COMMITTEE REPORT: Portfolio Committee on Education
National Assembly:
Report of the Portfolio Committee on Education (National Assembly) on Study Tour to Australia and New Zealand dated 01 November 2000, as follows:
A. Introduction
A delegation from the Portfolio Committee on Education (National Assembly) undertook a study tour to Australia and New Zealand from 23 June to 06 July 2000, with the following mandate:
1. Objectives of tour In a meeting on 27October 1999 the Committee unanimously agreed that a delegation undertake a study tour to Australia and New Zealand, with the following objectives:
(1) To study outcomes-based education (OBE): conceptualisation policy practice (implementation); curriculum development; development of learning and teaching materials, teacher training and assessment.
(2) To study student financial assistance for further education and training in higher education.
(3) To study the use of information technology in education.
2. Specific interests
Specific interests included the link between universities and Parliament; university and research funding; university involvement in distance education; registration and accreditation regarding institutions of higher learning; quality assurance programmes; are teacher training colleges attached to universities and stand-alones?; student funding/government bursaries; and student exchange programmes with South Africa.
Committees play a vital role in promoting co-operative governance between provinces and central government thereby improving the quality of life of every citizen at the grassroots level. As both countries have extensive experience on OBE, the delegation focused mainly on the shortcomings and successes and implementation of OBE in the respective education systems.
3. Delegation The multi-party delegation, under the leadership of the Committee’s chairperson, Prof S M Mayatula included, Mr R P Z Van den Heever, Mr L M Kgwele, Ms P N Mnandi, Mr S J de Beer, Adv A H Gaum, Mr M J Ellis and Ms N C Manjezi (Committee Secretary). Mr M J Ellis left the delegation after the third day of the official business for health reasons, while Adv A H Gaum joined the rest of the delegation after the first day, due to pressing engagement with his party.
An attempt was made to obtain a valued balanced view, with input from various sources, like the Ministers of Education and Training in both countries, Associate Minister, senior departmental officials, principal and teachers.
B. DEPARTMENT OF EDUCATION AND TRAINING, SYDNEY, NEW SOUTH WALES (NSW) -
Official view by Deputy Director-General, Dr T Burke
1. Government schools The school system is recognised as a leader in general, as well as in literacy, education, technology and vocational education. This year the school education comprises 40 districts with more than 50 000 teachers and over 765 000 students in 2 227 public schools; 11 institutes on 129 sites with more than 450 00 students; and over 20 000 staff across the State. These include: 1 630 primary schools, 18 separate pre-schools, 65 central schools, 393 high schools, 99 schools for specific purposes and 22 environmental education centres (previously field studies centres). It also incorporates early childhood and primary education, secondary education, technical and further education, vocational education and training, higher education and adult and community education.
NSW is a multicultural society, with students from more than 60 cultural backgrounds with an Indigenous population of approximately 30 000. Students throughout the NSW are supported by more than 50 000 classrooms and specialist teachers and around 9 700 administrative staff members. A further 2 400 specialist education officers provide additional teaching and learning support to students and teachers. All poor schools are allocated additional subsidies by the government.
The Department of Education and Training runs 78 pre-schools across the State. Nine of these pre-schools are in aboriginal communities and target aboriginal students. The pre-schools provide educational programmes to children for one year prior to enrolment in Kindergarten. Children who will be four years of age by 31 July, may enter pre-school at the beginning of the year. Most pre-schools are privately run and fully funded by the government. The Department of Community Services oversees these private pre-schools. The children begin formal schooling at the age of five.
The school curriculum is organised into key learning areas, from Kindergarten to Year 10. The key learning areas of the primary school curriculum are English, Mathematics, Science and Technology, Human Society and Its Environment, Creative and Practical Arts, Personal Development, Health and Physical Education.
All public school teachers are trained at universities, and they form one of the most highly qualified workforces in the world. About 2 000 students in remote areas access school education through distance and rural education programmes, which operate through 11 primary and eight secondary distance education centers.
At government secondary schools, more and more students are seeking to maximise their options for employment, further training and higher education by choosing to study vocational courses alongside their general education subjects. Close to one in three students now study vocational courses as part of their Higher School Certificate (HSC) programme. This year the new HSC programme has been introduced, making this world-class credential fairer and stronger for all students.
Government schools are committed to provide high-quality, flexible education options for students. In 1999 more than 3 000 students undertook their senior schooling on a part-time basis. Part-time traineeships provide students with the opportunity to develop employment specific skills, leading to an industry credential while at the same time gaining the HSC.
The Department of Education and Training is therefore committed to effective participation of parents in their children's schooling. There are a number of ways in which parents can become actively involved. These include parent/teacher conferences, state and local parent associations and individual school councils. School councils are a popular and effective form of parental participation at the local school level. The partnership between parents, teachers and schools is at the core of the public school system. The interest and participation of parents process are not only valued but welcomed, and as the department move into a new century, this partnership continues to strengthen.
Children learn best when parents and teachers work together in partnership, and when parents and teachers share the responsibility for this partnership. Parents are welcome to participate in school activities. The school councils, the parents’ and citizens' association and other groups, such as parents’ club, are forums for parent participation and decision-making. Parents and citizens' associations at schools bring parents, citizen, students and teachers to closely co-operate. Many parents assist teachers in the classroom, in creative and performing arts activities, in sport and on excursions and many after-school activities.
Schools welcome visits by parents during school hours, but it is best first make arrangements.
The Department is the largest single organisation in Australia and has an annual budget allocation for schools and vocational education training of $7 billion.
2. Technical and Further Education (TAFE) TAFE is the largest provider of vocational education and training in Australia. There are 11 TAFE institutes with over 130 campuses, as well as the Open Training and Education Network (OTEN). TAFE training offers a practical advantage for job-seekers, students aiming for promotion and those who want to change career or re-enter the workforce. It is a great way to secure a satisfying career in areas such as telecommunications and information technology, human resource management, tourism and hospitality and nursing.
More than 40 000 students are enrolled in TAFE courses each year, including more than 20 000 through distance learning with OTEN. TATE teachers have a mixture of industry experience and formal training.
Statistics show that in every 12 NSW residents over the age of 15, one was a TAFE student in 1999. Students can choose from more than 1 000 courses and many short courses. Most TAFE qualifications are accredited under the national Australian Qualifications Framework (AQF). These qualifications are developed with industry and community consultation and are recognised widely in Australia.
The vocational education and training sector, school sector and university sector are now all covered by the AQF. This helps students to move flexibly between education sectors, receiving credit for prior knowledge, skills and experience.
Each year, over 22 000 former university students study at TAFE to gain more hands-on skills and improve their chances of employment. TAFE graduates are "ready to work" and studies have shown that more than 70% of TAFE graduates are employed within six months of graduating. Through OTEN, students can combine study in the workplace, at home and at a college or campus. Distance education and open learning give many students the choice of studying at their own pace and in a way that best suits their individual lifestyle.
3. OTEN
(1) Functions Distance Education is there to reach those students whose learning objectives are restricted by distance, disability, isolation or other life circumstances. It aims to provide educational experiences flexibly, using appropriate traditional and technological means. It also supports isolated schools and students through distance education centres, the provision of teaching programmes and materials and other forms of curriculum support. The directorate is responsible for strategic planning to promote and facilitate distance
learning.
Pre-vocational schools and vocational (TAFE and industry) courses and materials are designed, produced and delivered by the directorate in co-operation with schools, TAFE institutes and curriculum development agencies within the Department. The implementation of policies relating to the needs of schools, students and their parents in distance education is a key responsibility for the directorate expressed through the Distance Education Centres, the Country Areas programme, the Access programme and the Schools Radio and Satellite systems, Computers and Internet.
Other specific responsibilities include management of the Living Away from Home Allowance, scholarships for isolated boarding students at government agricultural high schools and isolated schools grants.
(2) Distance education Distance education is a TAFE Institute in its own right, working with other Institutes to extend and complement the range of vocational options available to students in a face-to-face mode. It enrolls and teaches approximately 31 000 students each year in around 600 vocational subject areas. It is positioned to be a key co-ordinating force in the development of print, audiovisual, Internet and interactive learning materials. Distance education also provides a range of library and information services to the Department’s corporate, district offices, schools and external clients. It also operates from a technologically sophisticated facility in Strathfield and from a State Office location in Bathurst.
(3) Services and Activities
OTEN offers a range of services and activities that are constantly being assessed and modified in response to client needs, government directives and changes in technology. These include the following: Individualised, interactive and flexible distance education Teaching, instructional design and course development, multimedia, CD-ROM and website design and production; television and video programme production for a wide variety of clients, print material design, development and production for the school sector, TAFE and other government bodies and industry; TAFE library systems support and information services management, consultancy services to industry on training needs and flexible delivery strategies, apprenticeship and traineeship offered in conjunction with other TAFE NSW Institutes, private and interstate providers, student management systems and support, and research and use of new and emerging technologies.
4. Vocational education and training at schools (VET) VET programmes build pathaways between school, college and work, to enable students while they are still at school, to prepare for success in their careers and adult life. These programmes now provide flexible patterns of study, work placement and paid work that will lead to enhanced employment opportunities and facilitate life-long learning.
VET options can provide a headstart for all students, including those planning a university degree after their HSC.
They do have career advisers who provide a range of information and planning services to students throughout the junior and senior years of high school. Students and parents are able to access a wide range of information, some of which is available on computer software and the Internet. The streamlining of education services particularly between schools and TAFE under the Department, has further strengthened the information available through career advisers.
Work experience is offered through many high schools to give students an understanding of The employment environment and also of particular careers, and it is arranged by the school in consultation with the career advisers, course co-ordinators, students and parents. Students may take vocational courses as part of their HSC. The Board of Studies has developed seven industry curriculum frameworks which align to a range of nationally endorsed training packages. The frameworks cover Construction, Business Services (Administration), Tourism and Hospitality, Primary Industries, Metal and Engineering, Retail and Information Technology, and each framework course have a mandatory workplace component.
Vocational courses for students planning to attend university have at least one 240-hour course in each framework which is eligible for inclusion in the Universities Admission Index (UAI). In order for the results of the 240-hour course to be included in the UAI, students must sit for an optional external HSC examination.
Part-time traineeship may be undertaken by students while they are still attending school. A traineeship is a work-based training programme which combines paid work with structured training and, in this case, senior secondary studies.
In Education-Based Partnerships, schools are engaged in a wide range of vocational learning initiatives built on strong partnership between education, community and business. Students and teachers are extending learning beyond the classroom by exploring the nature of work and further learning, by researching career options and by developing enterprising skills. This is achieved through Local Industry Education Networks, School-Industry Links,the Teachers in Business programme and other education and local industry partnerships. Some programmes are also conducted in association with Australian Business Week, the Australian Quality Council and Young Achivement Australia.
5. Literacy and Numerary Through the government's Literacy and Numeracy Plan introduced in 1999, the Department is continuing to build on the achievements of the State Literacy Strategy, and has successfully introduced and established an comprehensive numeracy plan. The government has spent in excess $200 million on literacy programmes since the beginning of the State Literacy Strategy. This has provided the personnel and resources needed to support teachers to achieve increased literacy outcomes. Over the next four months the government will provide a total of $41,8 million for numeracy programmes. This figure includes an additional commitment of $30 million to expand key programmes within the State Numeracy Plan.
(1) Literacy A major focus of that strategy has been and will continue to be monitoring the literacy achievements of students. The literacy needs of all students are identified through Basic Skills Tests in Years 3 and 5 and the English Language and Literacy Assessment in Years 7 and 8. These are complemented by school-based assessment of syllabus outcomes.
Explicit and systematic teaching programmes provide targeted support for students based on early identification and intervention. In 2000, all primary schools have been provided with a comprehensive package of materials to support the early identification of student's needs in both literacy and numeracy.
The Starting with Assessment materials have been provided for all Kindergarten, Year 1 and Year 3 teachers. Again this year, 800 students have access to the Reading Recovery Programme. In 1999, 76% of Year 3 students who received Reading Recovery Programme support in Year 1, achieved Band 2 or higher in the Basic Skills Test.
About 40 district literacy consultants continue to provide professional development for teachers to assist them to meet the specific literacy needs of students in their classrooms. In 1999 the consultants provided professional activities to support the implementation or literacy priorities on over 1 350 schools and 7 020 teachers. Literacy meetings were held in districts supporting more than 900 parents.
In demonstrating the departmental commitment in improving the literacy and numeracy achievements, the government has allocated an additional $14 million over four years to the Literacy and Numeracy Follow Up Programme. This funding will enable teachers to identify and work with students who experience difficulties in achieving basic literacy and numeracy standards.
As part of the Literacy Linkages Programme, a team of linkage consultants provide targeted support for schools to assist teachers to meet the literacy need of students moving from primary school to high school. Training is currently being provided to teachers in 117 high schools for students identified as needing additional support in literacy.
In 1999 the government provided to all primary teachers a comprehensive package on teaching and spelling, including the use of spelling lists. During this term all schools will be provided with the policy document on the teaching of writing, which include Focus on Literacy – Writing, preparations are made for the final strand of Focus on Literacy – Talking and Listening. Support for stage 6 English for the HSC is being developed and provided.
National Literacy Week will be celebrated during the week of 28 August 2000. This will be a further opportunity to celebrate the outstanding achievements of all the schools in promoting high expectations and delivering improved standards as the result of government initiatives. (2) Numeracy The numeracy component of Literacy and Numeracy Plan is building upon existing successful projects and emphasising the use of quality assessment information to support teaching and learning. The focus on numeracy is to provide intensive local training and development for teachers in recognising and addressing the numeracy needs of students.
This year all the schools have been provided with a comprehensive package of materials to support the early identification of students' needs in respect of both literacy and numeracy. The Starting with Assessment materials have been provided for all Kindergarten, Year 1 and Year 3 teachers.
The 40 district mathematics consultants emphasise how to link information, from assessment to specific teaching strategies. This has been an important component of the consultants' training.
In early years of schooling, the Count Me in Too early Numeracy Programme is expanding progressively to all primary and central schools. During 1999 over 300 schools participated in this. Over 370 primary schools will take part in the programme this year, supported by the district mathematics consultants and over a half a million dollars of programme support.
On May 2000, the piloting of a new statewide Year 7 numeracy test took place in 113 secondary schools. This test was designed to provide better quality information on numeracy achievement.
Further professional development is being provided for teachers through the Counting On project to address the gaps in students' knowledge of key concepts such as place value. Nine secondary schools have taken part in the successful pilot of Counting On. The programme has been expanded to at least one secondary school in each district in 2000. An important aspect of the numeracy plan is the valuing of effective home/school partnership in developing numeracy plan. A range of practical support materials is being developed along the theme of "Helping your child with ......". This will address topics such as helping the child to learn how to tell time or to do subtractions.
6. Computers in schools programme
(1) Internet access Government schools were connected to the Department's Internet service by the end of 1996. Since then, the Department has enhanced student and teacher access to the Internet by progressively connecting government schools to the Department's wide area network. The connection provides fast, reliable and simultaneous access to the Internet and the Department's data network. At present, there are 1 941 schools connected to the network.
(2) Internet usage Government schools and TAFE colleges collectively request more than 10Gb of data each day. This includes access to the Department's website, which offers more than 2 000 pages and links to over 350 external sites.
(3) Technology in Learning and Teaching Programme (TILT) The TILT programme provides training and development for teachers in the use of computers and associated communication technologies in the key learning areas. A total of 17 127 teachers had already completed TILT training by December 1999. To date the government has spent some $19,38 million on TILT. The 1999 - 2000 State budget announced the provision of funding to train further 10 000 teachers in TILT over the next four years. In addition, a new programme, TILT Plus, will provide training and development for up to 15 000 teachers, school executive and specialist support staff in an advanced use of technology. The government has provided funding of $16,4 million over four years, including $3,2 million in 1999 - 2000.
All teachers have received curriculum support materials to assist with the integration of computer technologies into teaching and learning. The Department's worldwide web site for schools, Network for Education, will continue to be expanded and improved to include additional resources that further support teachers and students.
Innovative Technology, including satellite delivery and CD-ROM has been used to broaden teacher training, supplementing TILT courses.
The equivalent of more than 77 000 multimedia computers have been distributed to government schools under the Computers in Schools Programme. The government will spend more than $47 million per year on the leasing and support of these computers. This leased computer equipment is being replaced progressively from April 2000 to ensure that students continue to be supported by the latest technology. The government has allocated $188,16 million over the next four years to replace and support the computers.
The 1999 - 2000 State budget announced that an additional 25 000 multimedia computers will be distributed across all schools during the government's current term and will spend an additional $15,3 million per annum on leasing these computers.
Satellite dishes have been installed in rural schools and most TAFE colleges. The TAFE OTEN develops courses which combine satellite television programmes and print materials. A technology adviser has been appointed to each of the 40 district offices to provide technology advice and support to the district office and district schools.
The Computer Co-ordinator Allowance enables schools to better co-ordinate and integrate computer resources with their teaching and learning programmes. In 1999 - 2000 the government provided $20,7 million to support this.
7. Assessment and reporting
(1) English Language and Literacy Assessment (ELLA) The ELLA is a key element in providing an explicit, systematic and co-ordinated strategy for improving student outcomes in literacy in secondary schools. It is held each year in term one for all Year 7 and 8 students attending those schools that choose to be retested. Over 90% of schools, volunteer to test their Year 8 students. The assessment provides schools with information about the literacy skills of their new Year 7 students and the development of literacy skills of their Year 8 students from the previous year. The participation of teachers in training to assess students writing against diagnostic criteria is an important component of the programme. A large number of Catholic and Independent schools with a total number of 20 000 students also conduct the test.
