| AAMT TSAEP Evaluation Report October 2004 |
Report and summary of the Australian Association of Mathematics Teachers Highly Accomplished Teachers of Mathematics project.
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| AAO Review Issues Paper |
| Issues Paper for the 2006 Review of the Anglo-Australian Observatory (AAO) |
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| ABC of VET - Australian National Training Authority [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian vocational education and training (VET) system. This section of the ABC of VET series introduces the Australian National Training Authority (ANTA). |
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| ABC of VET - Australian Quality Training Framework [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian vocational education and training (VET) system. This section of the ABC of VET series introduces the Australian Quality Training Framework (AQTF). |
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| ABC of VET: a fair go for everyone: making training equitable [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian vocational education and training (VET) system. This section of the ABC of VET series discusses equity issues in training. |
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| ABC of VET: National Training Information Service [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian Vocational Education and Training (VET) system. This section of the ABC of VET series introduces the National Training Information Service (NTIS). |
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| ABC of VET: partners in training [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian Vocational Education and Training (VET) system. This section of the ABC of VET series introduces the benefits of training partnerships between business and training organisations. |
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| ABC of VET: Skilling Australia [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian Vocational Education and Training (VET) system. This section of the ABC of VET series discusses Vocational Education and Training (VET) statistics. |
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| ABC of VET: training packages [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian Vocational Education and Training (VET) system. This section of the ABC of VET series introduces training packages. |
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| ABC of VET: training.com.au [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian vocational education and training (VET) system. This section of the ABC of VET series introduces training.com.au. |
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| ABC of VET: units of competency [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian vocational education and training (VET) system. This section of the ABC of VET series introduces units of competency. |
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| [Return to Top] |
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| ABC of VET: VET - what is it? [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian vocational education and training (VET) system. This section of the ABC of VET series introduces vocational education and training (VET). |
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| ABC of VET: VET - who's who? [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian vocational education and training (VET) system. This section of the ABC of VET series discusses who fulfils what roles in the VET system. |
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| ABC of VET: vocational education and training in schools [an ANTA publication] |
| The ABC of VET series provides a simple overview of each important part of the Australian vocational education and training (VET) system. This section of the ABC of VET series introduces vocational education and training (VET) in schools. |
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| Aboriginal and Torres Strait islander education in the early years: compulsory years of schooling project paper no. 4 [an NBEET publication] |
| This report focuses on strategies for Aboriginal and Torres Strait islander children to maximise health, welfare and psychological development to improve educational outcomes. |
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| About Our Secretary |
| Ms Lisa Paul was appointed Secretary of the Department of Education, Science and Training (DEST) on 26 October 2004. |
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| About Research Block Grants |
| Allocations for research block grants to universities are determined by data collected in the Higher Education Research Data Collection. |
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| About the Australian Research and Education Network |
| Following a comprehensive review of the higher education sector’s access to bandwidth and its future requirements, the Australian Government agreed to establish the Australian Research and Education Network (AREN). AREN will extend and upgrade broadband connectivity for the higher education sector and wider research community. |
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| About the National Training System |
| Information on the National Training System previously managed by ANTA |
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| About this site |
| Information about the site |
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| ABSTUDY - The Aboriginal and Torres Strait Islander Study Assistance Scheme Policy Manual |
| This is the policy manual for the ABSTUDY programme, which is administered and delivered by Centrelink of behalf of DEST. |
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| [Return to Top] |
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| ABSTUDY - The Aboriginal and Torres Strait Islander Study Scheme |
| ABSTUDY provides a means-tested living allowance and other supplementary benefits to eligible secondary and tertiary students. Primary students living at home and aged 14 years or more on 1 January in the year of study may also be eligible for assistance. |
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| ABSTUDY Study Requirement: Chapter 46 - Introduction to Study Requirements |
| This chapter provides an outline of the study requirements for ABSTUDY entitlements. |
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| ABSTUDY Study Requirement: Chapter 47 - Study-load Requirements |
| This chapter provides information about the ABSTUDY study-load requirements and the assessment of study-load. |
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| ABSTUDY Study Requirement: Chapter 48 - Study-load Concessions |
| In certain circumstances, a study-load concession can be approved so that student can meet the study-load requirements for ABSTUDY where studying less than a full-time study-load. This chapter discusses these study-load concessions. |
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| ABSTUDY Study Requirement: Chapter 49 - Attendance requirements for secondary school students |
| This chapter discusses the attendance requirements for secondary school students, and the consequences if attendance requirements are not met. |
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| ABSTUDY Study Requirement: Chapter 50 - Requirement to Undertake the Course for Secondary (non-school), Tertiary and Masters and Doctorate students |
