 |
Annual Report 2004 - 2005
|
|
|
Annual Report 2004 - 2005
|
|
Australia has a strong science, research and innovation capacity and is engaged internationally on science, education and training to advance our social development and economic growth.
Planning and resourcesTo provide a business planning framework and operational focus to support the Australian Government’s long-term outcomes for research, science, innovation and international education and training, the department identified seven strategic priorities or medium term outcomes for 2004–05 (see Figure 5.1). In 2004–05, total resources allocated for Outcome 3 were $918.9 million. The department administered $826.7 million (Administered Appropriations) on behalf of the Australian Government through four administered output groups:
The department used Departmental Appropriations of $83.9 million and raised over $23 million in revenue to total over $107 million. Figure 5.1: Alignment of strategic priorities and output groups for Outcome 3
Table 5.1: Resources invested in Outcome 3 in 2004-05
a AEs
Additional estimates. Notes: An introduction to the research, science and international education sectorsA strong national and internationally connected science, education, research and innovation capacity will build a better knowledge base for Australia, and lead to the development of new businesses, jobs growth, a sustainable environment and higher levels of social well being. The Australian Government’s integrated 10 year, $8.3 billion Backing Australia’s Ability strategy is helping to ensure that investment is focused on strengthening Australia’s ability to generate ideas and undertake research, to accelerate the commercialisation of ideas and to develop and retain the skills of our scientists, researchers, educators and innovators. Australia’s science, research and innovation system is diverse, pluralistic and decentralised. It includes Australian Government departments, research agencies and organisations, universities, industry, private research organisations, health and medical research laboratories and organisations, industry research and development organisations and state research agencies. To effectively utilise knowledge and innovation and Australia’s education and training capability, international engagement is essential - it promotes innovation, develops people-to-people links and underpins Australia’s international trade, skilled migration, foreign relations and national security. International education activity contributed $7.5 billion to the Australian economy in 2004. Australia engages in the internationalisation of education and training through:
The Australian Government’s role in research, science and international educationThe Australian Government has several key roles in Australian international education, science, research and innovation. It provides national leadership through policy and programme development (articulated through its Backing Australia’s Ability and Backing Australia’s Ability – Building our Future through Science and Innovation); stimulates and strengthens awareness throughout the community and internationally on the need for, and the value of, Australia’s engagement in international education, research, science and innovation; fosters domestic and international collaboration; and encourages utilisation of public sector research. Backing Australia’s Ability and Backing Australia’s Ability – Building our Future through Science and Innovation have three key aims for Australian research, science, innovation and international education. They are to:
The Australian Government is also showing leadership in progressing a consistent approach to measure research quality and impact across the breadth of the Australian research landscape. More than half of the Australian Government’s investment in research and innovation goes to universities, with another 30 per cent going to publicly funded research organisations17. Because its investment in the science, research and innovation system is spread across a number of portfolios, the Australian Government has established a number of whole of government or multi-portfolio decision-making and coordination mechanisms. The department therefore supports the activities of a number of key boards and councils. This helps to ensure that the portfolio, including portfolio science agencies, effectively informs the development and implementation of major policies and programmes across the whole government. A key role of the Australian Government is to facilitate Australia’s education and training export industry. To this end, the department develops strong bilateral, multilateral and regional relationships which enhance international cooperation, facilitate the exchange of ideas and education and training expertise with other countries and create opportunities for domestic and international collaboration. The department seeks to strengthen linkages and collaboration through a whole of government policy framework and through programmes promoting and protecting Australia’s education and training services internationally. To strengthen Australia’s position in the changing international education market, the department focuses on diversifying the markets to which Australia exports education and training services. Australian Education International (AEI), the Australian Government’s international education network, works through an extensive offshore network of 22 offices in 15 countries to directly promote and market the quality and expertise of Australian education, science and training to other countries. The department is also pursuing the elimination of education and training trade barriers through a variety of multilateral forums, bilateral agreements and other international education initiatives. The Australian Government supports international education engagement through:
The quality of the education and training industry is underpinned by the regulatory framework provided under the Education Services for Overseas Students Act 2000, the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) and the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students. Development of a Transnational Quality Strategy is underway to ensure that the quality and international recognition of Australian education and training continues to be maintained as Australian education services expand offshore. The department helps the Australian Government achieve its strategy for research, science, innovation and international education by focusing on three interrelated areas:
Questacon, the National Science and Technology Centre, is a national leader in engaging people in science and technology. Questacon communicates the fun and relevance of science through interactive exhibits, travelling programmes and science performances at the Centre in Canberra. Questacon has an extensive external programme covering metropolitan areas, rural, regional and remote locations and overseas, and it supports science learning in schools through programmes and resources as well as providing a science communication perspective. Questacon is covered in detail in Chapter 6. Overall effectiveness of research, science and international educationSocial and economic progress depends on generating new ideas, researching solutions to environmental and social concerns and developing commercial applications for our ideas and knowledge. Scientific projects can take many years to complete, and longer still to yield economic and social benefits. Taking advantage of new and emerging technology requires a substantial investment in infrastructure. The Australian Government has actively pursued a national strategy for the development of systemic infrastructure to support Australian researchers. Australia also addresses its infrastructure needs by building cooperative partnerships between governments, researchers and industry. Because its population is small, it is also crucial for Australia to have effective links with the international community. In technologically advanced OECD countries like the United States, Japan and Germany, about one third of research and development is carried out by universities, government research agencies and private non-profit organisations. In comparison, 50 per cent of Australian research and development is carried out by the research sector, which translates to 0.8 per cent of GDP compared to the OECD average of 0.66 per cent of GDP. In Australia, research and development funding for universities has never been higher. Each year the Australian Government’s Innovation Report highlights outcomes from its annual expenditure on science and innovation. The 2004-2005 Innovation Report: Real Results Real Jobs, released in April 2005, includes the Australian Innovation Scorecard, which measures Australia’s innovation performance in comparison to other OECD economies. It highlighted Australia’s high proportion of labour force participants with a tertiary education, a reliance on information technology and an environment that is attractive to foreign investment and which encourages global collaboration. A well functioning research and innovation system ensures that research is applied effectively and as appropriately as possible. An important aspect of this is research commercialisation, or the process whereby commercial benefit is derived from research outputs. The pathways to commercialisation are diverse and complex, but the key objectives are to:
The National survey of research commercialisation – Years 2001 and 2002, published in October 2004, provides a picture of the commercialisation performance of Australian publicly funded research organisations, as well as a basis for benchmarking performance against international peers (the United States of America, Canada and the United Kingdom). The survey highlighted the following features of Australian research:
As a measure of ‘indirect’ modes of research commercialisation, the Australian Bureau of Statistic’s Survey of Innovation in Australian Business in 2003 (published in February 2005) found that 6.5 per cent of innovating businesses reported collaboration with universities, government and research institutions. Relative to our size, Australia makes a significant contribution to the advancement of knowledge. In 2002, Australian researchers produced 2.9 per cent of the world’s output of research publications, from a base of 0.3 per cent of the world’s population and one per cent of the world’s gross domestic product. The number of research publications and the number of patents issued to Australian residents by IP Australia indicate the extent to which research provides a base for economic growth and social development. Australia ranked ninth out of 21 countries in the total number of research publications. Figure 5.2 shows that Australia produced an estimated 1123 research publications per million population in 2004, a slight drop from 1166 in 2003. Figure 5.3 shows that the number of Australian patents granted by IP Australia rose to 1308 in 2004, from 1132 in 2003. Figure 5.2: Effectiveness indicator—Australian research
publications
Source: Thomson ISI, National Science Indicators database 1981-2004. Figure 5.3: Effectiveness indicator—Patents granted to Australian residents in Australia, 2000 to 2004
Over the period 1981 to 1999, Australian science publications involving international collaboration trebled, highlighting the need for Australia to have close links with the global science system. Effectiveness is also demonstrated by the tangible
benefits in export revenue and job creation that international engagement
provides. Education was Australia’s fourth largest export sector and the
second largest services export sector in 2004. The department has
estimated that total national income from international education in 2004
was $7.5 billion
International education activity creates jobs in support of education exports, through student fees and living expenses, returns from offshore operations, income to teachers and consultants working overseas, and business to business revenue. In 2004, the strong trend in jobs growth continued, with an estimated 48 000 jobs sustained by the international education sector (see Figure 5.5). A survey was conducted to measure international students’ expenditure on goods and services other than course fees during the 2004 calendar year. The survey data will be used to more accurately measure international education’s contribution to national income. The demographic and sectoral data will enable the department to provide more targeted and strategic support to Australia’s international education industry. Figure 5.4: Effectiveness indicator—National income derived from international education and training, 2000 to 2004
The total value of education exports does not include
other national income from Australian providers’ operations in foreign
economies. Figure 5.5: Effectiveness indicator—Employment associated with education exports, 2000 to 2004
Achievements against strategic priorities 10 to 16The department’s medium term strategic priorities reflect the Australian Government’s agenda for research, science and innovation, and the internationalisation of education and training. The priorities direct the department’s efforts towards achievement of Outcome 3. Strategic priorities 1 to 4 are reported under Outcome 1; strategic priorities 5 to 9 are reported under Outcome 2. Strategic priorities 10 to 16 for Outcome 3The following medium term strategic priorities support Outcome 3 objectives:
The key deliverables for each of these strategic priorities were outlined in the 2004–05 Portfolio Budget Statements, along with performance measures and planned performance targets.
Strategic Priority 10: Strengthen Australia’s
ability
|
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|
2003 |
2004 |
2004 |
|
| Percentage of Australian Research Council and National Health and Medical Research Council grants won by universities |
>75% |
>75% |
>75% |
| Percentage of research institutions, research training management reports determined to be acceptable by Minister |
100% |
100% |
100% |
Source: Department of Education, Science and Training.
As Table 5.3 shows, industry contributions to Major
National Research Facilities and Cooperative Research Centres has
continued to be strong over recent years. During
2004-05, industry contributions to Major National Research Facilities were
an estimated $17.9 million. In the same period, industry contributions to
Cooperative Research Centres were an estimated $182 million.
Table 5.3: Effectiveness indicator—Additional funds and value in-kind obtained from other sources 2001–02 to 2004–05
|
2001–02 |
2002–03 |
2003–04 |
2004-05 |
|
| Major National Research Facilities |
$0.2m |
$10.5m |
$9.1m |
$17.9m est |
| Cooperative Research Centres |
$186.0m |
$181.5m |
$236.0m |
$182.4m esta |
Source: Department of Education, Science and Training.
a Methodology
for reporting industry contributions has changed in 2004-05 which is
responsible for the apparent fall in contributions.
During 2004-05 the department began developing the National Collaborative Research Infrastructure Strategy (NCRIS)20. The objectives of the strategy are to establish major research facilities that improve Australia’s science, engineering and technology capabilities, maintain and enhance Australia’s international scientific and industrial competitiveness and support rapid commercialisation of research results. The strategy replaces the existing Systemic Infrastructure Initiative (SII) and Major National Research Facilities (MNRF) programmes.
In October 2004 the department established an advisory committee to consult with stakeholders and advise the Minister for Education, Science and Training. The committee undertook an initial round of consultations in November and December 2004 to raise the profile of the NCRIS and seek feedback on key implementation issues. In November 2004, the Draft Implementation Framework paper was published to inform the consultations. Around 80 written submissions in response to the paper were received. The committee undertook further targeted consultations in 2005 and delivered its final implementation advice to the Minister in July 2005.
The advisory committee has also initiated a process to develop a Strategic Roadmap to provide guidance on areas in which investments in research infrastructure would significantly enhance the capacity of the national research and innovation system to deliver national benefits. As part of that process, the committee issued the Capability Scoping Document in May 2005, to solicit feedback on options put forward in the consultation process. The department will continue to develop the Strategic Roadmap through 2005, including through substantial consultation with the research community and users.
