses. In 2006, there were 733 352 domestic students and 250 794 international students undertaking higher education.

The higher education sector generates significant employment and revenue. Universities and other providers make a significant contribution to the economic and social life of the communities in which they are located. In 2006, over 96 000 people (full-time equivalent) were employed in the sector, which generated close to $15.5 billion in total revenue.

The Australian Government’s role in higher education The Australian Government has primary responsibility for public funding of the higher education sector, including student loan arrangements and scholarships. Most funding for the sector is administered under the legislative framework of the Higher Education Support Act 2003. In 2006, publicly funded institutions receive on average 56 per cent of their operating revenue from Australian Government grants and payments on behalf of students who take out loans.

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The funding for higher education non-research operating resources is largely provided through a base grant administered through the Commonwealth Grant Scheme. The scheme provides for a specified number of Australian Government funded higher education places, called ‘Commonwealth supported places’ (formerly ‘HECS places’), for which students pay a student contribution. Other funds for the sector are provided through a range of grants, including for quality; equity; research and research training; collaboration; national institutes; workplace productivity; learning and teaching; superannuation; and the Capital Development Pool. The Australian Government’s policy framework for higher education has been set out in three major initiatives: Our Universities: Backing Australia’s Future; Backing Australia’s Ability—Building our Future through Science and Innovation; and, more recently, Realising Our Potential. Backing Australia’s Future has driven significant reform in the higher education sector, encouraging better governance, workplace flexibility and increased diversity. Backing Australia’s Future (and other measures) will provide nearly 50 000 additional Commonwealth supported places by 2011 and additional funding of $2.6 billion over five years (from 2004 to 2008).

Outcome 2

The continued implementation of Backing Australia’s Ability represents the Australian Government’s commitment to fund excellence in research, science and technology through the generation of new ideas (research and development); the commercial application of ideas; and the development and retention of skills. Through Backing Australia’s Ability, the Australian Government provided funding for 2000 additional targeted university places in 2002, with a priority on mathematics, science, and information and communications technology (ICT). The number of places grew to around 5470 in 2005 as students continued in their courses. Through Realising Our Potential, the 2007–08 Budget provided significant additional investment of around $1.9 billion in higher education and student access. This includes $222 million to improve access to tertiary education for students. It will reform the sector, encourage excellence and specialisation and support the emergence of more world-class universities.

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Realising Our Potential builds on Backing Australia’s Future. Features of the package include: ¢

a permanent Higher Education Endowment Fund to be established with an initial investment of $6 billion. An investment of $5 billion was announced in the 2007–08 Budget with an additional $1 billion capital injection announced by the Treasurer on 21 August 2007

¢

increasing university funding

¢

allowing more responsive universities

¢

a new Diversity and Structural Adjustment Fund

¢

reducing red tape for universities

¢

an increased number of Commonwealth Scholarships, from around 8500 to 12 000.

The department administers a range of programmes, guidelines and legislation in accordance with these policy frameworks.

The VET and higher education sectors are interdependent, particularly where VET institutions can provide an entry into university education and graduates become teachers across the sectors. The Australian Qualifications Framework brings the qualifications issued by the two sectors together, into a single system. The department supports a range of programmes exploiting ICT to make service delivery more efficient for the education and training sector. For example, the Framework for Open Learning Programme provides services through Education Network Australia (EdNA) and the Australian Flexible Learning Framework, which target e-learning in the training sector.

Outcome 2

Cross-sectoral initiatives

The department administers a range of programmes and legislation to achieve the Australian Government’s policy objectives for education and training. The department works closely with Centrelink to deliver a number of programmes, such as student income support, and manages the Business Partnership Agreement with Centrelink for that purpose.

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Planning and resources In 2006–07, total resources allocated for Outcome 2 were $10 055 million.

Table 4.1: Resources invested in Outcome 2 in 2006–07a Budgetb 2006–07 $’000

Actual 2006–07 $’000

Variation $’000

1 310 902

1 292 334

-18 568

912 823

809 999

-102 824

78 026

67 390

-10 636

Funding for higher education

4 860 665

4 664 239

-196 426

Assistance for post-school students, including those with special needs

2 595 674

2 483 416

-112 258

Total administered expenses

9 758 090

9 317 378

-440 712

Funding for vocational and technical education

24 155

24 790

635

Australian Apprenticeships

69 041

60 945

-8 096

Assistance for skills and career development

31 673

33 362

1 689

Funding for higher education

27 740

28 243

503

Assistance for post-school students, including those with special needs

125 733

124 085

-1 648

Total revenue from Government

278 342

271 425

-6 917

18 570

19 066

496

296 912

290 491

-6 421

10 055 002

9 607 869

-447 133

Administered expensesc Funding for vocational and technical education Australian Apprenticeships Assistance for skills and career development

Departmental expensesd

Outcome 2

Gains and revenue from other sourcese Total price of departmental outputs TOTAL ESTIMATED RESOURCING FOR OUTCOME 2

2006–07 Average staffing levels (number)a

833

Source: Department of Education, Science and Training. Notes: a 2007–08 Budget Estimates are provided at Table 2.1.

100

b

Includes Additional Estimates and Supplementary Additional Estimates.

c

Variations between the budget and actual expenditure mainly reflect delays in relation to new programmes and agreements.

d

Variance at outcome and output group level reflect the process of attributing cost to outputs. The actual is based on detailed cost attribution whilst budget is based on percentage attribution using most recent prior year or year-to-date actual financial performance results.

e

Gains and revenues from other sources includes resources provided free of charge.

Department of Education, Science and Training Annual Report 2006–07

Effectiveness indicators—Outcome 2 The department uses several effectiveness indicators to measure the impact the government is seeking to achieve from the Outputs. The overall impact of the departmental activities should be viewed within the context that Australia’s post-school education and training outcome is not controlled solely by the Australian Government, but is achieved in partnership with various external stakeholders. Performance over the long-term can also be influenced by prevailing economic and labour market conditions and, in some cases, by international circumstances. In Outcome 2: Post-School Education and Training, the department reports against effectiveness indicators addressing employment outcomes and economic return, as published in Table 3.2.2A in the PBS 2006–07.

Effectiveness indicator: Employment outcomes

Two indicators of effectiveness of the department’s outputs in delivering employment outcomes were identified under Outcome 2: ¢

VET—percentage of TAFE graduates employed at the end of the year of completion of training. ¢

¢

The employment rate for TAFE graduates, shown in Figure 4.2, has risen steadily in recent years, from 74 per cent in 2002 to 77 per cent in 2006.

Outcome 2

The impact of post-school education and training is most evident in employment outcomes (see Figure 4.1), which indicate that Australians with post-compulsory qualifications have higher levels of employment than those who do not continue their formal training.

Higher education—percentage of higher education graduates in full-time employment within four months of completion of degree, of those available for work. ¢

In 2006, 82 per cent of higher education graduates (bachelor degree) available for work were in full-time employment within four months of completing their degree. Figure 4.3 shows that this indicator has been rising since 2004.

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Figure 4.1: Percentage in employment (full and part-time), by level of highest education attainment 100

90 84.9%

85.5%

Certificate III/IV

Bachelor degree or above

80 Per cent

72.7% 70

60

55.8%

50

40 Year 10 and below

Year 12

Outcome 2

Source: Australian Bureau of Statistics data, Education and Work, May 2006 (ABS cat no 6227.0 Table 11). Note: Derived by the department from published Australian Bureau of Statistics data.

Figure 4.2: Effectiveness indicator—Percentage of TAFE graduates employed at the end of May, by year of completion of training 90

85

Per cent

80

75

70

65

60 2002

2003

2004

2005

Source: Student Outcomes Survey, 2006, National Centre for Vocational Education Research.

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2006

Figure 4.3: Effectiveness indicator—Percentage of higher education graduates in full-time employment within four months of completion of degree, of those available for work 100

95

Per cent

90

85

80

75

70 2003

2004

2005

2006

Source: Graduate Destination Survey, Graduate Careers Australia, 2006.

Effectiveness indicator: Economic return One indicator of effectiveness of the department’s outputs in providing an economic return was identified: ¢

Outcome 2

2002

Graduate starting salaries as a proportion of average weekly earnings. ¢

¢

VET—In 2006, the median annual starting salary for VET graduates aged 20-24 years with a Certificate III or above, in their first full-time job after completing their qualification, was $30 600 (up from $30 100 in the previous year and $28 400 in 2004). Over the period from 2001 to 2006, the median starting salary of VET graduates has averaged 81 per cent of the mean earnings of all full-time workers aged 20-24 years. This proportion has remained relatively stable over that time. Higher education—In 2006, the median annual starting salary for bachelor degree graduates aged under 25, in their first full-time jobs after completing their degrees, was $40 800 (up from $40 000 in the previous year and $38 000 in 2004). Over the period from 2001 to 2006, the median starting salary of bachelor degree graduates has averaged 109 per cent of the mean earnings of all full-time workers aged 20-24 years. This proportion has remained relatively stable over that time.

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Bachelor degree graduates and VET qualification holders improve their relative earning positions as they spend more time in the workforce. In 2005 (the latest available data), Australians in full-time employment who had attained a bachelor degree had an average annual income of $64 400, 47 per cent above the average income of full-time employees with Year 12 but no post-school qualifications. The corresponding earnings advantage of full-time employees with a VET qualification of Certificate III or higher was 16 per cent.

Achievements against Outputs 2.1 to 2.5 The department’s outputs reflect the Australian Government’s priorities for post-school education and training. Outputs 2.1 to 2.5 direct the department’s contributions to Outcome 2. The efficiency indicators published in the PBS 2006–0733 and reported below measure the department’s performance in delivering Outputs for Outcome 2. Highlights in the delivery of programmes and performance reports on the key performance indicators, are provided under each Output.

Outcome 2

Output 2.1: Funding for vocational education and training—Highlights ¢

During 2006 (funding is based on calendar years), the Australian Government provided over $1.2 billion to the states and territories and other bodies, such as the National Centre for Vocational Education Research.

¢

From national programme funds, the department used $40 million to support a range of programmes, including training package development, group training schemes, equity development and training innovation, and industry training advisory arrangements.

¢

New client advisory arrangements were established to provide advice on reducing barriers in the VET system for clients.

¢

The new outcomes-based Australian Quality Training Framework (AQTF 2007) was developed in collaboration with the National Quality Council, for implementation from 1 July 2007.

33 See Table 3.2.2B in the Portfolio Budget Statements 2006-07.

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Performance information National training system A consistent national approach to VET in Australia is crucial for the most effective delivery of skills for Australians to support economic growth and community wellbeing. National training packages define the competencies required across industry areas. National quality assurance standards and processes assure the quality of training delivered by registered training organisations (RTOs) and of the qualifications they issue. This ensures that the skills and qualifications gained by an individual are recognised across Australia.

¢

Industry and business needs, both now and for the future, drive training policies, priorities and delivery

¢

Better quality training and outcomes for clients, through more flexible and accelerated pathways, must be assured

¢

Processes are simplified and streamlined to enhance national consistency

¢

Young people have opportunities to gain a wide range of lasting skills that provide a strong foundation for their working lives

¢

Training opportunities are expanded in areas of current and expected skills shortage.

Outcome 2

On behalf of the Australian Government, the department drives a range of national priorities through the legislative framework and associated funding arrangements. The department has a key role in ensuring that the following guiding principles are met:

Ensuring quality Australia’s training system must provide individuals and employers with confidence in the quality of the system’s qualifications, wherever in Australia they are delivered. The Ministerial Council for Vocational and Technical Education (MCVTE) provides the national focus for vocational education and training through the following mechanisms: ¢

National Governance and Accountability Framework, which established the decision making processes and bodies responsible for training, as well as planning and performance monitoring arrangements

¢

National Skills Framework, which sets out the system’s requirements for quality and national consistency in terms of qualifications and the delivery of training

¢

Australian Quality Training Framework, which contains the requirements for registration and audit of training organisations delivering national qualifications.

A key feature of the national training system is the central role of employers and industry in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce. This goal is achieved through: ¢

governance arrangements for the system, which ensure access for industry to the MCVTE

Chapter 4 – Outcome 2: Post-school Education and Training

105

¢

industry representation on the National Industry Skills Committee and the National Quality Council

¢

industry engagement with the National Senior Officials Committee

¢

the establishment and operation of Australian Technical Colleges and the Institute for Trade Skills Excellence, which gives industry the capacity to identify, acknowledge, reward and promote excellence in trade skills development and training

¢

industry representation in action groups and, less formally, consultation with industry about individual programmes and activities.

Outcome 2

The National Quality Council, established to ensure national consistency in the sector, includes representatives from industry, the states and territories, client groups and training providers. The council advises ministers on policy issues central to the quality of the national training system, provides reports on implementation, endorses training packages and oversees a range of initiatives managed by the department. A key task has been to ensure that Australian Quality Training Framework (AQTF) standards are applied consistently across Australia—especially to improve the national consistency of audit arrangements, particularly for providers operating across a number of states or offshore—and to examine public reporting arrangements for training providers to allow clients to make more informed choices when choosing a provider. The department has collaborated with the National Quality Council to develop a new outcomes-based AQTF, which came into effect from 1 July 2007. AQTF 2007 has a stronger focus on the quality of services and outcomes being achieved for clients, rather than on the inputs used to get there. Registering bodies have worked together to develop national guidelines to ensure consistent interpretation and implementation of AQTF 2007. AQTF 2007 places the focus of quality assurance squarely on training and assessment, client services and management systems. At its November 2006 meeting, the MCVTE agreed to establish a national registration and audit function. Technical and Vocational Education and Training Australia Ltd (TVET), a company owned by ministers, will manage the new function, which will simplify registration and audit for training providers operating in more than one jurisdiction. States and territories will also have the option to delegate additional registration functions to the company. The department has worked with TVET to develop the new national registration and audit body. The functions to be offered by TVET will include those covered by the AQTF 2007 standards and the Education Services for Overseas Students Act 2000. TVET will also be responsible for auditing the quality of training delivered offshore by RTOs registered with it. Through the 2005–2008 Commonwealth–State Agreement for Skilling Australia’s Workforce, associated bilateral agreements and VET plans, the department is able to ensure a shared commitment to quality by all states and territories. Reporting and monitoring arrangements support the department’s policy development.

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The department worked cooperatively with state and territory governments and the National Quality Council to progress COAG skills initiatives. This included work on the next stages of reform for the national training system, competency-based progression for Australian Apprentices and the introduction of intermediate skills qualifications and skill sets in some industries. In addition, in December 2006, the Australian Government signed agreements with all jurisdictions to support a three year programme for the recognition of prior learning. The National Industry Skills Committee, a high level industry advisory body, was established in 2006 to advise the MCVTE on workforce planning, future training priorities and other critical issues facing the training sector. In November 2006, the Ministerial Council approved the committee’s Workforce Development Project, which is being undertaken as part of its 2007 work plan. The quality of the Australian VET system is internationally recognised. The department has an opportunity to further enhance the system’s reputation, particularly by showcasing it as opportunities arise through international bilateral relationships and forums in new and emerging markets.

2005 % Employer satisfaction with: ° vocational qualifications as a way of meeting skill needs

77

° apprenticeships and traineeships as a way of meeting skill needs

79

° nationally recognised training as a way of meeting skill needs

80

TAFE graduate satisfaction with quality of training

Outcome 2

Table 4.2: Survey of satisfaction with vocational education and training

88

Source: National Centre for Vocational Education Research, Student Outcome Surveys, Survey of Employer Use and Views of Vocational Education and Training. Note: New data from a survey conducted in 2007 was not available at time of writing.

Skilling Australia’s Workforce Act 2005: Distribution of funds During 2006 (funding is based on calendar years), the Australian Government provided the states and territories and other bodies, including the National Centre for Vocational Education Research (NCVER), with over $1.2 billion. The funds were provided under the 2005–2008 Commonwealth–State Agreement for Skilling Australia’s Workforce for recurrent and capital purposes and for strategic national initiatives. Recurrent funds were paid quarterly to states and territories once they met planning requirements. The states and territories use the funds to help pay the costs of the normal operations of their VET systems.

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Under the Commonwealth–State Agreement, funds are provided to the states and territories to support physical and ICT infrastructure underpinning the national training system. The department administers capital funds of approximately $200 million, which are paid to states and territories for infrastructure development and maintenance. This includes $15 million for skill centres and $15 million for the Australian Flexible Learning Framework.

National Programmes for 2006 The department administers National Programme funds, which are provided to support industry’s implementation and take up of VET. In 2006, $40 million was available to fund a range of programmes, including training package development, group training schemes, equity development and training innovation and industry training advisory arrangements. In 2006, the Australian Government increased its commitment to supporting the national training system through funding for a range of marketing and VET promotions activities, contributing to the operation of MCVTE and to the National Training Statistics Committee.

Infrastructure review Outcome 2

The department conducted a review of infrastructure funding in 2006 on behalf of the Australian Government, in conjunction with a reference group of state and territory representatives. The review recommendations are under consideration.

Joint Indigenous Funding Pool The Commonwealth–State Agreement established the Joint Indigenous Funding Pool to deliver training services to Indigenous Australians. The Australian Government is providing $3.8 million per year (indexed) over the 2006–2008 period. States and territories have agreed to match the funding, bringing the total funding for this initiative to $23.3 million over three years. The department distributes funds based on the Indigenous working age population in each state and territory. In May 2007, the states and territories provided information which indicated that they have committed $11 million to about 70 organisations to train nearly 3400 Indigenous students.

Client advisory arrangements In November 2006, the MCVTE endorsed the establishment of new client advisory arrangements, as recommended by the Client and Student Voice Action Group. The arrangements include the Equity Advisory Taskforce, the Indigenous Advisory Taskforce and the Disability Advisory Taskforce, together with the Advisory Alliance. The taskforces are co-chaired by senior government representatives and client group representatives. The Advisory Alliance comprises the chairs from the three advisory taskforces and a representative from the National Industry Skills Committee. The department is a co-chair of the Equity Advisory Taskforce, together with a business representative.

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The three advisory taskforces provide a mechanism for advising the National Senior Officials Committee on key client priorities and action-oriented strategies, via the Advisory Alliance. This advice will help formulate recommendations to the MCVTE about ways to address barriers in the VET system for clients.

¢

The new contract period for Australian Apprenticeships Centres, for 2006 to 2009, commenced.

¢

The 50 000th tool kit, awarded by the Minister for Vocational and Further Education, the Hon Andrew Robb AO MP, on 11 May 2007, marked a milestone and demonstrated the continued success of the Tools For Your Trade initiative.

¢

The Skills for the Future package announced by the Prime Minister in October 2006 focuses on the need for continuous upgrading of skills over the course of an individual’s working life. The department developed and implemented the Australian Skills Vouchers Programme (comprising Work Skills Vouchers and Business Skills Vouchers) and Incentives for Higher Technical Skills by 1 January 2006.

¢

In February 2007, ministers announced new arrangements for mutual recognition of trades licences in 22 occupations in priority skills-shortage trades. The arrangements provide certainty for tradespeople, such as electricians and plumbers, considering moving between jurisdictions, and for employers with mobile workforces.

Chapter 4 – Outcome 2: Post-school Education and Training

Outcome 2

Output 2.2: Australian Apprenticeships— Highlights

109

The Australian Skills Vouchers Programme The Australian Skills Vouchers Programme was announced on 12 October 2006 as part of the Prime Minister’s Skills for the Future package. The programme represents a commitment of around $412 million to improving the basic skills of the Australian workforce. The dedication of providers and a coordinated and collaborative approach to implementation have resulted in the programme being very successful in its first six months. The department has contracted over 700 providers, who are offering more than 6000 courses and qualifications across Australia. During the first six months of the programme, thousands of people have received vouchers and many of the first voucher recipients have already completed their training. One of the providers contracted to deliver the programme is Maxwells Services, a private company operating out of Bungendore in rural New South Wales. Maxwells offers courses in business, hospitality, tourism and retail operations and has been able to use the programme to offer training tailored to individual needs. As well as delivering training, Maxwells focuses on the personal development of the individual, providing participants with coaching, mentoring and career guidance.

Outcome 2

Debra Warner, an unskilled worker from Bungendore, received a voucher through Maxwells Services in March 2007 to undertake a business course. At commencement, Debra was working a few hours a week and wanted to get a full time job with a focus on business. After three weeks in the programme and a huge increase in confidence and skills, she gained full time work at Bunnings. Debra is now halfway through the training and is making great progress in her administrative and computing skills. The benefits of the Australian Skills Vouchers Programme will be seen for years to come. It is a great example of how policy can be conceived, developed and delivered to contribute directly to Australia’s skills base. Funding available through this output also covers some initiatives from the Skills for the Future package and the Tools For Your Trade initiative, in addition to support for Australian Apprenticeships.

Performance information Australian Apprenticeships Australia’s apprenticeship system is a truly national training pathway that offers opportunities to concurrently train, study and earn an income, with a choice of more than 500 careers. An Australian apprenticeship provides a personally rewarding career pathway that assures professional satisfaction and financial benefits. Australian Apprenticeships is a flagship programme, in which the department invests significant effort in day-to-day management, monitoring, reporting and the development of new components.

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¢

Support for mid-career apprentices commenced on 1 July 2007, providing financial support for workers aged 30 years or more or for their employers to upgrade the worker’s skills through an Australian apprenticeship in a trade experiencing a skill shortage.

¢

The Australian Apprenticeships Incentives Programme was extended to include incentive funding of up to $4000 for diploma and advanced diploma qualifications, particularly in engineering, children’s services, laboratory operations and dental health. A total of 1429 Australian Apprentices commenced higher technical qualifications during 2006–07.

¢

Work Skills Vouchers valued at up to $3000 to assist Australians aged 25 years and over who do not have Year 12 or equivalent or Certificate II or higher qualifications, to upgrade their skills. A total of 20 147 Work Skills Vouchers were issued between 1 January and 30 June 2007.

¢

Business Skills Vouchers valued at up to $500 to contribute towards the costs of accredited small business skills training for Australian Apprentices in traditional trades. A total of 164 Business Skills Vouchers were issued between 1 January 2007 and 30 June 2007.

¢

An additional 500 Australian Government funded engineering places will be created at universities. When this initiative is implemented on 1 January 2008, universities will be able to allocate the places to areas of engineering most in demand.

Outcome 2

The department’s implementation of new initiatives, announced in the Skills for the Future package, has ensured the continuing relevance of Australian Apprenticeships. The initiatives included the following:

In 2006, there were 142 520 Australian Apprenticeships completions, an increase of 5 per cent over 2005 (136 180) and a 361 per cent increase since March 1996 (30 920). Other data reported by NCVER shows a significant increase in the number of people undertaking Australian Apprenticeships, from 154 830 in the March quarter of 1996 to 397 400 in the December quarter 2006. The number of Australian Apprentices commencing in trades and related occupations increased by 4 per cent to 76 370 in the 2006 calendar year.

Table 4.3: Quantity indicator—Australian Apprenticeship completions

Australian Apprenticeship completionsa

2003 Actual

2004 Actual

2005 Actual

2006 Estimate

2006 Actual

127 870

137 270

136 180

142 000

142 520b

Source: National Centre for Vocational Education Research Australian Vocational Education and Training Statistics Apprentices and Trainees Summary Publication for the December quarter. Notes: a The NCVER data are estimated resulting in amendments to retrospective data. b

Data 12 months to 31 December 2006.

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Australian Apprenticeships Centres A national network of Australian Apprenticeships Centres delivers Australian Apprenticeships Support Services on behalf of the department. New contracts for 2006 to 2009 commenced on 1 July 2006. Twenty-nine organisations are operating from more than 340 full-time and part-time sites across Australia. The physical sites are supported by a network of field staff in 22 regions. The new contract requirements have strengthened a number of the Australian Apprenticeships Centres’ business activities through early intervention and ongoing support; retention and completion; linkages with other key service providers in the Australian Apprenticeships market; better participation by priority groups; and marketing and promotion. The department regularly monitors the performance of these organisations to ensure that they fulfil their obligations. The department developed and implemented extensive enhancements to the Training and Youth Internet Management System, after consultations with all system stakeholders to further develop e-business solutions for 2006–07 and beyond. The enhancements included a new contract round (2006–2009), financial incentives to employers of diploma and advanced diploma apprentices, Support for Mid-Career Apprentices, Apprenticeship Training Vouchers, Apprentice Toolkits and a Centrelink interface for the assessment of Youth Allowance and Commonwealth Trade Learning Scholarships.

Outcome 2

As shown in Table 4.4, employers continue to report a high level of satisfaction with the services of Australian Apprenticeships Centres.

Table 4.4: Satisfaction with Australian Apprenticeships Centres

Level of employer satisfaction with Australian Apprenticeships Centres services

2003 Actual %

2004 Actual %

2005 Actual %

2006 Estimate %

2006 Actual %

90.0

90.2

92.1

>85

Not availablea

Source: Department of Education, Science and Training. Note: a New data from a survey conducted in 2007 was not available at the time of publication.

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Addressing skills needs Australia’s strong economic growth and record levels of employment brings great opportunities, but also considerable challenges, as growth drives up the demand for skilled workers. One of the greatest challenges for business is finding enough people with appropriate training to take up skilled jobs. The Australian Government continues to work in partnership with industry and other levels of government to address the demand for skills. Through the department, the Australian Government is providing resources to deliver training so that people acquire the skills they need to contribute to their own future wellbeing and that of the Australian economy.

¢

encourage those who are in the workforce to stay in the workforce

¢

encourage participation in the workforce

¢

provide greater choice in training options

¢

improve the responsiveness and flexibility of the national training system.

During 2006, as part of COAG’s VET reform work, research studies were undertaken on behalf of the MCVTE to determine whether there was a growing need for higher level skills. The Centre for the Economics of Education and Training at Monash University found that the challenge for the sector over the next decade will be to maintain the effort at the Certificate III and Certificate IV levels, grow higher level qualifications and respond to the ageing of the workforce by meeting the expected shortfall in qualified people to support Australian industry. Research from the former Queensland Department of Employment and Training indicates that the proportion of university-educated people needed in the future workforce will be around 20 per cent higher than current levels, while 62 per cent of jobs will require vocational and technical skills. This is more than a doubling of the current 30 per cent of the workforce with vocational and technical qualifications.

