Education and ICT Literacy in Australia

	Post Trip Follow-Up COSN VIP Delegation to Australia, 2004: ICT in Education The CoSN VIP Delegation to Australia Understanding the Australian Education System: An Overview Addressing the Challenges Establishing a Supportive Public Policy Framework Innovative Examples, Models and Leaders A Vision for the Future Trip Background and Reports Agenda Trip Blog Delegation Members Background Materials Sponsor Background Information

Historical Development

The first schools in Australia were set up by private individuals and Church organizations. From 1848 onwards a dual system of schools was established. Under this system church or denominational schools were supported by government funding while at the same time a system of government-controlled 'national' schools was created. Between 1872 and 1895 all of the Australian colonies passed public education laws which established a system of government primary schools administered by a department of education, and at the same time the colonies started to withdraw funding from denominational schools. It was not until 1964 that the Australian Parliament passed legislation authorizing financial assistance to non-government schools. Secondary education developed much more slowly than primary education, particularly in the public sector, remaining the prerogative of non-government schools until the early twentieth century. It was not until the 1950s that government schools became the main providers of secondary education.

After the creation of the Commonwealth of Australia in 1901, school education remained a State and Territory responsibility and no significant Constitutional role was given to the Federal Government. Although each State and Territory exercised responsibility for its own education system, the structure which emerged had a significant degree of uniformity. By 1939 schooling was compulsory in most States between the ages of six and fifteen, but the majority of young people received only two or three years of secondary school education. During the 1950s and 1960s secondary education expanded rapidly. Until recently the last years of secondary education were seen as primarily a preparation for tertiary study and the curriculum was academically oriented. The last few decades have seen a diversification of education available in secondary education and an expansion of technical and vocational education in both the secondary and tertiary sectors.

The first Australian university was the University of Sydney, founded in 1850 in New South Wales. Three years later the University of Melbourne was established by the Colony of Victoria. By 1912 a university had been founded in each State: the University of Adelaide in South Australia in 1874, the University of Tasmania in 1890, the University of Queensland in 1909 and the University of Western Australia in 1911. The decades since World War II have seen a substantial expansion of Australian higher education.

Overview of the Australian Education System

Preschool and school education has a similar structure across Australia with only slight variations amongst the States and Territories. Preschool education is commonly one year in length and is not compulsory. School education is thirteen years with some variations in Queensland and Western Australia. It is divided into a preparatory year, primary schooling and secondary schooling. The preparatory year is not compulsory but is almost universally undertaken. Children usually start in the preparatory year at around five years of age although in some States the starting age is closer to four years. Primary schooling is six or seven years Years 1-6 or 1-7, and secondary schooling is five or six years Years 7-12 or 8-12. School education is compulsory until the age of 15 except in Tasmania where it is compulsory until age 16.

During the 1980s and 1990s, there has been a steady increase in the number of students completing the full thirteen years of education, with the national rate at 72.3 per cent in 1999. Retention rates vary between States and Territories, ranging from 53 per cent in the Northern Territory to over 91 per cent in the Australian Capital Territory.

Tertiary education programs can be divided into two main types those offered by institutions and industry within the Vocational Education and Training (VET) sector, and higher education programs which are mainly offered by universities and other higher education institutions. VET is competency-based and offers a wide variety of programs under the National Training Framework (NTF). Higher education offers programs leading to Bachelor degrees and a range of postgraduate awards. Universities also offer some shorter undergraduate programs.

While the VET and higher education sectors in Australia remain largely distinct, there are an increasing number of connections being forged between the two. A few universities offer programs under the NTF and some Bachelor programs are offered by mainly VET institutions. Articulation from VET programs into specific degree-level programs at universities or vice versa is now well developed with the granting of credit in one sector for studies undertaken in the other.

School Year
The school year normally runs from late January or early February until early December. Most States and Territories operate on a four-term per year system, but Tasmania has a three-term school year. In the Vocational Education and Training (VET) sector, the teaching year for Technical and Further Education (TAFE) institutes and colleges runs from late January to mid-December; in some States and Territories it is divided into three terms, while others use a semester system. Many private training providers in the VET sector run programs year round. Universities normally operate over two semesters and the academic year begins in mid to late February and ends in November. More recently, summer sessions have been offered to provide greater flexibility for both universities and students and to enable earlier completion of degree programs.