The Prime Minister’s Science, Engineering and Innovation Council (PMSEIC) met on 11 March 2005. Two key areas of discussion were Australia’s role in the Antarctic and advances in nanotechnology. Australia has the potential to provide strong international leadership in these fields over the next 5-15 years and to secure economic rewards.
| Case Study: ICT in research and education |
|
The development of highly efficient and robust e-research infrastructure is vital to a nation’s research and innovation capacity. According to Peter Nicholson and Vivienne Teoh from the Innovation and Research Branch, Australia is at the forefront of such technological infrastructure and the department’s involvement has been critical in its successful development. Of particular note, say Peter and Vivienne, is the Australian Research and Education Network (AREN), which is regarded as one of the most advanced fibre optic research and education networks in the world. DEST staff worked closely with the government’s AREN Advisory Committee, AARNet (the universities’ specialist telecommunications carrier), and key stakeholders in the higher education and research community to establish AREN. The Australian Government has invested some $80 million into the network along with contributions from the other major stakeholders. The Australian Government is also making strategic investments in other components of vital e-research infrastructure. The aim is that researchers will eventually have, even from their desktop, improved access to information and research infrastructure regardless of its location. For example, radio astronomers will be able to connect observatories in New South Wales to similar facilities in other parts of the world to make high definition observations of the universe. These innovations have significant benefits for teaching and learning in all education sectors. A whole of government approach across all governments and education systems is needed to progress this agenda and to take advantage of the multiple benefits that could flow from a single investment in infrastructure. The department works closely with the Department of Communications, Information Technology and the Arts to support the work of the National Broadband Advisor - Education who, as part of the National Broadband Strategy, helps education and training providers to work together and consider a wider range of options for broadband connectivity. Another key collaborative arrangement is the Australian ICT in Education Committee (AICTEC), which reports to MCEETYA. In February 2005, MCEETYA released a joint statement on its commitment to e-learning. The publication Building a knowledge culture, an education and training action plan for the information economy 2005-07 will be released during 2005 and will outline key areas for cooperation with a strong focus on the role of technology in providing quality learning, training and research experiences. The application of this new technology will see education and training provision become borderless and will enable more efficient and effective collaboration between communities across Australia and the world. |
During 2004-05, the department:
Continued to work with a range of key stakeholders in the higher education and research community to develop new approaches to the management and accessibility of research data and publications, including digital theses, development of institutional repositories and the development of essential middleware to enable inter-institutional research collaboration.
In its National Research Priorities (see box below), the Australian Government has identified a number of key areas for research and development as crucial to Australia’s future economic, environmental and social wellbeing. The department is responsible for coordinating implementation of this initiative, which seeks to focus research effort, enhance collaboration and promote multidisciplinary research and coordination. The aims of the National Research Priorities are to:
The four National Research Priorities are broadly based, thematic and multidisciplinary and are underpinned by a number of priority goals.
|
The four priorities are:
|
In February 2005, the Australian Government established the National Research Priorities Standing Committee, chaired by the Chief Scientist, to annually assess progress by agencies in implementing the National Research Priorities. The department coordinates, monitors and reports on the progress of implementation.
During 2004-05, the department liaised with universities and PFRAs to ensure their commitment to the National Research Priorities areas. Progress reports were submitted to the department and these were considered by the National Research Priorities Standing Committee at its first meeting in March 2005. The committee provided feedback to each body, and guidelines for 2004-05 National Research Priorities Progress Reports, which are due in October 2005.
The department revised guidelines and programme documentation for the International Science Linkages programme and the Science Connections Programme to implement a focus on the National Research Priorities.
A strong science and technology base is a critical determinant of Australia’s overall innovation performance. The department is acting to strengthen Australia’s science and technology base through the whole of government policy framework articulated in Backing Australia’s Ability and reaffirmed in Backing Australia’s Ability - Building our Future through Science and Innovation.
The Cooperative Research Centres (CRC) Programme emphasises the importance of collaborative arrangements between universities, research organisations, government agencies and industry to maximise the benefits of research. The programme also has a strong education component with a focus on producing graduates with skills relevant to industry needs. There were 69 CRCs in 2004-05 (see Table 5.4), operating in six sectors: environment, agriculture and rural based manufacturing, information and communication technology, mining and energy, medical science and technology, and manufacturing.
In 2004, the department supported the CRC Committee and its appraisal panel in a selection round, which was completed in December 2004. The application guidelines reflected the shift to a stronger economic focus in the CRC Programme following the programme evaluation in 2003. Applicants were required to demonstrate the proposed contribution to industrial, commercial and economic growth and the ‘path to adoption’ of research results through commercialisation and utilisation. Sixteen applicants were successful in the selection round, resulting in five new CRCs, nine centres to be developed from existing CRCs, and supplementary funding21 for two existing CRCs.
The Major National Research Facilities Programme funds expensive research infrastructure facilities or access to overseas facilities which strengthen Australia’s science and technology capabilities. As shown in Table 5.4, funding for the 15 facilities continued in 2004-05.
Table 5.4: Grant recipients—Performance information for Output Group 3.2
|
2003 –04 |
2004-05 |
2004-05 |
|
| Number of grant recipients: | |||
| Cooperative Research Centres |
73 |
69 |
69 |
| Major National Research Facilities |
15 |
15 |
15 |
Source: Department of Education, Science and Training.
The department has a leadership role in overseeing and coordinating the implementation of the Backing Australia’s Ability - Building our Future through Science and Innovation package. During 2004-05, the department coordinated quarterly input on implementation of programmes under the package. Reporting has shown that implementation of initiatives in the department has been smooth.
The 2004-2005 Innovation Report: Real
Results Real Jobs was released in April 2005. It provides many
examples of successful projects funded through the
Backing Australia’s Ability initiatives and of ways in which the
National Research Priorities are being implemented.
It also includes the second Australian Innovation Scorecard.
Raising awareness of science and innovation and their importance to the Australian community, particularly young people, is a key activity for the department.
The Science Connections Programme aims to increase community awareness, highlight the outstanding contributions to science and science education made by our researchers and science teachers, and encourage our young people to consider continuing studies in science, mathematics and engineering beyond the compulsory years of schooling.
National Science Week was held from 14 to 22 August 2004, with over 600 events held around Australia. The department, in conjunction with the Department of Industry, Tourism and Resources, provided over $1.2 million to support National Science Week in 2004-05.
Other key mechanisms to raise awareness of science, technology and innovation in the community are the Prime Minister’s Prize for Science and related awards, which are awarded annually to outstanding scientists and science teachers. The 2004 prize recipients were as follows:
The Science Connections Programme also provides ongoing support to ABC Science Online. A new funding agreement commenced in 2004-05, continuing support for The Lab, News in Science, Sleek Geek Week and science outreach activities such as the Surfing Scientist and Café Scientific, as well as new initiatives such as Ace Day Jobs, Catapult and Experimentals.