All participating schools receive comprehensive reports with detailed diagonistic information about their students’ literacy skills and knowledge. There is also a detailed report for parents. These reports are provided at the beginning of the second term.
(2) Basic Skills Testing Programme This programme assesses and reports on the state of literacy and numeracy in government primary schools providing the following:
(a) Parents and teachers with systematically collected information on the achievement of individual students in key areas of the curriculum.
(b) Schools with reliable annual and trend data on the performance of their students in relation to statewide achievement levels.
Over 180 000 students in the Year 3 and 5 from NSW and South Australia participated in the 1999 basic skills testing programme. Distribution of the report packages to government schools occurred in September 1999. The results show that the percentage of young students in the bottom bands for literacy and numeracy is the lowest ever.
The data on disk software was released to all NSW Government schools, South Australia Government Schools and the 10 of the 11 Catholic Dioceses in NSW. Positive feedback has been received from both NSW, South Australian and Catholic schools on the use of the software.
In 2000 the tests will be given on 02 August. In addition to South Australian government schools, the South Australian Catholic Education Commission will participate in the 2000 Basic Skills Testing for the first time.
8. School self-evaluation and reporting
(1) Annual school self-evaluation Each school conducts an annual self-evaluation, which include consideration of progress in achieving statewide and school priorities. The principal, staff and parents representatives participate in self-evaluation. Where appropriate, community and senior student representatives can join in. Representatives make regular reports to their nominating groups, detailing discussions, in the committees’ work.
All accumulated participation and learning outcome data available in the school are provided to the committee. The committee is at all times made aware of data of a confidential nature. Information that would identify individual students, is not made available to the committee. The committee has the support of a chief education officer to assist with its work.
The committee develops recommendations on the school's priorities and targets. After consideration by staff and the district superintendent, the committee finalises its recommendations and refer them to the principal for incorporation into school plans. The committee's deliberations and recommendations form major basis of the school's annual report.
(2) Annual school reporting Every school produces an annual report, which is the responsibility of the principal. It is produced in collaboration with the staff, parents, students and the self-evaluation committee. The chief education officer assists in the production of the report, and is a co- signatory with the principal.
The report is written within a framework provided by the Department of Education and Training, and provides a balanced, open and genuine account of school’s achievement and areas for development. Copies of the report are provided to each family in the school, with copies being available on request from the school and the local district office.
9. Adult and community education (ACE) ACE is open to all adults regardless of age or previous education, and can provide pathaways into further education and training at TAFE or university. Each year more than 30 000 NSW adults study in over 28 000 ACE courses at locations across the State. It is accessible and affordable, with courses spanning the humanities, commerce, science, technology, arts and crafts. Popular courses include: computing awareness and computing applications; stress management; painting and fine arts; literacy and cook skills.
ACE provides workforce training for industry through established courses or customized programmes tailored to specific skill requirements. It also offer a growing range of nationality endorsed training courses as part of the national vocational education and training system, along with literacy and other targeted courses for disadvantaged groups.
In 2000 the NSW government has committed more than $13 million to support the important ACE sector through more than 100 ACE organisations across the State. All ACE centres are non-profit making. For many classes, they use facilities such as classrooms, laboratories, kitchens, art studio and libraries or high schools and TAFE colleges.
10. Adult migrant English service (AMES) The AMES is recognised throughout the world as a highest quality language and literacy provider and is an important component of the NSW public education system. It has been in operation for more than 50 years and in that time more than one million migrants have studied English with the organisation.
AMES offers a range of courses and services, in particular free English courses for newly arrived migrants to help prepare them for community participation, work and education in Australia. It supports business and industry by providing cross-cultural communication training for workplaces and community organisations. It is also responsive to community needs and develops customised courses to meet the individual requirement of communities or industry.
New immigrants to Australia from non-English speaking backgrounds are entitled to 510 hours of English instruction with specialist teachers and tutors. English language, literacy and numeracy training is also offered for employees in workplaces who need additional education and support. Employment and workplace training is a key priority of AMES and special programmes are in place to help migrant qualified abroad find work in their field of expertise.
AMES offers fee-paying courses to develop pronunciation, reading, writing, speaking and listening, and the instruction is flexible and addresses the individual needs of student by providing tuition through education centres, distance education, independent learning centres and home visits under the home tutor scheme.
C. Official view on NSW School Curriculum Support, by Director of Curriculum, Mr L Wasson
1. Setting the Curriculum
At present, there are 140 staff members in the Curriculum Support Directorate in the Department.
The parliamentary Education Act of 1990 gives directives on the setting up of Curriculum in the Department. The Minister approves Board of Studies’ syllabuses, of which the Board produces syllabuses for K - Year 12 and advises the Minister on requirements for secondary certificates,which start at Year 7 and HSC. The Director-General also sets additional requirements for government schools.
The setting up of the curriculum support is based on primary and secondary curriculum, viz:
Primary curriculum: English, Mathematics, Science and Technology, Human Society and Its Environment (including languages), Personal Development, Health and Physical Education.
Secondary curriculum: English, Mathematics, Science, Human Society and Its Environment, Languages, Creative Arts, Technological and Applied Studies and Personal Development, Health and Physical Education.
The Board of Studies plays a vital role in the Department and is responsible for the following:
(1) Developing or endorsing syllabuses for all primary and secondary schools.
(2) Registration and accreditation of non-government schools.
(3) Conducting examinations and granting awards of certificates( secondary and HSCs)
2. Year 7 - 10 requirements All the government schools must study -
(1) English, Mathematics and Science for 500 hours;
(2) Human Society and Its Environment for about 400 hours (i.e 100 hours for history and 100 hours for geography during Year 7 and 8, 100 hours for Australian history and another 100 hours for Australian geography during Year 9 and 10);
(3) one language other than English for about 100 hours;
(4) Design and Technology for 200 hours;
(5) Visual Arts and Music each for 100 hours; and
(6) 300 hours for Personal Development, Health and Physical Education (150 hours during Years 9 and 10). 3. HSC requirements commencing in 2001 All the students must have completed 12 units of preliminary courses and 10 units of HSC. Preliminary and Higher School Certificate courses must include at least -
(1) six units of Board Developed Courses;
(2) two units of Board-Developed Courses in English;
(3) three courses of two units (or greater); and
(4) four subjects and not more than six units of Science.
4. Curriculum Support The Curriculum Support Directorate provides -
(1) frameworks and guidelines for curriculum implementation;
(2) curriculum material in print and electronic form;
(3) professional advice on curriculum implementation; and
(4) training and support for district consultants.
In 2000, there are six district consultants: Middle Years’ literacy Consultants, Human Society and Its Environment K-6 Consultants, Literacy Consultants, Mathematics consultants, Creative Arts Consultants and Science 7-10 consultants, providing support for the delivery of statewide curriculum initiatives. 5. Resources to support curriculum The Department identified a need for support materials before they are produced and are funded by the government. They won the tenders to support the 240 projects to produce curriculum materials and also to produce the Olympic education packages. They also do CD-ROMs in languages and multi-media type of work. The focus is on literacy and numeracy and all materials are designed for teachers and not for students. Approximately 600 000 copies of these support materials (numeracy materials) have been sold to New Zealand. The Department operates separately and independently and there is no competition with publishers. 6. Outcomes Education (1) The outcomes education has the potential to improve teaching and learning based on common curriculum framework; clarity about course expectation and content; and clarity about student achievement and progress.
(2) It provides clear framework of educational standards.
(3) It helps equality of learning outcomes.
(4) It provides parents with quality reports.
(5) It gives schools and systems the capacity to monitor and evaluate the effectiveness of education.
7. Standards Standards refer to student achievement at each stage. The standard is defined by the outcomes, indicators of achievement of the outcomes and work samples which illustrate achievement of the outcomes.
8. Student assessment The teachers make judgements about students' achievement based on a wide variety of information including –
(1) statewide test results (e.g. basic skills tests);
(2) standardised tests;
(3) student work samples, including oral, written and behavioural;
(4) student self-assessment; and
(5) information from other teachers and parents.
9. Statewide testing (1) Basic Skills Testing programme: Tests are in English and Mathematics and all students in Years 3 and 5 are tested.
(2) English Language and Literacy Assessment programme: All students in Year 7 are tested.
(3) Secondary Numeracy Assessment Programme: All students in Year 3 and 5 are tested.
The Board of Studies conducts the school certificate tests in Year 10, and tests are in English, Mathematics, Science, History/Geography/Civics, while the HSC tests are done in Year 12.
10. Kidmap The Kidmap is purpose-built software for NSW to support teachers in implementing an outcomes approach to teaching and learning. It also supports comprehensive and valid assessment; provides fast, flexible record-keeping and reporting; pinpoints student progress and needs, provides instant access to resources and helps plan and prepare both teachers' and students' work.
11. Technology in teaching and learning Technology in teaching and learning provides potential on the following three main areas:
(1) HSC On-Line HSC On-Line provides quality material to support students doing their HSC, and regularly receives 90 000 visits a day. There is a new site to be launched this year to support a new HSC which will include nodes (a component in a computer network) for 38 subjects by the end of 2001. It has also won a bronze award in the 1999 Premier's Public Sector Awards.
(2) Support for use of technology in classrooms The support for use of technology in classrooms do have research to identify and analyse implementation models. They use computer-based technologies in the series of publications. They also utilise follow-up implementation packages for use with networks and schools. They also have additional support for early childhood. It also links between computer-based technologies and areas such as literacy, numeracy, assessment and continuity.
(3) Support through electronic media The support through electronic media has the following three components:
(a) Multi-media, which aspires 2000 Olympic Resource for Australian schools, China Album, sites and scenes.
(b) Online Support, which gives access to Department's web site and school libraries.
(c) Video, which continues to be an effective method of support.
12. Curriculum support development process In the curriculum support development process the following are done:
(1) Identify a need for support material in relation to system priorities.
(2) Identify a funding source.
(3) Design the structure of the proposed support material.
(4) Involve key stakeholders in the development of the draft material.
(5) Trial the draft material with teachers and/or students.
(6) Endorse the final product.
13. Curriculum support materials The curriculum support materials include, print materials for student (including textbooks), print materials for teachers, computer-based materials, audio-visual materials, posters, brochures, and other promotional materials and any other combination of materials.
14. Distribution and marketing of materials The distribution and marketing of curriculum support materials can be distributed free to a target audience, or to subscribers, and can be sold within and outside NSW.
15. Sponsorship and tendering The support materials may be provided through government funding, cost recovery, funding by appropriate sponsors and tenders to produce materials for national distribution.
16. Print-based, computer-based and audio-visual support for teachers Print-based support for teachers includes unit of work, resource modules, curriculum information (including approaches to implementing new syllabuses) and reviews of available teaching and learning resources. Computer-based support for teachers includes diskettes, interactive multi-media and CD - ROMs and materials published on the Internet. Audio-visual support for teachers include audiotapes, videotapes and overhead transparencies.
17. School focus The school focus in the School Curriculum Support is facilitated by the district mathematics consultant, who has a synthesis of 15 years of national and international research and has independent evaluations.
18. Expansion of the framework Initial focus on the learning framework is in the first three years of school. They expand the focus to include Years 3 and 4 with multiplication, division and place value. They also link the project across the learning continuum in mathematics K-8 with the Counting On project. 19. Materials development They use theory and classroom-trialled support captured for broader use to organise materials by developing Efficient Numeracy Strategies, the Count Me In Too professional development package and Count Me In Too website.
D. Official view on Board of Studies by President, Prof G Stanley, and General Manager, Mr J Ward The Board of Studies in NSW is an independent statutory authority of the NSW government with a membership representative of all areas of education, including teacher unions. It is appointed by the Minister and has 24 members.
1. The Board's main functions and responsibilities are:
(1) Curriculum development This entails development of syllabuses and curriculum support materials for all schools from Kindergarten to Year 12 and of materials to support these syllabuses.
(2) Credentialling of students It develops and conducts examinations leading to the award of the School Certificate and HSC and awards credentials.
(3) Registration and accreditation of schools It gives advice to the Minister for Education and Training on applications from non - government primary and secondary schools seeking to operate in NSW and granting permission to non-government schools to present candidates for School Certificate and HSCs.
Professional and administrative support and services are provided to the Board by its office. 2. Board's new syllabus development process In 1998, the Board endorsed a new syllabus development process that will increase opportunities for consultation, establish achievable timeframes and ensure quality syllabuses.
The new process uses a project management approach, which involve five stages:
(1) Planning and promotion.
(2) Brief-writing development.
(3) Syllabus development.
(4) Handover for implementation.
(5) Data collection and evaluation.
3. Planning and promotion - stage 1 Its purpose is to develop a project plan. The key feature is the conduct of research and consultation to identify issues and concerns that need to be taken into account during the preparation of the writing brief.
Outcome: Broad directions and a list of issues to be addressed during the development of the brief. 4. Brief-writing development - stage 2 Its purpose is to develop a brief that takes account of the needs and directions established during the planning stage. During preparation, working draft(s) of the brief will be published for comments from key groups identified in the project plan, which will be approved by the Board.
Outcome: A brief that has been noted by the Minister. The brief becomes the detailed blueprint for the development of the syllabus, against which the final syllabus is judged.
5. Syllabus development - stage 3 Its purpose is to prepare a draft syllabus and then a final syllabus package. Comments will be sought from the key groups identified in the project plan. The key focus of the consultation will be on the extent to which draft syllabus meets the specifications of the brief.
Outcome: A syllabus package is approved by the Minister.
6. Handover for implementation - stage 4 Its purpose is to produce and distribute the new syllabus package and manage its handover to school authorities. The handover programme includes briefings with curriculum and/or district consultants.
Outcome: Publication and distribution of the syllabus package following details specified in the project plan and including both printed and electronic version of documents. 7. Data collection and evaluation - stage 5 Its purpose is to collect the data on the use of syllabus so as to ascertain whether the intentions of the syllabus are being achieved. The strategy for this data collection is included in the project plan. This stage of the process leads, in turn, back to the first stage.
Outcome: A report analysing collected data on the use of the syllabus, for consideration by the Board and/or the Minister.
At key stages, advice will be sought from teachers, significant individuals and organisations. In particular, professional teachers associations play a greater role in the process.
To assist with its monitoring and quality assurance role, the Board has appointed Board Curriculum Committees to assist it to monitor the quality of the material produced by project teams and ensure the integrity of the syllabus development process. These Committees report directly to the Board of Studies.
A project manager employed by the Office of the Board will manage the syllabus development project, developing the initial proposal, establishing consultative networks, managing consultation and drafting and revising syllabus documentation. Project teams at various stages of the syllabus development process include curriculum, assessment and publication officers.
E. Riverside Girls High School, Gladesville
1. Official view by executive and school principal, Ms J King This is a government school with an enrolment figure of 920 students and 66 teachers. It offers high school studies for Year 7 to Year 12. The entire building is a brick structure that is very strong and well-maintained.
The government was kind enough to pursue the OBE in schools in NSW. All incoming students and parents for Years 7 - 11 are given a handbook or booklet which specifies all the subjects offered. Each child is given an opportunity to choose the subjects. The teacher-student ratio (1:24) is legislated by the government in the Education Act of 1990.
The school has 120 computers, 68 of which were donated by the Department over the past two years while the remaining 52 were bought by the school. The students are always motivated to do computer courses when choosing their subjects. The Ancient History is the popular subject in NSW schools and universities, as well as in New Zealand.
At the end of each year, students write external statewide examinations. After completing the year, about 70% of them prefer to study degree courses at NSW universities. Most young people in Australia attend universities, as most TAFE institutes operate are on a part-time basis. Students do receive loans while studying, which is payable when they re-enter the workforce upon completion of their degrees. The school has fully equipped library with nine computers.
As the school is a government school, it is allocated a budget of $250 000 per year. Teachers’ salaries are no paid from this budget. The school buys books from the budget. Each family unit contribute about $200,00 to $300,00 per year towards school fees. As the school does not have enough funding, according to the school principal, they lease out school facilities, like the hall and 25 classrooms to various churches, and they receive $70 000 per year. This money is ploughed back into the school to cater for school needs and learning materials. NSW also gives huge allocations of its 25% budget to fund private schools. This allocation is legislated by the Act of Parliament.
About 95% of teachers are members of the state union, the NSW Federation, as there are no teacher registration councils. Independent schools have their own teachers’ union. The curriculum is being audited regularly, and the school was given an 18 months’ notice for implementation of OBE. The implementation of OBE in Year 7 to 11 is already taking place, and schools have to invent their own ways of developing curricula. There have been difficulties in working with the new students from other school because of their different curricula and reporting system. Since the establishment of the Board of Studies, the whole curriculum development process has improved. As regard to Profile Report in OBE, there is no statewide report designed for the schools; each school has to design its own way of formulating its reports. The descriptive reports are statewide, while individual reports are generated by the school. Private schools rely more on HSC to publish their achievements.
There is excellent parental support between teacher, parent and student at the school. Children learn best when parents and teachers work together in partnership and when they share responsibility for this partnership.