| This chapter discusses the requirement that secondary non-school, tertiary and Masters & Doctorate students undertake the course/s in which they are enrolled, and the circumstances in which payment can continue during periods of extended absence. |
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| ABSTUDY Study Requirement: Chapter 51 - Progress Rules from 1 July 2007 |
| Updated Progress rules, effective 1 July 2007. |
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| ABSTUDY Study Requirement: Chapter 52 - Progress Rules pre 1 July 2007 |
| This chapter discusses the ABSTUDY reasonable time rules, which limit the length of time a student may receive ABSTUDY to study in a particular course. |
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| ABSTUDY Study Requirement: Chapter 54 - Study through Open Universities Australia |
| This chapter discusses the assessment of study through Open Universities Australia (OUA) for ABSTUDY purposes. |
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| ABSTUDY Study Requirement: Chapter 55 - Overseas Study |
| Students may be eligible for ABSTUDY allowances when studying overseas if they meet the guidelines outlined in this chapter. This chapter covers these circumstances and criteria in detail. |
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| [Return to Top] |
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| ABSTUDY, Allowances and Benefits: Chapter 71 - Overview of Living Allowance |
| This chapter provides an overview of Living Allowance qualification and payments. |
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| ABSTUDY, Allowances and Benefits: Chapter 72 - ABSTUDY Living Allowance Rates |
| This chapter discusses the rates of Living Allowance and the circumstances that may affect these basic rates. |
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| ABSTUDY, Allowances and Benefits: Chapter 73 - Living Allowance entitlement periods |
| This chapter describes the period for which ABSTUDY Living Allowance is paid, and the circumstances that may affect this. |
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| ABSTUDY, Allowances and Benefits: Chapter 74 - Residential Costs Option |
| This chapter describes the circumstances where a student may elect to receive the residential costs option in place of ABSTUDY Living Allowance. |
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| ABSTUDY, Allowances and Benefits: Chapter 75 - Advance Payment |
| This chapter describes the rules around the payment of an Advance Payment of ABSTUDY Living Allowance. |
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| ABSTUDY, Allowances and Benefits: Chapter 76 - Overview of Rent Assistance |
| This chapter provides an overview of Rent Assistance qualification. |
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| ABSTUDY, Allowances and Benefits: Chapter 77 - Assessment of Rent |
| This chapter discusses the assessment of rent for the purposes of Rent Assistance. |
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| ABSTUDY, Allowances and Benefits: Chapter 78 - Entitlement to Rent Assistance |
| This chapter details how Rent Assistance entitlement is determined and calculated. |
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| ABSTUDY, Allowances and Benefits: Chapter 79 - Remote Area Allowance (RAA) |
| This chapter details the qualifications, entitlement and payment of Remote Area Allowance. |
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| ABSTUDY, Allowances and Benefits: Chapter 80 - Pharmaceutical Allowance |
| This chapter details the qualification, entitlement and payment of Pharmaceutical Allowance. |
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| [Return to Top] |
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| ABSTUDY, Allowances and Benefits: Chapter 81 - Pensioner Education Supplement |
| This chapter provides details of ABSTUDY Pensioner Education Supplement qualification and payments. |
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| ABSTUDY, Allowances and Benefits: Chapter 82 - Incidentals Allowance |
| This chapter provides details of Incidentals Allowance qualification and payments. |
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| ABSTUDY, Allowances and Benefits: Chapter 83 - Additional Incidentals Allowance |
| This section contains details about Additional Incidentals Allowance qualification and payments. |
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| ABSTUDY, Allowances and Benefits: Chapter 85 - School Fees Allowance |
| This chapter provides details of School Fees Allowance qualification and payment. |
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| ABSTUDY, Allowances and Benefits: Chapter 85 - School Fees Allowance |
| This chapter provides details of School Fees Allowance qualification and payment. |
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| ABSTUDY, Allowances and Benefits: Chapter 86 - Under 16 Boarding Supplement |
| This chapter describes eligibility conditions and entitlements for the Under 16 Boarding Supplement. |
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| ABSTUDY, Allowances and Benefits: Chapter 87 - Qualification for Fares Allowance |
| This chapter details the qualifications for Fares Allowance. |
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| ABSTUDY, Allowances and Benefits: Chapter 87 - Qualification for Fares Allowance |
| This chapter details the qualifications for Fares Allowance. |
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| ABSTUDY, Allowances and Benefits: Chapter 88 - Approved Travellers |
| This chapter discusses who may be approved to travel under Fares Allowance. |
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| ABSTUDY, Allowances and Benefits: Chapter 89 - Approved Travel |
| This chapter discusses the types of specified travel that may be undertaken under the provisions of Fares Allowance. |
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| [Return to Top] |
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| ABSTUDY, Allowances and Benefits: Chapter 90 - Fares Allowance Entitlement |
| This chapter details the entitlements that may be payable where Fares Allowance has been approved. |
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| ABSTUDY, Allowances and Benefits: Chapter 91 - Fares Allowances Claims, Penalties and Payment |
| The person or institution that incurred the expense for the travel undertaken by the student, or other approved traveller, may submit a claim for Fares Allowance. |
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| ABSTUDY, Allowances and Benefits: Chapter 92 - Away from Base Assistance |
| This chapter details the qualifications for Away from Base assistance. |
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| ABSTUDY, Allowances and Benefits: Chapter 92 - Away from Base Assistance |
| This chapter details the qualifications for Away from Base assistance. |
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| ABSTUDY, Allowances and Benefits: Chapter 93 - Away from Base Beneficiaries |
| This chapter discusses who may be the recipient of Away from Base assistance. |
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| ABSTUDY, Allowances and Benefits: Chapter 94 - Approval of Away from Base activities |
| This chapter discusses the types of activities that may be approved for Away from Base assistance. |
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| ABSTUDY, Allowances and Benefits: Chapter 95 - Approval of Away from Base allowances |