Outcome 2

The Australian Government has put initiatives in place to:

Under the 2005–2008 Commonwealth–State Agreement for Skilling Australia’s Workforce, the Resourcing VET Action Group, chaired by Queensland, is preparing advice for ministers on new priorities and resourcing to ensure that identified skill challenges of the next decade are met. The group is expected to report back in 2007–08. Through DEST, the Australian Government has established new Australian Technical Colleges, which provide Year 11 and 12 students the opportunity to study for their Year 12 Certificate and start an apprenticeship while still at school. The government has invested $530.9 million for 28 Australian Technical Colleges across the nation. The Australian Technical Colleges programme is part of a long-term plan by the government to build the status and prestige of the trades, address barriers to trade training in the school system, and ensure that the nation can better plan and meet the traditional trades needs of industries in the future. Further details of this initiative are provided in Chapter 3, Outcome 1: School education.

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Australian Technical College—North Adelaide Adrian Furina and Daniel Aloi are undertaking their trade training as apprentice metal fabricators in Australian School-based Apprenticeships offered through the Australian Technical College—Northern Adelaide. Both apprenticeships are with the structural steel division of leading Adelaide building and construction company, Bianco Building Supplies. Adrian and Daniel transferred their Year 11 studies to the Australian Technical Colleges in February 2007 to start their careers in the metal and engineering trades while completing their secondary school studies. ‘The Northern Adelaide College gives me the opportunity to do both,’ said Daniel, 16, of Salisbury Heights. ‘Not only do I get a head start in my career, but I also get a chance to finish my South Australian Certificate of Education (SACE) with subjects that are designed to help me be a better tradesman. The college’s English course is preparing us to be effective communicators and Engineering Science is showing us the theory behind what we work on in the workshop.’

Outcome 2

Part way through Year 10, Daniel was already considering the possibility of dropping out of school in Year 11 to take up an apprenticeship. ‘Then I saw the ad for the Australian Technical College in the local paper and attended an information night. The college has given me the chance to start working on my apprenticeship without having to drop out with no Year 12 certificate.’ For Adrian, 16, of Parafield Gardens, coming to the Australian Technical Colleges from his previous school was an obvious progression. ‘Because I knew I wanted to get into a metal trade, I was doing a brazing/silver soldering course one day per week in the second half of Year 10. Only thing was, it meant missing out on a day of school every week and it was hard to catch up on the work I was missing. The college lets me do all my training as part of the normal programme.’ As well as the SACE course, which has been designed specifically for Australian School-based Apprentices, the Australian Technical Colleges conducts a pre-vocational work skills programme to equip student-apprentices for the world of work. Along with exposure to industry and training providers, work experience is a key component of the college’s work skills programme. This not only allows students to experience their chosen trade first hand, but also offers prospective employers the opportunity to observe Australian Technical Colleges students in the workplace.

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The Australian Government recognises that Australian Apprentices, who combine work and study over a period of up to three or four years, face financial challenges in their first few years of training. At the same time, the government wants to maximise opportunities for Australian Apprentices, especially in the trades, to finish their training and benefit from being part of Australia’s highly skilled future workforce. To help Australian Apprentices meet this challenge, the government has announced a range of initiatives in successive budgets. These initiatives will also help to overcome shortages in the trades. The initiatives, administered by the department, include Tools For Your Trade, the Commonwealth Trade Learning Scholarship Apprenticeship Wage Top-up and Apprenticeship Training Vouchers. The department undertook significant development work to enable the latter two measures to be implemented from 1 July 2007.

L to R: Jason Wood, MP Member for La Trobe, Vic.; Jason Brideson; the Hon Andrew Robb AO MP, Minister for Vocational and Further Education.

Outcome 2

Presentation of the 50 000th tool kit under the Tools For Your Trade initiative.

The department is improving the quality of and access to national labour market and skills information. The SkillsInfo website, developed by DEST and the Department of Employment and Workplace Relations, was launched in December 2006. The department manages the National Skills Shortages Strategy, which enables testing of new approaches to the training of Australian apprentices in traditional trades. Changing technology has led to an increased demand for a workforce that can be quickly trained in defined, highly sought after skills. The Australian Government, together with industry, is responding to this challenge by investigating and piloting more flexible training pathways to encourage new entrants into industries. To further assist in meeting skill needs, the Australian Government has an ongoing policy of encouraging skilled migration, specifically targeting migrants who have skills that will contribute to the Australian economy. The government has maintained 20 000 extra places in the skilled migration programme between 2005–06 and 2006–07, providing additional skills growth in short timeframes and complementing other mechanisms to address skills needs.

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COAG reforms Throughout 2006–07, the Australian Government continued to lead many of COAG’s skills initiatives. The department has worked cooperatively with state and territory governments and the National Quality Council to progress COAG initiatives which focus on employerspecified training, shorten the duration of Australian Apprenticeships, increase schoolbased apprenticeships, maximise flexibility in Australian Apprentices’ training, create more effective competition between training providers, allow intermediate or specialised qualifications as well as full Australian Apprenticeships, and ensure full mutual recognition of skills qualifications across Australia. In November 2006, Australian Government funding of $2.2 million was announced for 13 new projects for 2006–07 under the Targeting Skills Needs in Regions Programme. The programme, which is administered by the department, was developed in response to a COAG agreement in February 2006 to address regional skills needs.

Outcome 2

In December 2006, the Australian Government signed agreements with all jurisdictions to support a three year programme for the recognition of prior learning. In February 2007, premiers and chief ministers signed a ministerial declaration implementing new arrangements for mutual recognition of trades licences in 22 occupations in priority skills shortage trades identified by COAG. The new arrangements provide certainty for tradespeople, such as electricians and plumbers, considering moving between jurisdictions, and for employers with mobile workforces. To assist Indigenous adults in regional and remote areas to access further education and training opportunities, COAG agreed in April 2007 to the allocation of up to $40 million over four years on a cost shared basis to support the take-up of the Australian Government’s Work Skills Vouchers in regional and remote communities in Queensland, Western Australia, South Australia and the Northern Territory. The department implemented this decision through the Training Initiatives for Indigenous Adults in Regional and Remote Communities Programme, which was developed for commencement on 1 July 2007.

National awards The Australian training system recognises, rewards and promotes quality results through a number of programmes. The department promotes excellence in achievement through its management of high profile national awards, including the Australian Training Awards and the Minister’s Awards for Excellence. The department organised the Australian Training Awards, which were held in Adelaide on 15 November 2006, and the Minister’s Awards for Excellence, which were held in Sydney on 20 September 2006.34 The department is also working with the Institute for Trade Skills Excellence to promote the quality of trade skills training, as well as the status and profile of a career in the trades. 34 The winners of these awards can viewed at http://www.australiantrainingawards.gov.au/2006_winners_and_archive/ and http://www.australianapprenticeships.gov.au/awards/ministers_awards.asp

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Output 2.3: Assistance for skills and career development—Highlights ¢

The new National Disability Coordination Officer Programme was announced in May 2007.

¢

New contracts for the Language, Literacy and Numeracy Programme were introduced from 1 July 2006 for the period from 2006–07 to 2008–09.

Performance information The 2005–2008 Commonwealth–State Agreement for Skilling Australia’s Workforce facilitates access to training by all Australians, including Indigenous Australians, people with a disability, older Australians and those from a non-English-speaking background. Direct assistance is also provided for skills development through targeted programmes managed by the department.

New contracts for the Language, Literacy and Numeracy Programme for the period from 2006–07 to 2008–09 commenced on 1 July 2006. Language, literacy and numeracy training services are being provided by 38 organisations, including through distance learning. The programme helps job seekers to improve their skills by providing initial, basic and advanced English language training, including some vocationally specific courses, as well as basic and advanced literacy and numeracy training. Face-to-face services are available from more than 300 sites around Australia, and services are also available by distance education anywhere in Australia.

Outcome 2

Language, Literacy and Numeracy Programme

More than 31 500 job seekers were referred for professional assessment of their language, literacy and numeracy skills during 2006–07. This is a lower number of referrals than in 2005–06 (37 615), reflecting changes to programme guidelines to reduce multiple referrals of the same individual, as well as changed labour market conditions. Complementary training, a new initiative for the Language, Literacy and Numeracy Programme introduced from 1 July 2006, targets disadvantaged client groups, including Indigenous people, humanitarian youth immigrants, people a disability, young males and isolated female clients. Providers can use complementary training to deliver flexible and innovative training that parallels existing language, literacy and numeracy training courses. During 2006–07, six proposals were approved for delivery. The approved courses focus on Indigenous job seekers and youth at risk. The introduction of the Welfare to Work initiative from 2006–07 to 2008–09 is expected to increase referrals of parents, mature age job seekers and people with a disability to language, literacy and numeracy training courses by around 2900 over three years.

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Workplace English Language and Literacy Programme The Workplace English Language and Literacy Programme (WELL) provides funding to assist enterprises (sometimes through Registered Training Organisations (RTOs)) to give workers English language, literacy and numeracy skills. WELL targets workers with low literacy skills and integrates language, literacy and numeracy training into units of competency from an industry-specific endorsed training package, or into workplace training that is required to obtain licences, certificates or other mandatory qualifications. Through WELL, the Australian Government provides seed funding to encourage employers to invest in this type of training. WELL programme funds are also used for the development of training resources and for strategic projects with a national focus to encourage industry involvement in language, literacy and numeracy development. A departmental review of WELL in 2006 found that the programme supported a number of government commitments related to addressing skills gaps and needs; reducing welfare dependency due to poor language, literacy and numeracy skills; and ensuring a rapid transition to work by new immigrants. The review reported a high level of satisfaction among stakeholders. In response to this positive evaluation, the programme has been extended to 2010–11.

Outcome 2

Table 4.5 shows that 16 190 workers received language, literacy and numeracy training through WELL in 2006–07. This is slightly lower than was estimated, due to: ¢

a peak in training project commencements in June 2007 (participants will not register in the numbers trained until the 2007–08 financial year)

¢

a slight increase in training costs per head in some locations.

In addition to direct training of workers, 20 resource projects and four strategic projects were approved for funding under WELL in 2006–07. Full year data is not available for the Language, Literacy and Numeracy Programme, although take up to March 2007 indicates consistency with take up in previous years.

Table 4.5: Quantity indicators—Skills development programmes 2004–05 Actual

2005–06 Actual

2006–07 Estimate

2006–07 Actual

25 454

23 443

20 450

20 198

b

18 025

18 000

16 190

Number who receive direct assistance for skills development through Australian Government programmes: Language, Literacy and Numeracy Programme a

Workplace English Language and Literacy Programme

18 124

Source: Department of Education, Science and Training. Notes: a Participant numbers for the Workplace English Language and Literacy Programme vary each year depending on the type of training undertaken, the size of worksites and the amount allocated for resource development. b

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The 2004–05 actual number trained is fewer than the number reported in the 2004–05 DEST Annual Report, due to some double counting.

Department of Education, Science and Training Annual Report 2006–07

National Disability Coordination Officer Programme The programme provides funds to organisations to employ Disability Coordination Officers (DCOs) to better coordinate information and assistance to people with a disability to undertake post-school education and training. The programme aims to increase the job readiness of people with a disability to improve their transitions between school, VET, higher education and employment. DCOs in the higher education (referred to as RDLOs) and VET sectors together make up a national network in rural, regional and urban Australia. In 2006–07, 26.5 full-time equivalent positions across the two programmes were funded. In May 2007, the Australian Government announced that the two current programmes will be merged to form the National Disability Coordination Officer programme. This new programme will fund a comprehensive national network of 31 coordination officers who will offer information, coordination and referral services for people with a disability who are interested in or enrolled in post-school education and training.

To ensure continuity of service, the department has extended current arrangements for the existing programmes to 31 December 2007.

Career Planning Programme The department continued to deliver the Career Planning Programme, which helps unemployed people establish or develop their career management skills to support their employment, education or training goals. The programme ceases at the end of 2007.

Outcome 2

New funding of $8.7 million will be combined with existing funding to enable more effective servicing of regions, particularly in rural and remote locations. The new programme will commence operation on 1 January 2008, following an open tender process.

Table 4.6: Quantity indicator—Career Planning Programme

People placed through Career Planning Programme

2005–06 Actual

2006–07 Estimate

2006–07 Actual

11 580

13 700

11 590

Source: CRS Australia.

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Inaugural National Career Development Week 2007 The Career Industry Council of Australia approached the department for funding to undertake an advertising campaign to raise awareness of a proposed National Career Development Week. The concept was modelled on the successful and longrunning Canada Career Week, and aimed to inspire Australians to take active ownership of their careers and to ‘Get the life they love’. The Career Industry Council, a not-for-profit national representative body of career practitioner organisations, promotes and supports career development through its involvement in policy development and best practice implementation. The department considered the council well placed to undertake this project. After funding approval in mid-2006, work began on Australia’s first National Career Development Week, which was celebrated from 4 to 10 June 2007.

Outcome 2

The week aimed to increase Australians’ awareness and understanding of career development and its importance; to encourage them to take personal responsibility for and ‘ownership’ of the management of their own careers; to engage them in active recognition and celebration of the week; and to seek wider community endorsement and ongoing participation in career development. Initial planning identified two markets for the campaign communication: all 21 million Australians; and, educational institutions, Careers Advice Australia providers, small and large businesses, employers, government bodies, associations, agencies, charities and other organisations. With total departmental funding of $317 000 for the campaign, this was a mammoth task. The funding covered concept design and development, promotional material, the official launch event and the development of a website. One highly visible promotion included National Career Development Week flags flown across Commonwealth and Kings Avenue bridges in Canberra for 12 days, and were estimated to be seen by the occupants of more than a million vehicles. The committed band of Career Industry Council members provided leadership and expertise, the community provided abundant commitment and passion and the model proved highly successful. The official launch took place at St Paul’s Grammar School in Cranebrook, New South Wales, with the Hon Pat Farmer MP demonstrating new firefighting skills, aided by the St Paul’s Rural Fire Service Cadet brigade.

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Outcomes from the inaugural National Career Development Week included: ¢

over 330 registered events around the country, from large exhibitions, shopping centre displays and seminars to classroom events, colouring competitions and treasure hunts

¢

an excellent number and spread of events across states and territories

¢

involvement from a broad range of organisations, including educational institutions, government bodies, private companies and not-for-profit organisations

¢

wide media coverage, including features on Sunrise (Channel 7) and The Crew (SBS), interviews on several radio stations (including Radio National), articles in major national and state based newspapers, and numerous web references.

Outcome 2

Feedback from stakeholders and the community has been extremely positive, with many people and organisations eager for National Career Development Week to become an annual event.

The Hon Pat Farmer MP demonstrating new firefighting skills, aided by the St Paul’s Rural Fire Service Cadet brigade as part of National Career Development Week.

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Output 2.4: Funding for higher education— Highlights

Outcome 2

¢

In 2006–07, the Australian Government provided $8.3 billion in funding to the higher education sector.

¢

The government allocated 4668 new Commonwealth-supported places to the higher education sector, most of which commenced in 2007.

¢

The 2007–08 Budget included the announcement of the Realising Our Potential package for higher education, totalling $1.9 billion (including $222 million to increase access to higher education), to be implemented from 2008.

¢

The perpetual Higher Education Endowment Fund was announced as part of the Realising Our Potential package, with an initial investment of $6 billion. An investment of $5 billion was announced in the 2007–08 Budget with an additional $1 billion capital injection announced by the Treasurer on 21 August 2007.

¢

Thirty-four grants, worth $93.8 million, were awarded under the Capital Development Pool for projects in 2007, 2008 and 2009.

¢

Implementation of key reforms continued under Our Universities: Backing Australia’s Future, in cooperation with the higher education sector.

¢

$240 million of funding in 2007 was provided to 43 higher education providers35 that met the Higher Education Workplace Relations Requirements and the National Governance Protocols.

¢

$60 million was allocated under round 1 of the Workplace Productivity Programme to support 48 projects across 31 higher education providers to strengthen the sector’s capability to manage and implement workplace change.

¢

A grant of $10 million was provided from the Workplace Productivity Programme for the establishment of the L H Martin Institute for Higher Education Leadership and Management at the University of Melbourne, which will provide a national focus for leadership development in Australian higher education.

¢

$55.6 million was allocated from the Voluntary Student Unionism Transition Fund for Sporting and Recreational Facilities to assist universities with the maintenance and construction of sporting and recreation facilities.

¢

Revised National Protocols for Higher Education Approval Processes were agreed by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), and amendments to Commonwealth legislation were passed implementing these changes for the external territories from 2008.

35 Higher education providers are those institutions identified as Table A and Table B providers in ss. 15–16 and 16–20 of the Higher Education Support Act 2003.

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¢

A national consultation on The Bologna Process and Australia: Next Steps, a discussion paper about implications for Australia of higher education reform in Europe, concluded with the announcement of two Australian Government initiatives: ¢

¢

$400 000 funding for the development of a national diploma supplement the establishment of a high level group to advise on developments relating to the Bologna Process.

¢

$83 million under the Learning and Teaching Performance Fund was shared by 30 universities for demonstrating excellence in teaching and learning.

¢

Assessment of all Table A higher education providers against the Institutional Assessment Framework and the second cycle of visits were completed.

Performance information

Number of domestic undergraduate places Number of domestic postgraduate coursework places Number of unweighted higher degree by research completions

2004 Actual

2005 Actual

2006 Estimate

2006 Actual

410 021

415 182

>420 000

423 777

53 443

53 938

>50 000

55 363

5 220

5 510

>6 000

Not availablea

Outcome 2

Table 4.7: Quantity indicators—Higher education places and research completions

Source: Higher Education Statistics Collection. Note: a Data were not available at the time of publication.

Graduate satisfaction with the quality of higher education remains high (Table 4.8), with 89.5 per cent of all bachelor degree graduates expressing broad satisfaction with their courses in 2006.

Table 4.8: Quality indicator—Graduate satisfaction with higher education

Graduate satisfaction with higher education—proportion of students broadly satisfied with courses

2004 Actual %

2005 Actual %

2006 Estimate %

2006 Actual %

89.4

89.8

90.0

89.5

Source: Graduate Careers Australia, Gradstats 2004, 2005, Graduate Course Experience, 2006.

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Our Universities: Backing Australia’s Future The department continued to consolidate changes under the Our Universities: Backing Australia’s Future package that give institutions flexibility and incentives to develop their respective strengths, differentiate their purposes and increase accessibility. Key achievements in 2006–07 were: ¢

management of an application process for new higher education places that commenced in 2007 funded under Our Universities: Backing Australia’s Future.

¢

participation in the development and implementation of the Australian Government’s contribution to the Council Of Australian Governments’ (COAG) Health Workforce and Mental Health packages, including the allocation process for new medical, nursing, mental health nursing and clinical psychology places.

Institutional Assessment Framework

Outcome 2

The Australian Government monitors accountability, quality, fairness and financial viability of institutions and the sector through the Institutional Assessment Framework (IAF) to ensure that the institutions it funds are sustainable and deliver the outputs for which they are funded, that their outcomes are of a high quality and that they comply with their legal obligations. The department’s assessments of higher education providers are based on quantitative and qualitative data from universities and external sources. Assessments focus on the four key areas of organisational sustainability, achievements in higher education provision, quality, and compliance. In 2006, the department visited half the Australian universities for bilateral discussions as part of the IAF. Feedback from the sector indicated that the discussions were productive.

Commonwealth Grant Scheme Under the Commonwealth Grant Scheme, the Australian Government provides a contribution to higher education providers for each Commonwealth supported place. Funding agreements detail the number of places (in broad discipline clusters) that providers are funded to deliver. To support regional provision of higher education, a loading is paid for places at regional campuses. During 2006–07, the department negotiated funding agreements for the Commonwealth Grant Scheme with all higher education providers in receipt of Commonwealth supported places.

Allocation of new Commonwealth supported places In July 2006, the Australian Government allocated 4668 new Commonwealth supported places, most of which were to commence in 2007. This included the allocation of 2386 new places under the Our Universities: Backing Australia’s Future package, and 605 medical places, 1036 general nursing places, 431 mental health nursing places and 210 clinical psychology places, which are part of the Australian Government’s contribution to the COAG Mental Health and Health Workforce packages.

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The Capital Development Pool programme The Australian Government assists with capital development requirements on a competitive basis. The 2006–07 Budget provided $95.4 million in additional funding over four years, increasing the level base funding for the Capital Development Pool by 50 per cent. Additional capital funding was provided to ensure the continued ability of the higher education sector to provide quality graduates with the skills the economy requires to be internationally competitive, particularly in regional areas and areas of national importance. During 2006–07, 34 higher education providers received annual allocations totalling $67.1 million through the Capital Development Pool programme as a result of an earlier competitive round. Allocations were for a range of quality projects, including education in areas of national importance (such as medical, nursing and engineering).

¢

James Cook University—$15 million for expansion of the School of Medicine

¢

University of Western Sydney—$3 million for library redevelopment at the Penrith campus and $13 million for the School of Medicine

¢

The University of Queensland—$7.5 million for medical infrastructure

¢

Charles Darwin University—$0.5 million for ICT infrastructure

¢

The University of New England—$3 million for infrastructure for a new joint rural medical programme with the University of Newcastle.

Outcome 2

During this period, an additional $42.0 million was allocated through the Capital Development Pool programme for the following specific initiatives:

During 2006–07, special capital works grants were made through annual appropriations for the Medical School at the University of Wollongong ($5 million) and for the Alfred Deakin Institute at Deakin University ($4 million). An additional appropriation of $1.5 million was made for the establishment of the National Centre of Excellence for Islamic Studies (reported separately). In recognition of the increasing need for investment in capital infrastructure and research facilities for the higher education sector, the Australian Government announced the establishment of the $6 billion Higher Education Endowment Fund. An investment of $5 billion was announced in the 2007–08 Budget with an additional $1 billion capital injection announced by the Treasurer on 21 August 2007.

Higher Education Workplace Relations Requirements and National Governance Protocols A total of 43 higher education providers were assessed by the department as meeting the Higher Education Workplace Relations Requirements and the National Governance Protocols by the deadline of 31 August 2006. The providers received a total of $240 million from the Australian Government in 2007.

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Workplace Productivity Programme A Workplace Productivity Programme was established in 2006 to encourage institutions to pursue a broader workplace reform agenda. A total of $60 million was allocated under round 1 of the programme for 48 projects across 31 higher education providers to strengthen the sector’s capability to manage and implement workplace change. An additional $10 million was approved by the Minister for the establishment of the L H Martin Institute for Higher Education Leadership and Management at the University of Melbourne to provide a national focus for leadership development in Australian higher education.

Collaboration and Structural Reform Fund The Collaboration and Structural Reform Fund commenced operation in January 2005, with the aim of achieving better higher education outcomes in teaching, learning, research and innovation by promoting structural reform and collaboration in the higher education sector. During the year, funds were used to foster collaboration between higher education providers and business, schools, the VET sector, professional associations and community groups.

Outcome 2

The priority areas for funding in 2007 involve major structural change, rationalisation of degree programmes and other course offerings, and joint development and delivery of courses by two or more higher education providers. Projects which address national skills shortages, particularly in the areas of mathematics, engineering and enabling sciences, will be given priority. In the 2007–08 Budget, it was announced that the Collaboration and Structural Reform Fund would be subsumed by the new Diversity and Structural Adjustment Fund from 1 January 2008.

Learning and Teaching Performance Fund The Learning and Teaching Performance Fund rewards universities that demonstrate excellence in domestic undergraduate learning and teaching. The fund was reviewed in 2006, in consultation with the sector, to improve the methodology for the 2007 and future funding rounds. The Minister announced changes to the fund in July 2006. Universities will now be rewarded for their performance in four broad discipline groups, rather than at the whole-of-institution level. The 2007 funding allocations were announced in late 2006, with 30 universities sharing in $83 million.

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The Carrick Institute for Learning and Teaching in Higher Education The Carrick Institute for Learning and Teaching in Higher Education provides a national focus for the enhancement of learning and teaching in Australian universities, targeting four strategic priority areas: a grants scheme, discipline-based activities, a resource identification network and the Carrick Fellowship scheme. During 2006–07, a major highlight for the Institute was the announcement of the Carrick Awards for Australian University Teaching. In a ceremony at Parliament House in November, 22 university teachers from across Australia received awards acknowledging their outstanding contribution to Australian university education. The Prime Minister’s Australian University Teacher of the Year Award was presented to Professor Iain Hay of Flinders University. The Institute, together with the sector, has commenced work on a major project to recognise quality teaching in higher education through systematic implementation of indicators and metrics on teaching and teacher effectiveness.

The National Centre of Excellence for Islamic Studies is being established, with support from the Australian Government, by a group of Australian universities led by the University of Melbourne and including the University of Western Sydney and Griffith University. In June 2007, the department contracted those universities to establish and host the centre. The host universities were selected by the Minister through a competitive process, open to Australian universities, that commenced in the second half of 2006.

Outcome 2

National Centre of Excellence for Islamic Studies

The host universities have developed a clear set of objectives for the Centre, agreed to by the Minister. The Centre’s teaching and research activities will focus on issues of significance and relevance to Islam and Muslims in Australia today and will promote harmony and cultural inclusiveness. The Centre will provide learning opportunities for all Australians interested in Islamic studies and, in 2008, will offer a new undergraduate Islamic studies course on campuses in Melbourne, Sydney and Brisbane. Courses offered by the Centre will assist people working in Australian Muslim communities. This includes supporting existing and aspiring community and religious leaders, school teachers and other professionals. Australian Government funding is also helping the host universities to establish a community consultative body that will inform the Centre’s activities. The department represents the Australian Government on this consultative body. Funding of $2 million was provided to the universities in 2006–07, with progress payments to be made by the department in 2007–08 and 2008–09. The Centre also has the benefit of 40 new commencing student places for Islamic studies, provided under the Commonwealth Grant Scheme. The Centre is an Australian Government initiative under the COAG National Action Plan to Build on Social Cohesion, Harmony and Security.

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National Protocols for Higher Education Approval Processes The National Protocols for Higher Education Approval Processes set minimum entry standards for accreditation and approval of providers. The protocols are part of the Australian Quality Assurance Framework, which operates at various levels to maintain and improve quality and performance standards. In July 2006, the Australian, state and territory governments agreed to adopt revised protocols to encourage a greater diversity of institutions in Australian higher education, including specialist universities, provisional ‘university colleges’ and self accrediting institutions other than universities. Adoption of the revised protocols followed extensive policy development by the department through the Joint Committee on Higher Education and consultation with stakeholders during 2005–06. Through 2006–07, the department worked with the joint committee to develop and consult on national guidelines that will provide the detail necessary for implementation. The revised protocols will come into effect at the end of December 2007, subject to legislative amendment in all jurisdictions. Amendments to the Higher Education Support Act to apply the new protocols to the external territories received Royal Assent on 28 May 2007 and will come into effect on a date to be proclaimed.