Distance and External Education
Children may be exempted from compulsory attendance at school if they live too far away for daily attendance, have a disability or illness, or are traveling interstate or overseas. Distance and external educational programs are available at preschool, primary and secondary levels and use a variety of media, including electronic communications systems, to support the print medium of instruction. All State and Territory education authorities provide a range of distance or external services. The best known Australian distance education school is probably the Alice Springs School of the Air run by the Northern Territory Education Department, which caters for children in remote regions of central Australia. Some States and Territories also allow Home Schooling students schooled at home, usually by a parent under certain conditions.

Many VET and higher education institutions offer external courses using a variety of media. On-line course provision is now widely available as well as the more traditional correspondence programs.

Open Learning Australia (OLA) acts as a broker for a consortium of universities. It delivers a variety of vocational education courses and Bachelor degrees. Studies may be combined with on-campus studies or other distance education studies. In 1999, Open Learning Australia merged with Professional and Graduate Education (PAGE). Units are delivered in a variety of methods including print based subject materials, on line services, video cassettes, CD ROM and television and radio programs.

Education for Students with Special Education Needs
All States and Territories offer a range of programs to address the special education needs of students. Programs available include those for students with intellectual and physical disabilities, behavior disorders, special learning needs, for gifted students, and for migrant students, particularly those with low numeracy and literacy skills. Responsibility for policies and financing of these programs is often shared between the Federal Government and the States and Territories.

Education for Indigenous Australians
Both the Federal Government and the State and Territory Governments have had in place a range of policies and strategies with the primary objectives of improving educational outcomes for Indigenous Australians. The National Aboriginal and Torres Strait Islander Education Policy (AEP) was agreed to by the Federal Government and the States and Territories in 1989 and reaffirmed in 1995. Most recently, in July 2000, the Ministerial Council on Education, Training and Youth Affairs (MCEETYA) issued a National Statement of principles and standards and an action framework for more culturally inclusive and educationally effective schooling for Australia's Indigenous peoples in the 21st Century. The Principles acknowledge the capacity of all young Indigenous people to reach their full potential in school and the role of Indigenous parents as the first educators of their children. The Standards are described in terms of the rights of Aboriginal and Torres Strait Islander students and their teachers and education workers to access the same level of government services as other Australians and to achieve equitable and appropriate educational outcomes.

While States and Territories retain principal responsibility for Indigenous education, the Federal Government contributes to improving the educational outcomes of Indigenous Australians and Indigenous communities by providing supplementary funding under a number of programs of both direct and indirect assistance targeted to Indigenous students. Programs include the Indigenous Education Strategic Initiatives Program and the Indigenous Education Direct Assistance Program which provides tutorial assistance, student support, parent awareness and vocational and educational guidance. In the higher education sector, the Indigenous Support Funding Program provides grants to higher education institutions to assist in meeting the special needs of Indigenous students and advance the goals of the AEP. Funding is also provided under the Indigenous Higher Education Centers program to encourage the development of research skills and academic excellence within the Indigenous community and Open Learning Australia is provided with funding to assist Indigenous Australians in the higher education sector. ABSTUDY provides income support and related assistance to Indigenous students in secondary and tertiary education.

Administration and Finance
The administration and financing of education in Australia is shared between the Federal Government and the States and Territories. The Federal Government is mainly concerned with the development of national policies and strategies for education, whereas the States and Territories are responsible for delivering education within their borders. The Federal Government provides significant funding for education across the educational sectors and administers some national programs.

Consultation between the Federal Government and the States and Territories occurs at Ministerial level through the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) and at official level through the Commonwealth [Federal]-State Joint Planning Committees. MCEETYA was established in 1994 from the merging of the Australian Education Council (AEC), the Council of Ministers of Vocational Education, Employment and Training (MOVEET) and the Youth Ministers Council (YMC). Membership of MCEETYA comprises Federal, State and Territory ministers as well as New Zealand Ministers responsible for the portfolios of education, employment, training and youth affairs.