| This chapter details the allowances that may be payable where Away from Base assistance has been approved. |
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| ABSTUDY, Allowances and Benefits: Chapter 96 - Payment and Acquittal of Away from Base |
| This chapter details the payment and acquittal of Away from Base allowances. |
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| ABSTUDY, Allowances and Benefits: Chapter 97 - Masters and Doctorate Allowances |
| This chapter provides details of the allowances that may be available to students undertaking Masters and Doctorate degrees. |
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| ABSTUDY, Allowances and Benefits: Chapter 98 - Lawful Custody Allowance |
| Students held in lawful custody may be eligible for the Lawful Custody Allowance. This chapter outlines details of this allowance. |
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| [Return to Top] |
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| ABSTUDY, Allowances and Benefits: Chapter 99 - Additional Assistance |
| This chapter outlines the qualification and payment of Additional Assistance. |
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| ABSTUDY, Allowances and Benefits: Chapter 99 - Additional Assistance |
| This chapter outlines the qualification and payment of Additional Assistance. |
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| ABSTUDY, Means Tests: Chapter 56 - Introduction to Means Testing |
| Certain ABSTUDY allowances are subject to means tests to determine the level of entitlement payable. |
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| ABSTUDY, Means Tests: Chapter 57 - Calculating ABSTUDY Rates |
| This chapter describes the calculation of rates of ABSTUDY Living Allowance (plus Rent Assistance, Remote Area Allowance and Pharmaceutical Allowance) and Group 2 School Fees Allowance, and the effect of the Parental, Partner and Personal Income Tests. |
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| ABSTUDY, Means Tests: Chapter 58 - Parental Income Test and Limits |
| This chapter describes the Parental Income Test that is applied when determining the level of entitlement payable of certain ABSTUDY allowances. |
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| ABSTUDY, Means Tests: Chapter 59 - Assessing Income for the Partner and Personal Income Tests |
| This chapter discusses what income is included for the purposes of the personal and partner income tests. |
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| ABSTUDY, Means Tests: Chapter 60 - Partner Income Test and Limits |
| This chapter describes the Partner Income Test that is applied when determining the level of entitlement payable of ABSTUDY Living Allowance. |
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| ABSTUDY, Means Tests: Chapter 61 - Personal Income Test, Limits and Student or Australian Apprentice Income Bank |
| This chapter describes the Personal Income Test that is applied when determining the level of entitlement payable of ABSTUDY Living Allowance. |
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| ABSTUDY, Means Tests: Chapter 62 - Compensation |
| This chapter discusses the effect of compensation on ABSTUDY. |
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| ABSTUDY, Means Tests: Chapter 63 - Assets Tests |
| This chapter describes how to assess assets for the purposes of the Family Assets Test and Personal Assets Test. |
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| [Return to Top] |
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| ABSTUDY, Means Tests: Chapter 64 - Family Assets Test and Limits |
| This chapter describes the Family Assets Test that is applied when determining a dependent student’s entitlement to certain ABSTUDY allowances. |
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| ABSTUDY, Means Tests: Chapter 65 - Personal Assets Test and Limits |
| This chapter describes the Personal Assets Test that is applied when determining an independent student’s entitlement to certain ABSTUDY allowances. |
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| ABSTUDY, Means Tests: Chapter 66 - Family Actual Means Test (FAMT) |
| This section contains information on the purpose of the Family Actual Means Test (FAMT) and the categories of parent that are assessed under the FAMT. |
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| ABSTUDY, Means Tests: Chapter 67 - Family Actual Means Test - Actual Means |
| This section contains information on the type of actual means that are assessed under the Family Actual Means Test (FAMT). |
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| ABSTUDY, Means Tests: Chapter 68 - Amounts not Included in Family Actual Means Test |
| This topic explains the financial resources that are not included in the Family Actual Means Test. |
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| ABSTUDY, Means Tests: Chapter 69 - Application of the Family Actual Means Test |
| This topic contains information on applying the Family Actual Means Test. |
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| ABSTUDY, Means Tests: Chapter 70 - Current Family Actual Means Test - Current Family Actual Means Test Assessment |
| When a family has a reduction in family actual means from the base tax year, they can request that their actual means be assessed on the current year, i.e. the tax year immediately following the base tax year. This topic explains the conditions involved in current Family Actual Means Test (FAMT) assessments |
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| ABSTUDY, Student Status: Chapter 23 - Introduction to Student and Australian Apprentice Status |
| This chapter provides an overview of the different categories of student status. |
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| ABSTUDY, Student Status: Chapter 24 - Introduction to Dependent Status |
| This chapter provides an overview of dependent status. |
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| ABSTUDY, Student Status: Chapter 25 - Eligibility Criteria for Away from Home Entitlements |
| This chapter outlines the eligibility criteria for Away from Home entitlements. |
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| [Return to Top] |
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| ABSTUDY, Student Status: Chapter 25 - Eligibility Criteria for Away from Home Entitlements |
| This chapter outlines the eligibility criteria for Away from Home entitlements. |
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| ABSTUDY, Student Status: Chapter 26 - Travel Time and Access |
| Unreasonable travelling time and distance between the student's permanent home and the appropriate education institution/s is grounds for approval of Away from Home entitlements. |
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| ABSTUDY, Student Status: Chapter 27 - Limited Local School Facilities/Programme |
| Students may not be able to study required subjects due to a local government school not being able to offer a full curriculum, and may be required to move away from home to study at a suitable school. |
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| ABSTUDY, Student Status: Chapter 28 - Special Courses |
| Students may have specific educational needs that cannot be provided by local schools, necessitating movement to a school outside the local area that can provide the course requirement. |
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| ABSTUDY, Student Status: Chapter 29 - Disability |