Outcome 2

The National Protocols Reaching national agreement on sensitive and complex policy issues is never an easy task, but the department’s role in revising the National Protocols for Higher Education Approval Processes shows just how much can be achieved with close intergovernmental cooperation, ongoing stakeholder consultation, and a team committed to a quality outcome. Since 2005, the department has devoted considerable resources to providing national leadership for a joint Commonwealth, state and territory committee revising the National Protocols. The protocols are a critical element in Australia’s quality assurance framework for higher education. They set minimum entry criteria for higher education institutions seeking to operate in Australia, and help to ensure the quality of higher education available to domestic and international students. In 2003, the department initiated work by Australian Government and state government higher education officials to review the protocols, particularly to achieve nationally consistent implementation. A review led by Professor Gus Guthrie in 2004 identified scope to improve consistency across jurisdictions, as well as a need to allow for greater diversity in the types of higher education institutions established. In early 2005, the department issued a discussion paper, Building University Diversity, to stimulate debate about which types of diversity would be desirable.

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This generated strong interest from the sector through written submissions and participation in a national workshop. In November 2005, MCEETYA agreed to a framework for Commonwealth and state higher education officials to draft a revised set of protocols. After extensive public consultation, MCEETYA agreed to revised protocols in July 2006. The protocols will encourage a greater diversity of institutions in Australian higher education, including specialist universities, provisional ‘university colleges’ and self accrediting institutions. The revised protocols are to come into effect from the beginning of 2008 and will require amendment to higher education legislation in each jurisdiction. Implementation has also involved the development of new national guidelines that will set out operational details.

Credit transfer Collaboration between the VET and higher education sectors is critical in responding to the skills needs of individuals, industry and the community. It is particularly important in regional and rural areas to increase participation in lifelong learning and to improve the social development and economic sustainability of the community. Credit transfer and articulation arrangements between the sectors strengthen collaboration, while other measures, such as joint courses, cooperative research and resource sharing (including shared or co-located campuses), are important in supporting this effort.

Outcome 2

The department’s commitment to enhancing the National Protocols was instrumental in achieving the changes agreed by ministers. The community now looks set to reap the rewards of a more diverse higher education sector.

During the year, the department continued work to implement strategies agreed by MCEETYA in May 2005 to strengthen credit transfer between the higher education and VET sectors. In December 2006, the Minister determined the changes to requirements for data collection by higher education providers, beginning in 2008. In June 2007, MCEETYA released a national study of credit transfer. MCEETYA also released responses to the report’s recommendations.

Bologna Process The Bologna Declaration was issued following a meeting of European ministers of education in Bologna in 1999. The Bologna Process involves 46 European countries undertaking a series of reforms intended to create an integrated European higher education area by 2010. Signatories have agreed to work towards greater consistency in areas such as degree structures, credit transfer and quality assurance systems.

Chapter 4 – Outcome 2: Post-school Education and Training

129

To facilitate discussion on the significance of the Bologna Declaration for Australia, the Australian Government consulted the higher education sector and other interested parties comprehensively during 2006. This culminated in a national seminar in September 2006, opened by the Minister for Education, Science and Training. In response to feedback, the Minister announced two key initiatives: ¢

$400 000 funding for the development of a National Diploma Supplement

¢

the establishment of a high level group to advise the government and the sector on developments relating to the Bologna Process.

The Diploma Supplement Project will develop a single national template for a diploma supplement and is analysing the costs involved in implementation. The supplement will document a student’s outcomes and describe the nature, context, content and status of a graduate’s qualification. A consortium of 14 universities led by the University of New England, the University of Melbourne and the Australian National University was selected to lead the project. The high level advisory group will monitor and report to government and the higher education sector on developments in the implementation of the Bologna Process in Europe, including key issues that emerged from the Ministerial Conference on the Bologna Process held in London in May 2007.

Outcome 2

Australian Universities Quality Agency In 2005, the department commissioned the Australian Universities Quality Agency (AUQA) to undertake enhanced auditing of Australian higher education provision for overseas students. Institutions approved as higher education providers under the Higher Education Support Act are subject to audit. In 2006, the department worked with AUQA, institutions and other stakeholders to prepare for the extension of audits to those providers. During the year, the department worked closely with AUQA as it began to develop a revised approach to quality audit. Informed by submissions to the external review of AUQA during 2006, AUQA has announced that its next cycle of audits will focus more explicitly on outcomes, standards and benchmarks. In 2007, AUQA will finish its first cycle of audits of self-accrediting institutions and accreditation agencies. From 2008, it will begin a second cycle of audits.

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Business, Industry and Higher Education Collaboration Council The Business, Industry and Higher Education Collaboration Council36 fosters increased collaboration between the higher education sector and other public and private business, industry, community and educational organisations. This includes providing an avenue for the department to consult regularly with business and industry. During 2006–07, the council met five times and considered a range of issues, including the business case for knowledge transfer third stream funding; graduate employability skills; philanthropy in the higher education sector; mathematics, science and engineering skills shortages; and university governance.

Voluntary student unionism—Transitional arrangements

The Australian Government committed $80 million over three years from 2007 to 2009 to support universities’ recreational and sporting facilities during the transition period. The VSU Transition Fund for Sporting and Recreational Facilities assists universities to adjust to the changed funding environment by facilitating a shift from reliance on compulsory fees to other mechanisms, including partnerships with the community, working with local businesses and fee-for-service arrangements.

Outcome 2

The department implemented transitional arrangements in response to the introduction of voluntary student unionism (VSU). VSU legislation ensures that higher education providers cannot require a student to become a member of a student organisation, or to pay compulsory fees for non-academic student services.

Applications for funding were received from 40 of 42 eligible universities under round 1 of the VSU Transition Fund for a total of 96 projects. On 26 February 2007, funding of $55.6 million for 26 projects across 17 universities was announced. There is $24.4 million available for the second and final round of the fund, which will be allocated in the second half of 2007.

Voluntary student unionism—Small business incentives for regional campuses The Support for Small Businesses on Regional University Campuses Programme was announced in the 2006–07 Budget to complement the VSU Transition Fund. $10 million (including departmental expenses) was allocated to the programme over four years from 2006–07 to 2009–10. The programme assists higher education providers to encourage and support small businesses to establish operations on regional campuses to provide services for students.

36 Members of the council are drawn from across the business and academic sectors and bring with them enormous experience in their fields. The council’s key areas of focus are greater business and industry involvement in the higher education sector, collaboration between Australian universities, and the interface between higher education and VET. The council is chaired by Mr David Murray, Chair of the Board of Guardians, Future Fund.

Chapter 4 – Outcome 2: Post-school Education and Training

131

The types of business services that may be supported under the programme include health, counselling, accommodation, child care, food and beverage supplies, and textbook and educational supplies. Funding totalling $2.6 million was allocated to seven universities for 11 projects in the first round of the programme in 2007. A second funding round, for which $7 million is available, will be undertaken in conjunction with the VSU Transition Fund.

Voluntary Student Unionism Transition Fund for Sporting and Recreational Facilities Sporting groups are lining up to use the University of the Sunshine Coast’s new $10 million indoor sports stadium. The airconditioned 3705 square metre stadium received a $5 million grant through the Voluntary Student Unionism (VSU) Transition Fund for Sporting and Recreational Facilities in February 2007.

Outcome 2

Highlighting the vital role of universities in their regions, Professor Paul Thomas, the Vice Chancellor of the University of the Sunshine Coast, said ‘The university is continuing to expand its world-class health and sport facilities for the benefit, not only of staff and students of the university, but also for the whole community.’ The stadium is the first of its kind on the Sunshine Coast and is being used for a variety of university and community sporting events—including basketball, netball, futsal (indoor soccer), volleyball and badminton—and for university research and teaching. Professor Thomas went on to say ‘What singles this stadium out is that there will be analytical and research activities associated with the sports undertaken there, to enhance the performance of young and old, elite or leisure participants.’ The Australian Government has committed a total of $80 million over the three years from 2007 to 2009 to the VSU Transition Fund to assist universities with the construction and maintenance of infrastructure for sporting and recreational facilities during the implementation of voluntary student unionism. As a competitive grants scheme, the fund helps institutions to adjust to the changed funding environment by facilitating a shift from reliance on compulsory fees for sporting and recreation facilities to other mechanisms, including partnerships with the community and local businesses. The department consulted widely across the higher education sector in 2006 on the funding priorities and guidelines for the fund. The department assesses applications for funding against the criteria set out in the guidelines and makes recommendations on funding to the Minister.

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The higher education sector submitted a total of 96 bids for project funding in the highly competitive first round of the fund, which closed in late 2006. The Minister announced funding of $55.6 million for 26 projects across 17 universities in February 2007. The special needs of regional universities were recognised in the first round of funding. In addition to the indoor stadium at the University of the Sunshine Coast, sporting and recreation infrastructure and upgrades were funded at the Bathurst and Orange campuses of Charles Sturt University, the Bendigo and Wodonga campuses of La Trobe University, the Launceston and Cradle Coast campuses of the University of Tasmania, the Whyalla campus of the University of South Australia, the Bunbury campus of Edith Cowan University, and the Toowoomba and Wide Bay campuses of the University of Southern Queensland, among other regional locations.

The University of the Sunshine Coast’s new indoor sports stadium.

Chapter 4 – Outcome 2: Post-school Education and Training

Outcome 2

A further $24.4 million will be allocated in the second and final round of the fund, which closed in July 2007.

133

COAG Health Workforce—Support for medical schools Prior to the July 2006 COAG meeting, the Australian Government announced an offer of $25.5 million in capital funding towards the infrastructure costs of new and expanded medical schools to support 200 new medical school places (subsequently increased to 605 new places). The government offered to provide: ¢

$15.0 million to James Cook University

¢

$7.5 million to the University of Queensland

¢

$3.0 million to the University of New England (for a joint medical programme with the University of Newcastle).

The funding offer was subject to matching funding by the relevant state governments. The Queensland and Victorian governments have demonstrated their commitment to match the Australian Government funding. In May 2007, the Australian Government decided to release the $3 million funding for the joint University of New England – University of Newcastle medical programme, notwithstanding the New South Wales Government’s refusal to match the Australian Government’s funding.

Outcome 2

Alfred Deakin Institute—Support for the establishment at Deakin University In August 2006, the Australian Government announced funding of $4.0 million in 2006–07 towards the capital costs of establishing the Alfred Deakin Institute in the refurbished Dennys Lascelles Building at the Geelong Waterfront campus of Deakin University. Facilities will include the Alfred Deakin Prime Ministerial Library and a centre for the advancement of teaching and research leadership in political science; public policy and governance; international relations and globalisation; journalism; and communication.

Larry Knight Memorial Scholarship On 30 October 2006, the department signed a funding agreement for $1 million with the University of Tasmania to establish the Larry Knight Memorial Scholarship, which had been announced by the Prime Minister on 29 May 2006. The scholarship will be awarded each year, commencing in 2007, to a Tasmanian resident from a low socioeconomic background undertaking an undergraduate course in a mining-related area. The first Larry Knight Memorial Scholarship has been awarded, and the recipient will receive $13 000 per year for up to four years to assist with the cost of education and accommodation.

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Department of Education, Science and Training Annual Report 2006–07

United States Studies Centre During 2006–07, the department continued to work with the American Australian Association Ltd on the establishment of the United States Studies Centre. Following an invitation to all Australian universities to bid to host the centre, the American Australian Association Ltd announced on 14 November 2006 that the University of Sydney had been selected. The centre will offer masters, graduate diploma and graduate certificate courses in American studies from March 2008.

Research training

Australia directs significant public funding to research training through the Research Training Scheme, the Australian Postgraduate Awards and the Commercialisation Training Scheme. These schemes are allocated based on the research and research training performance of Australian universities and other eligible higher education providers, to ensure that research students receive appropriate support and the highest quality learning experience possible. In 2006–07, the Research Training Scheme and the Australian Postgraduate Awards each provided funding to 42 higher education providers.

Outcome 2

Through the Australian Government’s significant support for research, research training and research infrastructure, our brightest students contribute to advancement of knowledge, drive innovation, economic growth, and enrich our society. This support is fundamental to ensuring Australia’s continued supply of qualified and skilled researchers so that we are positioned to lead, compete and succeed in a global marketplace where ideas represent the competitive edge. Our researchers are not only an economic resource—they contribute to an Australian society enriched by their informed debate and unique abilities. The contribution made by research students continues into their future careers, whether within academia, government or the private sector.

The Commercialisation Training Scheme commenced as planned in January 2007, with $5.3 million allocated to eligible higher education providers. Under this scheme, the next generation of Australian researchers will be equipped with the skills, knowledge and experience necessary to bring research-based ideas, inventions and innovations to market. It is expected that at least 250 students will receive training each year under the scheme.

Chapter 4 – Outcome 2: Post-school Education and Training

135

Strengthening equity in higher education Australian Government policies and programmes are designed to promote equitable access to higher education, and to encourage higher education providers to respond actively to the specific needs of students from diverse backgrounds. These programmes include the Commonwealth Learning Scholarships, the Higher Education Equity Support Programme and the Higher Education Disability Support Programme. Commonwealth Learning Scholarships help to promote equality of access to higher education by reducing the financial barriers for people from low socioeconomic backgrounds. In 2007, around $95 million was allocated under this programme to higher education providers to fund 5102 new and 12 576 continuing Commonwealth Education Costs Scholarships and 3571 new and 10 049 continuing Commonwealth Accommodation Scholarships. The Higher Education Equity Support Programme provides funding to eligible higher education providers to assist them to implement initiatives that will remove barriers to access for students from disadvantaged backgrounds, including students from low socioeconomic backgrounds, students from rural and isolated areas, students with a disability and students from non-English-speaking backgrounds. In 2007, approximately $11.25 million was allocated to eligible higher education providers under the programme.

Outcome 2 136

In addition, approximately $6.74 million was available in 2007 through the Higher Education Disability Support Programme to eligible higher education providers to help them implement initiatives that remove barriers to access and participation in higher education by students with a disability. Funding under the programme assists providers to meet the educational and equipment costs associated with supporting students with a disability who have high cost needs. More broadly, the programme encourages providers to develop strategies that will facilitate the access, participation, retention and success of students with a disability. From 2001 to 2006, the higher education participation rate of students from the most needy equity groups has remained fairly stable, with one exception—the number of students with a disability has increased steadily over the period, from 21 307 in 2001 to 27 661 in 2005 and 28 604 in 2006. This may be due partly to increased Australian Government funding to higher education providers to help them meet the needs of students with a disability, and partly to a growing awareness of post-secondary education opportunities among people with a disability.

Department of Education, Science and Training Annual Report 2006–07

Figure 4.4: Number of equity group students in higher education 140 000 120 000

Number of students

100 000 80 000 60 000 40 000 20 000

2002

Disability 2003

2004

Indigenous 2005

Rural

Isolated

2006

Low socioeconomic status

Source: Higher Education Statistics Collection. Note: NESB–people from a non English speaking background.

Unmet demand for undergraduate university places

Outcome 2

NESB

There have been substantial changes in the operating environment for the higher education sector over the past few years. One of the most significant is the drop in unmet demand for undergraduate university places. Unmet demand for university places in 2007 is estimated by Universities Australia (formerly the Australian Vice Chancellors’ Committee) to have decreased by more than 63 per cent since 2004. The drop in unmet demand is associated with a substantial increase in the number of places funded by the Australian Government. A buoyant labour market, especially in Western Australia and Queensland, has seen overall demand remain fairly static. Some universities have reported decreases in student demand for particular courses. The department has worked with these universities to help them manage their enrolment targets and to better align the supply of Commonwealth supported places with demand.

Chapter 4 – Outcome 2: Post-school Education and Training

137

Output 2.5: Assistance for post-school students, including those with special needs—Highlights ¢

In 2006, the department supported higher education providers in assisting around 630 000 students through discounts and loans under the Higher Education Loan Programme.

¢

From 1 January 2007, the FEE-HELP limit was increased to $80 000 for all courses except medicine, dentistry and veterinary science, for which the limit was increased to $100 000.

¢

On 25 May 2007 the Minister announced the new chair (Professor Roger Thomas) and fifteen members of the second Indigenous Higher Education Advisory Council.

Performance information Outcome 2

Since 1989, Australian students in an Australian Government funded higher education place have generally been required to contribute to the cost of their education through the Higher Education Contribution Scheme (HECS), with access to an Australian Government loan. From 2005, eligible students in a Commonwealth supported place (previously known as a HECS place) continued to contribute to the cost of their education by paying a student contribution. Eligible students continued to have access to an Australian Government loan through the Higher Education Loan Programme (HELP). Previous arrangements for loans to fee paying students were expanded under FEE-HELP. At the 10 February 2006 COAG meeting, the Australian Government announced two measures as part of the COAG Health Services package of reforms to help ensure that the health workforce was able to respond to the evolving care needs of the Australian community: ¢

the limit on the proportion of domestic fee paying places in a course of study in medicine at public universities would be lifted from 10 per cent to 25 per cent

¢

the FEE-HELP limit for students enrolled in a course of study in medicine would be lifted from $50 950 (2006 indexed figure) to $100 000 from 2007.

The increase in the FEE-HELP loan limit for fee paying medical students to $80 000 was subsumed by the 2006–07 Budget initiative to increase the general FEE-HELP loan limit to $80 000, and to $100 000 for medicine, dentistry and veterinary science courses. The new limits applied from 2007. The change in the cap on fee paying medical places will be superseded by the 2007–08 Budget initiative to remove all caps on domestic fee paying places from the beginning of 2008.

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Higher Education Loan Programme The Higher Education Loan Programme (HELP) consists of: ¢

HECS-HELP for eligible students studying in Commonwealth supported places. Students have the option of taking out a loan for their student contribution, or paying their student contribution up front and receiving a 20 per cent discount for full up-front payments or partial up-front payments of $500 or more.

¢

FEE-HELP for eligible domestic fee paying students enrolled at approved higher education providers or Open Universities Australia. Students can take out a loan for the total of their tuition fees, up to a lifetime limit ($100 000 for medicine, veterinary science and dentistry courses, and $80 000 for all other courses in 2007). A 20 per cent loan fee applies to undergraduate courses of study.

¢

OS-HELP for eligible Commonwealth supported students wishing to study part of their course overseas. In 2007, the maximum loan limit is $5196. Students have access to two loans over a lifetime and a 20 per cent loan fee applies.

Table 4.9: Quantity indicator—Students in receipt of an Australian Government loan 2005 Actual

342 128

344 509

2006a Estimate

2006a Actual

>355 000 356 960

Source: Department of Education, Science and Training. Note: a Excludes OS-HELP loans which is reported in Table 5.12 in Chapter 5.

Outcome 2

Domestic higher education students enrolled in awards courses in receipt of loans (equivalent full time)a

2004 Actual

Students who incur a HELP debt are required to make repayments when their income exceeds the minimum threshold for compulsory repayment, which was $38 148 in 2006–07. Students also have the option of making voluntary repayments and receiving a 10 per cent bonus for repayments of $500 or more. As was foreshadowed in the department’s 2005–06 Annual Report, the HECS Special Account ceased from 1 June 2006. Consequently, the table showing the flow of funds through that account is no longer relevant and has not been included in this annual report. During 2006–07, the department assessed new applications from institutions for access to FEE-HELP loans for students in fee paying places. At 30 June 2007, 60 institutions had ministerial approval to provide FEE-HELP loans to eligible students, in addition to the institutions listed in the Higher Education Support Act. Table 4.10 shows the HELP payments the Australian Government made to providers on behalf of students who chose to take out a HELP loan. In the case of HECS-HELP, the payments also include the amount of the HECS-HELP discount for those students who chose to pay all, or at least $500, of their student contribution up-front to the provider.

Chapter 4 – Outcome 2: Post-school Education and Training

139

Providers are paid based on an estimate of amounts that will be payable for that year. A reconciliation of payments is undertaken when actual amounts payable are known. Where actual amounts are different from the estimate, an adjustment is made to future payments. This adjustment may be to payments in the following year.

Table 4.10: HELP payments to providers on behalf of studentsa

HECS-HELP loans FEE-HELP loans OS-HELP loans Total HELP loans HECS-HELP discount Total paid to providers on behalf of students b

Up-front payment of student contributions by students to providers (Up-front payments)

2005 $m

2006 $m

1 563

1 726

345

432

4

10

1 912

2 168

89

94

2 001

2 262

390

424

Source: Department of Education, Science and Training. Notes: a The figures represent actual payments to providers including the effect of any reconciliations determined by 30 June 2007.

Outcome 2 140

b

Total up-front payments by students to providers, including payments by students eligible for the up-front discount and those students not eligible for the discount.

Table 4.11 shows the total outstanding HELP debt and the transactions affecting the debt balance, and Table 4.12 shows the outstanding HELP debt after taking account of the accrual transactions relating to 2006–07.

Department of Education, Science and Training Annual Report 2006–07

2005–06 $’000

2006–07 $’000

11 032 031

12 447 989

Amount of HELP debt reported by higher education providers to the Australian Taxation Office - January to June 2005

1 004 554

0

Amount of HELP debt reported by higher education providers to the Australian Taxation Office - July to December 2005

920 329

0

Amount of HELP debt reported by higher education providers to the Australian Taxation Office - January to June 2006

0

1 131 381

Accumulated HELP debt at 1 July

Amount of HELP debt reported by higher education providers to the Australian Taxation Office - July to December 2006

0

1 036 756

314 337

428 070

-667 112

-801 468

1 164

1 404

-137 705

-158 796

-13 553

-15 529

747

723

-1 163

-68

0

-6 002

Amount of HELP debt variation where debtor has died

-4 543

-5 116

Variations performed by the Australian Taxation Office

-957

-16 647

-36

-24

Amount of HELP debt variation deemed irrecoverable at law

-2

-68

Amount of HELP debt variation deemed uneconomical to pursue

-3

0

Indexation of HELP debts more than 11 months old at 1 June HELP receipts paid through the tax system (PAYG)a b

Compulsory repayment amounts deferred

Voluntary repayments of HELP debt to the Australian Taxation Office Bonus on voluntary repayments Repayments to individuals Amounts remitted under s.106L of the Higher Education Funding Act 1988 c

Amounts remitted under the Higher Education Support Act 2003

Amount of HELP debt variation due to bankruptcy

Waiver of HELP debt by Department of Finance and Administration under s.34 of the Financial Management and Accountability Act 1997 Accumulated HELP debt at 30 June

-99

-18

12 447 989

14 042 587

Outcome 2

Table 4.11: Total outstanding HELP debt and the transactions affecting the debt balance during the year

Source: Department of Education, Science and Training. Notes: a HELP receipts paid through the tax system (PAYG) are in relation to the previous income year. b

Compulsory repayment amounts deferred under the hardship clause of s. 106W of the Higher Education Funding Act 1988 and/or s. 154-45 of the Higher Education Support Act 2003.

c

Amounts remitted under s. 137-5(4), s. 137-5(5) and s. 137-10(4) of the Higher Education Support Act 2003.

Chapter 4 – Outcome 2: Post-school Education and Training

141

Table 4.12: Total outstanding HELP debt after taking into consideration the accrual transactions related to the 2006-07 income year Estimated 2005–06 $’000 Accumulated HELP debt at 30 June as reported by the Australian Taxation Office Amount of HELP debt to be reported for the period 1 January to 30 Juneb HELP receipts paid through PAYGc Total HELP debt at 30 June d

Amount of HELP debt expected not to be repaid Total HELP debt estimated to be repaid

Actual Estimateda 2005–06 2006–07 $’000 $’000

12 447 989

12 447 989

14 042 587

1 148 060

1 131 381

1 272 600

-671 470

-800 064

-846 862

12 924 579

12 779 306

14 468 325

2 501 158

2 496 448

2 889 186

10 423 421

10 282 858

11 579 139

Source: Department of Education, Science and Training. Notes: a It is necessary to estimate the amount of HELP debt to be incurred for the period 1 January to 30 June 2007 due to the timing of the reporting of data by providers.

Outcome 2

b

The accumulated HELP debt amount for 2005-06 did not include revisions. The accumulated HELP debt for 2006-07 includes revision to debts incurred from 1 January 2005 onwards which were reported by providers before 31 March 2007.

c

DEST estimates the amount of HELP receipts to be paid through the tax system in relation to the current income year.

d

The estimated provision for the amount of HELP debt not expected to be repaid is determined by a preliminary actuarial assessment. The actual amount is determined once a full dataset is available for the financial year.

Notes for Tables 4.11 and 4.12: Note 1: The Higher Education Support Act 2003 gives the Commissioner for Taxation sole responsibility for collecting HELP repayments through the taxation system. DEST has primary responsibility for the management of HELP, including the total accumulated debt, and includes in its financial statements information collected by the Australian Taxation Office with respect to the total accumulated debt (see Appendix 9). The Australian Taxation Office supplies this information in certified form, pursuant to the Minister for Finance Financial Statements of Department’s Accrual Reporting Guidelines. Note 2: To reflect the overall operation of HELP, the full transactions relating to the scheme is presented in DEST’s financial statements as though DEST received the additional tax instalment deductions collected through the PAYG system. Note 3: The full value of the outstanding debt is not expected to be recovered because individuals are not required to make repayments through the taxation system unless their income in a year exceeds an indexed minimum ($25 348 for 2003–04, $35 000 for 2004–05, $36 184 for 2005–06 and $38 148 for 2006–07). It is estimated that of the total debt outstanding at 30 June 2007, $2 889 million is unlikely to be repaid.

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COAG Health Workforce and Mental Health packages As part of the Australian Government’s contribution to the COAG Health Workforce and Mental Health packages, the government allocated new Commonwealth supported places in 2006–07. These included 605 new medical places, 1036 nursing places, 431 mental health nursing places and 210 clinical psychology places. The medical places include the 400 medical places announced by the Prime Minister on 8 April 2006. Most of these places commenced in 2007 and were included in higher education providers’ funding agreements for 2007. Also as part of the government’s contribution to the Health Workforce package, Commonwealth Grant Scheme funding to assist nursing clinical training increased in 2007 from around $690 to $1045 per nursing unit of study (2007 prices) to enable eligible higher education providers to expand and improve their clinical training arrangements.