MCEETYA's responsibilities cover national co-ordination and policy development across issues involving all levels and sectors of education school education, Vocational Education and Training, and higher education, employment/labor linkages, youth policy and cross-sectoral matters. MCEETYA works closely with the Ministerial Council on the Australian National Training Authority (ANTA MINCO) which has responsibility for certain aspects of Vocational Education and Training. The Commonwealth-State Joint Planning Committees provide advice to MCEETYA on matters such as national agreements on shared agreements and objectives, negotiations on the scope and format of national reporting, coordination and collaboration on national issues, the source and distribution of higher education resources, and cooperation with the VET system.

MCEETYA education and training Ministers are the owners of two national companies which provide support in specific areas. education.au limited is the national education and training ICT agency with responsibility in school, VET and higher education sectors. Schools Ministers are the owners of Curriculum Corporation which has responsibility for development of curriculum and content for schools where there is a common national agenda.

The responsibilities for policy, administration and finance of all sectors of the Australian education system are fairly complex with both the Federal Government and the State and Territory Governments involved. The roles of each level of government in the school, VET and higher education sectors is described in more detail in the relevant sections later in this Profile.

Statistical Overview of the Australian Education System
In 1999, there were 9 590 schools in Australia of which 6 970 were government and 2 620 non-government. Primary schools comprised 70.0 per cent of schools while 15.6 per cent were secondary schools. A further 10.6 per cent were combined primary and secondary schools and 3.8 per cent were special schools. There were 3 226 650, full-time students attending school. The percentage of students who attended government schools was 69.7 per cent, comprising 73.1 per cent of primary students and 64.8 per cent of secondary students.

In the case of Vocational Education and Training (VET) in 1998, VET programs were provided by 92 Technical and Further Education (TAFE) and other government institutions, approximately 600 community centers, and more than 1900 other registered training providers. Some 75 per cent of VET students were enrolled in TAFE institutes and colleges, 15 percent were receiving training from community providers and about nine per cent from other registered providers. In 1998 there were some 1.54 million people participating in VET.

In 1999 there were 42 fully or partly publicly-funded higher education universities and colleges, as well as a number of private institutions. Some 686 200 students were enrolled in undergraduate and postgraduate higher education courses at publicly funded universities.

International Focus
Australia is an active member of the international education and training community and enjoys strong educational relationships with other countries. Australia actively participates in a range of multilateral organizations including the Asia Pacific Economic Cooperation (APEC), South East Asian Ministers of Education Organization (SEAMEO), United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organization for Economic Cooperation and Development (OECD). It also works to develop and strengthen direct country-to-country relations in the Asia Pacific region and with our major trading partners. The Federal Government has recently entered into a number of bilateral arrangements on educational matters with countries including Germany, Italy, France, Malaysia, New Zealand and Thailand.

Private Education

Private education exists in parallel with government institutions at all levels in Australia.

Non-government schools have always played a very substantial role in Australian school education, and in 1998 enrolled around 30 per cent of all school students. The majority of non-government schools are Catholic institutions, with only about 11 per cent of the school population attending other types of non-government school. Catholic schools may be either systemic which are administered by Catholic educational offices or non-systemic independent schools, such as those run by religious orders. Systemic schools comprise primary schools at the parish level and secondary schools at the diocesan level.

Although a large number of non-Catholic private schools are run by or associated with other Christian denominations, there are also schools associated with other faiths such as Judaism and Islam, or with particular educational philosophies such as Montessori and Steiner. Private schools also include community schools run by parent and teacher groups, including Aboriginal community schools. All non-government schools are registered with the education department of the relevant State or Territory and are subject to regular inspection. They generally use the same curricula as government schools and must conform to government requirements in terms of inspection of their premises and teacher registration. Non-government schools derive their income from fees, endowments and financial assistance from both the Federal and State and Territory Governments. The proportion of children attending non-government schools has risen in recent years.