On 14 July 2004 the Prime Minister announced that the Australian Government had decided to abandon the project to establish a national radioactive waste repository at Site 40a near Woomera in South Australia. He indicated that this decision had been taken in light of the Federal Court decision which determined that the Commonwealth’s acquisition of the national repository site was invalid and the effective failure of the states and territories to cooperate with the Australian Government in finding a national solution for the safe and secure disposal of low level radioactive waste.
The Prime Minister further stated that the Australian Government’s intention was to examine sites on Commonwealth land, both onshore and offshore, for establishment of a suitable facility for the Commonwealth’s low and intermediate level radioactive waste. During 2004-05, the department pursued the establishment of a waste management facility by investigating offshore and onshore siting options, in accordance with the announcement made by the Prime Minister.
Progress was made towards handover of the rehabilitated Maralinga site to its traditional owners, the Maralinga Tjarutja, the focus of activity being consultation with the Maralinga Tjarutja over proposals for future use of the Maralinga village as a land management and tourism facility.
Linking Australian science, education and training to the world is essential. The department develops strong bilateral, multilateral and regional relationships to enhance international cooperation, to facilitate the exchange of ideas and expertise with other countries and to create opportunities for domestic and international collaboration.
The department’s programmes ensure that the increased international mobility of students and researchers over the past decade is fostered, that Australia rewards research excellence and that high profile researchers contribute to Australian science.
The International Science Linkages programme supports Australian scientists, from both the public and private sectors, to collaborate with international partners on leading edge science and technology in order to contribute to Australia’s economic, social and environmental wellbeing. Under the programme, at least 70 per cent of projects target priority countries and at least 90 per cent of projects target the National Research Priorities.
During 2004–05, the department supported over 30 science and technology arrangements with other countries and funded 235 international collaboration projects, the majority of which were in accordance with Australia’s national research priorities. The department also supported Australian researchers’ participation in 55 international workshops, missions, bilateral meetings and showcasing events (see Table 5.5).
Table 5.5: Science programmes—Performance information for Output Group 3.2
|
2003–04 Actual |
2004–05 Planned |
2004–05 Actual |
|
| International Science Linkages programme: | |||
|
286 |
240 |
235 |
|
25 |
42 |
45 |
|
6 |
8 |
10 |
Source: Department of Education, Science and Training.
The Australian Government actively participates in multilateral forums to engage Australian science, innovation and education internationally and promote international cooperation. High level forums include the Organisation for Economic Cooperation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO), Asia–Pacific Economic Cooperation (APEC) and the World Trade Organization (WTO). The Australian Government also uses these forums, and bilateral free trade agreements, to lower trade barriers while safeguarding the quality of Australia’s education and training system.
This international forum brought together more than 250 delegates including education ministers, trade and education policy makers, students and representatives of higher education institutions, private companies, professional associations, and quality assurance, accreditation and recognition agencies.
Hosting the forum gave the department the opportunity to combine work that the department has undertaken on trade in education services within the WTO, OECD, UNESCO and APEC. As host, the department was able to further build Australia’s international reputation and take advantage of the opportunity to showcase Australia’s capabilities in education and training.
The Australian Government’s negotiation of agreements with other countries results in strong bilateral relationships which facilitates the exchange of ideas and education and training expertise and creates opportunities for collaboration. These agreements play a major role in developing Australia’s international education engagement. During 2004-05, the department negotiated beneficial arrangements with the following countries and organisations.
| CASE STUDY: Australia-China special fund for scientific and technological cooperation |
|
It’s a long way from completing a PhD in atomic physics at Melbourne University, to becoming the DEST Assistant Country Manager for China. But that’s what Imogen Colton, with her supervisor Bronwyn Dean, is doing as part of the department’s management of the Australia-China Special Fund for Scientific and Technological Cooperation. The fund was set up under a memorandum of understanding between the two countries in 2001 and was recently renewed by Dr Nelson during his visit to Beijing. Each country contributes $500 000 annually to support collaborative research projects between Australian and Chinese scientists. The projects are mainly in agreed priority areas, and include advanced materials, water, agriculture, biotechnology, the environment and mining and energy. The department administers the fund as part of the International Science Linkages Programme in Australia. A project that Imogen is particularly excited about is a CSIRO initiative of Dr Maarten Ryder, Commercial Application of Disease Control Biotechnology to increase Crop Productivity. Dr Ryder is working with Chinese scientists on the potential for the commercial application of the bacterium Trichoderma. This bacterium is being used in the ecologically sustainable control of soil-borne fungal disease, primarily in wheat, and has been successful in providing a biological control for diseases that cause crop losses worldwide. The team is negotiating with Chinese and Australian businesses about the commercial production of their product – Tk7a. This funding initiative illustrates clearly the huge value for both countries in encouraging and facilitating collaborative ventures between like-minded scientists in Australia and China. Imogen and her colleagues in the department assist in assessing applications from project developers each year as well as in managing the projects. They are contributing to scientific development and innovation, and to cultural understanding between the two countries. |
Minister’s visit to Chile, April 2005 from left to
right: AEI staff members Loreto Lazcano and Sofia Pereira; the Hon Brendan
Nelson MP; Tony Crooks (Counsellor, Education, Science and Training for
Chile); and Fiona Buffinton (International Education Group Manager).
| CASE STUDY: Education Week, Aichi Japan |
|
DEST’s Australian Education International showcased Australia’s education and training expertise during a week of targeted events held at the 2005 World Exposition in Aichi, Japan, from 6 to10 June 2005. Sarah Allan, of International Education’s Group Market Development Branch, said the week helped increase Australia’s and Japan’s shared understanding of each country’s education, training and research systems and helped forge closer partnerships between both governments, as well as institutions and participants. Each day of Education Week focused on a different industry sector. Higher Education Day saw roundtable discussions between university leaders; Vocational Education and Training day featured a live videoconference with the Tropical North Queensland Institute of TAFE, showcasing their hospitality training; and another live hook up on Children’s Day gave Japanese school children the chance to talk to an underwater diver on the Great Barrier Reef.