Indigenous Higher Education Advisory Council

The inaugural council, chaired by Professor Marcia Langton AM, retired in March 2007. The council had conducted seven meetings, two conferences on Indigenous higher education, a consultative workshop on Indigenous research; provided valuable advice to the Australian Government; and made a significant contribution towards raising the profile of Indigenous higher education issues in Australian universities.

Outcome 2

During 2006–07, the department continued to support the Indigenous Higher Education Advisory Council to enable it to provide policy advice to the Minister on higher education issues as they affect Indigenous Australians.

In July 2006, the Minister announced a $1.73 million suite of initiatives aimed at improving Indigenous higher education outcomes. The initiatives, which were developed in response to the advisory council’s conference report, Improving Indigenous Outcomes and Enhancing Indigenous Culture and Knowledge in Australian Higher Education, were: ¢

$750 000 to develop partnership projects to encourage universities to increase the number of cross-sectoral partnerships and pathways for Indigenous students

¢

$600 000 to develop three or more lighthouse national projects, of a two year duration, to develop cross-sectoral collaboration, including guaranteed pathways, particularly for mature age students

¢

$310 000 to commission research, including a study of the first year experience of Indigenous students; a study of strategic models of what works in the higher education sector to support Indigenous people; and an evaluation of the role of the Indigenous Education and Support Centres

¢

$50 000 to award two International Scholarships under the Endeavour Programme

¢

$20 000 to recognise and award cross-sectoral partnerships.

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On 25 May 2007, the Minister announced the composition of the second Indigenous Higher Education Advisory Council. Professor Roger Thomas was appointed Chair. Figure 4.5 shows an increasing number of Indigenous students enrolled in postgraduate and undergraduate courses between 2001 and 2006. There has been a corresponding decline in sub-degree courses (including Advanced Diplomas and Diploma courses) as student participation in undergraduate and postgraduate courses has increased.

Figure 4.5: Number of all Indigenous students by selected higher education course level categories 7000

Outcome 2

Number of Indigenous students

6000 5000 4000 3000 2000 1000 0

Postgraduate Courses

Undergraduate Degrees

2001

2003

2002

2004

Sub-degree Courses

2005

Enabling and non-award courses

2006

Source: Higher Education Student Statistics, Collection. Note: 2001 data is calculated on the basis of 2002 definition of all students.

Increased Indigenous participation in vocational education and training The number of Indigenous students undertaking Certificate IV or higher level qualifications decreased slightly between 2002 and 2006. In contrast, the number undertaking Certificate I qualifications increased by 31 per cent over the same period. There were also significant increases in the number of Indigenous students undertaking Certificate III qualifications and other qualification levels (20 per cent and 18 per cent, respectively). After a decrease from 2002 to 2003, the number of Indigenous students participating in Certificate II qualifications also increased slightly.

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Figure 4.6: Number of all Indigenous students in the public vocational education and training system, by Australian Qualifications Framework level 20 000 18 000

14 000 12 000 10 000 8 000 6 000 4 000 2 000 Certificate IV & above

2002

2003

Certificate III

2004

Certificate II

2005

Certificate I

Other

2006

Source: NCVER, 2002–2006 National VET Provider collections.

Indigenous Australian Apprenticeship completions have continued to increase over the period 2002 to 2006, as shown in Table 4.13. This trend is consistent with that of total Australian Apprenticeship completions, which is reported in Table 4.3.

Outcome 2

Number of Indigenous Students

16 000

Table 4.13: Indigenous Australian Apprenticeship completions

Number of Indigenous Australian Apprenticeship completions

2002

2003

2004

2005

2006

2 510

2 810

3 290

3 460

3 510

Source: National Centre for Vocational Education Research December 2006 estimates.

Indigenous Youth Mobility Programme During 2006–07, the department continued the consolidation of the Indigenous Youth Mobility Programme. Through the programme, Indigenous young people aged 16 to 24 from remote areas can, with the support of their families, relocate to one of the programme’s 10 host locations to complete the qualifications they need for sustainable employment. At 15 May 2007, 186 young people had participated in the programme. Two thirds participated at Certificate III level or above.

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In response to the high demand for these qualifications in remote communities, the focus of the Indigenous Youth Mobility Programme has been on pre-vocational training, Australian Apprenticeships, certificate courses delivered through Registered Training Organisations (RTOs) and some tertiary pathways, including nursing, teaching, accounting and business management.

Indigenous Staff Scholarships Programme The Indigenous Staff Scholarships Programme awards five scholarships nationally each year, with the aim of developing Indigenous leadership in the higher education sector. The Indigenous Higher Education Advisory Council considers the applications and makes recommendations to the Minister. The programme is aimed at Indigenous staff (academic or general) who have actively encouraged Indigenous students to participate in higher education and complete a course. The scholarships enable staff of eligible higher education providers to take one year of leave from employment to undertake full-time higher education study in a chosen academic or professional area. Five scholarships were awarded in each of the 2006 and 2007 academic years.

Indigenous Support Programme Outcome 2

The Indigenous Support Programme assists higher education institutions to meet the needs of their Indigenous students and to achieve the 21 goals of the National Aboriginal and Torres Strait Islander Education Policy. In 2006–07, $31.7 million was allocated to Australian universities under the programme.

Student income support Youth Allowance, Austudy and ABSTUDY provide significant assistance (around $2 billion per year) for students from low income and Indigenous backgrounds to participate in full time education, training or an Australian Apprenticeship. On 8 May 2007, the Australian Government announced changes to student income support, to take effect from 1 January 2008:

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¢

Rent Assistance has been extended to students aged 25 years and over who receive Austudy while undertaking full-time study and training. This initiative is expected to support up to 11 000 mature age students at a cost of $87 million over four years.

¢

Youth Allowance and Austudy have been extended to students enrolled in an approved masters by coursework programme that is required for entry to a profession or is the fastest pathway to professional entry. This provision also extends to students enrolled in a masters by coursework programme where a university has diversified by restructuring its course delivery. This initiative is estimated to cost around $43 million over four years.

Department of Education, Science and Training Annual Report 2006–07

These ongoing initiatives ensure that students from low income backgrounds, regardless of their location and age, have the opportunity to achieve education and training qualifications for careers that will make a significant contribution to the Australian economy.

¢

give students who are self-supporting through workforce participation access to ABSTUDY at the independent rate

¢

extend the ABSTUDY Incidentals Allowance to all students undertaking an enabling course at a higher education institution

¢

extend the equivalent of crisis and bereavement payments to the ABSTUDY scheme.

During 2006–07, DEST also worked closely with the Department of Employment and Workplace Relations; the Department of Families, Community Services and Indigenous Affairs; the Department of Human Services; and Centrelink to improve controls for programme risks, including risks of fraud and non-compliance. The department expanded its risk profile customer reviews for Youth Allowance (students) and Austudy in 2006–07, and will extend the reviews to ABSTUDY in 2007–08. The department also expanded random sample surveys for Youth Allowance (students) and Austudy in 2006–07, and extended the surveys to include ABSTUDY recipients. In 2006, ABSTUDY supported a total of 17 325 tertiary students, a decline of around 3.8 per cent from 2005 (Table 4.14). In 2006, 25 per cent of ABSTUDY tertiary students were enrolled in higher education courses and 75 per cent were in VET courses.

Outcome 2

In May 2007, the Australian Government also announced that from 1 January 2008 additional funding of $5.2 million to support enhancements to the ABSTUDY scheme will be provided as part of a commitment to assist Indigenous people to achieve their educational and employment related goals. These enhancements will:

Table 4.14: Quantity indicator—number of tertiary students assisted by ABSTUDY during the year

Tertiary students in receipt of ABSTUDYa

2004 Actual

2005 Actual

2006 Estimate

2006 Actual

19 640

18 002

17 000

17 325

Source: Department of Education, Science and Training. Note: a Students who received an ABSTUDY payment during the calendar year and who studied at tertiary level.

Table 4.15 shows the number of full-time students and Australian Apprentices assisted by ABSTUDY, Youth Allowance and Austudy at the mid-point of each year.

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Table 4.15: Quantity indicators—Income supported students—current recipients by programme including indicators for number of students receiving Youth Allowance or Austudy as at 30 June 30 June 2006

30 June 2007 Estimate

30 June 2007

ABSTUDY ° Secondary schooling

26 463

26 732

° Vocational education and training

3 317

2 333

° Higher education

3 882

4 211

° Other a

1 384

Sub-total: ABSTUDY

35 046

858 Not applicable

b

34 134

Quantity Indicator - Youth Allowance ° Secondary schooling ° Vocational education and training ° Higher education ° Other

a

Sub-total: Youth Allowance

107 039

105 892

28 664

26 604

121 566

125 443

10 307

5 318

267 576

270 000

263 257

Outcome 2

Quantity Indicator - Austudy ° Secondary schooling ° Vocational education and training ° Higher education ° Other a Sub-total: Austudy Total income supported students on 30 June

370

473

6 390

7 231

18 022

18 600

2 946

1 965

27 728

27 000

28 269

330 350

b

325 660

Not applicable

Source: Centrelink. Notes: a Eligible recipients but not identified by their type of institution as at 30 June. b

Not a PBS indicator.

It should be noted that ABSTUDY, Youth Allowance and Austudy are demand-driven programmes and that all eligible recipients receive assistance. This means that in considering performance, for example, the ABSTUDY estimate shown in Table 4.14 only indicates expected demand and is not a target.

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Department of Education, Science and Training Annual Report 2006–07

At 30 June 2007, 6 544 tertiary students were in receipt of ABSTUDY, 25 831 tertiary students were in receipt of Austudy and 152 047 full-time tertiary students were in receipt of Youth Allowance. Of these Youth Allowance recipients, 66 820 (44 per cent) were assessed as dependent and 85 227 (56 per cent) as independent (that is, not dependent on parents and therefore not subject to the parental means test), including around 75 per cent of whom achieved independence through workforce participation.37 In the fortnight ending 30 June 2007, 31 per cent of full-time students in receipt of Youth Allowance (excluding Australian Apprentices) had private earnings. For these recipients, the average earnings per fortnight were around $347. For Australian apprentices in the same period, 79 per cent had private earnings, with average earnings per fortnight of around $555.

Welfare to Work

During 2006–07, DEST initiatives under the Welfare to Work reforms included increased availability of places under the Language, Literacy and Numeracy Programme and the Career Planning Programme, to assist people to make appropriate and realistic career choices. Additional VET places have also been made available. The department supports cross-government initiatives to ensure the smooth implementation of Welfare to Work by working closely with the Department of Employment and Workplace Relations. DEST collaborated through a regular consultative forum, steering committee and Strategic Programme Management Group meetings to consider ways to reduce welfare dependency; increase employment, education and training outcomes; and improve the skills base of income support recipients.

Outcome 2

As part of the 2005–06 Budget, the Australian Government announced the Welfare to Work reforms, which aim to encourage workforce participation. The reforms, which took effect from 1 July 2006, supported greater workforce participation by four broad groups of people: people with a disability; parents; the very long-term unemployed; and mature age people on income support.

A Senate Community Affairs Committee inquiry was established to consider the draft Welfare to Work legislation, and recommended that ‘the Government closely examine the interface between further education, welfare and the needs of a changing labour market on a periodic basis’. The cross-government steering committee provided a report to ministers; the report was subsequently forwarded to the Senate Community Affairs Committee in January 2007. The department has also continued to work closely with the Department of Human Services and across government agencies to assist in the development of policy and legislation for the implementation of the Access Card, as announced by the then Minister for Human Services, the Hon Joe Hockey MP, in June 2006.

37 The number of Youth Allowance recipients who achieved independence through workforce participation includes a small number of recipients in schools and recipients whose type of institution was not identified at 30 June 2007.

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Similarly, in administering student income support programmes, the department worked closely with the Department of Families, Community Services and Indigenous Affairs and the Department of Employment and Workplace Relations, as all three agencies share responsibility for the social security legislation. This work included participation in developing and implementing policy and legislative changes related to Welfare to Work and the NT welfare reform initiative announced in June 2007.

Cross-sectoral initiatives Information and communication technology The Australian Government seeks to improve educational outcomes for all Australians through programmes and initiatives that promote and support the effective use of ICT in education and training. The impact of technology on education and training raises similar issues across the whole education and training sector, making national collaboration worthwhile. The vision articulated in the Joint Ministerial Statement on Education and Training for the Information Economy 2005–07 provides the framework for collaboration. The two key enabling mechanisms are:

Outcome 2

¢

the Australian Information and Communications Technology in Education Committee

¢

the Framework for Open Learning Programme.

Australian Information and Communications Technology in Education Committee The Australian Information and Communications Technology in Education Committee, now chaired by DEST, represents the whole education and training sector and reports to MCEETYA. The key issues dealt with by the committee include copyright, fast access to the internet, common standards to enable access to digital content and services, and learner information management. In 2006, the committee released a report on establishing a learner identity framework. The report recommended the establishment of a national charter to guide the sharing and exchange of learner data across jurisdictions and education sectors. The MCEETYA and MCVTE endorsed the charter in 2006. Work on learner identity management is important in assisting governments to address issues associated with:

150

¢

gaining student entry into post-compulsory education and training or employment

¢

transferring credit across institutions

¢

gaining an understanding of how students are accessing government benefits

¢

evaluating government programmes

¢

supporting learner-controlled personal data, such as an ePortfolio.

Department of Education, Science and Training Annual Report 2006–07

Framework for Open Learning Programme The Framework for Open Learning Programme supports national collaboration and innovation in the educational use of ICT to enable the education and training sector to meet the challenges of the 21st century. The programme promotes innovation in accordance with Building a Knowledge Economy, the MCEETYA education and training action plan for the information economy for 2005–07. The programme supports national cross-sectoral initiatives, including: ¢

funding for the Australian Information and Communications Technology in Education Committee

¢

Education Network Australia (EdNA) hub.

In 2006–07, programme funds were also used to improve learners’ and educators’ access to digital resources, particularly to support a range of work on common standards across the education and training sector.

Australian Flexible Learning Framework The Australian Flexible Learning Framework is a national e-learning strategy that provides the VET system with e-learning skills, professional development opportunities, products, resources and support networks to meet the needs of today’s increasingly technologydriven learning environment.

Outcome 2

A hub for quality resources, collaborative spaces and shared information services for the whole education and training community, EdNA is managed by education.au limited, a ministerially owned company. More than 1000 groups currently use EdNA, including 309 schools and early childhood education groups, 378 VET groups, 98 higher education groups and 53 adult and community education groups. More information on EdNA is contained in Chapter 3, Outcome 1: School Education Table 3.13.

The framework benefits the training system overall. In 2006–07, technology standards were nationally endorsed and two high quality e-learning resources were developed; 96 toolboxes covering 46 national training packages and almost 900 training competencies; and a networked repository of learning objects. This networked repository allows users to search from four states (with more to be added in 2007) using a single national search function. More than 20 000 VET teachers were trained to apply new technologies creatively to teaching and learning. Thousands of learners have benefited not only from the toolboxes and other learning materials, but through targeted workplacebased partnerships meeting specific industry training needs.

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Navigation Projects The Navigation Projects comprise three websites that aim to meet the information needs generated by the national training system: ¢

the National Training Information Service (ntis.gov.au) includes information about all RTOs and all endorsed training packages

¢

training.com.au functions as a ‘window’ on the training sector and includes information for business and RTOs, covering apprenticeships and traineeships

¢

resourcegenerator.gov.au allows RTOs and other interested parties to share training resources.

The sites provide information for both regulatory and enabling purposes to a large number of stakeholders in the training sector (RTOs, students, teachers and others). However, significant conceptual, design and delivery problems have restricted modifications to the sites to deliver their full potential.

Outcome 2 152

In November 2006, the Navigation Projects Management Committee (a sub-committee of the National Senior Officials Committee began work to better understand the information stakeholders require and how that information can best be packaged to meet their needs. The committee agreed that the projects needed to be ‘re-visioned’ ‘from the ground up’ on the basis of extensive consultation and market research. Initial consultations have been completed, revealing strong support for the re-visioning process. Exploratory market research is soon to be completed, further developing DEST’s understanding of user needs. The new system, which is expected to be built in late 2008–09, will benefit from the following preparatory work: ¢

identification of information needed to meet regulatory and informational needs, by means of a vigorous user-centred design process

¢

the development of a pool of content and functionality and the identification of an appropriate business architecture

¢

refinement of the business architecture throughout the rest of 2007, with a very detailed set of system specifications as the output.

Department of Education, Science and Training Annual Report 2006–07

Copyright law reform On behalf of the education sector, DEST worked closely during 2006–07 with the Attorney-General’s Department and other government departments on the copyright law reform process, resulting in the Copyright Amendment Bill 2006. The legislation was designed to implement the recommendations of several reviews and outstanding provisions of the Australia – United States Free Trade Agreement. DEST was able to influence the outcomes for education and research, including the revision of educational exceptions, new provisions for digital media, and refinements relating to statutory licensing. These far reaching amendments represent significant enhancements for the education and research sectors and will help to reduce costs in accessing copyright works.

Each year, more than 900 000 learners move between education providers and jurisdictions. In 2006, a report on the Learner Identity Management Framework Project was submitted to the Australian Information and Communications Technology in Education Committee. The report identified options for managing the movement of learners through a more consistent approach to learner identity management. The committee later developed the Charter of Principles for Learner Identity Management to underpin the development of policies for managing learner information and data. The charter, which includes a trust scheme, identity resolution, data management, data exchange protocols and policy guarantees, was endorsed by MCEETYA in July 2006 and by MCVTE in November 2006.

Outcome 2

Addressing the impact of student movement

Australian Qualifications Framework National and international developments in education and training, and changes in the nature of work and our workforce, present major challenges to national qualifications policy and systems. The Australian Qualifications Framework brings together national work based and academic qualifications in a single system to provide flexibility in career planning and learning. The system is responsive to new trends in the workplace, such as the move towards more frequent career and lifestyle changes. It is strategically important in: ¢

underpinning and providing an authoritative reference for quality assurance arrangements

¢

supporting national consistency in qualification

¢

facilitating flexible learning pathways within and across education and training sectors

¢

promoting national and international recognition of qualifications and mobility

¢

providing an important international marketing tool for Australia’s education and training sector.

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During 2006–07, the department continued work to put in place an effective mechanism to ensure that the framework continues to be relevant and responsive to change. The Australian Qualifications Framework Advisory Board, of which DEST is a member, was externally reviewed during 2006. As a result, work is currently underway to develop a proposal for a new body to provide strategic policy advice to ministers on national qualifications policy.

Departmental outputs The department’s Outcomes and Outputs Framework provides for five departmental outputs: administration; policy advising; ministerial and parliamentary services; research, analysis and evaluation; and service delivery. The performance indicators for these outputs are published in Table 3.2.2C in the PBS 2006–07. Some performance information for policy advising, ministerial and parliamentary services, and research, analysis and evaluation is reported in Chapter 8, Enabling our Business. Other performance information is reported below and in Table 4.16.

Administration Outcome 2

The PBS 2006–07 commits the department to measuring the quality of payment and management processes across Administered Funds programmes in each outcome group. DEST uses the Administered Funds Quality Assurance Package as a self assessment tool to measure the level of compliance within programmes. Within Outcome 2, programmes measured for compliance in this way are the Australian Apprenticeships Programme and the Higher Education programmes.

Service delivery Service delivery measures relate to the direct delivery of services to external parties. Centrelink directly delivers a range of payment, referral and related services on behalf of DEST for programmes supporting Outcome 2. These include Youth Allowance (students), Austudy, ABSTUDY, the Language, Literacy and Numeracy Programme, the Australian Apprenticeships Access Programme, the Jobs Pathway Programme, the Youth Pathways Programme, Career Information Centres and the Career Planning Programme. These services are administered under a Business Partnership Agreement with Centrelink.

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Table 4.16: Performance in delivery of departmental outputs Performance indicator

2006–07 estimate

2006–07 outcome

At least 90% compliance in relation to quality assurance exercises

Australian Apprenticeships achieved 97% compliance (this is a half-yearly result, compared with a full year result of 98% compliance in 2005–06). Higher education programmes achieved 100% compliance (2005–06: also 100%).

Administrationa Accurate and timely approval, payment and acquittal of grants in accordance with legislation and guidelines

Facilitate industry Consultative Formal and less formal arrangements are in place engagement and access to arrangements enable (see Output 2.1). the national training system input by key stakeholders Lead reform of the national Progress reforms agreed training system by the Council of Australian Governments

Work continued on the COAG skills initiatives In December 2006, agreements were signed to support a three year programme for the recognition of prior learning.

Enable a high quality, nationally consistent training system

A new outcomes based framework, AQTF 2007, was developed for implementation from 1 July 2007. At its November 2006 meeting, the MCVTE agreed to establish a national registration and audit function in TVET Australia Ltd. In November 2006, the Ministerial Council approved the National Industry Skills Committee Workforce Development Project, which is being undertaken as part of the committee’s 2007 work plan.

Encourage a shared commitment to support national goals and objectives for vocational and technical education

Monitor and continually improve support services for Australian Apprenticeships Centres and State Training Authorities

Monitor State and Territory Bilateral agreements and Vocational Education and Training (VET) Plans to ensure compliance with national goals and priorities

The department continued working with state and territory authorities to revise their bilateral agreements and update their VET Plans. These documents have been made publicly available on the department’s web site.

Annual National Report of The Australian Vocational and Technical Education System is tabled in the Australian Parliament

The Annual National Report of the Australian Vocational and Technical Education System 2005 was prepared by the department and tabled in the Australian Parliament on 29 November 2006.

Effective enhancement of the Training and Youth Internet Management System in consultation with stakeholders to provide effective e-business support

The department introduced extensive enhancements to the system in 2006–07, including:

Outcome 2

Facilitate national consistency through the National Quality Council and the National Industry Skills Committee

° the implementation of a new contract round (2006–2009) ° financial incentives to eligible employers.

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Performance indicator

2006–07 estimate

2006–07 outcome

Raise awareness of the value Manage awards and of vocational and technical promotional activity education

The department managed the Australian Training Awards and the Minister’s Awards for Excellence.

New Commonwealth supported places to commence in 2007 allocated in line with Australian Government priorities and student demand (higher education)

Places allocated in 2006 to commence in 2007 and included in 2007 funding agreements, which will be finalised by the end of 2006

New places were allocated in 2006 and were included in 2007 funding agreements, which were made before the end of 2006. All 2007 funding agreements have been tabled in Parliament.

The National Protocols for Higher Education Approvals Processes are agreed to by MCEETYA and implemented

National Protocols for Higher Education Approvals Processes implemented by mid 2007

DEST attended 39 events to promote VET Pathways.

Outcome 2

In July 2006, MCEETYA decided that the new protocols should come into effect from the end of December 2007, subject to legislative amendments in all jurisdictions. Amendments to the Higher Education Support Act 2003 received Royal Assent on 28 May and will come into effect on a date to be proclaimed. Higher Education Providers The department provides The department provided the Minister with this advice on assessed for compliance the Minister with 11 December 2006. The Minister decided that compliance with National Governance advice on its assessment was achieved and the funding was paid by DEST. Protocols and workplace of Higher Education relations requirements for Providers’ compliance the 7.5% increase of the with National Commonwealth Grant Governance Protocols Scheme and workplace relations requirements by the end of 2006 Policy advisinga The Minister will be Satisfaction satisfied with the timeliness (at least 90%) and quality of briefs provided by the department

This indicator is reported in Chapter 8, Enabling our Business.

Ministerial and parliamentary servicesa Performance information for ministerial and parliamentary services is reported in Chapter 8, Enabling our Business. Research, analysis and evaluationa Research activities are completed according to plan Research and evaluation reports rated as satisfactory by the Minister

156

At least 90% completed to plan

At least 90% of research activities were completed according to plan (see Table 8.10).

At least 90% satisfaction

At least 90% satisfaction achieved, as measured by feedback from the secretary and deputy secretaries.

Department of Education, Science and Training Annual Report 2006–07

Performance indicator

2006–07 estimate

2006–07 outcome

Services provided in accordance with the Business Partnership Agreement

Centrelink’s performance against the key indicators set out in the Business Partnership Agreement was satisfactory for these programmes. These include the accuracy and timeliness of payments and the number of people referred to DEST programmes.

Service deliverya Satisfactory services provided by Centrelink in relation to ABSTUDY and Career Planning Programmeb

b

Whole-of-department consolidated information on administration, policy advising, ministerial and parliamentary services, and research, analysis and evaluation is provided in Chapter 8, Enabling our Business. The text in the PBS 2006-07 contains a typographical error. Text should read ‘satisfactory services provided by Centrelink in relation to student income support payments and related programmes’.

Outcome 2

Notes: a

Chapter 4 – Outcome 2: Post-school Education and Training

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Chapter

05

Outcome 3: Research, Science and International Education Australia has a strong science, research and innovation capacity and is engaged internationally on science, education and training to advance our social development and economic growth.

What the department does to achieve Outcome 3 The department’s outputs under Outcome 3 reflect the Australian Government’s agenda for research, science and international education: ¢

Output 3.1—Research infrastructure

¢

Output 3.2—Assistance for collaboration and innovation

¢

Output 3.3—Support for the Australian education and training export industry and international relationships

¢

Output 3.4—National leadership in engaging people in science and technology.

The Outputs reflect the purposes for which Parliament has approved appropriations and provide the focus for the department’s financial resource management and for measurement of its performance. The details of the department’s commitment under each Output (referred to as Output Groups) were reported in the Portfolio Budget Statements (PBS) 2006–07, pages 79 to 94; page 94 refers to Questacon, which is reported in Chapter 6.

Outcome 3

This chapter introduces the policy environment in which the four Outputs were delivered and then reports on how well the department delivered on its commitments. Performance information shows the effectiveness of the Outputs in achieving government objectives; assesses the efficiency of the department’s delivery of the Outputs in terms of quantity, quality and cost; and highlights significant achievements by programmes during 2006–07.