1. Reaction of parents on outcomes-based education It has been noted with concern that parents find it difficult to read reports and understand education philosophy. As the result, the Board has involved local interest groups and professional learning teams in schools. They also receive newsletters from the Department, enhancing learning documents in respect of HSC, but the process is not funded by the government.
It is also difficult to do an assessment if the class has more than 30 students. In OBE, the students are much more focused of what needs to be achieved.
Some underlying principles of an OBE approach to teaching and learning are the following:
(1) All students can learn successfully.
(2) Success leads to further success.
(3) Teacher control creates conditions in which learners can learn successfully.
(4) The student is the focus of teaching and learning and the process is student-centred and performance based.
(5) Teacher identify and comment on progression/improvements/achievements in learning within a standard reference work.
(6) Teachers determine the most appropriate strategies to ensure that learning/ improvement/development occurs.
(7) Teachers create a climate of continuous improvement.
(8) Teachers encourage students to establish priorities, set realistic and achievable goals, and involve them in using the language of an outcomes approach to assessment and learning.
(9) There is respect for student diversity, as students learn at different rates in different ways.
3. Learners support materials Most classes use learner-support materials like textbooks. The school also buy resources, and student access these in the absence of textbooks. As the textbooks are very expensive, the school buys its own paper to produce printed or photocopied material. As there is no sufficient funding, parents are at all times encouraged and motivated to pay school fee to assist the school in buying learning materials.
4. Discipline in NSW government schools Discipline in NSW government schools is guided by the Ministerial Statement Good Discipline and Effective Learning, available to any school. This statement requires that the government schools have a School Discipline Policy which is reviewed regularly. The policy is developed collaboratively with students, staff, parent organisations and the school council and is in four parts:
(1) School rules or disciplinary code.
(2) Strategies to promote good discipline and effective learning in the school.
(3) Practices designed to recognise and reinforce student achievement.
(4) Strategies for dealing with unacceptable behaviour.
All parents and students are given a copy of the school’s disciplinary code. It includes the school's homework policy and standards of dress determined by the school community.
Principals may suspend students from school. Possession of a suspected illegal substance, violence, possession of a weapon, persistent disobedience or criminal behaviour may lead to immediate suspension. Principals can provide more information on suspension and expulsion.
5. Relationship between government and private schools At times the school lose students, whose parents prefer them to study at private schools. The private schools expel any child who misbehave. Government schools are very tolerant and multi-cultural, while private schools are not. The media regularly attack government schools as they have reputation of being rebellious.
The teachers and management of the school are highly dedicated in their calling.
F. Meeting with Mr J Aquilina, NSW Minister of Education and Training The Chairperson Prof S M Mayatula, gave a brief overview of the objectives of the study tour both to Australia and New Zealand.
1. Official view The administration of education is the role of the Commonwealth and funding is raised through various franchise. The Federal government has policies in the nature of education to be provided schools.
The office on the Ministry of Education and Training is responsible for 40% of education in the nation and is more advance than other States. Four years ago, there were discussions to consider educational links with South Africa with regard to education and there is still a need to explore education system in South Africa.
Vocational education provide more than 1 000 courses and graduation ceremonies are held twice a year. The students graduate from technical colleges and universities in NSW.
With regard to Outcomes-Based Education, they have standard and numeracy tests and examinations are set and marked centrally. The school reports are given to each individual parent and school. They have the statewide test in NWS education system, they can track the performance of each child and its outcomes as well as the competency of the school.
NSW Department of Education and Training has different types of schools and different types of delivery systems. In 1996 they introduced the system "learning by recovery" for students in Year 1. 200 000 students and 400 schools were affected. The literacy results in NSW schools have improved far ahead from other States, and there were literacy programmes for children to help their basic skills testing.
All the schools in NSW are in the Internet and is regarded as effective way of communication. Most students are motivated to take computer studies as a subject, this enables the students to use the computer in schools.
The NSW Department of Education and Training has just reviewed its curriculum. A Committee was established in 1995 which undergone a consultative process through the Board of Studies, interest groups, teachers and teacher unions.
The Act of Parliament has outlawed corporal punishment to government and private schools.
Universities are directly funded by the Commonwealth and not by the State funding and is aimed to assist certain students in different faculties. The Act of Parliament regulates the funding of higher education. The students are admitted to universities and after graduating they repay the loan in a form of taxation. The funding of private schools differ from State to State.
G. Overview on information technology in education 1. Official view by Mr J Banham, Chief Information Officer, Department of Education and Training Mr J Banham, the Chief Information Officer is in charge of computing in all schools, vocational colleges and connection to the data network in NSW schools. The Information Technology Bureau is divided into 3 groups, viz:
(1) Computing infrastructure This includes computer hardware and systems hardware, computer operations, central and Institute Computer security, capacity planning, database administration, network management and Email;
(2) Education Technology This includes education services, helpdesk, desktop support services, software sales, publishing services, strategic planning, standards and procedure, accounts and budgeting and quality control; and
(3) Application This area includes business modelling, application architecture, applications development and maintainance, package selection and implementation, user support and training.
2. Goals for installing computers in schools The computers are installed in the NSW schools with the following goals or objectives, viz:
(1) Every child should be familiar with computers as an educational tool;
(2) The use of computers across all subject areas should be optimized;
(3) Computers should help to achieve educational outcomes efficiently and with great quality; and
(4) Students should develop analytical and problem solving skills to cope with expanding access to computerised information.
3. Policy for computers in schools All the teachers are trained in the use of technology in the classroom. There are technology advisers appointed to the district offices. The Department has also developed the curriculum materials to support teachers in integrating technology into the teaching process. There is an increased computer co-ordinators in primary and secondary schools and all schools are connected to the Internet.
4. Implementation of computers Approximately 77 000 computers have been provided to schools on a 3 year lease option. About 22 000 additional computers will be provided in 2002/03. There are 40 technology advisers, one per school district and the Department has increased funding to support schools. The role of the districts is to identify district training and development priorities and to work with schools to plan district provision of training and development.
They have microsoft corporate licence for desktop software and all schools are linked to data network. Some students in some schools are also provided with laptops.
5. Computers in vocational colleges The goal for installing computers in vocational colleges is to provide a standard range of classrooms of computers to support all the software and subjects taught in colleges. The provision of a range of self pace computer learning areas are in open computer laboratories and libraries.
6. Implementation of college computers
A standard computer classroom contains 16 personal computers and 2 printers and are networked locally via the college server. All colleges are connected to the data network. There were 700 PC classrooms in 1999 and the standard work stations for general subjects. All schools are electrified to install the computers.
7. Support for teachers 15 000 teachers have been trained to assist in implementation and use of computers in the curriculum. The teachers undertook 36 hour training course of six modules based on TILT (technology in learning and teaching) while they are still in NSW universities. There is an advanced TILT Plus training underway. 85% of the trained teachers make use of the training they received through TILT and they do not get credits in terms of financial benefits. 8. Support for the use of technology They have the centralised help desk which is linked to maintainance company. They also have on-site computer maintainance, centralised PC replacement programme, department wide 150 software contract packages and software sales to schools and colleges to support the use of technology. The Department of Education and Training has 93 packages of education software.
9. Networking computers The networking is aimed for communication and access to information to students and staff at all schools and colleges. About 2 000 schools and colleges are connected to Internet via 64Kb ISDN data lines. The remaining schools will be connected by the satellite. The schools and colleges form a common Departmental intranet with Internet gateway. In the next 1 or 2 years, 60% of schools will get computer connection including those in the rural areas. They need to support rural schools with computer networkings.
10. Data network The data serves as a security for staff and students and secures internet for outside internet world. They also have on-line handbooks, flexible communication that is very powerful, e.g. purchasing and management of computers. Any person who has access of authority may have access to students records by using a password. As viruses are major problems, the department has bought virus networking where they put scanning software to scan every incoming Email. They also have up-dates to virus to protect software over the network.
11. Budget The budget allocated to implement the entire process is $120 million. This budget includes the following costs - the labour costs - $30 million; networking costs - $36 million; leasing costs - $40 million; software costs - $10 million; and maintainance costs - $10 million.
12. Technology plans With regard to technology plans, they have:
(1) e-mail accounts for school administration;
(2) teacher and student E-mail pilots;
(3) remote access pilot for isolated students studying through distance education; and
(4) improved network management and monitoring.
The entire endevour needs people with professional skills and knowledge on Information Technology.
G. Official view on training and development in NSW Department by Director, Mr G Dawson
1. Role of Training and Development Directorate The Training and Development Directorate has 110 000 employees. The primary role of this Directorate is to:
(1) analyse training and develop priorities and needs;
(2) develop and implement training and initiatives;
(3) develop and implement international programmes and initiatives;
(4) provide policy advice on training and development issues.
(5) monitor and evaluate the effectiveness of training and development programmes.
2. The purpose of Training and Development in the NWS Department of Education and
Trainingis to contribute to improved student learning outcomes by:
(1) improving the quality of teaching in schools and colleges;
(2) improving the quality of leadership and management in schools and colleges;
(3) facilitating and promoting continuous improvement and organisational change; and
(4) promoting a commitment to lifelong learning.
3. Programme areas The curriculum and training functions both play a fundamental role in the training and development in education. The main programme areas in all schools are:
(1) School programmes The students are made sure that they have access to information technology to promote quality teaching and learning, literacy and numeracy. The schools make use of technology for teaching and learning and administration as well as for the school improvement initiatives. In almost all schools they do have training and development in curriculum priorities.
In these programmes, students are assessed and outcomes data is also analysed. They also conduct student welfare, child protection and behaviour programmes and also parent and community programmes to enhance education in schools.
(2) Leadership development programmes These programmes are aimed to prepare all principals, executive staff/teachers and aspiring leaders to take leadership roles in the schools.
(3) Management development The Department do have programmes aimed at developing senior management and educational administrators. They also target groups to become school counsellors. They also have programmes for teachers who are recruited from overseas to teach in Australia.
(4) School improvement strategy The focus in school improvement strategy is on teachers and the purpose is to enhance school capability for sustainable self-improvement.
The training and development support teaching and learning. Every teacher has to know the Education Act to make sure that every child is safe. Teachers can make their decisions with their supervisors and principals to assess training needs.
4. Role of the private sector in training and development There are joint programmes with universities and private schools to run the such programmes on training and development. Most schools see training as an important factor to enhance education as most strategies are aimed at the classrooms. The Department of Education and Training has allocated funds to run these programmes with the private sector.
I. Official view on TAFE and OBE by Director of Educational Development, Ms J Bryne
1. Outcomes of Vocational Education and Training (VET) These are the knowledge and skills required to perform effectively in the workplace. Workplace performance is defined in industry developed competency standards which are the component of training packages. An endorsed training package is the package that has competency standards, assessment guidelines and qualifications. TAFE is funded by the State government and partly by the Commonwealth.
2. Competency standards The competency standards describe desired workplace performance and are based on a skil analysis. They are developed by a Industry Training Advisory Body or equivalent and are endorsed by the Australian National Training Authority. These competency standards need to conform to a set format.
3. Handling of mail to facilitate information flow and elements of competency This unit covers receiving and distributing incoming mail and collecting and dispatching outgoing mail. It also covers collating and despatching bulk mail according to Australia Post specifications.
Incoming mail is checked and registered to ensure accuracy of records. Urgent and confidential mail is identified and distributed to the addressee promptly. Mail is sorted and despatched to the nominated person. Damaged, suspicious or missing items are recorded and where necessary reported promptly.
Evidence of satisfactory performance in this unit is best obtained by observation of performance, questioning and discussion. More specifically, to indicate understanding and knowledge of handling mail according to enterprise procedures and policies and one must check that:
(1) mail is distributed within the accepted enterprise timeframes;
(2) outgoing mail is collected with the accepted enterprise timeframes;
(3) mail is despatched on time, in appropriate mail style/envelopes;
(4) numerical information is correct;
(5) bulk mail quantities are greater than 50 items; and
(6) documents are bulk mailed according to instructions.
4. Curriculum in TAFE TAFE NSW uses curriculum (an educationally sound structured learning plan) to assist learners to achieve education and training outcomes. It includes intended learning outcomes, underpinning knowledge, skills, behaviour, attitudes which are important for effective learning and generic skill development and associated learning experiences. Curriculum in a competency based system is a structured, sequenced learning programme or plan based on competency standards. The curriculum contents consist of a syllabus, assessment criteria, conditions of learning and assessment, assessment methods, assessment strategies and a number of other curriculum requirements including resource requirements.
5. Assessment Assessment in TAFE NSW is a process of collecting evidence and making a judgement on whether the competency has been achieved or specified skills and knowledge have been achieved which lead to the attainment of competency. The assessment may be against module and course outcomes or directly against units of competence, depending on client need. Achievement is assessed against criteria established for the curriculum outcomes rather than against the achievement of other students. They report achievement of module and course outcomes and units of competence.
J. Overview of Sydney Institute of Technology by Director, Ms M Persson, and executive
staff
1. Official view The Institute is Australia's leading centre for delivery of quality education and training. Established in 1891, the Institute has grown to become the largest vocational training provider located in the heart of Sydney in Australia. Sydney Institute of Technology's six major campuses offer more than 700 courses accredited under the AQF with an annual intake of over 53 000 students with the current budget of $120 million. Each campus has a co-ordinator to offer support and assistance to international students.
Over two million students have graduated from the Institute to take their place in the workforce. The graduates are now contributing their expertise to Australia and nations throughout the world.
In recognising the need for a more sophisticated and highly skilled workforce, the Institute has developed an extensive range of professional and technical customised programmes across the spectrum of industry. Qualification from Sydney Institute of Technology are internationally recognised and are developed in close conjunction with industry to meet international standard. The Institute conducts major consultancies and training needs analyses for many international organisations and training providers.
The consultancy services aim to promote economic growth through the transfer of knowledge, skills and technology; to contribute to the development of training infrastructure in neigbouring countries and to create goodwill and an international outlook among the people of Australia and its neighbouring countries through educational co-operation.
2. Student profile In 1999, 22 737 of the Institute’s students were female (47,3%) and 25 313 were male (52,7%). The student body comprised of 43 300 part-time students (90,1%) and 4 750 full-time students (9,9%). Over half of these students (24 952) had completed their HSC (51,0%).
There are graduate certificate offered, one year for full-time students and six months for part -time courses. Most of these courses have good articulation ranges for universities, and most of the subjects have conceptualised computing commercial courses, business and service tax etc.
3. Placement At the end of each year, Sydney employs a recruitment agency to set up an employment service. There are also university students who are enrolled with the Institute to acquire jobs.
4. Aboriginal studies In Australia, the Indigenous population numbers around 390 000 making up about 2% of the Australian population. The indigenous Australians represent a diverse range of cultures and backgrounds from this diversity needs to be remembered in examining educational issues and needs.
Through apartheid system, the majority of Indigenous people in Australia (about 80%) have lost their language of origin, and they only speak English. However, in the Northern Territory just over 60% of them also speak an Indigenous language or Aboriginal English and have varying levels of English proficiency. At almost all levels, educational participation and achievements rated for Indigenous people remain behind those of non-Indigenous population.
The Aboriginal people in Australia are regarded as non-citizen and disadvantaged, they are not allowed vote. They have a high death rate and have problems with health, housing and education as most of them live in the missions. Racism still exists amongst Australians and Aboriginal people, as there is no integration. There are a number of Aboriginal councils set up to represent Aboriginal people as they are not even represented in the Australian Parliament.
The Sydney Institute has a Faculty of Aboriginal Studies which aims at providing quality and innovative education for Aboriginal and Torres Strait Islander people. The Faculty services the vocational education and training needs of Aboriginal And Torres Strait people. It provides a range of relevant instruction and training for clients which includes:
(1) developing personal skills and building self confidence;
(2) promoting a learning environment that centres on students needs;
(3) encouraging specialised skills and technique; and
(4) providing opportunities for vocational and educational enhancement.
5. Aboriginal Programme Unit Within the Institute, there are Aboriginal co-ordinators who provide advice and guidance to Aboriginal community groups and individual on TAFE courses. They provide assistance in the development of vocational education and training programmes that cater for specific needs of community groups. Areas in which course can be developed include, administration, and management; arts; building trades; business and finance; computing, hospitality, literacy and numeracy and occupational studies.
6. Courses Students and courses are supported by -
(1) course leaders and teachers with extensive training and practicing industry experience;
(2) innovative, flexible teaching methodology enabling recognition of prior learning;
(3) self-pacing and mixed mode methods;
(4) counseling and support services for students;
(5) fully equipped and technologically advanced facilities;
(6) a specialised Aboriginal resource centre; and
(7) community participation in all events.
The Institute has set targets that by the end of the year they will have an increased Aboriginal education and training unit. At present, they have not met the target because the Institute has not identified the appropriate courses and has not promoted vocational education and training for Aboriginal people.
7. The Information Technology Strategy for Sydney Institute
(1) Official view by Ms C O O’Conor The courses on IT are divided into 3 groups: Basic information technology courses for IT literacy; Vocational courses with IT outcomes bases on them and IT specific courses ranging across developing technology and web IT.
(2) Goals
The goals for the IT Strategy for the Institute are mainly to –
(a) ensure students and staff access to the best possible technological resources and support for learning and teaching.
(b) establish a shared structure for managing the IT environment to oversee the management, evaluation and continuing renewal of the IT support effort.
(c) provide an information management and systems environment that encourages innovation in learning , teaching, administration and knowledge management.