The success of Education Week is a great lead in to the Australia Japan Year of Exchange in 2006 and paves the way for closer collaboration on education and research between the two countries. |
In an increasingly complex, competitive and uncertain international market, the Australian international education and training industry looks to Australian Education International (AEI), the Australian Government’s international education network, and the department more broadly, to provide effective, relevant and timely support services.
A key strategy is the expansion of the department’s international network to regions of emerging importance. This network of counsellors and locally engaged staff promotes Australian education and training services, undertakes government-to-government activities and facilitates trade opportunities for Australian education and training providers.
The department’s international network now operates in 22 locations (see Figure 5.8).
DEST International Network staff with Her Royal
Highness Princess Maha Chakri Sirindhorn at the opening ceremony for the
new Australian Education Centre at the Australian Embassy, Bangkok,
Thailand
Figure 5.8: DEST’s international network
| Beijing | Hanoi | Los Angeles | Shanghai | Tokyo |
| Brussels | Ho Chi Minh City | Makassar | Seoul | Washington |
| Canberra | Hong Kong | New Delhi | Singapore | |
| Dubai | Jakarta | Paris | Sunabaya | |
| Guangzhou | Kuala Lumpur | Santiago de Chile | Taipei |
Source: Department of Education, Science and Training.
During 2004-05, the department finalised a bilateral Memorandum of Agreement on Working Together with Austrade. The memorandum assists in managing the relationship between AEI and Austrade in the international education sector. It commits both agencies to supporting the long term sustainable growth of the industry by protecting Australia’s reputation as a supplier of quality education and training and promoting Australia’s diverse education services in new and emerging markets, as well as our traditional source countries.
The department continued education and training promotional activities through the AEI Promotions Advisory Committee (PAC). Initiating promotional strategies and activities for implementation by AEI, the PAC provided input from all industry sectors, and informed industry of outcomes. The Study in Australia brand continued to actively promote Australian education internationally. Some 300 organisations are now licensed to use the Study in Australia logo, including 21 universities and all state governments.
The International Education Network (IEN) was established by AEI as a forum to consult with state and territory governments and to facilitate a whole of government approach to international education. All state and territory government agencies with responsibilities for international education are invited to participate in network meetings, which take place three times per year. Through the network, the Australian Government and each of the states and territories have signed a memorandum of understanding committing the parties to a whole of government approach to international education.
A working group initiated by the International Education Network, in collaboration with industry peak bodies and facilitated by AEI, has developed a draft national framework to define and underpin quality assurance and accreditation mechanisms for foundation programmes.
The Study in Australia website provides information services to potential students.22 The site is designed to refer students to registered institutions (that is, institutions listed on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)) for further information and enrolment. Visits to the website (see Table 5.6) in 2004-05 totalled 1 603 057 individual visits, up from 1 127 400 in 2003-04. The website is the main source of information for international students considering study opportunities in Australia.
On the website, students can find every course and every institution that offers courses to students wishing to study in Australia on a student visa. In addition, students can access additional information on individual institutions, study and living costs, scholarships, how to enrol and how to apply for a visa as well as geographic information and links to other information sources. Students can also create their own profile or ask questions of specialist education staff via an online form. Information is available in 12 languages and through a number of specialised, local information pages specific to source countries.
Table 5.6: Performance information for Output Group 3.3
Performance indicator |
2003-04 |
2004-05 |
2004-05 |
| Number of visits to AEI Industry website |
271 422 |
298 600 |
673 556a |
| Number of visits to the Study in Australia website |
1 116 400 |
1 127 400 |
1 603 057 |
a This higher than anticipated figure reflects increased usage enabled by the rapid expansion of the business activities available through the new online shopfront.
International student enrolments in all education sectors in Australia have grown strongly over the past 10 years. The latest annual data (for 2004) shows 322 776 enrolments by international students in Australia (see Table 5.7). The 2004 figures show continuing growth overall, but at lower levels than the very strong rates of the past few years. Total enrolments were up 5.9 per cent on 2003 but down from the annual increase between 2002 and 2003 of 11.3 per cent.
Table 5.7: Overseas student enrolments from top 10 source countries, 2002 to 2004
| Country |
Ranking in top 10 and number of enrolments for each year |
|||||||
|
2002 |
2003 |
2004 |
||||||
| China |
1 |
47 904 |
1 |
58 574 |
1 |
68 857 |
||
| South Korea |
4 |
17 982 |
3 |
22 159 |
2 |
23 810 |
||
| Hong Kong |
2 |
22 098 |
2 |
23 880 |
3 |
22 970 |
||
| India |
9 |
10 151 |
8 |
14 350 |
4 |
20 749 |
||
| Malaysia |
5 |
12 020 |
5 |
19 811 |
5 |
19 998 |
||
| Japan |
6 |
12 509 |
6 |
19 083 |
6 |
19 743 |
||
| Indonesia |
3 |
18 042 |
4 |
20 355 |
7 |
18 102 |
||
| Thailand |
7 |
10 693 |
7 |
17 089 |
8 |
16 289 |
||
| United States of America |
10 |
11 068 |
9 |
12 217 |
9 |
12 648 |
||
| Singapore |
8 |
10 052 |
10 |
11 853 |
10 |
10 854 |
||
| Sub total |
172 519 |
219 371 |
234 020 |
|||||
| Other countries |
79 212 |
85 490 |
88 756 |
|||||
| Total |
251 731 |
304 861 |
322 776 |
|||||
Source: Department of Education, Science and Training.
Asia remains Australia’s main source of international students, representing more than three-quarters of Australia’s overseas market. High growth has continued over the last two years from China (up by 44 per cent), India (83 per cent) and South Korea (28 per cent).
A number of factors have influenced the slowing of enrolment trends shown in Table 5.7, including:
Overseas students enrol predominantly in higher education courses (see Figure 5.9). However, the vocational training and education (VTE) sector has significant capacity to grow. During 2004-05, the department continued to progress initiatives to enhance the internationalisation of VTE, which has a strong and growing international reputation. AEI is developing an international VTE strategy in consultation with industry. This will provide more strategically focused support for the various aspects of Australia’s VTE international engagement.
The department is also working to support the internationalisation of other sectors, including school education and English language learning.
Figure 5.9: Overseas student enrolments by sector, 2002, 2003 and 2004
* ELICOS = English Language Intensive Courses for
Overseas Students
** Other = courses not classified in the Australian
Qualifications Framework
Source: Department of Education, Science and Training.