An introduction to the research, science and international education sectors Australia’s science, research and innovation system includes Australian Government departments; research agencies and organisations; universities; industry; private research organisations; health and medical research laboratories and organisations; industry research and development organisations; and state research agencies. The Australian Government believes that a strong science and innovation system, focused on developing and retaining skills, generating new ideas through research and turning them into commercial success contributes to Australia’s future prosperity. The Australian Government’s goal is for Australia to build a world-class research system. The department and its portfolio agencies have a major role in ensuring that the research system operates effectively and delivers value for the money invested in it. The system will inform the development of major research infrastructure, research training, encourage research collaboration, strengthen the monitoring of research quality and promote access to research information and resources.

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Australia is a leading provider of education and training to international students, and is the third most popular English-speaking education destination after the United Kingdom and the United States. In 2006, more than 380 000 international students, across all education sectors, received an education from an Australian institution in Australia or offshore. The sector contributed about $10.7 billion to the Australian economy, as Australia’s fourth largest export sector after coal, tourism and iron ore. Most enrolments were in the higher education sector, growing 5 per cent on the previous year, but the largest growth was in the vocational education and training (VET) sector, with a 26 per cent increase in enrolments.

The Australian Government’s role in research, science and international education

Backing Australia’s Ability represents a commitment to pursue excellence in research, science and technology through three key themes: the generation of new ideas (research and development); the commercial application of ideas; and developing and retaining skills.

Outcome 3

The Australian Government’s Backing Australia’s Ability—Building our Future through Science and Innovation package, totalled $5.3 billion over seven years from 2004–05. The package builds on the earlier 2001 Backing Australia’s Ability investment of $3 billion over five years to 2005–06. Together, these packages constitute a 10 year, $8.3 billion funding commitment stretching from 2001 into 2011.

During 2006–07, the Australian Government funded and administered programmes, projects and initiatives to develop and strengthen Australia’s research and innovation capacity, including: ¢

the National Collaborative Research Infrastructure Strategy (NCRIS), which is providing $542 million over seven years (2005–2011) to give researchers the major research facilities, supporting infrastructure and networks necessary for world-class research

¢

the Research Quality Framework (RQF), which will reward quality research in Australian universities and other eligible institutions

¢

Research Block Grants to higher education providers to develop research, research infrastructure and research training

¢

better collection of data on research commercialisation, in support of the National Research Priorities

¢

the Cooperative Research Centres (CRC) Programme, which provided $310 million for 13 applicants in the 2006 selection round.

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161

The Chief Scientist, who is supported by the department, through the Office of the Chief Scientist, provides independent policy advice to government on important scientific and technological matters. The Chief Scientist engages with governments, the research community, the education sector, learned societies, industry groups and other government agencies. The department also provides research and administrative support for the Prime Minister’s Science, Engineering and Innovation Council (PMSEIC) and its committees and working groups, the cross-portfolio Coordination Committee on Science and Technology and the multi-jurisdiction National Science Forum. DEST builds strong bilateral, multilateral and regional relationships to improve international cooperation, to facilitate the exchange of ideas and expertise with other countries and to create opportunities for domestic and international collaboration through a whole of government policy framework. The department develops programmes that promote Australia’s education and training services, facilitate the commercialisation of research and showcase Australian science and technology. The International Education Group and the DEST International Network make up Australian Education International (AEI), the department’s international education arm. AEI’s strategic directions for 2006–07 were guided by the 2003 ministerial statement, Engaging the World through Education and AEI Strategic Directions 2005–2008.

Outcome 3 162

In cooperation with its key stakeholders and partners, AEI sought to: ¢

create an environment for the sustainable development of Australia’s international education engagement

¢

lead and coordinate whole of government work to support Australia’s international education engagement

¢

be the preferred provider of advice to the Minister, the department and governments on international education policy

¢

encourage more Australians to study abroad

¢

enhance Australia’s international profile as a leading provider of education and training to the world, with a strong domestic science and innovation capacity

¢

deliver high quality and timely advisory, information and support services to prospective Australian international students.

Department of Education, Science and Training Annual Report 2006–07

Planning and resources In 2006–07, total resources allocated for Outcome 3 were $1017 million.

Table 5.1: Resources invested in Outcome 3 in 2006–07a Budgetb 2006–07 $’000

Actual 2006–07 $’000

Variation $’000

Research infrastructure

681 047

682 147

1 100

Assistance for science collaboration and innovation

209 617

207 078

-2 539

Support for the Australian education and training export industry and international relationships

27 972

27 126

-846

National leadership in engaging people in science and technology

Nil

Nil

Nil

918 636

916 351

-2 285

7 966

8 676

710

Assistance for science collaboration and innovation

18 770

19 760

990

Support for the Australian education and training export industry and international relationships

36 703

38 135

1 432

National leadership in engaging people in science and technology and international relationships

11 887

12 145

258

Total revenue from Government

75 326

78 716

3 390

Gains and revenue from other sourcese

22 725

26 058

3 333

Total price of departmental outputs

98 051

104 774

6 723

1 016 687

1 021 125

4 438

Administered expensesc

Total administered expenses

Research infrastructure

TOTAL ESTIMATED RESOURCING FOR OUTCOME 3

Outcome 3

Departmental expensesd

2006–07 Average staffing levels (number)a

555

Source: Department of Education, Science and Training. Notes: a 2007–08 Budget Estimates are provided at Table 2.1. b

Includes Additional Estimates and Supplementary Additional Estimates.

c

Variations between the budget and actual expenditure mainly reflect delays in relation to new programmes and agreements.

d

Variance at outcome and output group level reflect the process of attributing cost to outputs. The actual is based on detailed cost attribution whilst budget is based on percentage attribution using most recent prior year or year-to-date actual financial performance results.

e

Gains and revenues from other sources includes resources provided free of charge.

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Effectiveness indicators—Outcome 3 The department uses several effectiveness indicators to measure the impact the government is seeking to achieve from the Outputs. The overall impact of the departmental activities should be viewed within the context that Australia’s research, science and international education outcome is not controlled by the Australian Government, but is achieved in partnership and parallel with various external stakeholders. Performance over the long-term can be influenced by prevailing economic and labour market conditions and, in some cases, by international circumstances. In Outcome 3: Research, Science and International Education, the department reports against effectiveness indicators addressing research publications, patents, industry contributing to research and national economic benefit, as published in Table 3.2.3A in the PBS 2006–07.

Effectiveness indicator: Research publications

Outcome 3

The number of research publications produced by Australian researchers (see Figure 5.1) indicates the extent to which research provides a base for economic growth, social development and environmental sustainability. The number of Australian scientific publications per million of the Australian population increased from 1279 in 2005 to 1293 in 2006. This is the highest level recorded in recent years.

Figure 5.1: Effectiveness indicator—Australian research publications per million Australian population 1293

2006

1279

2005

2004

1113

1150

2003

1075

2002

2001 1000

1083

1050

1100

1150

1200

1250

1300

Number of scientific publications Source: Thomson ISI, National Science Indicators database 1981–2006. Note: Adjustments to prior year figures can occur as publication records are updated.

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1350

1400

Higher education providers’ level of research activity is reflected in the number of publications produced annually. Only those publications that meet strict criteria of peer review and originality are reported. Figure 5.2 shows an increase of 46.5 per cent between 2002 and 2006 in the production of books, book chapters, conference papers and journal articles.

Figure 5.2: Effectiveness indicator—Number of research publications in the Higher Education sector 45 000

41 000 39 000 37 000 35 000 33 000 31 000 29 000 27 000 25 000 2002

2003

2004

2005

2006

Outcome 3

Number of publications (unweighted)

43 000

Calendar Year Source: DEST Higher Education Research Data Collection for the calendar years 2002 to 2006. Note: Total unweighted research publications published during the period 2002–2006 by Higher Education Support Act Table A or B higher education providers.

Effectiveness indicator: Patents Figure 5.3 shows the number of patents issued to Australian residents by IP Australia from 2001 to 2006. The number of patents decreased by 14 per cent from 2001 to 2002, but steadily rose from 1102 in 2002 to 1330 in 2005, representing an increase of 21 per cent. However, the number of patents declined 17 per cent between 2005 and 2006. According to IP Australia, this fall was largely due to internal resources being reallocated to higher priority international work. For this reason, the fall between 2005 and 2006 does not necessarily indicate a decrease in patenting activity by Australian residents when compared to previous years.

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Figure 5.3: Effectiveness indicator—Patents granted to Australian residents in Australia 1099

2006

1330

2005

1308

2004

1154

2003

1102

2002

1288

2001 1000

1050

1100

1150

1200

1250

1300

1350

Number of patents

Outcome 3

Source: IP Australia. Note: An explanatory note for the apparent decline in 2006 can be found in “P31(07) Countries of Origin Granted and Certified Patents.xls” on the website of IP Australia http://www.ipaustralia.gov.au/about/statistics. shtml#bps

Effectiveness indicator: Industry contributing to research The research income indicator reflects the judgement of industry and other non-government funding bodies on the capacity of higher education providers to undertake high quality and relevant research. Figure 5.4 illustrates an increase of 46.8 per cent between 2002 and 2006 in research income from industry and other non-public sources.

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Figure 5.4: Effectiveness indicator—Universities’ research income from industry and other sources 640

Research Income ($) millions

600

560

520

480

440

400 2002

2003

2004

2005

2006

Source: DEST Higher Education Research Data Collection for the calendar years 2002 to 2006. Research income sourced from industry and other non-public sources is classified as ‘Category 3’ income in the data collection. Note: Research income received during the period from 2002 to 2006 by Higher Education Support Act Table A and B higher education providers from industry and other non-public sources.

Outcome 3

Calendar Year

Effectiveness indicator: National economic benefit International education is Australia’s fourth largest export industry, behind coal, tourism and iron ore. The sector contributed $10.7 billion to the Australian economy in 2006 (see Figure 5.5), demonstrating a continuing upward trend.

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Figure 5.5: Effectiveness indicator—The level of national income derived from international education and training 12.0 10.7

11.0 10.0

9.6

$ billion

9.0

8.6

8.0 7.0

7.6 6.6

6.0 5.0 4.0 3.0 2.0 2002

2003

2004

2005

2006

Outcome 3

Source: Department of Education, Science and Training. Notes: The total value of education exports does not include other national income from Australian providers’ operations in foreign economies. The data from previous years has been updated to reflect the latest available information. The methodology was revised in 2002, leading to the publication of revised data.

Research by Curtin University of Technology in 2003 indicated that the international education sector generated more than 46 000 jobs (see Figure 5.6). Data projections for 2005 indicated an increase to 51 480 positions.

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Figure 5.6: Effectiveness indicator—The level of employment associated with education exports 60 000

51 480 48 860

50 000

Number of jobs

46 000 42 650 40 000

38 940

30 000

20 000 2002

2003

2004

2005

Source: Curtin University of Technology, The Economic Benefits to Australia from International Education, 2003, including data projections for 2004 and 2005. Note: More recent data are unavailable.

Further Effectiveness Indicators for Outcome 3 appear at Output 3.3 – International students.

Outcome 3

2001

Achievements against Outputs 3.1 to 3.4 The department’s outputs reflect the Australian Government’s priorities for science, research and international education. Outputs 3.1 to 3.4 reflect the department’s contributions to Outcome 3. The efficiency indicators published in the PBS 2006–0738 and reported below measure the department’s performance in delivering Outputs for Outcome 3. Highlights in the delivery of programmes and performance reports on the key performance indicators are provided under each Output.

38 See Table 3.2.3B of the Portfolio Budget Statements 2006-07.

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Output 3.1: Research infrastructure— Highlights ¢

The Minister released The Recommended RQF and announced that the Australian Government would implement the RQF in 2008 and would provide $42 million directly to participating institutions for the first RQF cycle.

¢

The Minister announced $382 million in funding for the first nine NCRIS capabilities and provisionally allocated $115 million for three further priorities.

¢

The development of the Platforms for Collaboration capability investment plan continued during 2006–07. The plan details new national arrangements for networks and data services.

¢

In September 2006, the Australian Academic Research Network (AARNet3)—the physical representation of the Australian Research and Education Network (AREN)— was launched.

¢

The Minister approved $4.8 million to establish the Australian Access Federation, which will support single-sign on and community-wide authorities and rights for trusted electronic communications within and between higher education and research institutions.

Outcome 3

Performance information Research Quality Framework The development of the RQF continued throughout 2006–07, following the Australian Government’s announcement that it would implement the framework. The RQF Development Advisory Group prepared the RQF project for implementation. The group met several times between July and October 2006 and established four technical working groups (on quality metrics, research impact, information technology and exploratory modelling) to help prepare the final recommendations for the Minister. In conjunction with the technical working groups, the Development Advisory Group initiated parallel investigations of several fundamental aspects of the RQF that required more detail and development. The reports of the working groups informed the final recommendations of the Development Advisory Group. The Development Advisory Group consulted the research sector before releasing a set of guiding principles in August 2006. The principles set broad directions for the proposed RQF assessment of research quality and impact and highlighted further refinements to the previous RQF, which was developed by an Expert Advisory Group in 2005. In October 2006, the RQF Development Advisory Group finalised its recommendations to the Minister in The Recommended RQF 39, which suggested an implementation process for the RQF and proposed a schedule of work. 39 http://www.dest.gov.au/sectors/research_sector/policies_issues_reviews/key_issues/research_quality_framework/ rqf_development_2006.htm

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On 14 November 2006, the Minister for Education, Science and Training announced that the Australian Government had agreed to implement the RQF in 2008. In December, the Minister announced that the government would commit over $87 million for the implementation. Around $42 million of this funding will be provided direct to institutions participating in the RQF to implement the first cycle. Programme funding to commence in 2007–08 includes: ¢

$16.4 million for the Implementation Assistance Programme to help institutions meet the costs of implementing the new requirements for data gathering

¢

$25.5 million for the Australian Scheme for Higher Education Repositories (ASHER) to assist with the establishment of institutional digital data storage systems that will allow research outputs to be submitted for RQF assessment.

The ASHER programme builds on the Australian Government’s $35 million investment in the research and development of data repository technology funded as part of Backing Australia’s Ability. Over the longer term, ASHER will make information about research widely accessible.

¢

pre-implementation trials

¢

discipline-specific workshops

¢

preparation and distribution of RQF specifications and panel specific requirements

¢

continuing consultation with the sector

¢

remuneration of reference committee members, assessment panel chairs, members and advisers.

Outcome 3

The remainder of the funding for implementation will be used for preparatory work in 2007 and for implementation in 2008, including:

In February 2007, the Minister announced a 12-member RQF Reference Committee which includes representatives from industry, government and the research sector. The committee will advise on RQF matters during the first cycle of the framework, including the development of RQF specifications, the moderation and validation process and the development of an RQF information management system. Discipline workshops in February and March 2007 gathered input from 120 nominated sector representatives to assist the development of RQF specifications. The outcomes of the workshops have been published on the department’s website.40 In pre-implementation trials that began in April 2007 and concluded in July 2007, 13 selected institutions tested a broad range of RQF components. The purpose of the trials, which included one cross-institutional trial, was to further develop the RQF specifications. The draft specifications will be released to the sector in the first quarter of 2007–08.

40 http://www.dest.gov.au/sectors/research_sector/policies_issues_reviews/key_issues/research_quality_framework/ rqf_discipline_workshops.htm

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Ensuring accessibility In 2004, the Australian Government announced that it would develop a Research Accessibility Framework to ensure that information about research and how to access it is available to the researchers and the wider community. During 2006, the Accessibility Framework agenda was advanced through a number of avenues, including PMSEIC’S Data for Science working group, the Productivity Commission’s report on public support for research, the RQF, and work under the Systemic Infrastructure Initiative. The department collaborated with the research councils and the Australian Vice-Chancellors’ Committee in advancing this work. The recently released revised Australian Research Council and National Health and Medical Research Council funding rules and code of conduct for research reflect much of the intent of the Accessibility Framework policy. The government has allocated funding to Australian higher education providers for the full installation and population of institutional repositories for research output as part of the RQF. In the longer term, this will allow better access to and sharing of publicly funded research outputs.

Outcome 3

The Research Accessibility Framework has strong ties to parallel international work, including the international scholarly communications agenda, the Organisation for Economic Cooperation and Development (OECD) declaration on access to research data from public funding and studies overseas into the economic costs of open access publishing. In 2006, the department published its own study into the economic costs of various models of scholarly communications.41

Funding for research Research Block Grants allow higher education providers to manage their own research activities and priorities and enhance support for areas of research strength. The grants also help to develop and maintain research infrastructure and underpin research supported by competitive schemes, such as those administered by the Australian Research Council and the National Health and Medical Research Council. Block funding for research and research training is allocated to higher education providers on the basis of performance indicators, such as research publications and research income. Figures for both have increased significantly in a short time, reflecting the positive research performance of Australia’s higher education providers and the effectiveness of Research Block Grants in encouraging and rewarding desired behaviours.

Anglo-Australian Telescope On 3 November 2005, the Australian and United Kingdom governments agreed that the facilities of the Anglo-Australian Observatory would transfer to Australian ownership and control from 1 July 2010 and that the United Kingdom would reduce its financial contribution to the observatory over the period from 2006–07 to 2009–10.

41 http://www.dest.gov.au/NR/rdonlyres/0ACB271F-EA7D-4FAF-B3F7-0381F441B175/13935/DEST_Research_ Communications_Cost_Report_Sept2006.pdf

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A review in early 2006 evaluated the performance of the observatory and advised on its future. In response to the review, the department will establish a working group in 2007 to investigate governance options for the observatory for the period from 1 July 2010. Capital funding of $10.02 million was allocated to the observatory under the NCRIS to refurbish it and construct a new, leading-edge instrument. Additional funding of $1.8 million was allocated to partly offset the reduction in funding resulting from the United Kingdom’s withdrawal.

National Collaborative Research Infrastructure Strategy

The focus of the strategy is the NCRIS Roadmap, a high level plan for directing infrastructure funding to maximise the quality and impact of Australia’s research and innovation system. The roadmap, developed by the NCRIS Committee42 during 2005 through consultations and expert advice, identifies 16 priority capabilities for the Australian research and innovation sector. In October 2006, the NCRIS Committee considered detailed investment plans for nine of the priority capabilities and made recommendations to the Minister on NCRIS funding allocations. The Minister announced $382 million of funding for the first nine NCRIS capability areas in November 2006: ¢

Evolving Biomolecular Platforms and Informatics

$50.0 million

¢

Integrated Biological Systems

$40.0 million

¢

Characterisation

$47.7 million

¢

Fabrication

$41.0 million

¢

Biotechnology Products

$35.0 million

¢

Networked Biosecurity Framework

$25.0 million

¢

Optical and Radio Astronomy

$45.0 million

¢

Integrated Marine Observing System

$55.2 million

¢

Structure and Evolution of the Australian Continent

$42.8 million

Outcome 3

During 2006–07, the department made significant progress in the implementation of National Collaborative Research Infrastructure Strategy (NCRIS). The objective of NCRIS is to introduce a more strategic and collaborative approach to Australia’s investment in major research facilities and infrastructure. NCRIS has been allocated $542 million up to 2010–11.

Funding agreements in six of these capability areas were completed in 2006–07. The remaining agreements will be completed in early 2007–08.

42 At 30 June 2006, the NCRIS Committee members were Dr Mike Sargent (Chair); Professor Warwick Anderson, CEO, National Health and Medical Research Council; Dr Evan Arthur, Group Manager, Innovation and Research Systems Group, DEST; Professor David Beanland, Emeritus Professor, RMIT University; Dr Roger Lough, Chief Defence Scientist; Dr Phil McFadden, Chief Scientist, Geoscience Australia; Dr Jim Peacock, Chief Scientist and CEO, Australian Research Council.

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The Minister also provisionally allocated $115 million of funding for three further priority areas: ¢

Platforms for Collaboration

$75.0 million

¢

Population Health and Clinical Data Linkages

$20.0 million

¢

Terrestrial Ecosystems Research Network

$20.0 million

Facilitators for the Population Health and Clinical Data Linkages and Terrestrial Ecosystems Research Network capabilities were appointed during 2006–07 and investment plans are likely to be considered by the NCRIS Committee in late 2007. Of the $25 million funding committed to the Networked Biosecurity Framework capability, $15.5 million has been reserved pending the outcomes of a scoping study into a biosecurity network to enhance linkages between researchers in different disciplines, jurisdictions and sectors. NCRIS departs from standard practice in developing project proposals. Rather than using a traditional competitive process, the strategy uses independent external facilitators, who are commissioned to develop coordinated investment plans for the priority research capabilities. This approach has catalysed a collaborative business and research culture across institutions, jurisdictions and disciplines.

Outcome 3

National Collaborative Research Infrastructure Strategy—Integrated Marine Observing System The Integrated Marine Observing System is a nation-wide collaborative programme to observe the oceans around Australia, including the coastal seas and the ‘bluewater’ open oceans. The programme provides data to support research on many of the critical marine issues facing Australia, including climate change and ecosystem sustainability. On 27 November 2006, the Minister for Education, Science and Training announced the establishment of the system as a part of the National Collaborative Research Infrastructure Strategy. Over four years, $55.2 million will be provided to the University of Tasmania, which hosts the Integrated Marine Observing System Office. The project is also supported by collaboration between 27 separate institutions, including most Australian universities and agencies with ocean and marine research capabilities. The programme has strong links with similar international programmes and agencies.

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Department of Education, Science and Training Annual Report 2006–07

¢

Data processing software developed at the CSIRO has been implemented at the Bureau of Meteorology to provide information in areas such as climate prediction.

¢

Repairs and maintenance of the marine research vessel Southern Surveyor has allowed planning for the placement of sensors for underwater monitoring.

¢

Woods Hole Oceanographic Institute in the United States has begun designing a platform for mooring equipment to measure a wide range of weather, biogeochemical and carbon cycling processes.

¢

The programme has begun to develop ‘ocean gliders’ to take measurements. These devices, which can be operated from an onshore base, glide through the water column, carrying sensors that can be changed for specific needs.

Following funding of the Integrated Marine Observing System project, the Ocean Tracking Network in Canada will provide $1.25 million worth of equipment for observations in Australian waters. Importantly, Australia has been promoted to the first phase of the network’s international operations—other countries will have to wait two to three years.

Outcome 3

Some highlights achieved by the project so far include:

Five nodes and eleven facilities are distributed around Australia. Ocean gliders and buoys collect and transmit the oceanographic data.

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Platforms for Collaboration The NCRIS Committee approved the investment plan for the Platforms for Collaboration capability in April 2007. The recommendations in the final report of the e-Research Coordinating Committee and the report of the Australian Partnership for Advanced Computing Review were considered in developing the plan. Platforms for Collaboration, which underpins all the other NCRIS capabilities, will provide operational e-Research platforms for Australian researchers. The three main elements of the capability are the Australian National Data Service (ANDS), the National Computational Infrastructure (NCI) and the Interoperation and Collaboration Infrastructure (ICI). These will be underpinned by the Australian Access Federation and AREN. Key work on the ANDS, NCI and ICI elements to the end of June 2007 included: The department contracted the Australian National University to manage the NCI project. The NCI will deliver an internationally significant computing capability and will build essential expertise in high performance computing needed for NCRIS-supported and other priority research.

¢

The department contracted the Victorian Partnership for Advanced Computing to manage the ICI project. The ICI project will be an Australia-wide interoperation platform linking expertise and computer and data support systems across regional and national service providers into a day-to-day operational activity. The project will provide technical infrastructure and services to improve researchers’ access to digital repositories, scientific instruments, virtual environments, online collaborations and shared resources. It will expand the grid activities developed within the Australian Partnership for Advanced Computing.

¢

Following a workshop in May 2007, a small working group was formed to advise on the implementation of ANDS, including the establishment of a single management entity. When established, ANDS will allow for the reuse of research data on a national basis, improve the discovery of research data collections and provide outreach services for researchers and institutions. The aim is to better manage research data collections and make the use of data more effective within a federated research data management system. ANDS will enable all researchers to identify, locate, access and analyse any available research data, regardless of origin or scale.

Outcome 3

¢

Education for the information economy The Australian Government seeks to improve educational outcomes for all Australians through programmes and initiatives that promote and support the effective use of information and communications technology in education and training. The impact of technology on education, training and research raises common issues, and there is benefit in national collaboration.

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The Joint Ministerial Statement on Education and Training for the Information Economy 2005–07 provides the vision and framework for collaboration. The two key enabling mechanisms are the Australian Information and Communications Technology in Education Committee and the Framework for Open Learning Programme. Further information on these mechanisms is included in Chapter 4, Outcome 2: Post-school Education and Training.

e-Research In April 2006, the e-Research Coordinating Committee presented its report to the Minister for Education, Science and Training and the Minister for Communications, Information Technology and the Arts. The report, which was accepted by the Australian Government in April 2007, set out the policy issues pertinent to securing maximum benefit for Australia from the use of e-Research techniques, and proposed strategic directions that should be pursued and steps to generate an implementation plan.

Through the Systemic Infrastructure Initiative, the Australian Government has funded projects addressing the national research information infrastructure, including the management and integration of large datasets; technical interoperability and accessibility; deployment, including copyright and digital rights management; and the sustainability of digital repositories. In 2006, the government funded six Systemic Infrastructure Initiative projects for the research sector, totalling almost $15 million. The projects build on significant information infrastructure investments already underway, provide additional support for NCRIS (particularly the Platforms for Collaboration capability), and will supply building blocks to support the RQF and Accessibility Framework.

Outcome 3

Systemic Infrastructure Initiative projects

A significant proportion of Systemic Infrastructure Initiative efforts have focused on technical issues and standards required for interoperability of information systems and digital content. In 2006, the DEST–United Kingdom Joint Information Systems Committee worked on the standards to mutual benefits.

The Australian Research and Education Network Operating at multi-gigabit speeds, the Australian Research and Education Network (AREN) links all Australian universities, including most regional campuses and research bodies, to the rest of Australia and the world. AREN enables Australian researchers to share and access information and research opportunities regardless of where they are located.

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On 14 September 2006, the Minister for Education, Science and Training launched the Australian Academic Research Network (AARNet3)—the physical representation of AREN. The launch highlighted the value of the Australian Government’s funding of $88.6 million from 2002 to 2006, through the Systemic Infrastructure Initiative, to establish AREN. AREN now connects universities and research institutes in all Australian capital cities and most regional centres, as well as isolated research facilities, such as radio telescopes. Its international footprint is significant, connecting the east coast of Australia to multiple points in the United States, Singapore and Europe. At the launch of AARNet3, the Minister highlighted the opportunities that AREN presents to other educational sectors. The Australian Education Digital Network, which is being developed by the department, aims to provide an interconnection between AREN and state and territory education networks servicing schools and TAFEs, including Catholic and independent schools. In 2006, full connections to AARNet3 were negotiated and established for the Northern Territory Department of Education and the independent schools of New South Wales, adding to the existing full connection for the Australian Capital Territory Department of Education and Training and pilot connections for TAFE Tasmania and the New South Wales Department of Education and Training.