There are large numbers of private Registered Training Organizations (RTOs) within the VET sector, particularly in the areas of English language studies, secretarial, data management and computer studies, business management and air pilot training. The State and Territory training authorities are responsible for the registration of these organizations.

ICT in Education

The Australian Government Department of Education Science and Technology (DEST) commissioned research into the policies being adopted by governments in Australia and overseas, and by private education training providers in Australia, to support the effective use of ICT in education and training.

The outcome of this research included:

• the creation of a database catalogue of relevant ICT policies against a framework of Activity Areas/Objectives and Jurisdictions.
  
  
• the publication of two reports, the first being a report on the Australian situation and the second on the international context.
  
  

The Database Catalogue

ICT policies in Australia and selected other countries were summarized and then classified against two measures: Activity Areas/Objective and Jurisdictions. This information was then entered into a searchable database. It was also used as the basis of two comparative reports.

The Enabling Pillars: Learning, Technology, Community, Partnership - A Report on Australian Policies for Information and Communication Technologies in Education and Training

Towards the Connected Learning Society: An International Overview of Trends in Policy for Information and Communication Technology in Education

These reports are available at www.ictpolicy.edna.edu.au/sibling/publications

Information & Communication Technology Competencies

Information & Communication Technology [ICT] Competencies are designed to integrate the use of ICT's throughout the curriculum. The competencies were developed in consultation with education and industry representatives and are endorsed by the Information Industry's Development Board.

ICT infrastructure & access (2001 data)

Telephone mainlines

Per 1,000 people 592

Mobile phones

Per 1,000 people 607

Personal computers

Per 1,000 people 416.7

Installed in education (thousands) 706.8

Internet

Users (thousands) 389,451.6

Monthly off-peak access charges

Service provider charge ($) 13.3

Telephone usage charge ($) 10.62

ICT expenditures

Total ICT ($, millions) 37,673.0

ICT as % of GDP 10.7 ..

ICT per capita ($) 1,938.8 ..

ICT business & government environment

(ratings from 1 to 7; 7 is highest/best)

Broadband internet access availability .. 5.0

Local specialized IT services availability .. 5.7

Competition in ISPs .. 5.3

Government online services availability .. 5.1

Laws relating to ICT use .. 4.8

Government prioritization of ICT .. 4.9

Helpful Websites

Australian Education System
www.edna.edu.au/.../CEP_Aus_EdSys.htm

aei.dest.gov.au/AEI/QualificationsRecognition/CountryEducationProfiles/CEP_Aus_EdSys.htm

This page, published by the Australian Government International Education Network (AEI), provides a profile of the Australian education system including historical development, a brief overview, education for indigenous students, statistical overview, administration & finance, international focus and private education.

education.au limited, a MCEETYA company providing national support for school, VET and higher education sectors and intenational linkages, can e veiwed at: www.educationau.edu.au

Curriculum Corporation a schools Ministers MCEETYA owned company rsponsible for development of curriculum materials to serve common national interest can be seen at: www.curriculum.edu.au

The Australian national education and training online gateway is at: www.edna.edu.au

The national career information system can be seen at: my future.edu.au

The Le@rning Federation is a combined Australian Government and State/Territory project to develop schools online curriculum. Currently, the project managed by education.au limited and Curriculum Corporation is in its third year and learning objects are becoming available for schools State/Territory bodies. For further information about the project see www.thelearningfederation.edu.au

Australian ICT Education Committee (AICTEC) is a national advisory group comprising high level representatives from schools, VET, higher education, Austalan Government and education.au limited which has responsibility for pursuing areas of common national interest cross-sectorally in ICT. Further information about AICTEC can be sen at: www.aictec.edu.au.