(d) provide a network and desktop access and infrastructure capable of accommodating all traffic and connectivity demands, including external and network access.
The Sydney Institute learners are able to connect to Sydney Institute using a terminal at home, at workplace, or their nearest local community facility. They can receive hard copy versions of any screen based information vial a local printer, they can communicate with their teacher/tutor either directly by telephone/videophone or indirectly using an e-mail, they can submit assignments and reports for feedback and assessment using electronic file transfer, they can participate in student discussion and research groups and /or provide informal contact with other students, they can participate in group tutorial using either video or PC-based conferencing to link participants and the tutor, they can connect beyond Sydney Institute Internet to communicate and lastly, they can obtain information and undertake research world-wide.
The Sydney Institute teacherscan be able to connect Sydney Institute using a terminal at home or at workplace, receive assignments, make comments, and return work electronically, answer questions from students electronically, simultaneously tutor group or students at different sites, facilitate and support workplace trainers at various worksites, prepare instructional material through access to module and/or test banks or other on-line information services or by communicating and exchanging material with colleagues and enterprises, find and exchange teaching resources on the Internet, connect beyond Sydney Institute Internet to communicate, obtain information, and undertake research world-wide.
They have open facilities and general purpose classrooms of which some are located in the workplace. The TAFE commission Act regulate the TAFE Institutes.
(3) Challenges The Institute at present has limited budget to keep up in terms of its facilities. Staff are always encouraged to do further studies to keep them up updated on all programmes. They are also using part-time staff so as to allow full-time staff members to further their studies.
Because of immigration and history of Sydney, the Institute has almost 80 – 100 of their students still regarding English as not their preferred language.
(4) Library The delegation undertook a tour around the Institute and to the Library.
The library and Information Management Unit of the Institute is responsible for the effective management, operations and development of the Sydney Institute Library, the largest TAFE library in Australia. The library operates in a multi-Campus environment and delivers services through six college libraries and includes the Educational Technology Access Centre at the Ultimo library.
These provide an extensive range of facilities, resources and services which are integrated with the educational programmes, research and corporate initiatives of the Institute. The facilities, resources and services incorporate use of the Internet, multi-media products and CD-ROM Networking, to improve access and further contribute to the achievement of excellence in learning and teaching. The unit also incorporates the Institute’s Records Management Unit. It provides access to information and learning resources in a wide range of formats - on-line, CD-ROM, print, video and multi-media. The library collection includes valuable specialist resources in a number of areas such as design, the trades of Aboriginal studies. Access to library collections is facilitated through the TAFE NSW on-line Library Information System which provides a share database of all materials held by TAFE NSW libraries. The shared database supports networking and resource sharing which is a strength of libraries in TAFE NSW. Access to information is further enhanced by reciprocal borrowing arrangement with other educational libraries, by use of inter-library loan and access to web based and other electronic services.
It provides a range of facilities to support students learning needs, including group study rooms, individual study carrels, seminar rooms, and PC networks. Library opening hours are as broad as possible to provide extended access to resources, facilities and services. All college libraries are open Monday to Friday and the Ultimo Library services on Saturday from 09:00 – 13:00.
The library has a statewide curriculum support role through consultancy services provided to the two Educational Services Divisions of TAFE NSW which are located within the institute. It is a major priority for the unit to develop effective linkages with other educational providers, especially the higher education, vocational education and secondary education sectors, to enhance opportunities for business development and strengthen the Institute’ reputation as a provider of highly competitive library and learning resource services.
K. University of Sydney
1. Official view The University of Sydney sits in the heart of the city of Sydney, the nation’s commercial capital and host city for the 2000 Olympic Games. The NSW Parliament incorporated the University of Sydney in 1850, making it Australia’s first university. Teaching began in 1852 with 3 professors and thirty students. The first degree offered were in arts, law and medicine. The University has since become internationally renowned, using leading-edge technology to further its research and scholarship. Today, it has 35 000 students learning from over 2 000 academic and research staff.
Each year, more than 12 000 new local, international, undergraduate and postgraduate students enroll at the university. They come for the chance to study at one of Australia’s most innovative universities. The University is committed to delivery modern, diverse education, backed by almost 150 years of tradition. 2. Teaching The University enjoys an international reputation both for quality of its undergraduates teaching and the breadth and excellence of its research. Its 110 departments located in 17 faculties and grouped in three colleges, offer the most diverse range of courses of any Australian university. Australian scholars have elected the university staff member to the nation’s leading academic bodies, including the Australian Academics of Science, Technological Sciences and Engineering, Social Sciences and Humanities. Students are catered for in 92 diverse teaching departments.
The sophisticated computer network links the campuses to interstate and overseas institutions and provides extensive student access to computer modems. It has a great diversity of clubs, societies and sports associations than any other Australian university.
It is committed to continued growth in the flow of students between countries, a flow involving local students from the university studying for part of their courses at leading overseas universities and international students coming to the university to undertake either full degree courses or one or more semesters of study through study abroad and exchange programmes.
Teaching is conducted throughout the university campuses, in research centres, farms, teaching hospitals, libraries, museums, galleries, and theatres and the largest academic library in the southern hemisphere. Student with TAFE courses do have credits when they want to continue and further their studies at the university.
3. Research The University of Sydney is a major research institution, contributing to the economic, cultural and social welfare of Australia, with the largest cohort of PHD and research masters students in the country.
Sydney’s researchers, in both pure and applied research, are ranked among the worlds’ best. By supporting distinguished practitioners of applied research, the University has established an international reputation for research excellence. It has developed strong links with industry and was a lead partner in the establishment of the Australian Technology Park. More than 6 000 staff and students are engaged in research and in 1998 the University was awarded 80 new Australian Research Council large grants, the largest number of any institution in Australia, and worth $13,7 million.
4. International status of the university Sydney is an international university linked t every part of the world. Scholars from more than 80 countries contribute to campus life. Most of the students come from China/Hong Kong, Singapore, Malaysia, Korea, the United States, Indonesia and Japan, while student intakes from Europe are also growing.
Sydney University exchange students are currently studying at 20 universities around the world and it supports them with grants, scholarship and award to cover fares and living expenses. Many departments also include short-term overseas projects in their courses.
The active participation of students from many different backgrounds and nations in university life enriches the university. By attracting overseas students, through scholarships and other support programmes, and encouraging local students to use the Study Abroad Scheme and exchange programmes with foreign universities, the universities maintains a global vision. 5. Serving community The University academic staff is active in professional, scientific, cultural and academic organisations and advice to governments, statutory authorities and community groups. They engage in policy debates, articulate community needs and set the agenda for change.
A number of university organisations, many of them voluntary, are actively involved in the community. Regular events, lecturers and exhibitions are open to the public.
6. University’s Strategic Plan 1999 to 2004 This is the second of the University’s recent strategic plans. The plan sets out strategic goals and objectives for the period up to an beyond the University’s 150th anniversary.
The plan is complemented by further plans at the college, Faculty and Department levels which translate goals and objectives into detailed operational strategies. These play an important role in the central administrative portfolio’s in the university library and with respect to information technology, research management, teaching and learning, internationalisation, the student university experience strategy and the capital development programme.
The University plan builds on the achievements of the original 1994 - 2000 plan and addresses new strategic priorities. It assists re-evaluation of the annual performance against agreed goals and forms a valuable part of the university's accountability processes. The major goals are as follows:
(1) to maintain and enhance its positions as an outstanding provider of high quality undergraduate and postgraduate teaching, both in Australia and internationally;
(2) to provide access to tertiary study and appropriate support for students from a diversity of backgrounds;
(3) to develop its reputation as an institution where pure and applied research and research training are conducted at nationally and internationally recognised standards, including research relevant to the economic, social and cultural well-being of Australia and the region;
(4) to enhance its position as a university of high standing in the international community of scholars;
(5) to make a significant contribution to the well-being and enhancement of the wide range of professions with which it engages;
(6) to improve its position as an efficient, effective and responsible institution, striving to meet the needs of students and staff, and committed to qualify in all aspects of its operations; and
(7) to maintain and enhance its position as a leading contributor to the opinion of ideas, cultures and lifestyles of the many communities it serves locally, nationally and internationally.
L. Education Queensland International, Brisbane
1. Official view Mr F Jansen The Education Queensland International is the largest public sector in Queensland. It has more than 1 000 teachers with more than 1 300 schools. Over the period of two years, parents, students and teachers came up with a long term strategy for the future of education in Queensland. It has intentional structures set up to make sure that education is in control and have partnership with private sector.
2. Curriculum, teaching and learning Curriculum, teaching and learning is the central focus for all schools. It is accepted that there is a need for a broad common curriculum. Nevertheless, schools have the additional capacity to generate locally approved curriculum options, which address these broad curriculum requirements and also meet specific local needs. In addition, schools need to ensure regular reviews of the schools’ curriculum; recognise that essential learning is not all academic and ensure quality professional development and training, associated with curriculum delivery and implementation.
3. Curriculum In Queensland, two statutory authorities, the Queensland School Curriculum Council (QSCC) and the Board of Senior Secondary School Studies (BSSS) develop syllabuses approved by the Minister of Education. The QSCC develop curriculum materials for pre-school and the compulsory years of schooling (Years 1 – 10) in Queensland schools, and the BSSSS for Years 11 – 12. These include statewide approved syllabuses; i.e QSCC Key learning area syllabuses; QSCC pre-school curriculum guidelines; QSCC Years 9 –10 subject syllabuses; and for Years 11 and 12, BSSS syllabuses including Subject Area Specifications.
The district director approved schools curriculum offering in the Standard Flexibility Option. Any changes to school curriculum offerings are approved by the principal, subject to consultation with the district director and school advisory committee, or subject to consultation with the school council. Schools therefore are given an opportunity to become more self-managing as they have a significant role in their development and outcomes.
4. School curriculum programmes School curriculum programmes are expected to be implemented by all teachers within a school. These programmes are structured to accommodate appropriate professional flexibility for teachers. Teachers are able to develop their own knowledge, interests and experience.
Education Queensland support schools during implementation phase of each syllabus by providing access to professional development and training. They also provide systematic models for school curriculum programme which are sample school curriculum programmes reflecting some ways in which the syllabuses can be interpreted. The school has an important role to play in each child social development.
5. Presentation by the Research Manager, Mr P Buchanan The virtual schooling service has 36 district offices. All schools are connected to network and administrative data. They have intention for their schools to offer full range of subjects. At present, they have 110 students (11 students in the pilot phase) with 4 schools in this project. Schools involved in the project are part of education Queenslands ‘connection.
They offer vocational and computer studies, Japanese and Mathematics C that is, an advanced Mathematics.
6. Virtual classroom The virtual classroom allows students and teachers to interact during lessons by communicating with students by phone or by a computer. Teachers work with their students from different locations. Students and teachers connect for two on-line lessons of 40 minutes per week. Computers and telephone enable the lessons to be delivered to students. Interactive whiteboard can also be increased and teaching on-line allows teachers to put screens for students to read and information can be share with the class.
Schools can deliver these essential services to those schools which have no teachers to offer particular subjects like Mathematics, Economics etc. They can teach from the office while they are in the Department of Education network and all schools have Internet network.
7. Virtual study room Students access this study room anytime to get work set by the teachers. They do their work on their own and they can easily work on line. Interactive whiteboard (students can type on the whiteboard and can be shared with the class), presentations and software programme can be shared by students.
It also provides students with easy access to learning materials, resources and assignments and students work on these materials in lessons. The tasks are modernised by weeks and these help the students to review their learning skills.
8. Other sources of information Curriculum exchange provides teachers and students access to curriculum resources and materials via an Internet. The subjects are chosen through curriculum to run on the virtual schooling service. There are no restrictions in terms of numbers, but in on-line teacher can teach 12 – 25 students. In relation to its limitation, it is different from the normal classroom teaching.
9. Presentation by the Manager, Material Development, Mr K Jewell They need to get their materials delivered in other way rather than delivered in the post. All materials are paper based and contain copyright material and difficult to modify. They are available to schools in an electronic form.
Their vision for on-line delivery are: write once, publish in different forms, print, CD-ROM and web. To move towards the vision they need to - investigate and choose suitable software; establish production processes – educate the writers in descriptive writing; establish writing templates and style guides and interactive way; minimise the reliance on copyright materials and modular materials – develop them as smaller modules. The spelling websites help to improve learning outcomes.
10. Budget The money is allocated by the Department to provide these materials to all schools. An estimated budget costs for 2 CD-ROM and 2 Website is $185 000. It takes up to 12 months with an estimated amount of $125 000 to produce a single CD-ROM packed with audio.
11. Presentation by Deputy Director, Dr B Dudley, Moderation and Curriculum, Board of Senior Secondary School Studies
(1) Role of the curriculum committee This committee of the Board is an advisory committee to the Board. The functions of the committee are -
(a) to keep the Board informed of current trends in curriculum development in secondary education;
(b) to review syllabuses and other materials submitted by subject advisory committees;
(c) to make recommendations to the Board additional to those made by subject advisory committees about the suitability of syllabuses and other materials in the context of the senior secondary curriculum; and
(d) to assist in other matters the Board may determine from time to time.
A major function of the Committee is the reviewing of syllabi recommended by subject advisory committees. The curriculum committee forwards advice to the Board in addition to that provided by subject advisory committees at each of the crucial stages of the development of syllabi, which are when proposals for changes are made; when proposed syllabi recommended to the Board; when the annual decisions regarding the rates of progress of syllabi are made; and when trial, pilot and trial-pilot decisions resulting from evaluations are made.
The advice of the Curriculum committee is widely based. While the advice of subject advisory committees is generally subject-specific, that offered to the Board by the curriculum committee is directed towards helping the Board make decisions about the relationship between subjects and the likely impact of new or revised subjects across a school curriculum or across the State. (2) Role of the Office of the Board This office services the following aspects of the development of syllabi:
(a) Initial research to inform subject advisory committees.
(b) Writing syllabi and work programmes.
(c) Accreditation of work programmes.
(d) Monitoring and verification of folios of student work.
(e) Development and dissemination of appropriate standards for student achievement.
(f) Evaluations of trials, pilots, and trial-pilots by independent evaluators.
(g) Conferences of teachers for trials, pilots and trial-pilots.
The curriculum, moderation and vocational education sections of this office provide the services appropriate to their areas of responsibility. Throughout the development of a syllabus the Assistant Director (Curriculum) and the Assistant Director (Moderation) liaise frequently to ensure that the Curriculum and Moderation sections function well together, In the case of syllabuses with embedded vocational education and training components, the Assistant Director (Vocational Education and Training) liaises with the other two assistant directors to ensure that the three sections function well together.
The other major functions of the Board is to develop and approve syllabi for subjects for Year 11 and 12; moderate the standard of assessment implemented by the school Board; develop and implement the Queensland Core Skills Test; calculate the overall positions and field positions for tertiary entrance; issue the senior certificate (this certificate incorporate all the achievements); and assure quality vocational education and training in schools.
12. Australian certificate of senior secondary education This certificate is issued on completion of Year 12 in full-time schooling by the Queensland BSSSS, one of the Australasian curriculum, Assessment and Certification Authorities. Australian certificates of senior secondary education are official and authentic records of student achievement. They are accepted nationally and internationally.
The certificate can record student achievement in Board subjects and Board-registered subjected studied during Year 11 and/or Year 12. This certificate and results in Board subjects are accepted by universities across Australia and around the world. The certificate may also record achievement in accredited vocational education, in the Queensland core skills Test, and in recorded subjects. The Queenslands’ BSSSS is responsible for setting and maintaining the standards reported on its certificates. 13. Board subjects A Board subject is one for which a syllabus and school’s work programme has been approved by the Board, and the standards of assessment are moderated. The minimum amount of timetable school time to be devoted to the study and assessment of each Board subject is 55 hours per semester.
There are BSSS syllabi for over 50 subjects at the senior secondary level. A full list of Board subjects is available from the Board’s office.
14. Board-registered subjects A Board-registered subject is any subject, other than a Board subject for which a study area specification or work programme has been approved by the Board. The minimum amount of timetabled school time to be devoted to the study and assessment of each Board-registered subject is 40 hours per semester.
15. Level of achievement This indicates the standard attained in relation to the criteria stated in the accredited work programme. The levels are:
(a) Very High Achievement.
(b) High Achievement.
(c) Sound Achievement.
(d) Limited Achievement.
(e) Very Limited Achievement.
Level of achievement in Board subjects are recorded only for students in those schools that accept Board conditions and follow Board procedures for the moderation of standards. They are based on school assessments that are not subject to the Board’s procedures for the moderation of standards.
The criteria used in making the final judgement of the level of achievement include the student’s knowledge and understanding of the concepts and principles of the subject as well as the student’s cognitive and practical skills in a wide range of situations.
16. Accredited vocational education The Board has power under the Vocational Education, Training and Employment Act, to accredit vocational education and to register providers of vocational education for students in Year 11 and 12. Some Board and Board-registered subjects have embedded in them accredited vocational education modules or competencies as part of Board-developed vocational education programmes. Student achievement in these modules and/or competencies is reported only if the student has successfully completed them. Most modules are based on industry-endorsed competency standards. For these modules, the Senior Certificate records the unit of competency recognised within the industry standards e.g (handle mail to facilitate communication)and the title of the industry standards, e.g. (national clerical-administrative) (private sector).
Completion of certain sets of modules or competencies may qualify the student for a qualification such as Certificate II in Clerical-Administration (Private Sector). If so, such qualifications may be shown on the Senior Certificate.