Outcome 3

On 9 March 2007, the Minister launched the South Australian Broadband Research and Education Network (SABRENet), the dedicated metropolitan fibre-optic network that links university campuses, teaching hospitals and research institutions in Adelaide. Funding of $4.6 million from the Systemic Infrastructure Initiative contributed to the development of SABRENet, which is a crucial part of AREN.

The Australian Partnership for Advanced Computing The Australian Partnership for Advanced Computing model has been a successful example of national cooperation and commitment to Australia’s advanced computing infrastructure. The partnership provided access to essential research tools for the Australian academic research community in many fields, such as engineering, pharmacology and astronomy. It also benefited business, as complex financial simulations could be done in a fraction of the time they used to take. In September 2006, an external panel was appointed to review the Australian Partnership for Advanced Computing. The department provided interim funding to extend the partnership’s operation until June 2007. The recommendations of the review were considered by the NCRIS Committee.

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The Australian Access Federation The Minister approved $4.8 million to establish the Australian Access Federation, which will: ¢

support single sign-on and community-wide authorities and rights

¢

provide a national authentication and authorisation framework for higher education and research

¢

ensure seamless access to research infrastructure and research outputs

¢

eventually extend to the schools and VET sectors.

It is expected that the production-level services of the Australian Access Federation will be rolled out progressively during 2008.

National Research Priorities

¢

an environmentally sustainable Australia

¢

promoting and maintaining good health

¢

frontier technologies for building and transforming Australian industries

¢

safeguarding Australia.

Outcome 3

Australia’s National Research Priorities focus the Australian Government’s research effort on areas that deliver significant social, economic or environmental benefits to Australia. The priorities are broadly based, thematic and multidisciplinary and draw on many fields of research. The priority goals include related research in the social sciences and humanities. The four priorities are:

Australian Government research agencies and funding bodies implement the research priorities by directing additional resources to the priority areas and by exploring opportunities for collaboration. The National Research Priorities Standing Committee, chaired by the Chief Scientist, was established in February 2005. As part of its responsibilities, the standing committee is required to report to and advise the Australian Government on the implementation of the National Research Priorities by relevant agencies. The committee provided its first formal report to the government in May 2007. The report fulfils an obligation to assess the initiative after its initial three years of operation and is part of an ongoing process of triennial evaluation. The 2007 report outlines the progress of implementation and the impact of the National Research Priorities within agencies, including research collaboration, shifts in resources and emerging research priorities. The information in the report supplements the National Research Priorities information reported annually through the Australian Government’s Innovation Report.43

43 Editions of the Innovation Report can be accessed from: http://backingaus.innovation.gov.au/2001/statement/ index.htm

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Output 3.2: Assistance for science collaboration and innovation—Highlights

Outcome 3 180

¢

Thirteen Cooperative Research Centres (CRCs) were funded for $310 million in the CRC Programme 2006 selection round.

¢

A report on the economic impact of the CRC Programme found that Australia’s Gross Domestic Product was increased by $2.16 for every dollar invested in the programme.

¢

A CRC showcase at Parliament House, Canberra, gave parliamentarians a great opportunity to see the broad range of work done by CRCs around Australia.

¢

The inaugural CRC STAR Award for CRC Engagement with Small and Medium Enterprises was presented to the CAST CRC in December 2006.

¢

The second STAR Award was presented to the CRC for Spatial Information at the CRC Association’s 2007 annual conference in Perth.

¢

A selection round for the International Science Linkages Australia–China Special Fund for Science and Technology Cooperation closed in March 2007. Results are expected to be announced in September 2007.

¢

Two selection rounds for the International Science Linkages France–Australia Science and Technology Programme were held. Successful projects from the first round were notified in February 2007 and outcomes for the second round are expected in November.

¢

International Science Linkages Competitive Grants rounds 11 and 12 were held in August and September 2006 and in March 2007. Successful projects from Round 11 were notified in December 2006 and results for Round 12 in July 2007.

¢

New funding for science and technology cooperation commenced in 2006–07 for the Australia–China Special Fund for Science and Technology Cooperation (an additional $1.5 million per year for four years) and the Australia–India Strategic Research Fund ($20 million over five years).

¢

In October 2006, the Agreement on Scientific and Technological Cooperation between the Government of Australia and the Government of the Republic of South Africa was signed by the Minister for Education, Science and Training, Australia, and the Minister for Science and Technology, Republic of South Africa.

Department of Education, Science and Training Annual Report 2006–07

Performance information Commercialisation and collaboration As a key driver of the Australian Government’s science and innovation agenda, highlighted through the Backing Australia’s Ability—Building our Future through Science and Innovation initiatives, the department contributed to policy development in the areas of knowledge transfer, including commercialisation, and industry-research linkages and collaboration. This was achieved through effective engagement with key stakeholders, including Australian Government departments and agencies, universities and industry.

During 2006–07, the department developed and coordinated input to the National Survey of Research Commercialisation—Years 2003 and 2004, which reported on a survey conducted in 2005–06. The survey captured information from Australian universities, publicly funded research agencies and medical research institutes on their research commercialisation activities and performance. In addition to data on the commercialisation of intellectual property (patents, licensing, spin-out companies), for the first time, the survey sought information on broader knowledge transfer modes, including contracts and consultancies, and aspects of skills development.

Outcome 3

The department’s work during 2006–07 included taking lead agency responsibility for the coordination, preparation and tabling of the government’s response to the House of Representatives Standing Committee on Science and Innovation’s Inquiry into Pathways to Technological Innovation. In response to a request by the standing committee in 2006, the government invited the Business Industry Higher Education Collaboration Council to conduct a study into the business case for knowledge transfer. The department assisted the council by providing secretariat services and advice and by facilitating the production of a report to inform the council’s work.

The department coordinated input from Australian universities, publicly funded research agencies and medical research institutes on proposed amendments to Australian patent law. When passed, the amendments will introduce an experimental use exemption to help researchers use the patent system more effectively.

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Collaborative research partnerships The Cooperative Research Centres (CRC) Programme supports collaborative research partnerships between universities, government research organisations, other research providers and industry to maximise the benefits of Australia’s scientific innovations. CRCs translate their research into new products, services and technologies, or transfer new know-how to industry and other users. The programme also has a strong education and skills formation component, producing undergraduates, postgraduates and PhD graduates with skills relevant to industry needs and providing other training to industry.

Table 5.2: Sources of funding of Cooperative Research Centres 2002–03 Industry contributions and other incomea Government programme funding

2003–04

$m 181.5 148.6

2004–05

$m 236.0 201.8

2005–06

$m 247.8b 194.6b

$m 282.9 208.2

2006–07 $m 175.6c 189.4b

Source: Department of Education, Science and Training. Notes: a Includes cash and in-kind contributions. b

Calculation for actual additional funds and value of in-kind contributions from other sources has reverted to original methodology, and includes all industry contributions and other income.

c

Estimate based on contract figures for 2006–07. Annual reports with actual figures for the financial year are not due until 31 October 2007.

Outcome 3

Assistance for science collaboration and innovation In 2006–07, there were 57 active CRCs in six broad sectors: manufacturing technology; information and communications technology; mining and energy; agriculture and rural-based manufacturing; environment; and medical science and technology.

Table 5.3: Quantity indicator—Number of grant recipients 2004–05 Actual

2005–06 Actual

2006–07 Estimate

2006–07 Actual

69

72

54

57

Cooperative Research Centres Source: Department of Education, Science and Training.

From July to December 2006, the department supported members of the CRC Committee and its appraisal panel in their consideration of new CRC bids and supplementary funding applications in the 2006 selection round. Thirteen CRCs were successful in the round. Of these, four existing centres are to receive supplementary funding, seven new centres are to be developed from existing CRCs and two are completely new centres. A third new CRC has been given in-principle approval for funding. The department has been working with successful applicants to finalise contractual arrangements between the Australian Government and the CRCs.

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A range of actions have been taken to raise the quality of outcomes, including updating CRC annual reporting guidelines to focus on the achievement of outcomes, outputs and milestones, the implementation of an independent third-year review process and enhancements to the electronic database, CRC Online. The department has engaged with stakeholders in a variety of ways, including through regular discussions with organisations that support the activities of CRCs. Key engagement activities for 2006–07 included an industry roundtable in Parliament House, Canberra; breakfast briefings for regionally based industries and businesses; a CRC Showcase for Parliamentarians; Australia-wide CRC roundtable industry feedback meetings; and meetings with industry associations.

Cooperative Research Centres foster small business growth

The CRC STAR Award for Small Business Engagement recognises and rewards CRCs that find new ways to get SMEs involved. In 2006, the CRC STAR Award went to the CAST CRC for its support of o.d.t. Engineering, a small, family-owned, Australian casting machine manufacturer. The CRC’s support has helped o.d.t. Engineering to compete more effectively with European, North American and low-cost Asian manufacturers. The business has gone from being an importer to being an exporter of leading-edge technology. Its involvement in the CAST CRC has led to the development of new patentprotected technologies and products that the company can sell and has also helped to maintain its competitive advantage. As o.d.t. Engineering did not have the internal resources to maintain its own innovation programme, a symbiotic relationship with CAST has developed.

Outcome 3

Engaging in research and development is not always easy for small and medium enterprises (SMEs). Recognising this, a number of Cooperative Research Centres (CRCs) have developed innovative ways to help small and medium enterprises (SMEs) to engage in their activities.

Professor David St John, CEO of CAST CRC, said CRCs must have a realistic view of the working environment of the SME. CAST has a particular advantage, in that the members of the management team have all worked for industry at some point in their careers, so they have a real understanding of the SME environment and the pressures SMEs are exposed to. CAST has partnered with more than 50 SMEs, which has allowed them to develop a best practice programme specifically for these partnerships.

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CAST CRC also partners with big businesses, such as Comalco, the Ford Motor Company and Nissan Australia. Professor St John said, ‘Being a partner of a CRC is about being linked in the value chain; therefore, the size of the business does not matter. Synergies between small and large companies can often be generated simply because one company is a supplier to the other or they have similar technology interests. This aspect of linking companies within research projects tends to make the research more relevant’. Established in 1990, the CRC Programme is an Australian Government funded initiative that is actively boosting commercially focused research and development for the benefit of Australian businesses. For further information on the CRC Programme, visit http://www.crc.gov.au For further information on CAST CRC, visit http://www.cast.org.au

Outcome 3

The Hon Julie Bishop MP with the inaugural CRC STAR Award winner, Professor David St John, Chief Executive Officer, CAST CRC.

Science and innovation awareness Promoting awareness of science and innovation and its importance to the Australian community, particularly among young people, is a focus for the department. The Science Connections Programme (SCOPE) supported a range of awareness raising activities during 2006–07, notably the Prime Minister’s Prizes for Science, which acknowledge the work of our world-class scientists and our outstanding science teachers. The 2006 prize recipients received their awards from the Prime Minister and the Minister for Education, Science and Training at a black tie event in the Great Hall of Parliament House on 16 October 2006. The winners were:

184

¢

Prime Minister’s Prize for Science—Professor Mandyam Srinivasan

¢

Science Minister’s Prize for Life Scientist of the Year—Dr James Whisstock

¢

Malcolm McIntosh Prize for Physical Scientist of the Year—Dr Naomi McClure-Griffiths

Department of Education, Science and Training Annual Report 2006–07

¢

Prime Minister’s Prize for Excellence in Science Teaching in Primary Schools— Ms Marjorie Colvill

¢

Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools— Ms Anna Davis.

Other significant activities supported through SCOPE in 2006–07 included National Science Week, the Australian Science and Mathematics Olympiads, the ABC Science Project, the Science and Engineering Challenge and the Women in Science and Engineering (WISE) Symposium, hosted by the Minister in Parliament House on 30 March 2007.

Outcome 3

The 2006 Prime Minister’s Prize for Science was awarded to Professor Mandyam Srinivasan, who is now a senior research scientist at the Queensland Brain Research Institute. The Prime Minister, the Hon John Howard MP, and the Minister for Education, Science and Training, the Hon Julie Bishop MP are pictured with Prof Srinivasan in the Marble Foyer, Parliament House.

Eye opening opportunities—The Hon Julie Bishop MP (centre) with scientists, engineers and students at the WISE Symposium.

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National Science Week National Science Week has become Australia’s major celebration of science and its applications. It runs for nine days in the middle of August each year. The aim of National Science Week is to focus public attention on the role that science, engineering, innovation, technology and entrepreneurship play in our daily lives. Government-funded National Science Week activities promote the public’s interest in all these areas and help people make connections between science studies and the opportunities available to those who pursue them.

Table 5.4: Quantity indicators—National Science Week

Number of National Science Week events Number of media articles on National Science Week

2006–07 Estimate

2006–07 Actual

500

708

1200

1933

Source: Department of Education, Science and Training.

Outcome 3

Facilities to safely manage low and intermediate level radioactive waste Establishment of a Commonwealth Radioactive Waste Management Facility in the Northern Territory During 2006–07, the department made steady progress towards establishing a Commonwealth Radioactive Waste Management Facility in the Northern Territory. Parsons Brinckerhoff, a specialist contractor appointed to undertake detailed site characterisation studies at potential facility locations on three Defence department properties in the Northern Territory, has completed its investigations. In response to provisions of the Commonwealth Radioactive Waste Management Act 2005, the Northern Land Council announced on 25 May 2007 that it would nominate a site on Muckaty Station, 120 kilometres north of Tennant Creek, as a potential location for the facility. If the Minister is satisfied that this nomination meets the requirements of the Act, the nominated site will be a further potential location for the facility and will be assessed in a similar way to the three Defence sites. According to the original project schedule, the site investigations required to determine a preferred site were scheduled to be completed during 2006–07. If the Minister accepts the site nomination, approximately six months will be required to assess the site, with a decision on a preferred site expected in mid 2008.

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Return of former British nuclear test sites at Maralinga to traditional owners Negotiations continued during 2006–07 with the South Australian Government and the Maralinga Tjarutja Aborigines on the terms under which the 120 square kilometre British nuclear test site area would be returned to South Australia for addition to the Maralinga Tjarutja freehold lands. Current negotiations are focused on the detailed management arrangements for the site following its return to the traditional owners.

International science collaboration

Australian participation in international collaborative scientific and technological activities is facilitated through the International Science Linkages Programme. The programme is targeted at priority countries and supports collaboration between Australian researchers and leading international colleagues in order to contribute to Australia’s economic, social and environmental wellbeing. During the year, the department reviewed its approach to its engagement in international science matters. This was undertaken in conjunction with the deliberations of a PMSEIC working group on priorities for international engagement. As a result, the department’s support for international science engagement will better target Australia’s strategic interests, including through an increased recognition of the importance of: ¢

collaborating with current and emerging key scientific partners

¢

participating in major international scientific projects

¢

using scientific collaboration to strengthen relationships with regional partners.

Outcome 3

The department develops strong bilateral, multilateral and regional relationships to enhance international cooperation, to facilitate the exchange of ideas and expertise with other countries and to create opportunities for collaboration domestically and internationally. The department seeks to strengthen linkages and collaboration through a whole of government policy framework and programmes promoting Australia’s education and training services, to facilitate the commercialisation of research and to showcase Australian science and technology.

To underpin this approach, the International Science Linkages Programme guidelines will be amended from 2008. International Science Linkages competitive grants funding will be directed towards collaboration with targeted countries and in particular fields of research to achieve greater strategic impact. The number of grant rounds will be reduced from two to one per year. This will provide scope to fund larger, high impact projects and reduce administrative overheads.

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Key activities included:

Outcome 3

¢

Australia–India Strategic Research Fund: Round 1 were successfully delivered committing over $4.5 million in funding for 20 collaborative projects between Australian and Indian research institutions. The Targeted Allocations component of the fund delivered $5 million in support for significant research partnerships.

¢

China: The 2006 Australia–China Joint Science and Technology Commission meeting was held in Canberra on 31 October 2006.

¢

Indonesia: A Joint Symposium in Science and Technology, which included four research workshops, was held in Jakarta on 13–15 September 2006. The Joint Working Group under the Australia–Indonesia Ministerial Forum met in Jakarta on 7 June 2007.

¢

Japan: The Australia–Japan Joint Science and Technology Committee held its 12th meeting in Canberra on 22 November 2006. The meeting was preceded by two joint workshops.

¢

Republic of Korea: the department concluded a funding agreement for the 2007–08 Australia–Korea Frontiers of Science and Technology Symposia.

¢

Taiwan: In August 2006, a delegation of 16 Taiwanese scientists came to Australia to attend a workshop on bionanotechnology funded by the department.

¢

European Union: In November 2006, the department hosted the ninth Australian— European Commission Joint Science and Technology Cooperation Committee Meeting in Canberra.

¢

Organisation for Economic Cooperation and Development (OECD) and Asia–Pacific Economic Cooperation (APEC) group: The department actively engaged in key science and technology work of the OECD and the APEC group.

The prime ministers of Australia and India, John Howard and Dr. Manmohan Singh, in New Delhi, India in March 2006 at the announcement of the Australia–India Strategic Research Fund.

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Table 5.5: Quantity indicators—International Science Linkages Programme 2004–05 Actual

2005–06 Actual

2006–07 Estimate

2006–07 Actual

235

233

247

375

Number of workshops and bilateral meetings

45

40

53

27

Number of showcasing events

10

2

5

0a

Number of grant recipients for collaborative research

Source: Department of Education, Science and Training. Note: a In 2006–07 three applications for showcasing events were received however they were assessed as not competitive by comparison with other Competitive Grants applications.

¢

The successful completion of the first round of the expanded Endeavour Programme culminated in additional awards being offered to candidates across the Asia–Pacific and Middle East regions. The Prime Minister presented awards to successful Malaysian applicants in Kuala Lumpur in November–December 2006 and to successful Japanese applicants in Tokyo in March 2007.

¢

The Minister for Education, Science and Training announced the successful candidates for Endeavour Research Fellowships for Indigenous Australians in February 2007.

¢

More than 4500 participants attended workshops across the country to receive training on the new National Code 2007 that become effective on 1 July 2007.

¢

Providers from all education sectors attended AEI’s series of industry seminars around Australia in March 2007 to engage with DEST counsellors and gain valuable insight into global market opportunities.

¢

In May 2007, AEI Thailand hosted a successful Thai–Australian research symposium in conjunction with the Thailand Ministry of Science and Technology, the Thailand Ministry of Education, the National Research Council of Thailand and the Thailand Research Fund. The symposium attracted more than 400 of Thailand’s leading academics, policy makers, researchers and scientists to meet representatives from Australian institutions and hear from six leading Australian researchers and their Thai counterparts.

¢

In 2006, AEI Japan joined government and non-government partners to celebrate the Australia–Japan Year of Exchange, which commemorated the 30th anniversary of the signing of the 1976 Basic Treaty of Friendship and Cooperation between Australia and Japan. A number of education-related activities took place as part of the commemorative year.

Chapter 5 – Outcome 3: Research, Science and International Education

Outcome 3

Output 3.3: Support for the Australian education and training export industry and international relationships—Highlights

189

Outcome 3

¢

In September–October 2006, AEI Korea hosted a unique online event. Challenge Yourself in Australia harnessed Korea’s powerful internet media to promote the Study in Australia message, in cooperation with 24 sponsoring government and corporate partner organisations. The event resulted in over 230 000 unique website visitors, 31 000 registered participants and 264 million page views—a total online advertising exposure value of $432 000 at a cost of less than 50 cents per visitor.

¢

AEI secured significant Korean government and corporate sponsorship to optimise the display of three major Australian innovation and science exhibitions, including two Questacon travelling exhibitions (Fascinating Science/Science on the Move and MathAmazing) and the AEI Korea-designed Faces of Australian Innovation exhibition, in key locations throughout Korea from August 2006 to September 2007. The exhibitions highlighted Australia’s expertise to more than 300 000 visitors and to millions through extensive media coverage.

¢

Three amendment Bills to the Education Services for Overseas Students (ESOS) Act 2000 and amendments to the ESOS Regulations 2001 National Code were passed by Parliament.

¢

An upgrade to the Provider Registration and International Student Management System (PRISMS) delivered significant enhancements to 5200 users.

¢

The Australia Education International (AEI) Key Stakeholder Satisfaction Survey was completed with very positive results.

Performance information In 2006–07, AEI funded 17 collaborative projects in areas such as qualifications recognition, assistance to develop qualifications frameworks, executive leadership and curriculum development to support bilateral, regional or multilateral education and training relationships with key partner countries. All projects were assessed as effective.

Ministerial engagement in international education, science and training In April 2007, the Minister for Education, Science, and Training, the Hon Julie Bishop MP hosted a visit to Australia by Mr Ján Figel’, European Commissioner for Education, Training, Culture and Youth. During their meeting, the Minister and Commissioner Figel’ signed a Joint Declaration on Cooperation in Education and Training between the European Union and Australia. The Minister for Vocational and Further Education, the Hon Andrew Robb AO MP also met Commissioner Figel’ and discussed the changing labour market and VET needs.

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In April 2007, the Hon Julie Bishop MP and the Hon Andrew Robb AO MP met separately with a delegation from the Colombian Ministry of National Education led by the Vice-Minister for Higher Education, Dr Gabriel Burgos Mantilla. During the visit, a commitment was made to renew the Memorandum of Understanding on Cooperation in the Field of Education and Training.

Support for education and training exports Study in Australia Study in Australia is the Australian Government’s flagship brand for promoting Australian education and training to the global market. Launched in 2002, Study in Australia has quickly grown to become a highly visible and relevant brand within its target markets, and one which remains competitive against those of larger nations, such as the United Kingdom, the United States and Canada.

A comprehensive evaluation of the Study in Australia brand was undertaken in 2006 to gauge the brand’s performance with external and internal stakeholders and to provide recommendations for improvements. AEI is now acting on the recommendations to introduce a refreshed visual identity and new advertising in 2007–08, ensuring that Australia remains competitive in the international education market.

Outcome 3

In 2006–07, AEI used Study in Australia to reach hundreds of thousands of potential students offshore. Highlights included more than 200 Study in Australia events, 250 press releases, 300 seminars and personal contact with thousands of students interested in studying in Australia.

AEI Shanghai staff distributing Study in Australia promotional material during the China International Education Exhibition Tour in Shanghai in March 2007.

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Figure 5.7: AEI’s international network

Source: Department of Education, Science and Training.

Improving information for providers and students Outcome 3

The department supports the Australian international education industry with comprehensive and up-to-date market information. The Market Information Package, updated daily on the AEI Online website44, supports the planning and business development needs of education and training providers. Improvement and expansion of AEI Online information services assists industry performance in new, emerging and mature markets. The Study in Australia45 multilingual website is the Australian Government’s official international education website, informing students, parents and educational gatekeepers around the world about living and studying in Australia. The quality, range and credibility of this information support the development and diversity of the international education industry.

44 http://aei.dest.gov.au/aei/default.aspx 45 http://studyinaustralia.gov.au/Sia/Splash.aspx

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AEI key stakeholder satisfaction survey 2006 In response to a recommendation by the Australian National Audit Office, the department commissioned an independent consultant to survey AEI’s key stakeholders about their satisfaction with AEI’s performance. In late 2006, the survey was sent to 806 key stakeholders across all industry sectors, state and territory agencies and peak bodies, achieving a 25 per cent return rate. Findings were presented in February 2007. Some of the key results were: ¢

98.4 per cent of stakeholders indicated that Australian Government support for the industry is needed and 87.7 per cent said that government support is valued

¢

88.0 per cent of stakeholders highly value online delivery of market intelligence and industry statistics

¢

72.0 per cent of stakeholders agree or strongly agree that overall AEI is performing well.

In response to the rapidly changing international environment, AEI has an annual research programme designed to provide comprehensive, up-to-date market intelligence to Australia’s international education and training industry. During 2006–07, the department published research relating to the international education markets in China, Thailand and Indonesia, as well as a survey of the offshore activities of Australian public VET providers.

Outcome 3

AEI research reports

The International Education Market in China and The International Education Market in Thailand examined the changing factors behind market demand, including provision of in-country programmes by foreign providers, emerging labour market needs, changing community attitudes to international education, and the current and potential level of competition. The purpose of these reports was to give industry a better understanding of key developments and their likely impact on future demand for Australian education. Profiles of the International Education Markets in Selected Indonesian Provinces described the international education markets in nine Indonesian provinces, outlining opportunities and challenges for Australian providers in each province. Delivery of VET Offshore by Public Providers 2005 examined the offshore activities of Australian public VET providers. The report included information on student enrolments by country; level of study; field of education and some information on the state or territory of providers, tuition delivery methods and sources of teaching staff.

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Table 5.6: Number of website visits 2004–05 Actual

2005–06 Actual

2006–07 Estimate

2006–07 Actual

673 556

1 278 156

1 350 000

1 575 569

1 600 000

2 200 000

2 400 000

2 810 000

2004–05 Actual

2005–06 Actual

2006–07 Estimate

2006–07 Actual

770

1004

750

759

Number of visits to AEI Industry website Number of visits to the Study in Australia website Source: Department of Education, Science and Training.

Table 5.7: AEI industry seminars

Number of participants in AEI seminars and conferences conducted in Australia Source: Department of Education, Science and Training.

The seminars provided a unique opportunity for industry representatives to hear about the latest directions and trends in Australia’s international education engagement directly from the department’s overseas counsellor network and senior AEI national office staff.

Outcome 3

The AEI Industry Seminar Programme continued in 2006–07. The programme was redesigned to incorporate value added delegate feedback from past events and comprised presentations on AEI services, including AEI Online, current AEI market indicator data, and current information on each of the markets in which AEI has a presence, as well as one-on-one counsellor appointments. The events attracted delegates from all sectors, in the following proportions: 18 per cent from the English language intensive courses for overseas students; 42 per cent from Higher education; 11 per cent from Schools; 22 per cent from VET; and 7 per cent from other sectors.