| A student may have a disability that local schools cannot cater for, requiring the student to live away from the permanent home to attend an appropriate school. |
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| ABSTUDY, Student Status: Chapter 30 - Exclusion from Local Schooling |
| Circumstances may arise where a student has been excluded from all local schooling and may be required to move away from home to find a suitable boarding school. |
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| ABSTUDY, Student Status: Chapter 31 - Racial Discrimination |
| Students may experience racial discrimination at a level that seriously impedes their ability to study, necessitating movement to a school outside the local area. |
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| ABSTUDY, Student Status: Chapter 32 - Continuity of Study |
| In order to limit the disruption to the schooling of students whose circumstances change during the school year, Away from Home entitlements may be approved in certain situations under the continuity of study provisions. |
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| ABSTUDY, Student Status: Chapter 33 - Unreasonable Living Conditions |
| Students may experience extreme conditions that prevent them from studying at the permanent home. These circumstances are grounds for approval of Away from Home entitlements. |
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| ABSTUDY, Student Status: Chapter 34 - Itinerant Family |
| Students whose parents are itinerant workers may experience disrupted education due to not having a fixed residence may qualify for Away from Home entitlements. |
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| [Return to Top] |
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| ABSTUDY, Student Status: Chapter 35 - Independent Boarding School Scholarship |
| Where a student has been awarded a scholarship to an independent boarding school they may be eligible for Away from Home entitlements. The purpose of ABSTUDY assistance for students awarded such scholarships is to substantially extend the educational access and outcomes of Indigenous students. |
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| ABSTUDY, Student Status: Chapter 35 - Scholarships and Mobility Provisions for Secondary School Students to Board Away from Home |
| Where a student has been awarded a scholarship to an independent boarding school they may be eligible for Away from Home entitlements. The purpose of ABSTUDY assistance for students awarded such scholarships is to substantially extend the educational access and outcomes of Indigenous students. |
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| ABSTUDY, Student Status: Chapter 36 - Compulsory Residence |
| Some tertiary courses have a compulsory residential element. |
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| ABSTUDY, Student Status: Chapter 37 - Overview of Independent Status |
| Students are considered to be independent for the purposes of ABSTUDY if they meet one or more of the provisions for independence outlined in this chapter. |
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| ABSTUDY, Student Status: Chapter 38 - Permanent Independent Status |
| This topic covers the provisions for approval of permanent independent status. |
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| ABSTUDY, Student Status: Chapter 39 - Reviewable Independent Status |
| This topic covers the provisions for approval of reviewable independent status. |
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| ABSTUDY, Student Status: Chapter 40 - Unreasonable to Live at Home |
| This chapter details the eligibility criteria for independent status on the basis that it is unreasonable for the student to live at home. |
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| ABSTUDY, Student Status: Chapter 41 - Extreme Family Breakdown and Other Similar Exceptional Circumstances |
| This chapter details the assessment of independent (UTLAH) status on the basis of extreme family breakdown and other similar exceptional circumstances. |
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| ABSTUDY, Student Status: Chapter 42 - Serious Risk |
| This chapter details the assessment of Independent (UTLAH) status on the basis of serious risk to the student. |
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| ABSTUDY, Student Status: Chapter 43 - Parents Unable to Provide a Home |
| This chapter details the assessment of Independent (UTLAH) status on the basis that the student’s parents are unable to provide a home. |
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| [Return to Top] |
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| ABSTUDY, Student Status: Chapter 44 - Assessment of Unreasonable to Live at Home |
| This chapter outlines the assessment of cases where independent status is sought on the basis that it is unreasonable for the student to live at home. |
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| ABSTUDY, Student Status: Chapter 45 - Students or Australian Apprentices in State Care |
| Student in State Care, Allowances and Benefits, Rate of Living Allowance, Payees |
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| ABSTUDY: Appendix A Standard Hostels Agreement |
| The standard Agreement was developed to allow hostels with ABSTUDY secondary boarders to access term in advance living allowance payments. |
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| ABSTUDY: Appendix B Determination No. 2007/01 |
| Appendix B Determination No. 2007/01 |
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| ABSTUDY: Appendix C National Centre for Vocational Education Research Course Classifications |
| This section describes the types of courses which would be coded to each Stream category. The content is based on material contained in the document published on behalf of the Australian Conference of TAFE Directors, entitled Classification Procedures Manual for TAFE Courses. For a more detailed description of the classification, refer to that document. |
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| ABSTUDY |
| List of contents |
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| Academic profession in Australia [EIP 96/1] |
| An international survey of university academic staff, the immediate purpose of which was to obtain, analyse and compare information about the attitudes, values and work patterns on an international level. |
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| Academic staff appraisal in Australian higher education: part 2: case studies [EIP 90/125] |
| The case studies investigated the experiences of supervisors and staff in a number of institutions, collecting information about the development of specific procedures at departmental and institutional levels. The study also looked at views concerning the kinds of training required for the efficient administration and operation of appraisal systems. This research was funded under the Evaluations and Investigations Programme (EIP). |
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| Academic staffing implications of age discrimination legislation for Australian universities [EIP 97/17] |
| This report examines features of academic culture, the way academics think about themselves as employed professionals and their work and their careers. |
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| Academic work in the twenty-first century: changing roles and policies [occasional papers series 99H] |