Table 5.8: Effectiveness indicator—diversification within the overseas education market, 2000 to 2004
|
2000 |
2001 |
2002 |
2003 |
2004 |
||
| Student country of origin |
Asia |
79.9% |
78.3% |
77.2% |
77.6% |
78.2% |
|
Other |
20.1% |
21.7% |
22.8% |
22.4% |
21.8% |
|
| Field of studya
|
Business/IT |
69.0% |
61.7% |
58.9% |
56.6% |
55.6% |
|
Other |
31.0% |
38.3% |
41.1% |
43.3% |
44.4% |
|
| Level of courseb
|
Undergraduate |
71.6% |
64.1% |
66.8% |
60.4% |
|
|
Postgraduate |
28.4% |
35.9% |
33.2% |
39.6% |
||
| Location of supplyc |
Onshore |
67.6% |
66.8% |
64.2% |
65.0% |
66.5% |
|
Offshore |
32.4% |
33.2% |
35.8% |
35.0% |
33.5% |
a Includes higher education and vocational
education and training enrolments only.
b Includes higher education enrolments only.
c Based on Higher Education Statistics.
Source: Department of Education, Science and Training.
In 2004, there was little change in the degree of diversity across the four indicators (country of origin, field of study, level of course, and location of supply). While there was a return to 2001 ratios for country of origin and location of supply, the level of diversity for field of study and level of course continued to increase (see Table 5.8).
During 2004-05, the department continued to support the provision of market information and analysis through publications (including educational and professional qualification publications), assessment and advisory services, and professional development programmes. AEI undertook a major stakeholder focused project to develop an online service for the provision of ‘time critical’ intelligence on overseas country education systems and the comparability of their qualifications to the Australian education environment. This service, expected to be launched in October 2005, builds on the comprehensive information about the world’s education systems contained in the series of publications known as Country Education Profiles which has been in existence and in high demand for over two decades.
The long term sustainability of Australia’s education and training export industry is underpinned by the quality of the education provided to overseas students, both within Australia and offshore, and by the international extension of Australian education and training activities.
On 21 June 2004, a new ministerial advisory body on international education was established. The International Education Advisory Body provides the Minister for Education, Science and Training with high level input and advice on strategic issues and challenges facing Australia’s international education and training engagement. This advice informs both medium and long term strategic planning. The International Education Advisory Body has identified its strategic work agenda for 2005-06. Work will include taking VTE to the forefront of Australia’s engagement in international education; developing market scenarios for the next 5 to 10 years; and monitoring and analysing competitor activities. Discussion will include emerging market challenges; a whole of industry/whole of government approach to international education; study pathways for international students; and the ESOS (Education Services for Overseas Students) Evaluation.
The department ensures that the quality assurance and consumer protection framework for the education and training export industry is effective and promotes Australia’s education, research and training capability.
Quality assurance for education services provided in other countries by Australian institutions will be maintained through the development of a Transnational Quality Strategy. Comprehensive consultations began with the April 2005 release of a discussion paper (A National Quality Strategy for Australian Transnational Education and Training), and continued through the Offshore Quality Reference Group of sectoral experts and the Government Roundtable on Offshore Quality with state and territory government representatives.
The regulatory framework for education services within Australia is set out in the Education Services for Overseas Students Act 2000 (the ESOS Act), the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students (the National Code) and associated legislation.
In June 2005, Evaluation of the Education Services for Overseas Students Act 2000, an independent report evaluating the regulatory framework of Australia’s international education industry, was released. The report provided broad support for the ESOS Act and highlighted opportunities for capitalising on the growth of this important industry. The report addresses many complex issues and contains over 40 recommendations, taking into account the diverse views put forward from all areas across the industry during an extensive consultation process. The areas identified for improvement are concerned with enhancing and building on existing arrangements. An ESOS Reforms Taskforce has been established to consider and respond to the recommendations during 2005-06.
During the year, compliance monitoring and enforcement activity to protect Australia’s international reputation continued to increase (see Table 5.9). Under the ESOS Act, associated regulations and the National Code:
Table 5.9: ESOS Act enforcement and monitoring—Performance information for Output Group 3.3
Performance indicator |
2003-04 |
2004-05 |
2004-05 |
| Positive impact on industry compliance with ESOS Act through AEI enforcement actions and stakeholder liaison meetings |
139 compliance actions resulting in increased overall compliance |
145 compliance actions resulting in increased overall compliance |
149 compliance actions resulting in increased overall compliance |
Source: Department of Education, Science and Training.
In 2004-05, in order to better safeguard the integrity of Australia’s education export industry and identify providers of concern, the department developed and implemented substantial enhancements to the business processes and key infrastructures underpinning the compliance and enforcement functions. Improvements included a risk matrix that identifies providers who may damage the reputation of the industry. The risk matrix supports more focused, targeted and proactive identification of such providers and provides a sound, defensible and accountable risk management approach to regulation.
Regular meetings with state and territory education authorities and the Department of Immigration and Multicultural and Indigenous Affairs on key aspects of compliance and enforcement further strengthened whole of government approaches to the international education industry and contributed to more effective compliance and enforcement activities.
The department also conducted information sessions and workshops with industry throughout 2004–05 to increase understanding of, and compliance with, the ESOS regulatory framework.
AEI contractual services, publications, forums, fees and other charges raised a total of $1 302 553 and subscriptions to the AEI website raised a further $270 142. Table 5.10 shows contracted fee-for-service basis work for the year.
Table 5.10: AEI fee for service clients—Performance information for Output Group 3.3
Performance indicator |
2003-04 |
2004-05 |
2004-05 |
| Number of clients contracting AEI services and the revenue raised from those services |
Clients 700 |
Clients >700 |
Clients 1131 |
a
These figures do not include National
Office of Overseas Skills Recognition services provided on a fee for
service basis, nor seminar/conference fees. The rise in revenue reflects
the rapid expansion of the business activities available through the new
online shopfront.
Source: Department of Education, Science and Training.
The AEI Industry Seminar programme (see Table 5.11) continued to provide targeted conferences and seminars in 2004-05, following redesign during 2003–04. In 2004-05, 632 delegates attended the AEI Industry Seminars which were conducted in all capital cities except Darwin.