Removing trade barriers The department is pursuing the elimination of barriers to trade in education and training through multilateral forums, bilateral agreements and other initiatives. The department has been actively involved in the education service components of ongoing negotiations on free trade agreements with China, Malaysia and the Association of Southeast Asian Nations and participated in preparatory work for negotiations with Japan, Chile and the Gulf Cooperation Council. The department also gained APEC endorsement of a proposed study of measures affecting cross-border exchange and investment in higher education in the APEC region, which will further the Australian Government’s aim of promoting mobility and trade liberalisation in the Asia–Pacific region.

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Promoting mobility and recognition In the communiqué issued at the inaugural Asia–Pacific Education Ministers’ Meeting held in Brisbane in April 2006, participating countries agreed to collaborate to increase coherence and cooperation in the Asia–Pacific and Middle Eastern region in such areas as quality assurance, skills and qualifications recognition, and the development of common teaching standards for maths and science. The Brisbane Communiqué initiative seeks to raise overall quality and create common points of reference and understanding in education structures and frameworks in Asia and the Pacific. Australia is leading the establishment phase, and chairs the multilateral senior officials’ working group, comprising officials from China, Japan, Solomon Islands, New Zealand, Thailand, Oman, Tonga, United Arab Emirates, Bhutan, Brunei, Cambodia, Turkey and the Southeast Asian Ministers of Education Organisation. The department established a taskforce in June 2006 to provide secretariat support to the working group and to manage Australia’s participation in the initiative.

Australia has undertaken scoping studies to characterise current arrangements and potential developments and opportunities for collaboration across the broader Asia–Pacific region. Areas covered include qualifications recognition, higher education quality assurance and teaching standards. The studies are due for completion in December 2007 and will inform a series of seminars planned for early 2008.

Outcome 3

The working group met for the first time in Bangkok on 13 and 14 November 2006 to decide a work programme for the next two years, and reported to ministers in July 2007. The group is keen to ensure that work already underway in the region is not duplicated.

The next Asia–Pacific Education Ministers’ Meeting is tentatively scheduled for 2009.

Qualification recognition The department provides information and advice on the recognition of overseas qualifications to universities, employers, professional bodies and individuals through Country Education Profiles Online (CEP online), a qualifications recognition email advisory service for primary stakeholders, and individual assessments. The department’s resource information also supports professional assessing authorities undertaking assessments under the General Skilled Migration Programme.

Chapter 5 – Outcome 3: Research, Science and International Education

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Australian Scholarships Australian Scholarships is an initiative of the Australian Government to promote sustainable development and excellence in education in the Asia–Pacific region and the Middle East. Over five years, 19 000 awards will be offered. The initiative continues the spirit of the Colombo Plan, which fostered common purpose and mutual understanding in the region. The Endeavour Programme is part of the Australian Scholarships initiative. The programme selects high achievers through international merit-based competition to support excellence in international study, research and professional development. Through the Australian Scholarships initiative, the Endeavour Programme has expanded to introduce the Endeavour Executive Awards and the Endeavour Vocational Education and Training Awards. Executive Awards provide professional development opportunities for high achievers in business, industry, education or government. The VET Awards address regional skills shortages and showcase Australia’s VET system. From 2007, Endeavour Research Fellowships and Executive Awards are available to Australians to undertake research and professional development in the Asia–Pacific region. In 2007, the Endeavour Programme offered 1077 awards and student exchange subsidies in the Asia–Pacific and Middle East regions comprising:

Outcome 3

¢

445 awards for Australians to research, study or undertake professional development off-shore (including four Research Fellowships for Indigenous Australians)

¢

632 awards for international students and executives to come to Australia.

During his visits to Malaysia and Japan in 2006–07, the Prime Minister presented Endeavour Awards to successful 2007 applicants from those countries. In total, the programme offered 1887 subsidies and scholarships (see Table 5.12), including Endeavour International Postgraduate Research Scholarships. The Australian Scholarships visual identity and communication strategy were launched in March 2007, in time for the opening of the 2008 application round the following month.

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Safeguarding Australia’s reputation for quality— the National Code 2007 The department has worked closely with the international education sector and state and territory governments to develop the Education Services for Overseas Students (ESOS) National Code 2007, effective from 1 July 2007. Providers of courses to international students have attended professional development workshops, conducted by the department, in international education regulation. Some 4500 participants attended workshops across the country covering the National Code 2007 and enhancements to the Provider Registration and International Student Managements System (PRISMS) used to facilitate over 380 000 international student enrolments each year. In addition, the department has written an explanatory guide to provide further practical assistance that can be accessed via the AEI website.46 The department provided funding to support the industry implementation through the National Code Transition Support Programme.

Table 5.8: Education Services for Overseas Students Act enforcement and monitoring

Compliance actions through AEI enforcement actions and stakeholder liaison meetings

2004–05 Actual

2005–06 Actual

2006–07 Estimate

2006–07 Actual

149a

193a

60 compliance visits

147b

Outcome 3

A further highlight was the passing of three amendment Bills to the ESOS Act and amendments to the ESOS Regulations.

Source: Department of Education, Science and Training. Notes: a Compliance actions resulting in increased overall compliance. b Compliance actions and stakeholder liaison meetings resulting in increased overall compliance.

46 http://www.aei.dest.gov.au/ESOS

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197

Improved consumer protection laws for overseas students Australia’s consumer protection laws for students took a big step forwards in 2006–07 with the release of the Education Services for Overseas Students (ESOS) National Code 2007. The Code was developed following an extensive consultation process involving the department, education providers and their peak bodies, international students and state and territory governments. The department also worked closely with the Department of Immigration and Citizenship to ensure that international students benefited from a consistent, whole of government approach to arrangements affecting their education experiences and student visas. A significant improvement introduced through the National Code 2007 is its redevelopment into standards. This will help providers to understand and comply with their obligations and result in a quality education experience for international students studying in Australia on student visas.

Outcome 3 198

The department engaged proactively with the sector throughout the development of the National Code 2007 and in assisting providers to transition to the new arrangements. This included development of a detailed explanatory guide in close consultation with 40 ‘critical readers’ nominated by peak bodies. Their operational perspective was invaluable in making the guide user-friendly and practical. The readers’ views also informed the ‘question and answer’ sections of the guide, resulting in a comprehensive 140-page online publication that can be updated regularly. Helping providers implement the arrangements was a major focus of the work of the department in the first half of 2007. A national roadshow of information sessions was the highlight of the pre-1 July phase of the National Code 2007 education strategy. Between April and June, more than 2500 people from institutions and representatives of student bodies and state and territory registration authorities attended 24 sessions in centres from Parramatta to Perth and Cairns to Launceston. Feedback was overwhelmingly positive. A separate series of training sessions for 2000 participants provided extensive advice on National Code 2007 enhancements to the Provider Registration and Information Management System database, which is used by all providers to record enrolment details for international students.

Department of Education, Science and Training Annual Report 2006–07

Ensuring quality transnational delivery Australia’s education and training system faces an increasingly globalised environment in which students and providers are becoming more discerning and increasingly mobile. In this environment, Australia’s ability to compete, expand and benefit from the delivery of education and training will depend upon the capacity to deliver quality. In 2006–07, the department led work on the development of new arrangements, now agreed by state and territory governments and sector stakeholders, for establishing a voluntary list of transnational providers and their courses. This will enable students, parents, other intermediaries and governments to be satisfied that an Australian transnational education or training course on the list is of a comparable quality to that which a provider would deliver within Australia.

The department has been working with the Australian Education Systems Officials Committee to develop a national framework for the quality assurance of English Language Intensive Courses for Overseas Students (ELICOS). In 2005, the department participated in a steering committee that commissioned a consultancy report on courses and providers. In April 2006, the officials committee approved funding for the development of national standards under the direction of the steering committee. In June 2007, the steering committee submitted nationally consistent standards and an accreditation framework to the officials committee for consideration. The framework for the accreditation of course providers and courses for delivery to overseas students on student visas is transparent and cost effective.

Outcome 3

Quality assurance standards for English Language Intensive Courses for Overseas Students

International forums—Asia–Pacific Economic Cooperation A very successful 29th APEC Human Resources Development Working Group meeting, jointly hosted by DEST and the Department of Employment and Workplace Relations, was convened in Brisbane from 17 to 20 April 2007. The meeting was attended by 109 delegates from 16 APEC economies. Dr Wendy Jarvie, Deputy Secretary of DEST, chaired a first-day symposium entitled ‘Recognising Quality’, which featured internationally recognised presenters on the globalisation of higher education, quality assurance and the utility of diploma supplements. Within the education network of the working group, DEST reported on its well received study on quality assurance in higher education and secured endorsement for two new Australian projects—Mapping of Qualifications Frameworks across APEC Economies and Measures Affecting Cross-Border Exchange and Investment in Higher Education in the APEC Region—to further Australia’s agenda to promote student mobility and trade liberalisation in the APEC region.

Chapter 5 – Outcome 3: Research, Science and International Education

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Showcasing Australian excellence The five international centres of excellence, funded for four years under the international education package from 2003–04, aim to build an international profile for Australia’s expertise and education excellence and enhance Australia’s capacity, national skills base and research and professional development through strategic collaborations with domestic and international expert organisations. The centres showcase Australia’s scientific, educational and administrative capabilities in their respective areas: ¢

Education in Mathematics

¢

Tourism and Hospitality Education

¢

Asia–Pacific Studies and the Asia–Pacific College of Diplomacy

¢

Sports Science and Management

¢

Water Resources Management.

Outcome 3

The centres’ activities have included programmes of scholarships, visits and exchanges; the establishment of the East Asia Forum for research and dialogue on East Asian economic and security cooperation; public sector short-course training in developing countries; hosting of major international conferences and workshops; and development of new courses in a variety of fields. In addition to two-yearly reporting and reviews, a major mid-term review of the centres used external consultants to assess the centres’ performance against their funding agreement commitments.

Whole of government activities In 2006–07, the Ministerial Council on Education, Employment, Training and Youth Affairs established the Joint Committee on International Education to report to the council on issues of strategic importance to Australia’s international education system. The joint committee was given the following terms of reference: ¢

to be the primary forum for governments to engage collaboratively in pursuing common strategic directions in supporting the sustainability of international education in Australia

¢

to advise the Ministerial Council on international education matters which it identifies, or which are referred to it by the council

¢

to act as a central forum for information sharing relating to international education across sectors between the Australian and state and territory governments.

The Ministerial Council also decided that the joint committee will have high level representation from each jurisdiction and that its continuation beyond 18 months will be reviewed by the Australian Education Senior Officials Committee. The joint committee will adopt a whole of government perspective, overseeing all aspects of international education across all sectors of the system.

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International students Effectiveness indicator: National economic benefit During the 2006 calendar year, there were 383 818 enrolments of full fee-paying international students on student visas in Australia. This is a 10.9 per cent increase on the previous year. Australia now educates students from more than 190 countries. Asia remains Australia’s main source of international students, contributing more than three-quarters of all enrolments. High growth occurred in enrolments from India (41.9 per cent between 2005 and 2006), the Republic of Korea (18.8 per cent), China (10.5 per cent)—see Table 5.9. The Asian market is diversifying, with large increases in enrolments from Sri Lanka, Vietnam, Pakistan and Nepal. Other markets that grew during 2006 included Brazil, Colombia, Thailand, the Middle East and North Africa.

Table 5.9: Effectiveness indicator—The number of overseas student enrolments in Australia (from top 10 source countries)

Rank

2003 No

Rank

No

Rank

No

Rank

2006 No

China

1

60 076

1

70 556

1

81 730

1

90 287

India

8

14 374

4

20 752

2

27 605

2

39 166

Republic of Korea

3

22 195

2

23 816

3

26 319

3

31 257

Hong Kong

2

23 970

3

22 968

4

21 343

4

20 523

Malaysia

5

19 825

6

20 003

5

19 362

5

19 166

Thailand

7

17 093

8

16 316

7

16 514

6

17 889

Japan

6

19 497

5

20 037

6

19 053

7

17 804

Indonesia

4

20 422

7

18 138

8

16 121

8

15 038

United States of America

9

12 584

9

12 793

9

12 585

9

12 045

15

3 822

13

4 731

12

7 081

10

10 190

Brazil Subtotal Other countries Total

2004

2005

213 858

230 110

247 713

273 365

94 102

95 246

98 366

110 453

307 960

325 356

346 079

383 818

Outcome 3

Ranking in top 10 and number of enrolments for each year

Source: Department of Education, Science and Training.

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The largest numbers of enrolments were in the higher education sector (see Figure 5.8), which experienced growth of 5.2 per cent in 2006. The second largest and fastest growing sector was VET, which increased by 25.7 per cent on the previous year. Growth of a similar magnitude continued in both sectors in the first half of 2007. The schools sector had a small decline in the number of enrolments during 2006 (–1.7 per cent). However, this reversed during the first half of 2007, with the sector growing for the first time since 2003.

Figure 5.8: International student enrolments, by sector 200 000

Number of enrolments

175 000 150 000 125 000 100 000 75 000

Outcome 3

50 000 25 000

Higher Education 2003

2004

VET 2005

School Education

ELICOS(a)

2006

Source: Department of Education, Science and Training. Notes: a ELICOS: English Language Intensive Courses for Overseas Students. b

202

Other: courses not classified in the Australian Qualifications Framework.

Department of Education, Science and Training Annual Report 2006–07

Other(b)

Table 5.10: Effectiveness indicator—Diversification within the international education market

Student country of origin

Field of studya

Level of courseb Location of supplyc

2003 %

2004 %

2005 %

2006 %

Asia Other

77.6 22.4

78.3 21.7

78.3 21.7

78.1 21.9

Business administration, Management

38.4

39.3

40.0

40.0

Services, Hospitality, Transport

6.3

6.8

8.9

12.9

Computer science, Information systems

18.5

16.0

13.4

10.7

Other

36.9

37.9

37.7

36.3

Undergraduate Postgraduate Onshore Offshore

61.9 38.1 65.0 35.0

60.3 39.7 66.5 33.5

58.6 41.4 64.2 35.8

57.4 42.6 Not available Not available

Source: Department of Education, Science and Training. Notes: a Includes higher education and vocational education and training enrolments only. Includes higher education enrolments only.

c

Based on Higher Education Statistics.

Outcome 3

b

Table 5.11: AEI fee-for-service clients

Number of clients contracting AEI services Revenue raised from those services

2004–05 Actual

2005–06 Actual

2006–07 Estimate

2006–07 Actual

1131

1074b

1100b

2295b

$1 445 105

$2 202 000a

$1 597 800b

$1 959 448b

Source: Department of Education, Science and Training. Notes: a These figures do not include National Office of Overseas Skills Recognition (NOOSR) services provided on a fee-for-service basis, nor seminar or conference fees. b

These figures include Market Information Pack subscribers, NOOSR charges, Country Education Profiles CEPs online, forums and seminars and other fee-for-service revenue. The Budget estimates for NOOSR and CEPs online were not available.

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Support for the Australian education and training export industry and international relationships Table 5.12: Quantity indicators—International support and ASDOT assessments

Number of OS-Help loansa

2006–07 Estimate

2006–07 Actual

3088

1916b

Number of international scholarships, fellowships and exchange 2058 1887b opportunities delivered compared to allocated numbers (Endeavour Programme) (Endeavour Programme)c Number of ASDOTd assessments subsidies provided

500

478b

Source: Department of Education, Science and Training. Notes: a OS–HELP was introduced in 2005 and is a demand-driven programme. Data are provided for calendar year 2006. b

Notional OS-HELP loans. Figure includes adjustments up until 30 June 2007.

c

The difference in the allocation for the 2007 Endeavour Programme and the actual number of awards was primarily due to a lack of suitable candidates/applicants for some awards.

d

ASDOT: Assessment Subsidy for disadvantaged overseas trained professionals.

Outcome 3

Output 3.4: National leadership in engaging people in science and technology Questacon, the National Science and Technology Centre, increases awareness and understanding of science and innovation through imaginative and inspirational learning experiences. For details on Questacon, see Chapter 6.

Departmental outputs The department’s Outcomes and Outputs Framework provides for five departmental outputs: administration; policy advising; ministerial and parliamentary services; research, analysis and evaluation; and service delivery. The performance indicators for these outputs are published in Table 3.2.3C in the PBS 2006–07. Some performance information for policy advising, ministerial and parliamentary services, and research, analysis and evaluation outputs is reported in Chapter 8, Enabling our Business. Other performance information is reported in Table 5.13.

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Department of Education, Science and Training Annual Report 2006–07

Administration The PBS 2006–07 commits the department to measuring the quality of payment and management processes across Administered Funds programmes in each outcome group. DEST uses the Administered Funds Quality Assurance Package as a self-assessment tool to measure the level of compliance within such programmes. Within Outcome 3 the programmes measured are those funded under the Higher Education Support Act 2003 and the CRCs funded through the department.

Service delivery Service delivery measures relate to the direct delivery of services to external parties.

Office of the Chief Scientist

During 2006–07, Dr Peacock was executive officer of PMSEIC and chair of PMSEIC’s non-ministerial standing committee. He was also chair of the RQF Development Advisory Group and the National Research Priorities Standing Committee. Dr Peacock’s ex-officio roles involved participation in: ¢

the National Collaborative Research Infrastructure Strategy Committee

¢

the Cooperative Research Centres Committee

¢

the Coordination Committee on Science and Technology

¢

the Science Prizes Committee

¢

the Publicly Funded Research Agencies Committee

¢

the Commonwealth, State and Territory Advisory Council on Innovation

¢

the National Science Forum.

Outcome 3

The department continued to support Australia’s Chief Scientist, Dr Jim Peacock AC, in his work to facilitate linkages between science, industry and government, to provide advice to the Australian Government and to ensure focused investment in science and technology.

During 2006–07, Dr Peacock met with the Prime Minister, several other ministers and departmental secretaries who have portfolio responsibilities relating to science and innovation. He held meetings with ambassadors, industry groups, scientific bodies, research agencies, peak bodies, state-based chief scientists, universities, schools and individuals, providing a focus on building research excellence, collaboration and networking. He visited a number of major science facilities, including the Open Pool Australian Light-water reactor and the Australian Synchrotron, and various science laboratories. The Prime Minister asked the Chief Scientist to review the scientific aspects of the Uranium Mining, Processing and Nuclear Energy Review Taskforce’s draft report. Dr Peacock met the taskforce in Canberra on 21 and 22 November 2006. The outcomes of the scientific review were published on the website of the Department of the Prime Minister and Cabinet.

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Dr Peacock also led the department’s delegation to India to meet officials from the Indian Department of Science and Technology and the Department of Biotechnology about the Australia–India Strategic Research Fund. The Joint Biotechnology Committee and Joint Science and Technology Committee meetings reached agreement to fund 20 top-quality collaborative research projects that will deliver benefit for both Australia and India. The Chief Scientist has indicated his satisfaction with the support the department provided during 2006–07. The department also supported PMSEIC, which met in December 2006 and June 2007. In December 2006, the Council considered final reports of the working groups on Data for Science and Australia’s Science and Technology Priorities for Global Engagement, and heard presentations from two young researchers highlighting the achievements of the CRC Programme. In June 2007, the Council considered the final reports of the working groups on Climate Change in Australia: Regional Impacts and Adaptation and Water for Our Cities: Building Resilience in a Climate of Uncertainty and heard from two early-career researchers about their careers and research in environment-related areas. PMSEIC meetings were managed to the satisfaction of stakeholders, including the Prime Minister and all reports were well received by ministers and the council.47

Outcome 3 47 The Department’s web site with all PMSEIC working group reports http://www.dest.gov.au/sectors/science_innovation/science_agencies_committees/prime_ministers_science_engineering_innovation_council/default. htm#Previous_meetings

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Table 5.13: Performance in delivery of departmental outputs Performance indicator

2006–07 estimate

2006–07 outcomes

Accurate and timely approval, payment and acquittal of grants in accordance with legislation and guidelines

At least 90% compliance in relation to quality assurance exercises

Programmes funded under the Higher Education Support Act 2003 achieved 100% compliance (2005–06: also 100%).

Progress of bilateral science and technology agreements

Milestones met

Administrationa

The CRCs funded from DEST administrative funding achieved 94.5% compliance (2005–06: 95.0%). Australia–USA Science and Technology Agreement ratified in February 2007. Australia–South Africa Science and Technology treaty signed in October 2006 and considered by Joint Standing Committee on Treaties in June 2007.

Effective management of the International Science Linkages Programme

Funds targeted to priority areas

Funds targeted to the National Research Priorities with countries including: China, France, Germany, Italy, Japan, Korea, the United Kingdom, the United States of America and the European Union.

Implementation of changes to administration of University block funds

Satisfactory delivery of administrative changes

Satisfactory implementation of the Commercialisation Training Scheme.

Improved provision of key infrastructure, particularly information access and bandwidth to increase the accessibility of Australian research

Increased access and utilisation

Successful implementation of Research Block Grants allocation system redevelopments.

Facilitating improved access Effective project to electronic repositories outcomes achieved

Outcome 3

Satisfactory progression of other bilateral science and technology agreements against milestones met.

A growing number of higher education providers have established or are establishing institutional repositories for research outputs. Almost total coverage of higher education providers is expected by 2008. RQF Australian Scheme for Higher Education Repositories funding was made available to support higher education providers in this process. The Australian Access Federation was established to enable greater authenticated access to digital repositories and information services.

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Performance indicator

2006–07 estimate

2006–07 outcomes

Enhanced bilateral, regional, multilateral and industry relationships which augment Australia’s international engagement in education and training

450 fee-for-service contracts valued at $800 000

376 fee-for-service contracts valued at $1 078 866.70 (incl. GST).

320 Market Opportunities issued through AEI market alerts

160 Market Opportunities plus 187 Market Updates issued through AEI market alerts.

80% client satisfaction rating

80% client satisfaction rating.

Two Joint Working Group meetings

Two working group meetings were held–one with China and one with Japan.

30 active memoranda of understanding (MOUs)

AEI now has 21 active MOUs. MOUs with Indonesia, Malaysia and Thailand will be progressed in 2007–08.

Outcome 3

The effective protection of 120 compliance actions Australia’s quality reputation through a legislative framework

147 compliance actions.

Promotional activity and bilateral engagement convey relevant messages about Australia’s education quality

Measured increase in awareness of Australia as a quality education destination

Increased awareness of Australia as a quality education destination has been achieved, with 10.9% increase on 2005–06 full-fee paying international student enrolments.

Impact of 2007 industry seminars

800 registrants

759 registered participants attended the seminars, which were conducted in all capital cities except Darwin and Hobart; 80 per cent of delegates had been in the industry for three years or more.

80% satisfaction rating by participants

Feedback from participants was positive, with over 95% of delegates rating the seminars as very good or better.

95% of materials on AEI Online and Study in Australia website up-to-date

95% of materials on AEI Online and Study in Australia website up-to-date.

80% client satisfaction with AEI information

80% client satisfaction with AEI information.

CEP Online updated as planned

CEP Online updated.

AEI websites and publications provide impartial, up-to-date, timely and relevant information

Policy advisinga The Minister will be Satisfaction satisfied with the timeliness (at least 90%) and quality of briefs provided by the department

208

This indicator is reported in Chapter 8, Enabling our Business.

Department of Education, Science and Training Annual Report 2006–07

Performance indicator

2006–07 estimate

2006–07 outcomes

Facilitation of government representation

Successful OECD and APEC meetings

Successful government representation at science-related OECD and APEC meetings. Australian perspectives were presented at meetings of the OECD Committee for Scientific and Technological Policy on research evaluation and on the provision of scientific and technological skills. Australian government officials and scientists participated actively in OECD Global Science Forum meetings and workshops that included maths in industry, scientific integrity and nuclear physics. The department represented the Australian Government at the 31st and 32nd meetings of the APEC Industrial Science and Technology Working Groups The meeting of the 29th APEC Human Resources Development Working Group, jointly hosted by DEST and the Department of Employment and Workplace Relations, was convened in Brisbane from 17 to 20 April 2007 and attended by 109 delegates.

Performance information for ministerial and parliamentary services is reported in Chapter 8, Enabling our Business. Prime Minister’s and Satisfaction achieved ministers’ satisfaction with the timeliness and usefulness of independent and external advice received from the Chief Scientist and PMSEIC

During the second half of 2006, two PMSEIC working groups were set up to consider issues relating to data for science and Australia’s science and technology priorities for global engagement.

Outcome 3

Ministerial and parliamentary servicesa

In early 2007, a further two working groups were established to focus on environmental issues–climate change in Australia (regional impacts and adaptation) and water for cities. The working groups met during the period from February to May; both groups presented their reports and presentations to PMSEIC in June 2006.

Research, analysis and evaluationa Research activities are At least 90%. completed according to plan completed to plan

At least 90% of research activities were completed according to plan (see Table 8.10).

Research and evaluation reports rated as satisfactory by the Minister

At least 90% satisfaction, as measured by feedback from the secretary and deputy secretaries.

Note:

Satisfaction at least 90%

a Whole-of-department consolidated information on administration, policy advising, ministerial and parliamentary services, and research, analysis and evaluation is provided in Chapter 8, Enabling our Business.

Chapter 5 – Outcome 3: Research, Science and International Education

209

Chapter

06

Questacon – The National Science and Technology Centre

Key performance achievements for Questacon

Questacon

¢

In 2006–07, 1 926 811 people visited Questacon in Canberra or a Questacon programme or exhibition elsewhere—a 34.2 per cent increase on the previous year.

¢

Total visitors to Questacon in Canberra were 403 002.

¢

1971 school bookings from across Australia resulted in 112 973 student visitors to Questacon—an increase of 6.5 per cent on the previous year.

¢

Questacon outreach programmes had 344 314 visitors—a 4.9 per cent increase on the previous year.

¢

Nine travelling exhibitions, to 18 venues in Australia and overseas, had 1 179 495 visitors—an increase of 68.5 per cent on the previous year.

¢

Total visitor sessions on the Questacon website in 2006–07 were 2 094 649—a 5.4 per cent increase on the previous year.

¢

The Shell Questacon Science Circus received the Special Award for Longevity at the 2006 Prime Minister’s Awards for Excellence in Community Business Partnerships.

¢

Questacon received two 2006 International Council of Museums Australia Awards for International Relations in recognition of outstanding cooperative initiatives with science centres in the Asia–Pacific region.