17. Queesland core skills All Year 12 students are offered the opportunity to sit for the Queensland core skills (QSC) Test. The QSC Test is -
(1) tests the common elements of the senior curriculum employing three modes of response i.e. extended writing, short response, and multiple choice – and involves seven hours of testing over two consecutive day;
(2) is a standardised test requiring reading and writing in Australian English;
(3) being cross-curriculum, provides information supplementary to the subject results;
(4) is a common statewide test for Queensland Year 12 students grounded in the Queensland senior curriculum;
(5) is an achievement test, not an intelligence test, not an aptitude test; and
(6) acccessible to all Year 12 students regardless of individual differences in subject pattern.
Results are recorded as grades from A to E (A indicating the higher achievement).
18. Recorded subjects These are subjects other than a Board subjects or Board-registered subject, offered by the school or other educational institution approved by the Board, the result of which are recorded on Board certificates. The Board’s procedures for the moderation of standards of achievement do not apply to results in these subjects. Presently, recorded subjects are either approved vocational education modules or competencies, or approved subjects in the performing arts. Approved vocational education modules or competencies may be completed as a component of some Board-registered subjects. (A sample of 1999 senior certificate is available on request.)
19. Presentation by principal project officers, Mr M Snartt and Ms C Harrod
(1) Queensland School Curriculum Council This is an inter-systematic statutory authority established in 1997. It provides for the development of high quality curricula for pre-school to Year 10, including pre-school curriculum guidelines, and syllabuses, sourcebooks and initial in-service materials for Years 1 to 10 and have outcomes focus. The BSSSS has responsibility for syllabus development in Years 11 to 12. It is responsible for quality assurance in terms of developing tests required under regulation. Currently, these tests assess aspects of literacy and numeracy against national benchmarks at Years 3,5 and 7 and development for the compulsory years of schooling. It has determined that the Queensland years 1 to 10 curriculum have an outcome focus.
The Council is responsible for publishing syllabi, sourcebook guidelines, sourcebook modules, and initial in-service materials for the key learning areas.
The Council has completed the non-mandatory pre-school curriculum guidelines, and a number of positions on the cross-curriculum priorities of literacy, numeracy, lifeskills, and a future perspective. It has also conducted a number of forums, which have produced good reports focused on special issues, including industry and special education.
Since 1997 the Council has made decisions about the nature of a common and core curriculum, and the nature of contents of syllabuses, sourcebooks, and initial in-service materials. Information about these decisions have been published to schools in the council’s official newsletter interlinks. While the Council is responsible for curriculum development, school authorities are responsible for implementation.
It is well represented by all stakeholders, teachers unions, interest groups and parents.
(2) An outcomes approach to the Queensland Years 1 to 10 curriculum The main features of the outcomes approach to the Queensland years 1 to 10 curriculum are:
(a) for students to demonstrate specified outcomes, rather than for students to cover set materials;
(b) determine the nature of curriculum inputs, rather than the reverse; and
(c) student’s potential is developed at the rate appropriate to them – by being allowed to develop and demonstrate outcomes at one level before working toward outcomes at the next level, rather than moving through expected learnings at a year level-specified rate.
The curriculum is often perceived as the aggregate of the courses of study offered in schools. The "structured" courses of study or subjects offered in schools can be seen to constitute a "formal" curriculum. Various curriculum reviews, both nationally and within Queensland, have highlighted the desirability of a holistic curriculum that promotes learning coherence and continuity. In Queesland, advocacy for curriculum coherence and continuity led to the establishment of a single curriculum agency for the compulsory years of schooling.
(3) Curriculum development Curriculum development occurs at systematic and local levels. There are diverse ways of devising different courses of study that meet the different needs of students in different settings. Over time, new contents and contexts are identified by school authorities and local school communities. There are expectations that curriculum development and its ensuing realisation into students’ learning experiences be flexible and adaptive.
(4) Training of teachers Universities nominate individuals from the teaching faculties to train teachers before the syllabus is out.
20. Presentation by the Manager, Learning and Development Foundation, Ms L Shaw The Foundation provides a strategic approach to learning and development across all sectors of Education Queensland. It also aims to provide support to all employees by co-ordinating a range of communication strategies linking individuals with learning and development activities and opportunities.
It enables Education Queensland to broker, facilitate and maximise the provision of learning and development opportunities in a co-ordinated and conscious manner. It also exists to enable the people to unlock and enhance their knowledge, skills, and professional behaviours to meet future schooling needs of students.
It aims to reinforce notions of its staff as the first learners in the organisation. The staff are informed, critical and lateral thinkers. With a creative and innovative mindset, they provide service that is flexible, relevant and engaging for all learners.
The Foundation is based on the concepts of entitlement; professional standards; recognition of individual development needs; availability of programmes and services and alignment to the strategic direction of the system, business units/offices and schools.
(1) A foundation for all employees The establishment of three distinct teams within the Foundation reflects its commitment to providing learning and development activities for all staff. It also provides services to staff in district and central offices and also to schools.
(2) Membership It also offers all individuals an opportunity to become integral active members, and this is central to the Foundation’s future success. The members on the regular basis will inform the Foundation’s strategic direction, be active as learners, and be valued members and participants of the learning community.
(3) Foundation Online This will be launched during the latter part of 2000. This networked learning community will be accessible through the technological advances created by the Connected project, and provides the opportunity for all members to interact via a learning laboratory available through every online computer.
M. University of Queensland
Official view by Professor A Luke and Prof T Grigg
(1) The Graduate School of education The University was set up by the Act of Parliament: The University of Queensland Act. There are approximately 100 Aboriginal students studying at the University. The Graduate School of Education is one of the largest graduate schools in Australia with 1 587 students from home and overseas. The teaching began in 1945. The Faculty of Education was established in December 1949 and grew to be one of the largest in the university. In 1997 it became part of the new Faculty of Social and Behavioural Sciences.
There is a strong research culture in the school which provides an opportunity for students to contribute to new research ideas. Students are encouraged to take part in the Research interest groups as well as to attend research seminars, weekend workshops and conferences organised in the Graduate School of Education.
It provides a variety of ways of studying as well as a range of courses, and offers new and interesting opportunities for students and staff in teaching, learning, research and professional development. Other research within the School focuses on the improvement of teaching and learning, on behaviour disorders and communication. Other major research programmes include Literacy Education, Intercultural Communication, Mathematics and Science Education and the Higher Education Policy Project, which has resulted in many publications by staff and students. A library of policy and other documents available for use has supported this research by all staff and students.
The Research and Postgraduate Committee of the Graduate School of Education supports postgraduate research through funding policy making, and through the organisation of a variety of research and thesis workshops, seminars and conferences.
(2) Support services and facilities It offers well-established and comprehensive support facilities to its students. It owns the largest library in Queensland, comprising a central library and 11 branch libraries. Computer-assisted learning is also widely used throughout the University. For students with disabilities, special arrangements can be made to facilitate study and access to university facilities. It provides an extensive range of services including café, a shopping arcade, theatre and gallery, dental surgery and optometrist, women’s equal opportunity area, legal advice and travel agencies.
(3) Funding Funding received by the University include government grants, contributions by students through the Higher Education Contribution Scheme (HECS), tuition fees, research grants and contracts, donations and miscellaneous revenue. It has a budget for 1999 exceeding $550 million, owns equipment valued at $171 million and employs more than 5 000 staff. Student fees are levied including Australian residents and international students. State government plays a minor role in funding the university.
(4) Revenue About half of the University’s revenue is derived from the Commonwealth government grants which totalled $243 million in 1997 financial year. The HECS makes up less than 13% of total university revenue, with fees and charges comprising a further 13%. The remainder of income is derived from Queensland government grants, specific research grants and contracts, from services provided to community and from funds for scholarships, prizes and other special purposes nominated by donors.
(5) Expenditure Two thirds of the university’s net income is used to support major teaching and research activities and associated support services. Other major expenses include libraries, student and public services, academic support services, property and facilities and administration costs.
(6) Fund-raising Direct fund-raising activities are pursued through the development office, the University of Queesland Foundation Ltd. It also benefits from the fund-raising activities of a number of other bodies like Alumni Association of the University of Queensland, Graduate Associations in Australia and overseas etc.
An Annual Appeal and major gifts programme is actively promoted each year to fund a range of activities including scholarship, research, equipment, library resources which assists intellectually-able students from disadvantaged backgrounds.
(7) Exchange programmes It has exchange programmes with the university of Pretoria and university of Witwatersrand and these links are extremely active and beneficial. Presently, they have 412 exchange students drawn all over the world.
(8) Loans $400 million is allocated for loans. Loan scheme and scholarships are given to international students who are doing research. These students are also given a living allowance of $150 per week.
Loans are granted to students while studying and on completion of the course, repayment is made being deducted from student’s salaries in a form of taxation.
(9) The New Basics Project The New Basics are clusters, families or groups of practices that are essential for survival in the world that students have to deal with. There are four clusters, namely: life pathaways and social future; multi-literacies and communication media; active citizenship and environments and technologies, together they describe the interactive requirements of new life and future orientations. This New Basics acts as curriculum organisers and is aimed at narrowing the outcomes. As such, they will help schools, teachers and curriculum planners to move beyond a defence of status quo knowledges to a critical engagement with the ongoing change that characterises social, technological and economic conditions.
N. Parliament House, Canberra The delegation was warmly welcomed by both the Senate Standing Committee on Employment, Workplace Relations, Small Business and Education and House of Representatives Standing Committee on Employment, Education & Workplace Relations. Both Committees were represented as follows:
1. Standing Committee (House of Representatives) The House of Representatives Standing Committee, under the leadership of the Chairperson,
Mr B Nelson included Mr K Sawford (Deputy Chairperson); Ms M May, Mr K Barlett; Mr P Baressi; Ms J Gillard; Ms K Elson; Ms T Gambaro; Mr C Emerson and Mr P McMahon (Committee Secretary).
2. Standing Committee (Senate) The Senate Standing Committee was led by the Chairperson Senator J Tierney included Senator T Crossin; Senator N Stott-Despja; Senator J Ferris and Mr J Carter (Committee Secretary).
Prof S M Mayatula and Mr R P Z Van den Heever gave a brief overview of the visit to Australia, South African legislative processes and role of the Committee in general.
Constructive discussions were held with regard to functions they perform, their role in formulating legislations. They also do lot of enquiries in relation to educational matters. The Senate Standing Committee has more intervention approach than House of Representatives and has a major role in looking at legislation. They have caucus committees to discuss and agree on any legislation. As the Standing Committee from the House of Representatives has an oversight function to enquire on small business, it focuses at the retail sector, introduces the measures in the budget to assist women in business and encourages the development of small business to escape poverty for Aboriginal communities. All committees are attached to a secretariat and staff are well-resourced.
3. Launch of HIV/AIDS Education Australia has recognised the need for co-ordinated action to combat HIV and AIDS. In the National HIV/AIDS Strategy, Australia leads the way in responding to the challenges posed by the HIV/AIDS epidemic.
(The National HIV/Strategy: 1999 - 00 to 2003 – 004 (Changes and Challenges) comprehensive document is available on request).
In OBE, emphasis is put on numeracy and literacy and on the basic benchmarks.
4. Courtesy visit to Presiding Officers The delegation also paid a courtesy visit to Presiding Officers: The President; The Senate Speaker, Senator Hon. M Reid and the Speaker of the House of Representatives, Hon N Andrew. in the Parliament House.
O. Legislative Assembly for the Australian Capital Authority (ACT)
(1) Official view by Standing Committee on Education, Community Services and Recreation The Chairperson, Ms K Tucker (Chairperson); Mr W Berry (Deputy Chairperson); Mr H H Hird; union representative; departmental officials and key community people were in attendance in the working lunch hosted by the Legislative Assembly.
This Committee examine education, schooling, training services, children’s, youth/ family services and sport/ recreation and any other related matters.
The ACT and Queensland schools have general examination and school assessment designed to assess the outcomes which has impact on the personal development of the individuals. Most of the assessments are outcomes-based and aimed to assess what they have achieved and not to compare children and schools. In national ACT testing – the curriculum is narrowed and focus is in the criteria in which those standards are directed. The key competency clearly state what the school should focus on.
The ACT government is committed to improve the schools and student outcomes by working in partnership with teachers, parents. A range of information on school performance is provided which includes: school board annual reports; regular school performance reports from quality assurance assessment through the school development progress; and comparative data on government and non-government college performance published annually.
Reading, writing and numeracy skills are the basic building blocks of a successful education, and are vital to students’ future life opportunities. Testing students’ skills is an important way of monitoring student performance in these vital areas.
Schools also provide the opportunity for parents to receive feedback and discuss each individual’s performance through parent-teacher interviews.
It also introduced literacy testing into government schools in 1997, and numeracy testing in 1999. The latest results on Years 3,5,7, and 9 literacy and numeracy performance were given to parents in late February 2000. A national benchmark for Year 3 reading has been established, with other minimum literacy and numeracy standards being developed for Years 3,5,7 and 9. Reporting individual student and ACT results against these benchmarks provide greater detail about how well the department is achieving the literacy and numeracy goals.
Schools also receive the reports that should remains confidential to the school. These reports compare the school’s performance with the system results, but is not available to parents.
(2) Resources Additional resources are targeted to support students in need of extra help. In 1999, $5.48 million was allocated as learning assistance support for students in the greatest need and an additional S4.3 million was allocated for learning English as a second language. In Years 3 and 5, learning assistance support is provided for students performing in the bottom 20% of the year group.
There is a strong public interest in providing more performance information to the public, although no government school system in Australia currently publishes school by school literacy and numeracy results in a form which enables comparisons to be made between schools.
P. Department of Education, Training and Youth Affairs (DETYA)
The delegation was welcomed by the departmental officials which included, Ms M Bell, Ms M McDowell, Ms C Wildermuth, Mr D McCann, Ms E Jones and Mr B Pearson.
Official view
1. University Involvement in distance education In 1999, 84 757 students in Australia studied externally out of a total of 603 156 students, a 2,3% rise on 1998 figures. Including overseas students, the number of students studying externally rose to 94 010 out of total of 686 267.
All universities can offer distance education courses. Several universities do not offer external courses like ANU, University of Canberra, University of Western Australia, University of Technology, Sydney. Major providers in Australia are:
Charles Sturt University - 16 039
University of New England - 11 377
Deakin University - 10 277
Monash University - 7 008
University of Southern Queensland - 10 806
Central Queensland University - 5 168
Edith Cowan University - 3 704
Universtiy of South Australia - 3 286
Australian universities also provide distance education for overseas students. Large markets include:
Singapore - 2 979
Hong Kong - 2 080
Malaysia 1 725
South Africa - 244
The corporate arms of universities also are involved in distance education, e.g Deakin Australia. There is no breakdown in statistics on fields of study for external students but the range of subjects offered externally is not restricted.
2. Open Learning Australia (OLA) It is a private company owned by Monash University originally, but now with a number of university shareholders. It operates as a broker of higher education and vocational education and training and training courses.
The company was established in 1993 with Commonwealth funding of $29 million over four years. The Commonwealth government at that time was looking to alternative ways of providing higher education and vocational education and training courses for a number of reasons. At the time there was some evidence that up to 50 000 eligible students could not get into university because of insufficient places. Also there was a strong interest in government in the use of technology to support teaching and learning especially the use of television and radio but also emerging computer based and communications technologies.
A pilot project called TV Open Learning was funded in 1992 to broadcast learning programmes using the national, publicly owned, television broadcaster. Following the success of the pilot, the government invited university consortia to apply for funding to establish an open learning agency. After early growth the OLA has had modest success, with an average of about 2 400 students per study period (there are 4 study periods a year with a workload equivalent to a university semester). An undergraduate degree comprises 24 unit subjects. Cost per subject for higher education is around $ 454 (1999).
The unique features of the OLA are:
(1) There are no entry requirements.
(2) Four continuous study periods, each equivalent to a university semester.
(3) The award given, whether undergraduate or postgraduate degree or vocational qualification, is from the university or TAFE providers and not from the OLA as is the case for the UK’s Open University.
(4) Students can choose subjects from a range of providers with full credit transfer between them.
(5) No face to face contact is required.
(6) Through OLA, there have been innovative approaches to distance learning like home based science experiments, artistic courses involving performance etc.
Australian universities have increased use of on-line courses and learning services. They have used a range of flexible teaching and learning approaches, ranging from print-based materials, through audio and video tapes, CD-ROMs, teleconferencing and video-conferencing. The use of on-line teaching and learning is growing in on-campus courses and off-campus.
3. Higher education funding As universities are autonomous bodies set up under State legislation, the allocation of Commonwealth operating grant funds between various faculties/courses is a matter for individual universities to determine.
The existing funding framework was introduced following a major review of higher education policy and financing arrangement in 1998. The main features of the current framework are:
(1) Provision of operating resources as a single bloc operating grant for a specified level of student load within the context of an educational profile that covers its teaching and research activities. Operating grant also include a capital, research quantum and Indigenous Support funding components.
(2) Allocation of resources in the context of a rolling triennium which ensures that institutions have a secure level of funding on which to base their planning for at least three years.
(3) Allocation of research funding primarily on a competitive basis ($452.4 million in 2000).
(4) Capital funding ($39.4 million in 2000).
(5) An accountability framework provided essentially by the yearly submission of educational profiles.