| This report looks at the implications of change in higher education policies and practices for academic work. |
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| [Return to Top] |
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| Access and equity |
| Achieving equitable outcomes in vocational education and training (VET) is one of the nationally agreed goals of the VET system. |
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| Access and selection to high demand TAFE courses [EIP 90/119] |
| This report attempts to provide the groundwork for understanding the nature of the access and selection issue for defining the goals of access policies and by comparing selection across systems, for suggesting without being prescriptive, ways in which some of the problems might be approached. |
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| Access to postgraduate courses: opportunities and obstacles [an NBEET publication] |
| This report examines the evidence of the impact of tuition fees on enrolments in postgraduate courses(excluding research degrees). |
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| Access: effect of campus proximity and socio-economic status on university participation rates in regions [occasional paper 01/C] |
| The report highlights statistical research in relation to a students' region of residence (when aged 14-16 years) and the effect this has on their university completion rates (five years later - aged 19-21 years). |
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| Accessibility Framework |
| Accessibility Framework |
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| Accessing the Student Voice: Using CEQuery to identify what retains students and promotes engagement in productive learning in Australian higher education |
| This report, Accessing the Student Voice, is the outcome of research to enhance teaching and learning in Australia’s higher education using the CEQuery software. CEQuery was developed with DEST funding in 2003 in order to analyse information provided each year by university graduates on the two open-ended questions (on 'best aspects' and 'areas needing improvement') of the Course Experience Questionnaire, a survey administered by Graduate Careers Australia. |
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| Accounting in higher education: report of the review of the accounting discipline in higher education: volumes 1-3 [EIP 90/159] |
The report considers the suitability of the education provided in meeting the requirements of the community for qualified accountants and the standards expected by the accounting profession. The review panel interviewed representatives of 48 Australian institutions and also sought information from Chancellors and other senior staff of the institutions. The panel sought details of accounting education in other countries by writing to a number of overseas professional accounti |
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| Achievements of the Inaugural Indigenous Higher Education Advisory Council 2005-2007 |
| The inaugural IHEAC has built a high profile and goodwill in the Indigenous and academic community over the past two years. The Hon Julie Bishop MP, Minister for Education, Science and Training has valued the advice provided to her, and acknowledges the significant contribution made by the IHEAC towards raising the profile of Indigenous higher education issues in Australian universities |
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| Achieving equitable outcomes: a supporting paper to Australia’s National Strategy for vocational education and training 1998 – 2003 [an ANTA publication] |
| The purpose of this paper is to elaborate the basis, in analysis and thought, of the Australian National Training Authority Board’s (ANTA) proposal that Australia work towards making the vocational education and training (VET) system more responsive to the diverse needs of clients and potential clients. This paper is one of five supporting papers to 'A Bridge to the Future: Australia’s National Strategy for VET 1998-2003'. |
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| ACT Student Calls on Canberra Business to Open the Workplace to Schools |
| Departmental Media Release - Wednesday 8 August 2001. A young year 12 Indigenous student from Canberra’s Erindale College today called on ACT business to welcome school students into their workplaces to train and learn. |
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| [Return to Top] |
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| Action plan to develop industry and schools partnerships in science and technology: commissioned report no. 42 [an NBEET publication] |
| This report seeks to address three major tasks, the outline of existing industry projects in science and technology education for resource guides in schools; to explore the development of partnerships between industry and schools in the promotion of science and technology studies; and to develop strategies to address factors inhibiting students’ participation (particularly among female students) in science and technology studies. |
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| Activity based costing: a study to develop a costing methodology for Library and Information Technology activities for the Australian higher education sector |
| The Information and Education Services Division of the University of Newcastle undertook an activity based costing (ABC) study into its library and IT services. This study was a strategic exercise that can provide information and feedback on activities to inform decision making and planning. The Division saw its potential as a cost management strategy, to assist in setting of goals and tracking progress towards their attainment in an environment of intensifying competition and resource con |
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| Activity Based Costing |
| Activity Based Costing: A study to develop a costing methodology for Library and Information Technology Activities for the Australian Higher Education Sector |
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| Adapting to Change: working with shared technology |
| This guide contains practical learner-centred teaching and learning strategies that can be used both in the classroom and in the workplace |
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| Additional Support for Students with Disabilities Programme - Guidelines |
| Additional Support for Students with Disabilities - Guidelines |
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| Additional Support for the Teaching and Learning of Languages |
| The Australian Government continues to provide funding for projects to support the teaching of learning of languages. |
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| Addressing the educational needs of boys: research report |
| The research report aims to investigate how systemic factors affect the educational performance and outcomes of boys and how these can be addressed in the school context. These systemic factors include family, school and community environments, peer culture, student-teacher relationships, and teacher classroom practices. |
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| Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Preamble and Goals |
| This statement of national goals for schooling provides broad directions to guide shcools and education authorities in securing high quality schooling outcomes for students to ensure they have the necessary knowledge, understanding, skills and values for a productive and rewarding life. |