An introduction to Questacon Questacon, Australia’s National Science and Technology Centre, aims to increase awareness and understanding of science and innovation through imaginative and inspirational learning experiences. These include interactive science exhibitions, travelling programmes, online content and science theatre. Questacon is a national leader in popularising science and technology. It is Australia’s largest science centre and is among the world’s leading science centres. Questacon programmes and exhibitions are developed in response to the Australian Government’s strategic priorities, its innovation agenda and stakeholder feedback. Questacon builds relationships with science-based organisations and the business community to help deliver key priorities.

Questacon’s priorities Questacon’s priorities are reflected in the six strategic goals in the 2006–07 Business Plan: Goal 1: Create interactive and inspirational experiences to increase science awareness and engagement in all Australians. Goal 2: Communicate the role of leading-edge science and technology in shaping Australia’s future.

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Department of Education, Science and Training Annual Report 2006–07

Goal 3: Build partnerships to develop our national role in science communication and education. Goal 4: Enhance the quality of science and technology learning. Goal 5: Promote Australia’s science, education and innovation capability. Goal 6: Build a high performing, responsive and sustainable Questacon. Questacon’s performance information is reported against each strategic goal.

Goal 1: Create interactive and inspirational experiences to increase science awareness and engagement in all Australians Questacon is a leading visitor attraction in the national capital. Figure 6.1 shows visitor number trends over the past four years. During 2006–07, visitors to the centre accounted for 20.92 per cent of total visitors, Questacon outreach programmes 17.86 per cent and travelling exhibitions 61.22 per cent.

Figure 6.1: Visitor/audience reach

Questacon

1 000 000

800 000

600 000

400 000

200 000

0

Questacon Canberra

2003–04

2004–05

Outreach

2005–06

Travelling Exhibitions Australia

Travelling Exhibitions International

2006–07

Source: Questacon. Note: Since the publication of the 2005–06 Annual Report, Questacon has refined its data management. The improved data management has resulted in slight variations to Figure 6.1. The method for calculating overall number of visitors per year has not changed, but the allocation of numbers to programmes has been modified.

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Questacon staff conceive, design, build and install educational, interactive and durable exhibitions that withstand millions of hands and hundreds of thousands of kilometres of transport by road, air and sea. In 2006–07, exhibition development projects included:

Questacon

¢

Questacon Imagination Factory—Invent and Play, which opened in June 2007—a new exhibition that lets visitors discover the genius of simple machines and investigate basic mechanical tools, such as gears and pulleys

¢

Questacon Measure Island, a new exhibition due to open in June 2008

¢

collaboration with the National Measurement Institute to develop kiosks to promote the institute’s contribution to science and technology

¢

development, testing and delivery of exhibit components and support materials for Questacon Science Play, which began touring in July 2007

¢

development of an information kiosk for the Australian Research Council’s Centre for Excellence in Vision Science

¢

development and installation of four foyer science-art exhibits and two outdoor interactive sculptures

¢

concept and scope development for a ‘future science’ exhibition

¢

curation of Focus on Antarctica photographic exhibition

¢

continuing development of an interactive robot in partnership with the Australian National University (ANU)

¢

duplication of Questacon’s ultra-portable exhibition, Science on the Move.

Upgrades to existing exhibitions during 2006–07 included: ¢

addition of a space laboratory to the early childhood gallery, MiniQ

¢

preparation of Strike a Chord for a national tour and Mathamazing for an international tour to South Korea.

Questacon provides travelling exhibitions to a range of regional and metropolitan venues across Australia and internationally. During 2006–07, nine exhibitions toured 18 venues, including international tours to South Korea and Thailand. These exhibitions were visited by 1 179 495 people. Questacon continued to promote and upgrade the Q Club membership programme with activities for all age groups. During 2006–07, membership increased by 16.4 per cent, bringing the total to 3638 memberships, which includes 14 794 people. The Questacon customer service charter commits Questacon to providing high quality interactive science and technology, accessible to all visitors. The exhibitions and programmes are supported by accurate, easily understood information. Questacon ensures a clean and safe environment for visitors and provides access for people with disabilities. Staff are well trained, professional, friendly and responsive. Questacon follows Australian standards for excellence in logging, processing and responding to customer complaints.

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Department of Education, Science and Training Annual Report 2006–07

Questacon monitors day-to-day operations to ensure that exhibitions and programmes continue to be of the highest possible quality and effectiveness. Surveys of visitors to exhibitions and programmes are undertaken regularly and visitor feedback is encouraged. The mechanisms used to monitor visitor satisfaction have been revised to ensure that Questacon continues to deliver a high level visitor experience. (See Table 6.1.)

2006–07 Estimate

2006–07 Actual

>90%

92.1%

Questacon visitor and audience reach

>1 200 000

1 926 811

Reasonable cost per visitor, as benchmarked against the international science centre sector

$14.80

$10.66

Evaluation of programmes and activities demonstrating that Questacon is making a difference

Evaluations confirm programme efficacy

Evaluations of selected Questacon programmes confirmed that they are meeting their objectives.

Performance indicator Percentage of Questacon visitors who rate satisfaction as good or very good

Source: Questacon.

In 2006–07, Questacon commissioned an independent evaluation of the Questacon Science Squad programme in Sydney. The evaluation found that the programme consistently delivered high quality science education to a growing audience.

Questacon

Table 6.1: Performance information—Delivery of departmental outputs

The new early childhood outreach programme, Questacon Science Play, was trialled in 2007. Evaluation of the programme by parents and early childhood practitioners confirmed that the programme design and development is well targeted and valued. Questacon continues to be involved in national and international surveys and research projects, such as the Cooperative Research Centre for Sustainable Tourism survey of Australian Capital Territory tourist attractions and the Council of Australasian Museum Directors annual survey. Questacon is a partner in doctoral research projects at the University of Newcastle and the ANU to examine the impacts of informal science education. Questacon has a leading role in international research projects such as the Asia–Pacific Economic Cooperation (APEC) Science Centre Impact Project and a proposed study by the University of Western Sydney examining the role of the museum sector in climate change interventions.

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The Hon Julie Bishop MP with Madeline Canning, learning through play at Questacon’s MiniQ exhibition.

Goal 2: Communicate the role of leading-edge science and technology in shaping Australia’s future

Questacon

Questacon has developed eight outreach programmes, targeting different audiences, in support of national education priorities in Indigenous education, mathematics, early childhood, primary science and teacher support. Questacon’s outreach programmes help to make science and technology accessible to communities in regional, rural and remote areas. In the past few years, there has been considerable growth in the diversity and reach of outreach programmes and an increase in demand for all outreach programmes. During 2006–07, 344 314 people visited Questacon outreach programmes. Every state and territory was visited by at least one programme during 2006–07. Twenty-one per cent of all Australian schools and 33 per cent of schools outside capital cities were visited. This represents 9 per cent of all school students in Australia.

Table 6.2: Impact of Questacon outreach programmes on schools in 2006–07 Outreach programme

Number of visitors

Number of schools visited

Shell Questacon Science Circus

108 464

615

Questacon Science Squad

32 378

176

Questacon Smart Moves

70 971

352

Tenix Questacon Maths Squad

37 191

218

6 141

133

69 267

321

1 728

37

Questacon ScienceLines NRMA RoadZone Questacon Science Play StarLab Other programmes Total Source: Questacon.

216

Department of Education, Science and Training Annual Report 2006–07

7 805

203

10 369

23

344 314

2078

The Shell Questacon Science Circus was established almost 22 years ago in partnership with the Shell Companies in Australia and the ANU. The Science Circus is a portable science centre, which, for 18–20 weeks each year, makes four or five tours to regional, rural and remote Australian communities. The Science Circus is the major component of an ANU Graduate Diploma in Science Communication course for between 14 and 16 graduates each year. The programme produces graduates who contribute to the wider science communication field. The Questacon Science Squad is a team of trained science communicators who present programmes in schools throughout Sydney. The Science Squad aims to improve attitudes to science, and increase scientific literacy and student retention rates in science courses.

Smart Moves uses a combination of multimedia in-school presentations by young science graduates, an interactive website and the Questacon Smart Moves Invention Convention. The Invention Convention is an intensive week-long programme that brings together innovative and entrepreneurial young Australian secondary students to network with established entrepreneurs and to develop entrepreneurial skills to develop their ideas further. The Tenix Questacon Maths Squad aims to increase numeracy by positively influencing attitudes to maths and highlighting the broad application and relevance of maths in everyday life. The Maths Squad contributes to meeting the national need for increased numeracy by raising awareness of the importance of maths. The presenters use interactive, hands-on mathematical tasks, challenging puzzles, presentations and storytelling to inspire students to take a positive interest in mathematics.

Questacon

Questacon Smart Moves began in July 2001 as a Backing Australia’s Ability initiative. Smart Moves focuses on secondary school students, showcasing science innovation and stimulating students to consider new ideas and entrepreneurship in science, engineering and technology.

The Questacon ScienceLines team develops Indigenous outreach programmes in consultation with and for Indigenous communities in remote areas. The programmes are specially tailored to meet the cultural and educational requirements of individual communities, students, teachers and events. The aim of this programme is to develop scientific literacy in Indigenous communities and increase Indigenous student retention rates for science and maths courses. The programmes vary as the team aims to match the experience to time and place. The ScienceLines team also has an advisory role on Indigenous issues for all Questacon programmes. A major project for the ScienceLines team in 2006–07 was the Indigenous Knowledge and Science: Together Online initiative. The project saw the team working closely with teachers, students and community members from Burringurrah in Western Australia, Bowraville in New South Wales, and Badu Island and Aurukun in Queensland to develop websites that showcase Indigenous knowledge, science, technology and maths within the communities.

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Indigenous Knowledge and Science: Together Online Questacon ScienceLines programmes aim to excite Indigenous Australian students about science and technology, inspire their interest in different areas of study and introduce them to possible science and technology career options. Each of the programmes is tailored to meet the cultural and educational requirements of individual students and communities. In 2006–07, the major ScienceLines project was the Indigenous Knowledge and Science: Together Online project. The aim of Together Online is to develop skills in website design and maintenance to enable Indigenous Australian science to be shared with the world. As a cooperative project, Together Online involved working with teachers, students and community members to develop websites to showcase Indigenous knowledge, science and technology.

Questacon

The students and teachers in each community participated in a range of science and technology workshops to develop skills in digital photography, video recording and editing and web design. The communities had control over the design, content and maintenance of their websites. Community participation and control were vital components of the programme. The Bowraville community website48 is now live on the internet, providing information about the town, its people and its history. The website is dynamic and the community is invited to make additions. The ScienceLines team participates in cross-cultural training and develops educational materials in consultation with the communities. The team is sensitive to different Indigenous cultures and does not merely deliver information, but engages students and the broader Indigenous community in the process of learning science and technology. The programmes vary from place to place and time to time, and the team aims to accommodate students whose first language is not English.

The Questacon ScienceLines team Left to right: Lisa Charles, Michelle Bryant, Eugenia O’Brien, Shonel Messer.

48 http://www.questacon.edu.au/html/iop_together.html

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In 2006–07, workshops were presented at eight Croc Festivals in Thursday Island, Halls Creek, Geraldton, Port Augusta, Kempsey, Moree, Swan Hill and Alice Springs. A total of 5292 students from 128 schools were involved. Feedback from students and teachers has confirmed that Questacon added significantly to the rich educational programme of the festivals. NRMA RoadZone is a free interactive science and road safety awareness programme which tours regional and metropolitan NSW. The programme provides a public exhibition, with portable interactive exhibits; an interactive, high energy, road safety science show; and web-based student and teacher resources. Trained science communicators from Questacon travel with NRMA RoadZone to present the links between science and road safety. Specifically aimed at 9 to 14-year-olds, NRMA RoadZone allows the visitor to test their road sense and their knowledge of road rules.

StarLabs are portable, inflatable planetaria which bring the wonder of astronomy to thousands of students in their own schools and communities. Questacon has cooperative arrangements with CSIRO Education, the Wollongong Science Centre and Planetarium, and the Queensland Museum to operate Questacon StarLabs.

Questacon

Questacon Science Play is an outreach programme developed in consultation with early childhood education experts. The Science Play programme recognises the value of informal education in early childhood learning. Trials of the programme during 2007 tested a range of concepts, materials, formats and activities. Science Play will tour a variety of venues, mainly in regional and rural areas. Printed and online support materials have been developed.

Goal 3: Build partnerships to develop our national role in science communication and education Questacon actively builds relationships with science-based organisations and the business community to help it deliver the message that science is fundamental to the success and future of Australia. The Shell Questacon Science Circus was presented with the Special Award for Longevity at the Prime Minister’s Community Business Partnership Awards on 27 October 2006. The award honours the 21-year association between Questacon, the Shell Companies in Australia and the ANU. The August 2006 meeting of the Questacon Advisory Council was hosted by Scitech in Perth. The Minister for Education, Science and Training addressed a dinner for members and guests of the Questacon Advisory Council and the Scitech board of directors. The meeting provided an opportunity for Questacon and Scitech to discuss future possibilities for science partnerships and collaborations. The two organisations agreed to develop a memorandum of understanding.

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Questacon works with other informal science learning venues through a partnership of Australian science centres, museums and science education centres. The group, known as the National Science Partnership, met in October 2006 to progress a number of cooperative projects. This coalition was formed in 2005 to provide a national framework for cooperation and aims to increase science engagement, learning and literacy in the Australian community. On 19 October 2006, the Minister for Education, Science and Training opened the National Forum on Early Childhood Learning in Science hosted by Questacon. The forum profiled the contributions to learning by science centres, museums, science education centres, botanic gardens, science festivals and other informal education organisations. Questacon is a member of the Coordination Committee on Science and Technology and facilitates the committee’s Standing Group on Science Education and Awareness. The group collates and shares information about current initiatives across Australian Government agencies. Questacon plays an active role internationally. On 1 March 2007, Questacon hosted the Asia–Pacific launch of Project IGLO (International Action on Global Warming), a worldwide science centre project to engage local communities in initiatives to address climate change.

Questacon

Goal 4: Enhance the quality of science and technology learning Questacon continues to strengthen relationships with science-based organisations and the business community. Partnerships with corporate Australia (including NRMA, Tenix, the Shell Companies in Australia and BHP Billiton) have enabled more Australians, including in remote parts of the country, to access and participate in Questacon science and technology experiences. These partnerships help Questacon deliver the message that science is fundamental to Australia’s future success. Questacon is a national leader in designing, developing and delivering interactive exhibitions and programmes to showcase the relevance of science and technology. Web-based educational materials complement and supplement Questacon exhibitions and programmes. Polar Passport is a blog (web log, or online diary) produced as part of the International Polar Year. The blog was written by the ANU’s Dr Dan Zwartz, an earth scientist who spent the summer in Antarctica. Through the project, Questacon was able to facilitate communication between a working scientist and the public. In 2007 Questacon developed and launched climateXchange49, a website designed to raise awareness of climate change by focusing on local impacts. The website reports a local perspective of climate change impacts, from areas as diverse as the Great Barrier Reef, the Antarctic and rural Australia. Collections of visitor-generated submissions (in text, photographs and video) are presented on the website, which is a useful resource for schools and the general public. 49 http://www.questacon.edu.au/html/ipy.html

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Department of Education, Science and Training Annual Report 2006–07

The Questacon Volunteer Explainer programme is in its 27th year. Explainers work in the galleries providing science explanations to visitors and running discovery trolleys. In 2006–07, 53 people volunteered a total of 7938 hours at Questacon.

Goal 5: Promote Australia’s science, education and innovation capability Links to international science centre networks and strong partnerships are essential for Questacon to nurture the exchange of ideas and promote Australian science, education and innovation. In 2006–07, Questacon staff represented Australia at annual conferences of the European, Asia–Pacific and American networks of science centres and museums. Questacon supported two overseas programmes coordinated by Australian Education International. Interactive exhibits were displayed at the Korea Science Festival in August 2006 and at Seoul Science Park in September 2006 to raise the profile of Australia as a source of innovation in science and science education.

Questacon is a key player in international forums and research. Building on previous research, Questacon is involved in the international APEC Science Centre Impact Study. The study is examining the impacts of science centres on communities, with input from organisations throughout the APEC region.

Questacon

Questacon exhibits were a centrepiece of the Thai National Science and Technology Fair, where Australian Education International conducted a programme to increase the number of Thai students studying science and technology-related disciplines in Australia.

Questacon continues to enjoy a strong relationship with Japan, building on ties established in 1988. An exhibition developed through a partnership with the National Museum of Emerging Science and Innovation in Tokyo, Innovation: A Showcase of Australia–Japan Cooperation, toured Australia and Japan as part of the 2006 Australia–Japan Year of Exchange programme. Celebrating Our World of Science was held at Questacon on 23 November 2006 to celebrate the centre’s 18th anniversary. The event was co-hosted by His Excellency Mr Hideaki Ueda, Ambassador of Japan and Questacon’s Director, Professor Graham Durant. Diplomats from 37 countries and their families attended the event, which highlighted Questacon’s international profile and particularly the significant cooperation between Questacon and Japan. On 18 May 2007, Questacon was recognised for its outstanding international cooperative initiatives through the presentation of two awards for international relations from the International Council of Museums Australia.

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Questacon wins international awards Questacon’s outstanding cooperative initiatives with science centres in Asia and the Pacific were celebrated in 2007 with the presentation of two prestigious international awards. Questacon, regarded as one of the world’s leading interactive science centres, was presented with awards in both the organisation and individual categories at the 2006 International Council of Museums (ICOM) Australia Awards. ICOM is an international organisation of museums and museum professionals committed to the conservation, continuation and communication to society of the world’s natural and cultural heritage—present and future, tangible and intangible. Presented at the 2007 Museums Australia Conference in Canberra, the ICOM Australia Award for International Relations (organisation category) was presented to Questacon for the exceptional work undertaken by the institution to strengthen international ties and contribute to the cultural richness of our region.

Questacon

Questacon was recognised for outstanding, long-term collaborative projects and relationships with Japan and science centres across the Asia–Pacific region. Questacon was established and jointly funded by the Australian and Japanese governments and business communities. It has continued to build on those relationships through cooperation with Japanese museums and agencies. The ICOM Australia Award was accepted jointly by Questacon Director, Professor Graham Durant, and His Excellency Mr Hideaki Ueda, Ambassador of Japan. Mr Will Inveen, Questacon Manager of Science Partnerships, was presented with an ICOM Australia Award in the individual category, in recognition of his outstanding work in promoting international relations. Will started at Questacon in 1987 as a Volunteer Explainer to follow his interest in science and education, and has since developed and delivered science education programmes throughout Australia and the South Pacific, as well as in China, South Korea and Timor–Leste. Through science exhibitions, science theatre and performances, travelling programmes and online content, Questacon has become a national leader in popularising science and technology, raising awareness of the role of science and technology in shaping the future, and improving scientific literacy. Professor Graham Durant, Questacon Director, and Mr Will Inveen, Manager of Science Partnerships, with the ICOM Australia Awards.

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Goal 6: Build a high performing, responsive and sustainable Questacon Questacon received $1 million funding in the 2006–07 Budget for feasibility studies on options for expanding the centre. During the year, Questacon commissioned a range of scoping studies to help ascertain its future requirements and options. Detailed site investigations, including environmental, heritage, traffic and parking, building compliance and geotechnical investigations, were undertaken. In consultation with architects and experts from the cultural industry, Questacon staff developed a functional design brief. The results of the studies will inform future development considerations.

Management and accountability Questacon operates as a distinctively branded business unit, within the structure of the department. Questacon also has an advisory council, comprising a chairman and seven members appointed by the Minister for Education, Science and Training. The council is responsible for helping Questacon set strategic directions. Mr Leon Kempler OAM is chairman. Council membership comprises the Questacon Director and distinguished representatives from the business, science and education sectors.

Questacon

Governance

Financial management Questacon continues to deliver programmes at an efficient average cost per visitor, confirmed by benchmarking against science centres worldwide. In 2006–07, Questacon achieved a cost per participant of $10.66, a decrease of $2.44 from $13.10 per visitor in 2005–06. For the year ended 30 June 2007, Questacon’s total revenue was $20.326 million (an increase of 6.9 per cent on 2005–06). Forty-one per cent of this was earned from sources other than government, such as centre admissions, fees for programmes, touring exhibitions and services, the Q Shop, sponsorship, venue hire, memberships and lease revenue. Total expenses for the financial year were $20.544 million, which exceeded the budgeted 2006–07 price of outputs of $17.797 million by $2.747 million. This variance relates to the delivery of sponsored programmes and is largely covered by non-government revenue. Questacon’s retail shop had a very successful year, particularly with the further development of Q-branded products. Revenue for 2006–07 was $1.33 million.

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Asset management Questacon manages an asset base of $43 million, mostly related to the Canberra building. A full review, a stocktake and a revaluation of Questacon assets were completed during the year. The revaluation was completed by a registered valuer using the ‘fair value’ method of valuation.

Capital works programme The Questacon building has a life expectancy of 100 years. As part of a 30-year asset renewal plan $10.13 million was provided for Questacon to undertake a range of capital works projects over four years from 2006–07 to 2009–10. Work carried out during 2006–07 included the replacement of the administration lift, remedial work to the basement sewer system and replacement of the boilers.

Risk management

Questacon

Risk management is an integral component of Questacon’s business planning processes. Questacon also undertakes occupational health and safety (OHS) risk management, with risk exposures identified and risk mitigation measures implemented to ensure that OHS risk exposure is managed within accepted standards. Questacon used the DEST Riskman system and the services of the departmental risk management experts to assess strategic, corporate and operational risks.

People management Competitive remuneration and conditions Industrial agreements (Certified Agreements and Australian Workplace Agreements) underpin the department’s workplace relations framework. Questacon has in place a Certified Agreement 2003–2006. The fundamental principles underpinning this agreement are: ¢

recognition and reward of the continuing high degree of professional commitment and goodwill from Questacon employees who work enthusiastically with a continued business focus

¢

an acceptance of the need for ongoing change and improvement to better meet business and community commitments.

As part of the Certified Agreement, the performance management and development system is designed to enable and promote high levels of employee performance, constructive and ongoing feedback, and continuous improvement. Questacon will finalise a collective agreement to supersede the certified agreement in the second half of 2007.

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Australian Workplace Agreements (AWAs) provide flexibility, through which remuneration and terms and conditions of employment can be adapted to suit individual circumstances and enhance Questacon’s capacity to attract and retain a highly skilled workforce. All Questacon employees whose entitlements are under AWAs are covered by the department’s leadership protocol (see ‘Leadership protocol’ in Chapter 7), which articulates leadership expectations. Key employee statistics are presented in Tables 6.3, 6.4, 6.5 and 6.6.

Table 6.3: Full and part-time Questacon staff, 2005 to 2007 Ongoing Employment category

Non-ongoing

Full-time

Part-time

Full-time

Part-time

Casual

Total

At 30 June 2007

63

10

42

12

102

229

At 30 June 2006

61

11

55

19

86

232

At 30 June 2005

42

9

59

17

87

214

Source: Questacon.

30 June 2007 Classification

30 June 2006

ACT

NSW

ACT

NSW

Senior Executive Service

3

0

2

0

Executive Level 2

8

0

8

0

Executive Level 1

17

1

16

0

Australian Public Service 1–6

195

5

203

3

Total

223

6

229

3

Questacon

Table 6.4: Number of staff on AWAs or certified agreements, by classification and location

Source: Questacon.

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Table 6.5: Number of staff in sections, by gender at 30 June 2007 Men

Women

Total

Education and Strategic Communications

Section

5

5

10

Finance and Information Services

5

7

12

19

12

31

Outreach

8

17

25

Organisation Development

1

4

5

56

71

127

Marketing

1

4

5

Facilities

6

2

8

Expansion

1

Executive

1

4

5

103

126

229

Exhibition Services

Visitor and Customer Services

Total

1

Source: Questacon.

Questacon

Table 6.6: Range of salaries available, by classification level Executive Level 2

$79 100 – $92 678

Executive Level 1

$68 584 – $74 059

Australian Public Service 6

$53 499 – $61 455

Australian Public Service 5

$49 533 – $52 524

Australian Public Service 4

$45 822 – $48 217

Australian Public Service 3

$39 845 – $45 222

Australian Public Service 2

$34 983 – $38 794

Australian Public Service 1

$17 123 – $34 165

Source: Questacon.

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Learning and development Development of employees is vital to Questacon’s growth and success. Questacon’s annual workforce planning analysis and individual performance management and development discussions help the centre use its learning and development funding effectively. During 2006–07, Questacon supported a range of development opportunities. These included performance management and development skills workshops; the Cultural Management Development Programme; the Australian Workplace Skills Programme; cultural diversity workshops; coaching and leadership development; first aid; and the Customer Service Development Programme. A range of OHS and information technology training was offered during the year, along with the opportunity to attend courses, seminars and conferences.

Occupational health and safety

The OHS plan for 2006–07 promotes a culture of continuous improvement in OHS performance, with the following key deliverables: ¢

providing a systematic and structured approach to implement OHS risk management strategies as part of day-to-day operations

¢

implementing recommendations of a management-initiated audit of Questacon’s OHS management system, which was conducted by an external consultant using the audit tool developed from Australian Standard AS/NZS 4801

¢

providing a strong focus on employee health and wellbeing in the workplace

¢

integrating OHS into effective contractor management.

Questacon

Questacon is committed to providing a safe and healthy environment for its employees, contractors, volunteers and visitors, and to continuing and improving its good OHS record for staff and visitors.

Questacon’s Emergency Planning Committee was convened to oversee the ongoing review and testing of fire and emergency procedures. This will help to ensure ongoing training and awareness for new employees and all wardens in the Emergency Control Organisation.

Information and communications technology There were substantial changes to Questacon information technology infrastructure and architecture in 2006–07. The primary focus was to align more closely with DEST systems and processes, thereby reducing risks to operations. Questacon continues to manage and maintain its own business applications, but further integration with DEST applications and infrastructure will continue during 2007–08. The initial phase will be the move to DEST corporate applications, including human resources and finance.

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Environmental management In August 2005, Questacon achieved ISO 14001:1996 certification for its environmental management system. The system has been embraced across the operations of the centre, including for specifications in current requests for tenders and in the development of energy management strategies. As part of Questacon’s capital works programme in 2006–07, contractors removed and disposed of building materials in an environmentally sensitive manner. Environmental improvements continued to be implemented. Questacon increased use of green energy to 20 per cent, improved recycling activities and continued to monitor and reduce the use of paper in photocopiers and printers. Cer tification of the environmental management system to ISO 14001:2004 has been achieved.

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