While the Commonwealth provides the bulk of university funds ($5.72 billion in 2000), higher education institutions are essentially autonomous organisations that are responsible for the distribution of funds between faculties and schools based on their own assessment of priorities and needs.
4. Operating Grant Operating grants consist of four components:
(1) A teaching related component.
(2) Indigenous Support Funding.
(3) The Research Quantum (RQ) component.
(4) A capital component (capital roll-in).
The teaching related component forms the largest part of the operating grant. In 2000, the value of teaching related component is approximately $.4.46 billion compared to $22.7 million for the Indigenous Support Funding, $223.0 million for the RQ component and $67.3 million for the capital component.
The teaching related component provides funds for the general operating purposes of the institution. This includes academic and non-academic staff salaries, minor works and equipment, etc.
In 2000, operating funding for higher education institutions was allocated in the context of two targets:
(a) A total fully subsidies places (previously total load target) which defines the student places in Equivalent Full-time Student Units (EFTSU) for which an institutions is funded in a given year of the relevant triennium.
(b) An undergraduate fully subsidised places (previously undergraduate target) which defines the minimum places ( EFTSU) to dedicated undergraduate teaching activity in a given year.
5. Educational profiles Educational profiles are one of the key elements of the Commonwealth’s accountability framework for higher education institutions. The process is annual and is established under legislation (The Higher Education Funding Act). The process enables the Commonwealth to be assured of a financial health of the sector that institutions are spending Commonwealth funds in accordance with the conditions of their grants.
Prior to the consultations institutions are asked to provide a range of statistical data and other information to the Department. The requirements are approved by the Minister and usually include:
(1) Statistical data on students for the current year and the next triennium.
(2) Data on commencing and all students in Commonwealth subsidised places by course type (undergraduate, postgraduate, higher degree etc).
(3) Data on all students included in first table who are studying off campus.
(4)Data on non-overseas fee-paying undergraduate and postgraduate students by course type.
(5) Data on all students by funding source.
(6) A capital management plan which shows projected capital income and expenditure, projected loans and debt redemption.
(7) Three other plans outlining strategies and performance on-equity, Indigenous education and quality assurance and improvement.
Institutions are also asked to provide their audited financial statements for the previous year and extract from their strategic or business plans which focus on their goals and priorities, strengths and market targets.
The data is required mid year. It is then analysed within the Department and consultations with individual institutions are scheduled for August and September. Once the consultation round is completed, the Department briefs the Minister on outcomes and provides recommendations on funding. The Minister’s decisions are announced in the higher education statement for the forthcoming triennium, usually released in mid December.
6. Capital development pool Since 1994 the large part of higher education capital funding has been rolled into institutional operating grants. However the government maintains the Capital Development Pool, currently at the level of S38.75 million per annum, allocate to "special capital projects". The Minister recently announced Capital Development Pool allocations for 2000 and 2001.
The main type of "special capital project" has been the construction of new campuses in suburban growth corridors and regional centers, usually in response to demand and student place growth. Some 45% of the CDP since 1994 has gone to Queensland where growth has been greatest. Most new campuses are affiliates of established universities, although the recently independent University of the Sunshine Coast was largely constructed from CDP funds.
In 1998 the government announced that from 2000 onwards, the CDP would be re-directed to provide more funding to electronic delivery infrastructure projects to facilitate flexible mode delivery and "virtual" education services. The intention of the new CDP objective is to assist Australian universities to be better positioned to compete nationally and international in flexible delivery of education services and to provide greater choices and opportunities to students.
7. Research Funding The policy statement on research and research training announces 4 components in terms of Commonwealth approach:
(1) Competitive Research Scheme: the universities and researchers working within them should see themselves as active participants in national and regional development through the advancement of knowledge and its application to meet social needs through commercial means or public policy measures. New knowledge, new opportunities highlighted the need for a coherent policy framework for maximising the national returns to investment in research in Australian higher education. Competition between researchers provide advice to government on strategic policies on research and research council.
(2) Performance-based funding: this was proposed to support institutional research and research training and received widespread support. The Government believes that this approach will best recognise and reward those institutions that provide high-quality research training environments and support excellent and diverse research activities.
(3) Regional support: higher education institutions play a vital economic, social and cultural role in their local communities, generating a wide range of employment options and contributing to the development of regional Australia.
(4) Accountability and quality assurance: this approach is consistent with the Government’s commitment to strengthening the international competitiveness of higher education institution while reducing regulation and intervention in universities’ activities.
8. Registration, Accreditation & Quality Assurance of Higher Education Institutions States and Territories are responsible for the establishment of universities; accreditation of higher education courses and registration of non self-accrediting providers and protection of the term "university".
(1) Establishment of universities – thorough review of the institution is done by an independent, expert panel; do evaluation against agreed national criteria and professional associations and peer assessment mechanisms integral to assure quality standards.
(2) Accreditation of courses – titles and characteristics of higher education awards (i.e Bachelor, Master) are specified/protected under the AQF, assessment of intended course and provider undertaken by expert panel, States/Territories maintain public registers of accredited course and registered providers.
(3) Protection of term "university" – all States and Territories protect the term "university".
9. Closer links with AQF The AQF lists all institutions accredited by States/Territories and the Commonwealth provide higher education courses. The State and Territory accreditation bodies work closely with the AQF to ensure approved institutions and courses are listed on the AQF registers, and to improve communication on common issues.
10. Other elements of framework DETYA plays a key role in maintaining a high quality higher education sector through the -
(1) publication of institution’s Quality plans.
(2) publication of benchmarks and performance indicators.
(3) Australian University Teaching Committee – awards excellence in teaching and provides grants for teaching projects.
11. Australian Universities Quality Agency It is an independent national body, which conducts assurance audits of self-accrediting institution and State/Territory accreditation authorities. It also provides public reports of outcomes of audits and report on relative standards of the Australian system.
12. National protocols for higher education approval processes Most State and Territories have legislative provision governing the recognition on non-self accrediting institutions who wish to offer courses leading to higher education awards, the approval of courses offered by non-self accrediting institution and mechanisms to approve the establishment and operation of institutions wishing to operate as universities within their jurisdiction. All States and Territories, excluding the external Territories, protect the use of the term "university" in legislation regulating the use of business name.
While there are many similarities in how States and Territories manage the recognition of Universities and the accreditation of courses offered by non-self accrediting institutions, there is no nationally agreed protocol of common principles underpinning the management of these functions.
13. Teacher Training Teacher education in Australia is fundamentally conducted in universities. In 1960 there were education colleges which were staffed by State government. The general training requirement is 4 years. No uniform salaries, they differ from State to State.
R. Questacon – National Science and Technology Centre The delegation attended the cocktail function "A Science Festival to South Africa" hosted by Can Trade Board and the Australian National University followed by a one hour tour of Questacon.
Their involvement with the proposed tour of "Science on the Move" to South Africa will be to provide some of the theoretical "underpinnings" of science communication with the general public. In particular, they are conscious of the need to portray indigenous science and technology in the programme and, with Questacon, will ensure that this aspect of the science circus shows and exhibits is not overlooked. In the longer term, they are looking forward to the possibility of working with young South Africans to present a circus that is culturally aware, locally based and at the forefront of the international science communication movement.
1. Background The Science on the Move programme provides a rich tapestry of experiences for people of all ages to appreciate the impact of science and technology on their everyday lives.
The multifaceted programme is presented in an entertaining and interactive manner, contributing to and supporting not only formal school education, but also non-formal community education.
The programme builds on a high successful tour of nine South Pacific countries during 1997 – Marshal Islands, Kiribati Republic, Tuvalu, Vanuatu, Fiji, Solomon Islands, Cook Islands, Tonga, and Western Samoa.
2. Objectives The programme addresses both short and longer term development issues. South Africa currently has little or no access to programmes of this kind which, in other regions of the world, have been used extensively to raise awareness of science and technology and their importance to development.
In the short term, the programme provides a broadly-targeted, cost-effective community and school education programme designed to make a substantial, widespread impact, thereby establishing a significant baseline for follow-up activity in this field. The programme has the potential to reach many thousands of people in each venue, raising awareness of science and technology. This, in longer term, contributes to the development of a climate of understanding, valuing and support – in social, political and economic contexts – for science and technology and their significance to development.
The programme can incorporate strategic, targeted, capacity-building elements which invest the development of key professionals (such as teachers) so that, after the programme has concluded, South Africa can continue to build on the experience. In this way, the programme can build capacity and skills of teachers in South Africa so that they can develop, in ways which are appropriate to local cultural contexts, interactive programmes to promote and support the development of scientific and technological literacy through formal and non- formal education.
The specific objectives of the programmes are to –
(1) promote general community awareness and understanding of science and technology and their relationship to everyday life and to environment, population and development issues through the provision of interactive exhibitions and programmes focusing on hands-on experiences;
(2) increase skills and capacities of primary and secondary teachers through professional development and training in the area of hands-on, interactive approaches to science, technology and environment education, thereby supporting and enhancing existing and emerging programmes of curriculum renewal which advocate this approach; and
(3) build and support a network of professional within South Africa in order to support the development of scientific and technological literacy, not only within the formal schooling sector, but also within the non-formal education sector, with strong links to programmes such as UNESCO’s regional pacific programmes (through Australia’s centre for Public Awareness of Science) and to existing science communications networks.
3. Programme The Science on the Move programme consists of the following :
(1) The hands-on, interactive exhibition entitled Science on the Move: The exhibits focus on a variety of science phenomenon, including environment and population issues. This exhibition is easily set up in major population centers, rural or remote areas. Local people are trained by experienced circus staff as ‘explainers’ to assist visiting school groups and members of the public as they interact with the hands-on exhibits, providing interpretation in local languages as necessary.
(2) Science demonstration shows: These entertaining shows present science as it relates to everyday life and to important environment and population issues. In both major venues and the smaller, regional venues, local people can be trained to assist circus staff with the presentation of science shows. This helps to overcome any language/cultural variations, particularly in the more isolated locations.
(3) Teacher training and professional development workshops: Based on Questacon’s popular hands-on minds-on workshop programmes across Australia and the Pacific, these workshops can be provided to assist primary and junior secondary teachers to implement interactive learning strategies within their classrooms, encouraging greater use of hands-on, activity-centred approaches as promoted by curriculum renewal processes already underway in South Africa.
4. Educational challenges and opportunities Substantial programme of educational reform at basic education level are at various stages of implementation in many countries The task of effecting a significant philosophical and pedagogical change from a predominant "education for those proceeding to higher education" position to an ‘education for all’ position presents many problems in relation to the curriculum reform process.
One of the key challenges of new science and technology curricula is to organise learning experiences which, rather than being predetermined in the manner of a syllabus, are customised and more responsive to students’ existing knowledge and experience. The interactive approaches to learning originally developed by Questacon to support curriculum change in Australia and South Pacific schools, are a feature of the teacher development workshops in the Science on the Move programme. The workshops will not conflict with existing initiatives, rather they will enhance and support existing programmes of curriculum development and implementation in South Africa.
Another key challenge of new science and technology curricula is to generate first-hand experience of science phenomena through hands-on activities. Hands-on approaches have often been difficult to implement in schools for a variety of reasons, including large class sizes, lack of specialist equipment and insufficient training of teachers to acquire skills in the provision of hands-on, practical experiences. The Science on the Move programme focuses on providing models and ideas for hands-on approaches to learning science. The teacher training workshops provide teachers with strategies to incorporate hands-on, interactive activities for their students without the need for specialist, expensive equipment.
Science centre exhibitions and other public programmes play an important role in raising general community awareness of science and technology, that they are an integral part of our everyday experience and that support for science and technology is essential for the social and economic development of the country. This programme has been designed to provide a strategic initiative for generating community support for science and technology in general, and science and technology education in particular.
S. Australian National University and Student Association – official view by Director: Finance and Business Services, Mr A Bunsell and Director, Division of Student
Recruitment and International Education, Dr M Vargese This university was established in 1948 to be the Australian national research powerhouse. It was established by State legislation. It has been at the leading edge ever since and continues to attract quality staff and students from Australia and from around the world. It responds to Australian needs through its research, the contribution it makes to cultural, scientific, economic and technological debate and the quality of its graduates. The university’s postgraduate and undergraduate courses (including honours and combined courses) offer depth and breadth. The graduate school spans the whole university with a broad range of 40 graduate programmes and the university offers its own English language courses and foundation studies programmes through the ANUTECH Education centre.
In 1972 the government started to fund the university, 50% from the government and other 50% from research grants. All undergraduate degrees are offered over three years while a double degree is done over four years. Double degree in science and law is done in more than four years.
The one exception about ANU, is that it was set up by the Commonwealth Parliament.
1. Funding However, most funding for universities comes from the Commonwealth and therefore the government policy is the focus of attention – within the Parliament, education issues are frequently discussed during question time as well as in debates.
The university receives $400 million each year. Funding from the Commonwealth and profiles are driven by the student numbers. The student loans amounts to $750 000. Funding is only applicable to Australian students and not for international students.
Universities are funded on various several sources:- Commonwealth government funding; State government funding; student contributions; investments; endowments; contracts and consultancies; and donations. The largest of these sources is Commonwealth funding.
There has been considerable debate and no consensus on the appropriate balance of public and private financing of education in Australia. The government has control over equity on distribution of funds. Lot of students have to take part-time jobs and are provided with welfare services available to them. The government contributes to youth allowance of $260 per fortnight.
Annual conferences are held each year where policies for national union are discussed, looking at how the universities are funded, issues sustaining students themselves while they are in universities etc, as there should be control on funding. Postgraduates have to pay the Higher Education Contribution Scheme (HECS) upfront. They have a new evaluation of teaching system where they have to complete a questionnaire. They can evaluate their research work by completing the ANUDEC (Australian National University Document Evaluation Course). They also publish their magazine four times a year, specifying how the university is dealing with policy issues, and this form of communication is regarded as the most channel of communication strategy amongst students.
2. Research funding It is funded primarily through the Australian Research Council, an independent government agency on the basis of national competition and peer review. The Council is currently being reorganised so that a new National Competitive Grants Programme can be established with two elements:
(1) "Discovery" which will focus on basic research.
(2) "Linkage" which will support national and international collaboration.
This funding will be made to universities and also to "other eligible research institution".
Universities also receive money from the Commonwealth to support research through the Institutional Grant Scheme which is intended to provide general support for research and will be based on the success in attracting research income from a variety of sources (60%); attracting research students (30%) and the quality and output of publications (10%).
Funding for research training is based on the numbers of research students completing their degree (50%); research income (40%) and the quality of output publications (10%).
3. Fees Students pay 27% cost of the degree in advance. $12 million is earned through student’s fee, while $22 million is earned from the government. Fees are paid in 3 bands:
(1) Social Science - $3 678
(2) Science and engineering - $4 93
(3) Science, law and dentistry - $5 937
4. Involvement in distance education Monash and the University of New England are heavily involved in this area. Developments in information technology make this an increasingly attractive option for universities, particularly as a source of revenue.
5. Quality assurance programmes Universities have primary responsibility for matters of quality through responsibility to their councils for the quality of their education provision and the use of external examiners for assessing higher degrees by research and for some honours degrees.
The Commonwealth Government is directly or indirectly involved in quality issues through peer review mechanisms which operate in relation to research funding (managed by the Australian Research Council); the collection of sector wide efficiency and effectiveness indicators which are published annually; and the requirement that universities publish a research and research training management plan setting out, for example, areas of research strength, graduate outcomes, and links to industry.
In addition, a quality assurance process is currently being set up by the Commonwealth Government:
(1) The core will be an external audit based on detailed self-assessment, including comparisons of
standards – this audit will be conducted every five years on a rolling basis.
(2) State and Territory processes will also be subject to periodic audit.
(3) The process will be managed by the Australian University Agency which will have as its main role the verification of claims made by institutions.
6. Student funding and government bursaries (1) Undergraduates receive a scholarship, AUSTUDY, which is usually means tested against their parents’ income, but are required to contribute to the cost of their education through HECS. Depending on the discipline enrolled in, costs (which may be paid up-front or deferred until after graduation) vary from approximately $3, 500 to S5, 8000 per year.
(2) All postgraduate coursework, students at the ANU pay tuition fees which vary significantly depending on the course. The most expensive, an MBA costs $27, 500 per year.
(3) Most postgraduate at the masters and doctoral levels are funded through:
(a) Australian Postgraduate Award (APA) – these are highly competitive scholarships.
(b) University scholarships which are equivalent in amount to APA scholarships.
(c) Australian Postgraduate Awards (Industry) which are part of a programme aimed at encouraging research collaboration between universities and industry.
(d) International Postgraduate Research Scholarship which aim to attract high quality overseas research students to take up study in the country’s areas of research strength.
7. Exchange programmes between Australia and South Africa There do not appear to be any awards offered by the South African Government for Australians to study in South Africa as there are for example, awards offered by the Canadian Government.
However, the Commonwealth Scholarship and Fellowship Plan "enables men and women of high academic promise from Commonwealth countries to benefit from advance study in a Commonwealth country other than their own" and could presumably apply to Australia students wishing to study in South Africa.
There are exchange arrangements between individual universities in Australia and South Africa.
As according to Dr M Vargese, there are basic financial problems to fund student exchange programmes. There should be scholarship provided to students to get full academic credits. It has also noted that South African students are not willing to study at ANU, they have interest for exchange in USA and UK for international studies. Asian students are fully sponsored, they pay for themselves. ANU have strong links with East Asia.