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| Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Publication |
| This statement of national goals for schooling provides broad directions to guide schools and education authorities in securing high quality schooling outcomes for students to ensure they have the necessary knowledge, understanding, skills and values for a productive and rewarding life. |
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| Adelaide High School City Links Project |
| Adelaide High School, located in the Central Business District of Adelaide, has established an innovative and diverse City Links program that uses the city and local community as a resource for learning. It is designed to give substance to the school’s stated mission to educate ‘Not only for school but for life’ (non scholae sed vitae) and is focused on using experiential learning programs as adjuncts to conventional curriculum studies. |
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| Adjusting text size |
| Instructions on how to increase the text size of the website through various internet browsers. |
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| Administration Guidelines (2004) |
| Administrative Guidelines (2004) Commonwealth Assistance Notes, WEI, EFTSL, electronic communications |
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| Administration Guidelines |
| The Administration Guidelines contain requirements for: Commonwealth Assistance Notice (the notice to students); Work Experience in Industry (WEI); Publication of unit of study census dates and EFTSL values; And Electronic communications. |
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| Administration of ABSTUDY: Chapter 1 - Administration Framework for ABSTUDY |
| This chapter provides information on the administrative framework for the ABSTUDY scheme. |
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| Administration of ABSTUDY: Chapter 2 - Customer Obligations - Change in Circumstances |
| This chapter discusses a customer’s change in circumstances, and how those changes effect ABSTUDY eligibility and entitlements. Notification of these changes is the responsibility of the customer. |
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| Administration of ABSTUDY: Chapter 3 - Overpayment and Recovery of Allowances |
| This chapter details the definition of an overpayment for ABSTUDY purposes, the authority under which an ABSTUDY debt is raised and recovered, and the identification of the appropriate debtor. |
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| Administration of ABSTUDY: Chapter 4 - Reviews and Appeals |
| This chapter details the review and appeal rights of ABSTUDY customers. |
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| Administration of ABSTUDY: Chapter 5 - Taxation |
| This chapter contains information on the tax status of ABSTUDY payments. |
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| Administrative Arrangements for Block Grant Authorities |
| These Administrative Arrangements set out the Australian Government's detailed requirements applying to the administration by BGAs of the Capital Grants Programme (CGP). |
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| Administrative Information for Providers |
| This administrative information for providers (AIP) has been developed to help higher education providers interpret and implement the student support policies that are enacted under Commonwealth legislation. |
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| Adult English language and literacy provision by the community based education sector [an NBEET publication] |
| A report commissioned by the Department of Employment, Education and Training focusing on the current and future roles of 'community providers' in improving proficiency in English language and literacy within adult and community education. |
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| Adult learning in Australia: a consultation paper - You can too |
| This consultation paper explores some of the issues around adult learning in our society, and asks some questions about how we might draw together the strands of vigorous activity going on at personal, community, State and national levels, and about what issues and problems there may be. |
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| Adult Migrant English Program (AMEP) |
| Adult Migrant English Program (AMEP) |
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| Advanced English for Migrants Programme (AEMP) - provider's handbook |
| The purpose of this handbook is to detail administrative arrangements and requirements for the Advanced English for Migrants Programme (AEMP). The goal of AEMP is to assist migrant job seekers to increase their English language proficiency to overcome individual English language barriers to employment or participation in vocational education and training. |
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| Advancing Australia's Languages: overview report: evaluation of the Commonwealth School Languages Programme |
This report presents findings from an evaluation of the Commonwealth School Languages Programme conducted in 1997. The evaluation covers the three programme elements: the National Asian Languages and Studies in Australian Schools (NALSAS) Strategy, Community Languages and Priority Languages. |
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| Advice from Industry |
| Industry has a strong voice in Australia's vocational education and training (VET) system through a national system of industry advisory arrangements. |
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| Advice on Commonwealth general recurrent funding arrangements: the future of resource agreements [an NBEET publication] |
| The report sets out the advice of the Schools Council (SC) on the development of agreements relating to funding provided for the period 1989-1992 through the Commonwealth General Recurrent Grants program. |
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| Advice on fee-paying postgraduate courses: report of the National Board of Employment, Education and Training (NBEET) and its Higher Education Council (HEC) [an NBEET publication] |
| This report details the HEC's advice to allow institutions more flexibility to manage their post-graduate enrolments, allowing them to use their resources more effectively. This includes discussion on minimum fees and combining HECS and fee-paying students within the same institutions. |
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| Advice on funds allocated to higher education institutions [an NBEET publication] |
| This report comments on fund allocation to institutions and the extent to which these allocations conform to agreed funding principles. It briefly discusses the support for summer terms and the development of new campuses. It signifies the Council's intention to raise awareness with DEET regarding the issues of nurse education and mainstreaming equity funding. |
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| Advice on funds allocated to higher education institutions [an NBEET publication] |
| The report comments on the funding principles used to allocate funds to higher education institutions for 1996 (the out year of the 1994-96 triennium). In addition, this report comments on a number of other matters foreshadowed in the Ministerial Statement Higher Education Funding for the 1994-96 Triennium. |