The seminars provided a unique opportunity for industry representatives to hear about the latest directions and trends in Australia’s international education engagement direct from the department’s Overseas Counsellor Network and senior AEI national office staff. The programme included presentations on AEI services including AEI Online; current AEI market indicator data; and current information on each of the markets in which AEI has a presence.
Feedback from participants was positive, with over 95 per cent of delegates rating the seminars as very good or better.
Table 5.11: AEI industry seminars—Performance information for Output Group 3.3
Performance indicator |
2003-04 Actual |
2004-05 Planned |
2004-05 Actual |
| Number of participants in AEI seminars and conferences conducted in Australia |
770 |
850 |
1 004 |
Source: Department of Education, Science and Training.
The department ensures that opportunities exist for Australian students to study overseas and for international students to study in Australia through initiatives designed to facilitate greater knowledge and understanding of other countries. These initiatives are also strategically important as the relationship fosters longer term ties between individuals and institutions.
During 2004-05, the department supported a total of 1003 international scholarships, fellowships and exchange opportunities (see Table 5.12) under the umbrella of the Endeavour Programme. In 2005, 450 international students and scholars came to Australia for study or research and 553 Australians undertook study or research abroad. Key source countries for incoming students and scholars included China, India and the United States of America. As part of the Endeavour Programme, 113 Australian language teachers undertook a language and cultural programme overseas, to update their teacher resources and skills in the languages that they teach.
In 2004, the department entered into a sponsorship agreement over three years with the Hong Kong-based Cheung Kong Group, providing funding for two scholarship programmes for the region. As part of that agreement, the Australian Government agreed to match Cheung Kong’s contribution. The Australian Cheung Kong Student Exchange Programme allows 50 Australian undergraduate students to live and study in Asia and 50 Asian students to come to Australia each year. The 100 scholarships for 2005 will be for exchanges with institutions in China including the Hong Kong Special Administrative Region, Thailand, Malaysia, Japan, South Korea, Singapore and Australia. The Endeavour Australia Cheung Kong Awards enable 20 Australian scholars to undertake short-term research in Asia and 20 scholars from Asia to do the same in Australia. In 2005, participating scholars were from China and the Hong Kong Special Administrative Region, India, Indonesia, Malaysia, Singapore, Thailand and Australia.
Table 5.12: Support for the Australian education and training export industry—Performance information for Output Group 3.3
|
2003–04 Actual |
2004-05 |
2004–05 |
|
| Number of international scholarships, fellowships and exchange opportunities |
457 |
470 |
1 003a |
| Funded projects successfully contribute to furthering Australia’s bilateral and multilateral relationships |
Projects delivered to satisfactory standard in accordance with the terms and conditions of the project |
Achieved |
|
| Impact of portfolio’s involvement in building international recognition of Australian professional qualifications |
7 key stakeholders engaged in recognition activities overseas |
8 achieved |
a For 2004-05
this includes International Postgraduate Research Scholarships which are
now incorporated into the Endeavour Programme.
Source: Department of Education, Science and Training.
The department showcased Australian excellence in education, science and innovation through five International Centres of Excellence (Asia Pacific Studies and Asia-Pacific College of Diplomacy; Education in Mathematics; Tourism and Hospitality Education; Sports Science and Management; and Water Resources Management). During 2004-05, the department reviewed the progress of all the centres against funding agreements and made a range of recommendations to enable the centres to develop world-class staffing and facilities to deliver a wide range of activities.
The National Centre for Language Training was opened in April 2005. The centre will assist business, the tourism industry and professionals to acquire skills to support their international activities through specialist language and business culture training.
The department continues to facilitate the international recognition of qualifications and provide advice on overseas skills assessment and recognition. This is important in encouraging the movement of students into, and out of, Australia, as well as supporting professional bodies to perform assessments of overseas trained professionals for the skilled migration programme. In 2004-05, for example, some 1300 teaching assessments were completed and more than 25 000 other assessments were conducted by assessing authorities.
In the absence of an appropriate professional body, AEI has been approved as the assessing authority for the teaching profession. During 2004-05, AEI streamlined procedures and made them more efficient through the effective implementation of e-technologies.
The move to a Country Education Profile (CEP) online service is part of a wider change management agenda to improve the range of overseas qualification recognition services provided to individuals, education providers, and agents for migrants, employers, government departments, professional associations, participants in the Skilled Migration Programme and individuals. A key objective of the change process is to move the focus from providing individual services, via enquiries and assessment, towards providing more guidelines and broader advice to help others make informed, timely, quality and consistent decisions on recognition of overseas qualifications. In 2004-05 the department provided a qualifications assessment service to over 1000 applicants and responded to over 740 queries from educational institutions, professional bodies and government agencies.
Questacon, the National Science and Technology Centre, increases awareness and understanding of science and innovation through imaginative and inspirational learning experiences.
Questacon’s innovative programmes and exhibitions are developed in response to the Australian Government’s strategic priorities, its innovation agenda and stakeholder feedback. Interactive exhibits, travelling programmes run by skilled science communicators, online content and science theatre are delivered at the Centre in Canberra and extensively across Australia and overseas, with particular emphasis on rural, regional and remote locations.
Questacon develops partnerships in science communication with the broader science community, industry and education providers to deliver programmes aimed at supporting science learning in schools and encouraging adult learning in the wider community.
Chapter 6 contains detailed information on Questacon.
The department’s outputs and outcomes framework provides for five departmental outputs. These are administration; policy advising; ministerial and parliamentary services; research, analysis and evaluation; and service delivery. During the year, the department conducted activities across the breadth of these outputs. Information on key activities is generally reported against the strategic priorities; other performance information for departmental outputs is reported below and in Table 5.15.
Administration is the implementation, management and regulation of the department’s programmes. It includes communicating information relating to the portfolio, its objectives and programmes to client groups and other stakeholders. Administration embodies the efficient, effective and ethical use of Australian Government resources. Outputs include contract and tender administration and management of funding.
Compliance with payment and management processes is measured through the Administered Funds Quality Assurance Packages developed for selected programmes within Outcome 3, funded under the Higher Education Support Act 2003. The programmes achieved 100 per cent compliance (as in 2003-04), well above the target compliance rate of 90 per cent.
Policy advising is the provision of a policy advice capacity or services to the Ministers, national committees and other relevant clients.