Dr Vargese felt imperatively important that there is a need to negotiate with both governments (S.A and Australia) on student exchanges programmes as at present there are no agreement between them.
The student exchange is seen as the best way to increase the interest of African studies by Australian students and both countries have to look at the postgraduate level for these exchange programmes.
She also recommended that students should be given full academic credit for studies undertaken at Australian universities and the PHD students must do field work.
8. Olympic games They have sporting committees in the campus dealing with sporting activities.
9. Teacher evaluation The students do not use the outcomes when they evaluate teachers. Law students in the faculty take independent evaluations. The evaluations serves as an incentives to most teachers which also serves promotional factor.
10. Gender imbalance There are also women in engineering faculty who encourage other women to joint it. The schools are encouraging students to take various range of subjects in universities.
11. Cross-cultural issues on campus
Most students organisations affiliated with student association have international student Societies and indigenous associations which look at the interests of both international and indigenous students. There is quite an amount of support.
12. Aboriginal students They mostly come from rural and lower areas. They have no interest in student organisations. All they want is recognition as individuals and not aboriginals.
13. Governance The peak decision-making forum of the ANU is the university council. Two boards (the Board of the Institute of Advance Studies, and the Board of the Faculties) advise the council on academic matters.
14. Support services A number of areas support university staff and students. These include the library, computing support, building and environmental infrastructure and maintenance, health and counseling, study skills, the Centre for Educational Development and Academic Methods, and a range of service and facilities provided by the ANU students Association and the postgraduate and research students association.
The university campus has conference facilities, child care centres, financial organisations and retail outlets.
15. Teaching and Research There is a wide variety of academic disciplines within the university where teaching and research are conducted – ranging from the departments of the faculties and research schools to various centers and programmes.
T. Canberra Institute of Technology (CTI) – official view by Dean of Faculty of Engineering and Construction, Mr R Rose, Ms T Van Leeuwen and the Project Officer: International Services Unit, Mr N Hamey
This is a TAFE institute established in 1970. It is a largest government institution offering a wide range of vocational courses in English, Foundation Studies, Accounting Computing, Business Studies, Drafting, Design, Multimedia, Electronic Animation, Fashion, Hotel Management, Tourism, Journalism and Media, Child Care, Science, Sports Studies, Electronics and Engineering.
Teaching within the institute is managed by five faculties and one school. The faculties and school are based on one of the six major campuses and offer degree, advanced diploma, diploma and certificate level courses which have been approved by the Australian Government.
The Institute Faculties and School are: Faculty of Applied Science; Faculty of Communication and Community Services; Faculty of Engineering and Construction; Faculty of Management and Business; Faculty of Tourism, Retail and Hospitality and School of Applied Arts and Design.
Their qualifications are recognised in Australia and internationally by appropriate services to International students including information on courses, airport reception, hostel and homestay accommodation placements, orientation programmes and tutorial and study skills programmes.
Teaching methods are advanced and geared to a multicultural classroom. They also offer a wide range of tertiary education and training courses. Each year over 15 000 students enrol in CTI courses.
Students wishing to further their studies at universities, credit arrangements are in place with Australian National University and the university of Canberra and a number of interstate and International universities. These credit arrangement offer a fast track to a degree programme. Flow of students in the university of Canberra is very slow. The institute has developed further links with industries and other institution to offer in-service training and these links are seen as very important. It is well streamed resourced.
1. Staff compliments There are 400 teachers, 400 general staff and 800 part-time staff members.
2. Curriculum Development In 1989, they moved from competency based approach to VET and assessment which primarily focus on what a person can do; knowledge component undervalued in first version of standards; an integrated and holistic assessment; and national standards and national curricula.
They have also developed competency standards within the industry and are task based.
(1) Training packages They describe skill outcomes required by people working at different levels in an industry area and competencies are aligned to qualification levels with assessment guidelines. They are nationally recognized qualifications – certificate 1 to Advanced Diploma in the Australian Qualification Framework (AQF). These packages are developed by industry two or three training packages per industry, with extensive consultation with all stakeholders. In June 2000, 55 training packages were endorsed.
(2) Implementation of Training packages There were 175 qualifications from 23 training packages in semester 1, 2000. At least 6 more packages will be implemented in 2001. These do not give information on learning pathway, but develops the "learning pathway" for each qualification taking into account how they will deliver the training and assess the students. They also have partnerships with workplaces for implementation.
(3) Programme development CTI uses a Programme Reference Group to advise on programme development. These programmes can be the following:
(a) CTI developed and accredited programmes.
(b) Accredited programmes developed interstate and adopted by CTI.
(c) Programmes designed to deliver training package qualification.
The outcomes should suit the industry.
(d) Learning Resources
There is a need for good learning guides, like role of teacher and learning solutions Department; production of learning guides and online delivery and learner support.
(e) Library and learning centre
There are six campus libraries. Each library has 2 PCs with internet connections. They also have print-based resources, electronic resources, information literacy and internet access for students.
(f) Teacher Education
The institute offer teacher education programmes and the focus is on initial and continuing teacher education. It also enhances the professionalism of teachers.
(g) Articulated suite of programmes
They are workplace training; workplace assessment; certificate IV in assessment and workplace training (well recognized b the industry); graduate certificate in tertiary teaching and learning and graduate diploma in tertiary teaching and learning.
3. Australia-South Africa Educational Linkage programmes They have links with the Rural Water Quality project in Saulspoort Region in North West, conducted at Witswatersrand Technikon. The project will cease its work in July 2000 and the report will be finalised.
U. International Development Programme (IDP) Education Australia – official view by the Chief Executive, Ms L Hyam, General Manager: International projects, Dr E Derviniotis and Ms R Stoke
IDP was established in 1932 by Australia’s universities as a non-profit company, providing assistance to education system overseas. Located in 31 countries, it provides access to education and promotes the use of Australian education expertise, and facilitates the enrolment of international students in Australia and supports the delivery of Australia education off-shoot. Its activities include project management, fellowship administration, student advisory services, application processing, publications, exhibitions, promotions, annual international education conference, and English language, teaching and testing.
IDP international projects are widely recognised for its high quality services in design, monitoring and evaluation, planning, technology transfer, training, technical assistance, studies, research and development and institutional strengthening. International projects have developed an international reputation for the quality of its work and its professional approach to international project management. They bring a high quality blend of experienced international project management, technical expertise across a number of sectors and the ability to identify, select and field the most appropriate consultants to implement projects successfully.
1. Background The Australia-South Africa Institutional Links programme is undertaken by agreement between the South African Department of Education and the Australian Agency for International Development (AusAID) within the framework of the Technical Cooperation Agreement between South Africa and Australia. The (S.A. Vice Chancellors Assoc.) SAUVCA and Committee of Technikon Principals act a conduits of information between the South African institutions and the programme. IDP Education Australia manages the programme.
The programme commenced its operations in June 1996 and will operate for 8 years with an estimated Australian Government input of around $6,8 million. S.A and Australia institutions contribute counterpart resources, primarily in kind.
IDP Education Australia focus on three areas, namely, Administration of consultants (contract delivery); Management of consultants (delivery of expertise) and Management of expertise (delivery of solutions).
They are networked in 54 offices around the world and are dedicated to student work. They have rendered successful 380 projects and implementation of these project is very risky as according to Dr Derviniotis, to have a successful project, there should be transparency; active participation; a common vision; convergence of goals; value added process; know-how management; experience management and sustainability.
2. Programme description
(1) Programme goal The programme has a goal of assisting in increasing the capacity of South African higher education institutions to participate in the reconstruction and development of S.A, particularly the integration of education and training, through the establishment of linkages between Australian and S.A higher education institutions.
(2) Programme components (a) Project Development: Call for proposals for funding, assessment of proposals.
(b) Community Education Development Projects: Focus on development in SA, such as -
(i) establishment of in-service training programme for teachers;
(ii) establishment of outreach programmes from the institution to the community and
(iii) provision of new forms of training and services to the community.
(c) Institutional Development Projects: focus on strengthening SA institutions through curriculum development, development of new teaching programme and activities or the development of new organisational units or support services in the institutions.
(d) Research and Development Projects: one project involves collaborative research and development with strong relevance to the community and to the RDP priorities.
(e) Economic Policy Planning and Administration Project: focus on strengthening skills in economic policy, planning and administration, as well as developing capabilities of S.A higher education institutions to deliver training and cooperative activities promoting the utilisation of these skills.
(f) Seed-funding activities: African institutions, because of lack of contacts in Australia and limited familiarity in writing proposals, had the opportunity to choose to apply for Seed-Funding to support visits to Australian institutions and return visits, plus workshops on proposal writing.
(3) Programme guidelines These guidelines set out the parametres for links projects. Priority sectors and possible fields within those sectors are identified in the guidelines. The programme primarily funds travel.
(4) Reporting and programme coordinating committee IDP Education Australia, as the managing contractor, is responsible for general coordination and monitoring of the links projects and the previous seed funded activities. Phone contacts/visits are made to each Australian participating institution during the implementation of an approved project to discuss progress and any issues in administration. IDP is required to submit annual plans, and six-monthly report to AusAID in a format approved by AusAID. Links projects are required to report to IDP to meet these same AusAID requirements within an agreed timeframe.
(5) Programme Coordinating Committee It is established in S.A. It normally meets at least once a year to review progress in project components, deal with policy and administration problems and assess workplan for the Programme activities in the next period. It has members from Australian Agency for International Development (Pretoria), the S.A Department of Education, the SAUVCA, Committee of Technikon Principals and IDP Education Australia. Reports on the progress of each project must be submitted by institutions to IDP for these meetings.
The delegation was also informed that the SAUVCA’s Chief Executive Officer Ms P Kotecha has information on a university student mobility programme for the Indian Ocean region.
(6) Expected benefits The major benefits are in facilitating implementation in S.Africa’s reconstruction and development programme, which is expected to have major social and economic benefits for the large population of SA.
It is intended that a sustainable link be established between SA, Southern African and Australian institutions participating in linkages under the programme. Other mutual benefits to participating institutions include the internationalising of institutions, staff, students, curricula and the increased capability to operate in an international environment.
It was envisaged that the IDP SA in Johannesburg should organise a meeting to discuss the projects.
V. Visit to New Zealand On arrival on 01 July 2000, the delegation was warmly welcomed by our Honorary Consul of Republic of South Africa, Mr G Fortuin at Wellington airport, New Zealand.
On 02 July 2000, a meeting was held at Mr Fortuin’s residence with the Associate Minister of Maori Affairs, Hon. T Turia. These were the areas that were covered:
In New Zealand there are 5 Associate Ministers/Deputy Ministers, 3 of which are Maoris.
Hon. T Turia is the Associate Minister for portfolios of Correction, Health, Housing and Social Services, representing the Maoris in Parliament.
There are 500 000 indigenous people out of 8,3 million New Zealand population. Racism still exists against Maoris, as a result in some areas, children find it difficult to attend and learn at various schools. There is reluctance of indigenous people of not performing well in schools although there are few schools which teach children in their own language.
About 10% of their land was taken from them and the settlement process to address the stealing process is about 30%. People here live in poverty, children are extremely violent, they are jailed for burglary and theft. Majority of them, are committing serious offences and crimes and lot of children are incarcerated.
She believes that children people should be taught in a way that they can learn their own language and be given various skills and be encouraged to use their mother tongue. The government at present, want to control their development.
There are 130 Maori teacher training programmes each year. The medium of instruction in Maori schools is English. They are trained on how to become teachers. They have Maori language in each school and they have an advantage of teaching the Maori language, and this is seen as an incentive.
NZ$16 million have been allocated by the government to train teachers to teach the Maori language. Status of indigenous language is recognised in the country.
1. Bridging the gap programme NZ$ 250 million have been budgeted to cover social and economic development. They ascertain on what the problems are, and budget funds to solve those problems. The government decides on who will get funding. There is also a budget called "social development" which is put aside to assist on social development. The Prime Minister is very concerned on what the Maori people want. He prefers one budget to be managed by the group of Ministers to determine where funds should be allocated.
The tribal people have their board which determine strategic development. At national level, there are Maori Councils, Maori Women Congress and there is no legislation that governs them. The congress represents the tribes and is trusted by the people because it is people's driven.
W. Ministry of Education, Wellington – official view by Senior Manager: Learning and Evaluation Policy, Ms F Kelly and the Senior Manager: Curriculum Division, Mr C Brown There are 2 700 schools in New Zealand – 2 350 primary schools (Year 1 – 8) and 350 secondary schools (Year 9 – 13). They have State schools, Private Schools and Integrated Schools.Year 1 – 8 is a primary phase while Year 1 – 10 is the general education. Compulsory curriculum ends in Year 10. School education is free up to Year 13 and there is no Kindergarten. The Government provide subsidy for pre-school education from three to five years, and from five to ten years. Formal schooling starts when a child is 5 years old.
There are 8 universities, polytechnics, colleges of education and 3 Wananga (Maori tertiary institutions) universities – the medium of instruction is the Maori language. Teachers are trained and qualified. The polytechnics (training colleges) run programmes for school leavers and these are accredited by the NZ Qualification Authority.
All schools are self-managing, having Board of Trustees elected by parents with the term of office of 3 years. This board also includes student representatives and the government does not have authority over it.
1. The New Zealand Curriculum It comprises of a set of national curriculum statements which define the learning principles and achievement aims and objectives which all New Zealand schools are required to follow. It builds on the positive features of past curriculum experience. It is the official policy for teaching, learning and assessment in New Zealand schools. It is the responsibility of boards of trustees to ensure that schools satisfy the requirement and expectations. Every school charter and proposed charter must include the aim of meeting and following the learning principles and achievement aims and objectives.
It sets out national directions for schooling and provides for consistency in classroom programmes throughout the country. It describes the framework for learning and assessment which links learning experiences within the total school curriculum in a coherent and balanced way.
It recognises that all students should have the opportunity to undertake study in essential areas of learning and to develop essential skills. Such learning will enable them to develop their potential, to continue learning throughout life, and to participate effectively and productively in New Zealand’s democratic society and in a competitive world economy.
It seeks to raise the achievement levels of all students and to ensure that the quality of teaching and learning in New Zealand schools is of the highest international standard. It identifies for boards of trustees, teachers, students, parents, and the wider community a progression of desirable standard of learning throughout the years of schooling, against which student’s progress can be assessed.
It recognises pre-school learning experiences and post-school education and training opportunities. It links school-based learning with the world outside school.
The New Zealand Curriculum applies also to:
(1) All New Zealand schools, including kura kaupapa Maori, and special education schools.
(2) All students, irrespective of gender, ethnicity, belief, ability or disability, social or cultural background, or geographical location.
(3) All years of schooling, from new entrants to the completion of schooling; that is from years 1 to 13.
2. The school curriculum It consists of the ways in which a school puts into practice the policy set out in the national curriculum statements. It takes into account of local needs, priorities, and resources, and is designed in consultation with the school’s community. In the1980s comprehensive reviews of the curriculum, assessment, and education administration were carried out and there were major consultations. The process was then followed by the curriculum framework in 1993.
3. The Essential Learning Areas The New Zealand Curriculum specifies seven essential learning areas (language and languages, mathematics, science, technology social sciences, the arts, health and physical well-being) which describe in broad terms, knowledge and understanding which all students need to acquire. All seven learning areas are essential for a broad and balanced education. Schools must ensure that all students undertake continuing study in all the learning areas during each of the first ten years of schooling. Schools must also maintain a balanced curriculum in the final years of schooling (Years 11, 12 and 13), recognising the diverse educational and training needs of students at these levels.
Schools may achieve a balanced and broad curriculum in a number of ways; for example, by organising their programmes around subjects, by using an integrated approach, or by using topic or thematic approaches. Schools have the flexibility to plan programmes to meet their particular needs; for example, kaupapa Maori programme, English programmes for speakers of other languages, or Pacific Island language courses. In whatever way programmes are organised, they must incorporate the knowledge and understanding described in all seven learning areas.
The essential learning areas are broad, recognisable categories of knowledge and understanding. They provide the context within which the essential skills, attitudes, and values are developed.
Other important areas of study, such as the environment, and culture and heritage, are included in a number of the essential learning areas. These essential areas are interrelated. Any activity which students engage in, will draw on more than one learning area. For example, a study of sound may focus primarily on science, but may also contribute to students’ development in the arts, technology, and mathematics. In planning programmes, schools need to understand and make use of the connections between the learning areas.
4. The Essential skills The New Zealand Curriculum specifies eight groupings of essential skills to be developed by all students across the whole curriculum throughout the years of schooling. These categories encompass other important groups of skills, such as creative skills, valuing skills, and practical life skills. These essential skills are:
(1) Communication skills – communicate competently and confident by listening, speaking, reading, and writing, and by using other forms of communication where appropriate.
(2) Numeracy skills – calculate accurately.
(3) Information skills – identify, locate, gather, store, retrieve, and process information from a range of sources.
(4) Problem-solving skills – think critically, creatively, reflectively and logically.
(5) Self-management and competitive skills – set, evaluate, and achieve realistic personal goals.
(6) Social and co-operative skills – develop good relationships with others, and work in co- operative ways to achieve common goals.
(7) Physical skills – develop personal fitness and health through regular exercise, good hygiene, and healthy diet.
(8) Work and study skills – work effectively, both independently and in groups.