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| Advices of the Employment and Skills Formation Council (ESFC), July 1988-June 1990 [an NBEET publication] |
| This publication brings together advices from the Employment and Skills Formation Council which have been tabled in Parliament by the Minister but not published separately. |
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| Advices of the Higher Education Council (HEC) and the Australian Research Council (ARC) July 1988 - December 1989 [an NBEET publication] |
| This report brings together advices from the ARC and the HEC, ranging from the operation of the Higher Education Contribution Scheme (HECS), higher education planning, career progression of educators, and funding allocation in the 1989-91 triennium. |
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| Advices of the Schools Council July 1988 - December 1989 [an NBEET publication] |
| This report brings together advices from the Schools Council which have been tabled in Parliament by the Minister since the Board's inception but not published separately. |
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| Advisory group |
| An advisory group is working with the department on the development of the methodology for the 2007 fund and beyond |
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| AEI Group |
| AEI Group promotes internationally the capability of Australian education, science and training to support sustained development of Australia’s international competitiveness and to provide other social and economic advantages. |
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| AEI online forms and services |
| List of online forms and services for AEI |
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| Age, Marital Status, Number of Dependants and Gender |
| Section from A New Pathway for Adult Learners: Evaluation of a School-University Access Pilot |
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| Agenda papers: issues arising from Australia's teachers: an agenda for the next decade: volume 1 [an NBEET publication] |
| This publication links the nature of teacher's work with their professional development and appraisal within the context of a life-long career structure. The centrepoint of the analysis is the Charter for Teaching (included in this paper) which arose from the consideration of teachers' work. |
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| Agenda papers: issues arising from Australia's teachers: an agenda for the next decade: volume 2 [an NBEET publication] |
| This publication discusses the agenda for teachers' work and associated issues. It follows on from Volume 1 in its discussions regarding teacher quality and competency standards. |
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| Agrifood Industries – Industry Skills Report |
| This report outlines the findings of a high level review of the skills and workforce issues facing the agrifood industry. |
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| Alert on Greenwich University |
| The Australian Government Department of Education, Science and Training receives regular queries about the status of 'Greenwich University', a private institution which operated on Norfolk Island from 1998 until December 2002. The following information provides responses to our most frequent enquiries. |
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| Allocation of funds |
| CAP funding is provided specifically for the enhancement of educational opportunities for school students disadvantaged by geographic isolation. |
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| Allocation of the Commonwealth Learning Scholarships: discussion paper |
| This discussion paper has been prepared as a basis for consultation on the allocation methodology for the Commonwealth Learning Scholarships (CLS), which will be included in the programme guidelines for 2005 and beyond. |
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| Almost half of Australians have literacy skills which would make it difficult to function in everyday life |
| This Snapshot gives an overview of adult literacy and numeracy skills in Australia, based on the Australian Bureau of Statistics’ Survey of Aspects of Literacy 1996. |
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| Alternative ways of teaching languages of small enrolment [EIP 94/228] |
This report investigates the feasibility of maintaining teaching and learning of languages of small enrolment. The information for this project was gathered from overseas courses, Australian courses and from a literature review.
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| Amendments to Other Grants Guidelines |
| Amendments to Other Grants Guidelines |
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| Analysis of equity groups in higher education 1991-2002 |
| A report which presents an analysis of the performance of equity groups in higher education during the period 1991-2002 and an investigation into whether the definition of equity groups is still appropriate. |
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| Analysis of Survey Data on the New Apprenticeships Scheme |
This report presents an overview of the analyses in respect to the New Apprenticeship Outcomes Survey Data. This work is intended to provide an exhaustive descriptive analysis of the survey data, to underpin both the Skills at Work Report, ongoing programme monitoring responsibilities and any further work the department or others might undertake. The report contains seven volumes:
Synopsis
Vol 1: Long term Survey
Vol 2: September Quarter Survey
Vol 3: December Quart |
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| Analysis of the legal framework for patent ownership in publicly funded research institutions [Research Evaluation Programme (REP)] |
| Intellectual Property policy in Australian research institutions is compared to the commercial system in place in the United States. The current legal framework, overseas jurisdictions and possible solutions are investigated. |
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| Analysis of the Legal Framework for Patent Ownership in Publicly Funded Research Institutions |
| Patent Ownership in Publicly Funded Research Institutions |
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| Anglo-Australian Telescope Board |
| The Anglo-Australian Telescope Board (AATB) is an independent bi-national authority which operates under an Agreement between the Governments of Australia and the United Kingdom. |
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| Annotated bibliography of projects funded by DETYA under its Internationalisation of Education and Training Participation Programme: Targeted Institutional Links |
| This volume documents outcomes of international education and training programmes which were sponsored by this Department under its Internationalisation of Education and Training Participation (IETP) Programme. A selection of international collaborative research projects which were funded under the Targeted Institutional Links (TIL) component of the Programme is presented. |
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| Annual National Report Australian VTE System 2005 |
| The report is the national accountability mechanism, reporting to the Australian Parliament on the operation of the vocational and technical education system and reporting against the national strategy and national priorities, including key performance measures. |