The department’s performance in delivering policy advice to the Ministers is assessed against a number of criteria. The Minister rates provision of briefing advice and information against a five-point scale for timeliness, presentation and quality. In all cases, ministerial briefings exceeded the planned benchmark rating of satisfactory or above for presentation, timeliness and quality (see Table 5.13). During 2004–05, the department provided more than 696 briefs for this Outcome.
Table 5.13: Performance in briefing advice and
information to the Ministers
(Outcome 3)
Performance measure |
2004–05 Planned |
|
|||
| Minister’s satisfaction with: |
Satisfactory |
Good |
Excellent |
Total |
|
| —Timeliness |
90% |
23% |
66% |
6% |
95% |
| —Presentation |
90% |
23% |
69% |
6% |
99% |
| —Quality |
90% |
20% |
65% |
12% |
97% |
Source: Department of Education, Science and Training.
Further information on the department’s performance for policy advising can be found in Chapter 8, Enabling Our Business.
Ministerial and parliamentary services are the services
provided to the Ministers and Parliament. During 2004–05, the department
prepared over 2117 replies to ministerial correspondence for this Outcome.
It also finalised responses to 874 Senate questions and
107 parliamentary questions.23
Ministerial and parliamentary services are assessed according to
timeliness. The department exceeded the performance indicator for services
to the Ministers and Parliament for this Outcome (see Table 5.14).
Table 5.14: Performance in services to the Minister and Parliament (Outcome 3)
| Performance measure |
2004–05 Planned |
2004–05 Actual |
| Timeliness |
90% |
99% |
Source: Department of Education, Science and Training.
Further information on the department’s performance for ministerial and parliamentary service can be found in Chapter 8, Enabling Our Business.
Research, analysis and evaluation are undertaken to assist in policy development and programme management and to measure the effectiveness of policy against stated outcomes. The department’s Triennial Research Plan identifies the research work of the department within the context of the government’s overall strategic and operational priorities. The Triennial Research Plan is a rolling plan that is reviewed annually.
Specific research, analysis and evaluation activity and results are reported under each strategic priority.
During the year, the department published 39 research and evaluation studies of Outcome 3 activities. A detailed list of all research and evaluation publications is in Appendix 8.
Service delivery relates to the direct delivery of services to external parties.
The department continued to support the Chief Scientist in his work to facilitate linkages between science, industry and government, to provide advice to the Australian Government and to help to ensure focused investment in science and technology.
During 2004-05, Dr Batterham was executive officer of the Prime Minister’s Science, Engineering and Innovation Council and chaired the council’s non-ministerial Standing Committee. Dr Batterham was chair of the National Research Priorities Standing Committee and the committee to oversee Publicly Funded Research Agencies performance assessment process.
Dr Batterham was appointed to the expert advisory group working on the development of a Research Quality Framework for publicly funded research and was a member of the board of the National Collaborative Research Infrastructure Strategy Advisory Committee; the Australian Research Council Board; the Cooperative Research Centres Committee; the Coordination Committee on Science and Technology; and the Science Prizes Committee. His work also included providing a focus on building research excellence, collaboration and networking through his many public engagements.
The Chief Scientist has indicated his satisfaction with the support the department provided in 2004–05, up until the completion of his appointment on 31 May 2005.
The department also provided support for the Prime Minister’s Science, Engineering and Innovation Council, which met only once due to the October 2004 Federal election. In March 2005 the Council considered reports on Growing Technology-based SMEs, Opportunities for Antarctic and Southern Ocean Science and Nanotechnology. The meeting was undertaken to the satisfaction of stakeholders including the Prime Minister and all reports were well received by Ministers and the council.
Table 5.15: Performance in delivery of departmental outputs
| Performance indicator | 2004-05 Estimate | 2004-05 Outcome |
| Administration | ||
| Progress of bilateral science and technology agreements | Milestones met | Milestones met |
| Effective management of International Science Linkages Programme | Funds targeted to priority areas | Funds targeted to priority areas |
| Effective promotion of science awareness provision through the ABC Science Development Project | Satisfactory delivery in accordance with terms and conditions of contract | Satisfactory delivery of services against contract |
| Meet established milestones for the establishment of national store and repository for radioactive waste | Australian Radiation Protection and Nuclear Safety
Agency (ARPANSA) licensing and approval for repository. Site for National Repository acquired |
The Prime Minister announced abandonment of the national repository project following overturning by the Federal Court of Australian Government land acquisition |
| Meet established milestones for the hand over of the Maralinga site to its traditional owners | Completion of handover of Maralinga site to its traditional owners | Site handover delayed by request from Maralinga Tjarutja for assistance with development of Maralinga village as an administrative/tourism facility |
| Implementation of reforms to University Block funds | Milestones met | Milestones met |
| Improved provision of key infrastructure, particularly information access and bandwidth to increase the accessibility of Australian research | Increased access and utilisation | Increased bandwidth in place particularly trans-Pacific for research. Development of Institutional repositories and software to support storage, curation and retrieval of information |
| Facilitating improved access to electronic repositories | Effective project outcomes achieved | A number of projects in operation working collaboratively to achieve this outcome |
| Policy advising | ||
| Facilitation of government representation | Successful OECD and APEC meetings | Successful OECD and APEC meetings |
| Ministerial and parliamentary services | ||
| Prime Minister’s satisfaction with the annual Science Prize event | Satisfaction achieved | Satisfaction achieved |
| Prime Minister’s and Ministers’ satisfaction with the timeliness and usefulness of independent and external advice received from the Chief Scientist and Prime Minister’s Science, Engineering and Innovation Council | Satisfaction achieved | Satisfaction achieved |
Footnotes
17 Mapping Australian Science and Innovation – Main Report, 2004.
18 see http://www.dest.gov.au/resqual/default.htm
19 see
http://www.dest.gov.au/sectors/research_sector/policies_issues_reviews/
key_issues/accessibility_framework/default.htm
20
http://www.dest.gov.au/sectors/research_sector/
policies_issues_reviews/key_issues/ncris/default.htm
21 see https://www.crc.gov.au/Information/default.aspx
22 see http://www.studyinaustralia.gov.au
23 Total questions for the department. A breakdown by outcome is not available.
|
Any comments or queries should be sent to: wwweditor@dest.gov.au This page was
last updated on
Wednesday, 28 May 2008
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