All the essential skills are important if students are to achieve their potential and to participate fully in society, including the world of work.
5. The Framework The New Zealand Curriculum Framework describes the elements which are fundamental to teaching and learning in New Zealand schools. It states the principles which give direction to all teaching and learning. It specifies seven essential learning areas which describe in broad terms the knowledge and understanding which all students need to acquire. It sets out the essential skills to be developed by all students and indicates the place of attitude and values in school curriculum. It gives direction to the development of more specific national curriculum statements which describe in more detail the required knowledge, understanding, skills, and attitudes. It also outines the policy for assessment at school and national levels.
6. Implementation of curriculum The intension for implementation of curriculum is to how to achieve the outcomes and to have impaired schools to be innovative in the system. Assessment is part of learning cycles, that is informative to help children and to refocus teachers. Teachers must have subject knowledge and to understand the curriculum on OBE. In order for the teachers to deliver, there should be more textbooks and materials, and thorough knowledge on the subject one has to teach. Students should also be provided with core material and textbooks.
In New Zealand, teachers are provided with learning equipments, materials in classrooms in all schools to give them support. The Department has highly skilled working force and professional staff. NZ$10 million was allocated on programmes on the development of teachers and school advisers to have ongoing support for them.
7. Role of teachers in curriculum development Teachers are extensively involved in the setting up and writing of the policy document in different stages of the processes. Teacher unions participate in the process with the broad consultation in the teaching profession. The Ministry advises on the development of policy.
8. Funding of schools The State funds the State schools and subsidise the private schools. Due to the state of collapse, the Integrated schools were integrated by the legislation of Parliament.
X. Whitireia Community Polytechnic – official view by the CEO, Ms D Dale, Director: Corporative Services, Mr B Miller and Director: Customer Services, Ms V Collins On arrival, the delegation was warmly welcomed at the reception by the delegates from Te Wananga Maori and escorted to powhiri in Te Onepu (main hall). The delegation was given some guidance about the protocol and expectations and on where to sit and when to speak.
This community was led by the Te Wananga Maori Chief, Mr A Author and the Whitireia community, singing their Maori traditional songs. The Chief’s brother who died early this year, was the founder of this community.
Prof S M Mayatula, gave an overview of the objective of the study tour, addressing them in his own language, isiXhosa. They also expressed themselves in their own language.
The Whitireia Community Polytechnic is a government- funded tertiary institution. Established in 1986, it is known for producing work-ready graduates who have found employment both in New Zealand and overseas. They have 3 500 students, 1 900 full-time and 1 600 part-time.
They have 3 campuses and the main campus is in Porirua, sitting at the edge of the scenic Porirua harbour, which is 20 km north of Wellington city. It prides itself as the centre of education excellence with bi-cultural and multicultural identity of students. There are 10 schools within the polytechnic which offer arts, business and management, catering and hospitality, computing, further education, Maori Education and career development, nursing and health studies, office systems and tourism, teacher education and training and technology. They also offer nursing programmes at degree level and at universities, they continue at the Master’s level.
(1) Enrolment 22% of student population are Maori students and the majority of them come from the Pacific Island.
(2) School of technology This school was established in 1998 to focus on the development of technology-related programmes. Encompassing technology in its broadest sense, it offers full-time programmes in computer support, horticulture and landscaping, and automotive engineering. In 2000 they will be extending these programmes to include electrical engineering, a broad trade skills programme and a range of part-time courses to extend people already working in these fields. All full-time programmes are approved by the NZQA and where appropriate, the relevant industry training organisations.
(3) School of Maori education and career development This school has programmes aimed to help all students to gain a greater understanding of things of Maori, and help return them to their heritage. It offers the following courses:
(1) Te Tohu Mutunga Kore (Total Immersion te reo Maori).
(2) Nga Tapuwae (Advanced te reo Maori).
(3) Poutama (Maori Art and Craft).
(4) Te Huakirangi 1 & 2 ( Information Technology Systems).
(5) Toi Whakaata 1& 2 (Film and Television).
(6) Te Kukune (Maori Sports, Music and Performance).
(7) Paerangatiratanga (Maori Business Administration)
Entrance requirement depends on the programme.
4. Student fees Each student has to pay a school fee of NZ$2 500 each year. 57% is funded by the Ministry of Education, 23% by the student, and 20% from contract, private sector and local business.
NZ$1 million for international education comes from international students as fees.
5. Placements They have close links with the target sector, students are kept relevant to the industries. Employment rate is very high, majority of students are able to get employment after completing the courses. New Zealand has quality management system which is accredited to all the programmes which meets the international standards.
Y. Victoria University of Wellington - School of Education: Te Putahitanga o te Matauranga – official view by Head of School of Education, Prof C Hall, Manager: Faculty of Humanities, Ms K Jermyn, Ms B Craig, Mr J Irving and Mr D Brown
1. Overview of the New Zealand system - Synopsis of Outcomes Based Education (OBE) The model of education provision and delivery operated by the NZ Government is known as OBE. It is a comprehensive model of educational organisation which covers virtually all spheres of the operation of the NZ education system. The following sets out the main parameters for OBE:
(1) Description OBE comprises in its simplest form, the declaration of the intended outcomes (objectives) of an education system or operation, the design and implementation of a programme or activities aimed at achieving these outcomes, and the monitoring of the actual outcomes against the intended ones.
(2) Domain of operation OBE is a comprehensive system of educational organisation. It covers: the contractual relationship between the Government and providers (and other educational bodies); the organisation and management of schools; curriculum design and implementation; assessment of student work; staff development and appraisal, and the audit and review of institutional performance operating within the system.
(3) Contractual relationship between the Government and educational providers The government purchases services from institutions. Institutions declare their intended outcomes or adopt centrally defined objectives or standards (these may sometimes be defined in legislation such as those to do with health and safety); institutions designed their own delivery, institutions are then monitored and held accountable for meeting the declared/prescribed outcomes.
(4) Curriculum In respect of curriculum and assessment, learning outcomes are specified in New Zealand Curriculum Framework unit standards; institutions design programmes which embed these outcomes; students are assessed against these outcomes; where external qualifications are involved, internal assessment of student work is moderated to ensure that a common standard has been applied across providers; at the primary school level, considerable pressure is being exerted to put in place a system of national assessment.
(5) Rationale OBE is based on several premises, although in practice many of these are contestable. The key premises include:-
(a) Transparency – the purchasers or customers of an education service should have a clear understanding of what they are buying or receiving.
(b) Choice – customers should have choice in what they purchase.
(c) Decentralisation – control over the design and operation of an educational service should be devolved to educational providers and their communities.
(d) Accountability – those responsible for the delivery of a service should be accountable for ensuring that they meet expectations and provide a quality service.
(6) Assessment OBE is strongly associated with standard-based assessment. Standards are defined in terms of either competency (pass/fail) or achievement levels, and students are judged against criteria which indicate whether the required standard has been met.
(7) Students OBE is said to be student-centred in focus because it gives students clear information about what is expected of them. Proponents of OBE also stress the importance of students working at their own pace. However, the autonomy provided to learners is of a "procedural" kind – the focus is more on "how" they learn rather than "what" – and does not align with the autonomy provided under other models of teaching and learning. As practised in NZ, OBE is in fact strongly "content-centred" in focus.
(8) Content/knowledge OBE is a relatively closed system of education in respect of knowledge generation and change. It tends to focus on existing knowledge, skills and values. It is most appropriate in situations where accepted truths, specific competencies, particular methods and proven techniques are being taught and assessed.
(9) Professional development and teacher appraisal Under OBE, professional development and appraisal systems typically involve a meeting between teachers and their managers to clarify expectations and training needs; a statement of objectives or standards that teachers should meet; monitoring of teachers against these objectives or standards over a specified period of time; a review meeting, a written report on the teacher performance including recommendations for further professional development; and repeat of the previous loop including a revision of the objectives.
2. Methodology for implementation and practical problems in schools Large number of teachers have too much workload to manage OBE and assessment. Teachers are under enormous pressure to manage the demand. They spend less time with students in the classrooms, and more time on administration and this result to difficulty for them to manage the students. They have less time to record and to make reports, they are constantly engaged in review work. Within schools, they are relatively well resourced with curriculum learning and teaching materials, and well trained.
3. Role of universities in curriculum development They bring curriculum writers to schools and universities to develop the curriculum.
4. Lack of achievement on Maori communities in education Maori communities always feel that they should be given jobs to do for themselves, there is lack of autonomy in certain communities. They strongly believe that the potential is there to see their own education. They can have greater chance for achievement and change.
Until 1968, there were separate systems (Maori and other State school system) operated by Europeans for Maoris (most of them attended the Europeans schools). There is strong request for Maori status or authority to manage their education.
5. Teacher training In New Zealand, there are 37 teacher colleges and are based in major cities and some are incorporated in universities due to infrastructural problems. Some disperse their training in wide range of locations. Teachers are trained in teacher colleges and universities takes responsibility for further education and training. They do offer in-service training programmes; and about 70 – 78% primary and secondary teachers are trained by the institution.
6. Requirements for teachers A minimum requirement for teachers is 3 years Bachelor degree, which is accredited by NZQA and a Registration Board and 1 year teacher training (if one is a graduate). They must teach for 2 years before registration by the Teacher Registration Board. Universities do not provide teacher training. Degrees done from teacher colleges are more focused on teaching programmes and are basely aimed for teaching.
7. Student funding All institutions receive funding for students from the government. They pay for their tuition fees and can apply for refundable loans. Some of them get student allowances depending on parental income. There is a body (Work and Income NZ) responsible for allocations of funds to students, no university handle this area. All loans generate interests and is paid back in a form of taxation.
8. Funding of university Allocation is given to university per student including research. If the student numbers decreases, the allocations become lesser. NZ$2,3 million is available if the university does not raise fees.
9. Drop in enrolment There was 2% overall drop in science and humanities, except in law and commerce faculties.
There is NZ Vice Chancellors Committee to discuss issues to be brought up to the government in which in return, the government gives the signal to push back the competitive approach in universities and schools.
10. Link between university-ministry-parliament The changes in the education system in 1989 through Act of Parliament, have led strong powers to universities. All institutions receiving funding from the State, need to report to the Ministry.
11. Quality assurance Quality assurance is set up by the NZ Vice Chancellors Committee. The Academic Audit monitor the range of systems to see whether they achieve what is aimed to be achieved.
Z. Parliament of New Zealand, Wellington – official view by Minister of Education, Hon. T Mallard He is the Minister responsible for the portfolios in Education, State Services, Sport, Fitness and Leisure, Education Review Office and Associate Minister of Finance.
There are 120 Members of Parliament in the House of Representatives in New Zealand Government. There is no written constitution, no provincial system and the Bill of Rights is not the supreme law of the country. New Zealand is an easy country to make laws. The caucus approves legislation before it is introduced in Parliament.
According to him, the previous government did not give bulk of money for education system in NZ. At present, large amounts have been allocated and divided to fund poor schools with an aim to try to turn a natural projection to these schools.
Presently, they are working on the most controversial enrolment legislation, which will provide provision for district boundaries to draw up enrolment schemes. It is controversial because it is aimed at selecting people according to their family units.
There is a strong debate in the House on what should be the relationship between University and Parliament. To set up a university, one needs to have an approval from the Minister of Education. 60% of the university funding comes from the government, with full academic freedom but it is very limited.
The delegation proceeded to the Speaker’s Gallery of Parliament where they were introduced to the House of Representatives and observed the question time. Education Amendment Bill was introduced and discussed.
Due to debate and discussions in House, the delegation could not meet with the members of the New Zealand South Africa Parliamentary Friendship Group.
1. Select Committee on Education and Science Committee: House ofRepresentatives
The Committee, under the leadership of the Chairperson, Ms Liz Gordon had constructive discussions, and the following matters were covered:
(1) General overview Over 30 years, Maori education has been identified as a big problem. Native schools were abolished, and moved to authoritative and colonised based system. There was quite a big division within Maori communities, and their cities are too white. There are a number of Maori Immersion schools which provide Moari medium education in Maori language, and there has been great improvement in Maori education. There was a perception that schools in rich areas are the best, and parents prefer and choose to take their children to those schools.
Poor schools are allocated bigger budget than rich and affording schools. The new legislation, Education Amendment Bill will enhance the upliftment of poor schools, as there are 10 categories of schools in New Zealand. There is extra funding allocated to schools to purchase materials and equipment and other educational needs.
(2) Funding of schools Private schools had an increasing funding for the past 10 years. The government gives more funding to public schools.
(3) Cultural diversity Racism and economic division still exist in New Zealand. No recognition of traditional authority – the problem is to define what Maori tradition is. The government is now trying to close the economic gap.
The effectiveness of local government needs to be desired. The commitment is not on the Chief but in the sub-tribe.
(4) Links between university and parliament There are 8 universities in NZ including 1 technology university. All universities are public and fully funded by the government. 10 000 women graduate each year. Each institution chooses its own way on how to collect its fees from students. There were lot of protests by students on the introduction of the fee system by the universities, they had to borrow money from loan schemes (from central government) which are interest-free to further their studies. The student debt is NZ$420 billion, which is more that the government expenditure. The government intends to introduce free education.
AA. University of Auckland, Auckland – official view by Vice-Chancellor, Dr Hood, Head, Massey University, Prof N Watson, Dr J Hinchcliff, University of Technology and university officials
1. New Teaching and Learning Technologies The University of Auckland is a campus-based university. It must respond to the global revolution which is transforming the way knowledge is stored, accessed, disseminated, analysed and presented, or risk being left behind in educational developments. Three years ago, it recognised the increasingly important role of technology and sought to encourage flexibility in teaching and learning modes.
It will build on its capabilities in multimedia and related educational technologies, integrating these into its undergraduate and postgraduate programme design, delivery and support. It will become rapidly responsive to changing information systems and capture the benefits of technology for staff and students.
2. Changes in government policy In November 1998, the Government issued the White Paper on tertiary education which proposes major changes to the funding of teaching and research in the tertiary sector, the governance structures of universities, quality assurance processes and the regulatory environment. It is clear that universities exist in an environment where Government, as a major funder of education, exercises considerable influence over future direction. The university must make its voice heard in policy and decision making. It must demonstrate to Government and the wider public the value of world-class higher education to the nation.
3. Distance education It is provided at universities in New Zealand.
4. Financial constraints Public funding cuts have imposed severe financial constraints on the University and forced it to make very difficult financial decisions. As these financial constraints will contribute for at least the next two years, the University must find other sources of revenue. All of their financial strategy must be guided by academic considerations. Staff and students must feel assured that financial decisions are being made in an open, transparent and responsible manner.
5. Relationship with other education institutions In 1995 the University was developing a network of relationships with three polytechnics in Auckland, Northland Polytechnic, the Auckland College of Education and the Auckland Consortium for Theological Education. Several changes have occurred within this network. The relationship with the Auckland College of Education has largely been severed as it plans to link with Massey University. The relationship with the Manukau Institute of Technology became a formal agreement in 1997 and there are proposals to develop this alliance further.
The competitive tertiary sector demand that the University examine very carefully its relationships with other educational institutions. It has re-examined its mission, goals and strategies taking into consideration the challenges and opportunities.
Institutions develop their own development programmes. 100 different degree programmes have led institutions to agree to be mergers. The Government will establish tertiary advisory committee to describe the structure of the institutions, quality, advise and support will determine the structure of the tertiary sector.
6. Community relations Communities have traditionally looked at universities for intellectual guidance and stimulus. This is a role now shared with other institutions and organisations. The challenge for the University is to build strong community relationship, demonstrate and provide leadership, expert opinions, critical thinking and comment, professional training, custodianship of a range of collections and national treasures and opportunities for lifelong learning.
BB. Comments and recommendations
CC. Conclusion The Portfolio Committee on Education is satisfied that it attained most of the objectives indentified by the study tour to both Australia and New Zealand.
DD. List of participants NSW Department of Education and Training: Sydney.
1. NSW Minister for Education and Training, Hon. J Aquilina.
2. Riverside Girls High School, and principal Ms J King and school executive.
3. University of Sydney.
4. Education Queensland International.
5. University of Queensland: Graduate School of Education.
6. The Speaker of the House of Representative, Hon N Andrew: Parliament House, Canberra.
7. The President of the Senate, Senator the Hon. M Reid.
8. The Senate, Standing Committee on Employment, Workplace Relations, Small Business and Education.
9. House of Representative Standing Committee on Employment, Education and Workplace Relations.
10. Committee on Education: Legislative Assembly, Australian Capital Territory.
11. Department of Education, Training and Youth Affairs.
12. Australian National University and Student Association.
13. Canberra Institute of Technology and Student Association.
14. IDP Education Australia.
15. Mr G Fortuin, Honorary Consul for Republic of South Africa, New Zealand.
16. Associate Minister of Maori Affairs, Hon T Turia.
17. Ministry of Education, New Zealand.
18. CEO, Ms D Dale and Staff of Whitereia Community Technicon.
19. Whitereia and Maori communities.
20. NZ Minister of Education, Hon. T Mallard.
21. Victoria University, Wellington.
22. Parliament of New Zealand, Wellington.
23. University of Auckland, Auckland.
24. High Commissioner, Dr B G Ranchod, S.A High Commission, Canberra.
25. Deputy High Commissioner, Mr E Grobbler, S.A High Commission, Canberra
Report to be considered.
Compiled by: Committee Secretary, Ms Namhla Manjezi