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| Annual national report of the Australian vocational education and training system 1999 [an ANTA publication] |
| This volume contains detailed information on the performance and characteristics of the vocational education and training system. This is publication is volume 3, containing the second part of the annual report. |
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| Annual national report of the Australian vocational education and training system 1999 [an ANTA publication] |
| This report outlines the major features and achievements of the Australian vocational education and training system nationally and provides some illustrative examples of specific initiatives undertaken by States, Territories and the Commonwealth. These are volumes 1 and 2 (of 3). |
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| Annual National Report of the Australian Vocational Education and Training System 2006 |
| The report is the national accountability mechanism, reporting to the Australian Parliament on the operation of the vocational and technical education system and reporting against the national strategy and national priorities, including key performance measures. |
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| Annual national report of the Australian vocational education and training system: 2001: volumes 1, 2 & 3 [an ANTA publication] |
The annual national report on Australia's vocational education and training system provides a comprehensive picture of the vocational education and training system in Australia, its policies, initiatives and achievements during 2001. It consists of 3 volumes, published in 2 reports. The CD Rom includes copies of all three volumes. |
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| Annual Reports |
| Links to the DEST Annual Reports from 1995 |
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| Annual reports |
| Annual reports |
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| ANTA - Information |
| Information regarding the transfer of the responsibilities and functions of the Australian National Training Authority (ANTA) to the Department of Education, Science and Training (DEST). |
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| ANTA Agreement for 1 January 2001 to 30 June 2005 [an ANTA publication] |
| This amended Australian National Training Authority (ANTA) Agreement between the Commonwealth, State and Territory Ministers responsible for vocational education and training applies in respect of 1 January 2001 to 30 June 2005 inclusive. It reinforces the commitment of the States, Territories and the Commonwealth to a strong national industry-led vocational education and training system of high quality to benefit the nation, its industries and its people. |
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| ANTA fast facts, no. 128, 12 November 2001 [an ANTA publication] |
| This newsletter provides details on: the web doorway to 'VET in Schools'; the 9th Annual International Conference on Post Compulsory Education and Training; and the NET*Working 2001 conference. |
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| ANTA fast facts, no. 129, 26 November 2001 [an ANTA publication] |
| This newsletter provides details on: finalists and winners of Australian Training Awards; the new vocational education and training (VET) political leaders; and a winner of the Australian Interactive Multimedia Industry Awards (AIMIA) - Cybermall. |
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| ANTA fast facts, no. 130, 10 December 2001 [an ANTA publication] |
| This newsletter provides details on: the shining stars of vocational education and training (VET); the changing of the directors at Victoria's Office of Employment, Training and Tertiary Education (ETTE); and using LearnScope. |
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| ANTA fast facts, no. 131, 21 January 2002 [an ANTA publication] |
| This newsletter provides details on: equity in Training Packages; finding your way through the vocational education and training (VET) system; and flexing your learning muscle. |
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| ANTA fast facts, no. 132, 4 February 2002 [an ANTA publication] |
| This newsletter provides details on: the passing of the Australian Indigenous Training Advisory Council (AITAC); the Auslan project; and closing dates for the 2002 'Reframing the Future' program. |
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| ANTA fast facts, no. 133, 18 February 2002 [an ANTA publication] |
| This newsletter provides details on: the future of group training; providers out of the spotlight; a celebration of skills; and tips for small business & apprentices. |
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| ANTA fast facts, no. 134, 5 March 2002 [an ANTA publication] |
| This newsletter provides details on: the future of group training; providers out of the spotlight; tips for small business and apprentices; and a celebration of skills. |
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| ANTA fast facts, no. 135, 18 March 2002 [an ANTA publication] |
| This newsletter provides details on: flexible delivery; new Training Packages; the upgrading of the National Training Information Service (NTIS); and a request for researchers for the National Centre for Vocational Education and Research (NCVER). |
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| ANTA fast facts, no. 136, 2 April 2002 [an ANTA publication] |
| This newsletter provides details on: the establishment of a working group to advise on ways to improve the training system; the NET*Working 2002 online event; and a case study on Registered Training Organisations (RTOs). |
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| ANTA fast facts, no. 137, 14 April 2002 [an ANTA publication] |
| This newsletter provides details on: innovation in adult literacy and numeracy; a need for a disability coordination officer; the upcoming Equity in Practice Conference; and Flexible Learning Innovations. |
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| ANTA fast facts, no. 138, 29 April 2002 [an ANTA publication] |
| This newsletter provides details on: the leading learners in the vocational education and training (VET) system; assistance for those with spinal injuries; credit for volunteer youth; and a call for proposals for the Adult Learning Australia's national conference. |
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| ANTA fast facts, no. 139, 13 May 2002 [an ANTA publication] |
| This newsletter provides details on: the future needs for vocational education and training (VET); vacancies at the Australian National Training Authority (ANTA); tips for assessment; and the Careers and Training Expo. |
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| ANTA fast facts, no. 140, 27 May 2002 [an ANTA publication] |
| This newsletter provides details on: positions within the Australian National Training Authority (ANTA); the benchmarks for trainers and assessors; and the group training conference. |
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| ANTA fast facts, no. 141, 10 June 2002 [an ANTA publication] |
| This newsletter provides details on: the 2001 Australian Training Award Aboriginal and Torres Strait Islander Student winners; the NET*Working conference keynote speakers; the new vocational education and training (VET) chief in New South Wales; |