The MCEETYA Schools ICT Taskforce is a national schools group which is responsible for national ICT projects and reporting to MCEETYA. Further information about MCEETYA Schools ICT Taskforce can be sen at: icttaskforce.edna.edu.au

www.education.gov.au/goved/go/pid/1 The Government Education Portal points the way to education and training information from authoritative Australian Government, State and Territory sources.

www.apsc.gov.au/mac/technology.pdf

Australian Government Use of Information and Communications Technology: A New Governance and Investment Framework
www.edna.edu.au/edna/referral/browse/http:/www.apsc.gov.au/mac/technology.pdf

Recommendations in the report from NOIE aim to help deliver efficiencies in the implementation and use of ICT across departments and agencies. They would lead to better and more focussed delivery of government services to the Australian community.

www.aictec.edu.au/aictec/go

Australian ICT in Education Committee (AICTEC)
www.edna.edu.au/edna/referral/browse/http:/www.aictec.edu.au/aictec/go

The Australian Information and Communications Technology in Education Committee (AICTEC) is a cross-sectoral, national committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilization of online technologies in Australian education and training.

www.oit.nsw.gov.au/pdf/3.4.1-ICT-Skills.pdf ICT Skills Action Plan, Skilling People for an Information Society

www.worldbank.org/data/countrydata/ictglance.htm

World Bank Group
ICT at a Glance Tables

www.decs.act.gov.au/publicat/ict_competencies.htm

The Department of Education and Training delivers high quality education services through government schools; registers non government schools; and administers vocational education and training in the ACT. The Office for Children, Youth and Family Support facilitates and delivers support to children, young people and families of the ACT. Additional information on ICT and the specific competencies assessed by the Programs, Information & Communication Technology Competencies for ACT Year 10 Students.

www.decs.act.gov.au/publicat/ict_competencies.htm

ictresearch.edna.edu.au

The ICT research website contains research material on ICT initiatives relevant to the Australian school sector.

www.ictpolicy.edna.edu.au/sibling/background

The Australian Government's Strategic Framework for the Information Economy nominates as a key area for action the need to deliver the education and skills Australians need to participate in the information economy to ensure that Australia meets the challenges arising from the rapid spread of information and communication technologies (ICT). ICT will also transform the way in which education and training is delivered.

Background for Meetings

www.dest.gov.au

Department of Education and Training, (DEST) provides national leadership and works in collaboration with the States and Territories, industry, other agencies and the community in support of the Government's objectives. DEST develops and implements policies to ensure the continuing relevance of education, science and training to contemporary needs and the growing requirement for lifelong learning.

www.dest.gov.au/afuet/default.htm

Information and Communications Technology (ICT) is rapidly changing the way we look at and participate in education and training. To make sure Australia is positioned to obtain the benefits of education technology the Australian Government Department of Education, Science and Training (DEST) is conducting a review into Australia's Future Using Education Technology.

www.educationau.edu.au

education.au is a national ICT agency for education and training, owned by the Commonwealth and State and Territory education and training ministers. The Agency has been established to enact agreements reached by these Ministers in the Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA).

www.thelearningfederation.edu.au

The Le@rning Federation is an initiative of State and Federal governments of Australia and New Zealand. Over the period 2001-2006 the Initiative aims to develop online interactive curriculum content specifically for Australian and New Zealand schools. The Initiative will support teachers in enhancing student learning.

www.innovation.sa.gov.au

The Science, Technology and Innovation Directorate belongs to the Department of Further Education, Employment, Science and Technology (DFEEST). The Directorate provides a coordinated, whole-of-government approach to the development and implementation of strategic policy advice in science, technology, innovation and the information economy to support the Government's goals of economic development and social inclusion.

Australian Museum

The National Museum of Australia explores the land, nation and people of Australia. The Museum celebrates Australian social history in a unique way by revealing the stories of ordinary and extraordinary Australians, promoting the exploration of knowledge and ideas and providing a dynamic forum for discussion and reflection.

www.decs.sa.gov.au/decs_home.asp

South Australia Department of Education and Children's Services

School of the Future

Established in 1989, the Technology School of the Future (TSoF) is a unique staff training and development centre within the South Australian Department of Education and Children's Services. The centre staff in association with an increasing number of partners, provides technology professional development services to a wide range of clients from around the world, with a primary focus on South Australian schools and preschools. The centre is the largest provider of hands-on teacher training in school use of computers in Australia.