1.1 The National Aboriginal and Torres Strait Islander Education Policy (AEP) is Australia’s national policy on Indigenous education. The policy contains 21 national goals for which there is support from all Australian governments. Its primary objective is to bring about equity in education for Indigenous Australians. The
Indigenous Education (Targeted Assistance) Act 2000 provides for the appropriation of funding for the Indigenous Education Strategic Initiatives Programme (IESIP), which is administered on a quadrennial basis. The Act also provides for the continuation over the 2001 – 2004 Quadrennium of IESIP away-from-base (formerly ABSTUDY) for eligible education institutions conducting approved courses through ‘mixed-mode’ delivery.
1.2 A National Review of Education for Aboriginal and Torres Strait Islander Peoples (the National Review) examined the effectiveness of the AEP in its first triennium. The National Review showed that there have been considerable improvements in Indigenous peoples’ education and training participation and outcomes, but also showed that these improvements are inconsistent across States and Territories, and that there are still gaps between the educational achievements of Indigenous and non-Indigenous Australians. The National Review also clearly demonstrated the need for increased joint efforts and new approaches if the goal of educational equity for Aboriginal and Torres Strait Islander peoples is to be achieved.
1.3 The Ministerial Council for Employment, Education Training and Youth Affairs (MCEETYA) established a taskforce to develop a national strategy for Indigenous Education which incorporated the directions set by MCEETYA, in particular the itemised set of priorities for achieving equity in education. The key issues to be addressed are:
- making educational outcomes for Indigenous Australians similar to those for non-Indigenous Australians;
- setting literacy, numeracy and employment targets in the education sector;
- involving Indigenous parents in their children’s education;
- improving preschool education outcomes;
- expanding secure employment and training of Aboriginal and Torres Strait Islander Education people at all levels, particularly Aboriginal and Torres Strait Islander Education Workers (AIEWs);
- ensuring appropriate professional development of staff involved in Indigenous education;
- developing and extending culturally inclusive curricula;
- involving Indigenous Australians in educational decision-making;
- achieving literacy and numeracy outcomes for Indigenous Australians similar to those for non-Indigenous Australians; and
- addressing the development of sound foundation competencies.
1.4 These translated into eight priority areas:
- improving Indigenous literacy;
- improving Indigenous numeracy;
- increasing the employment of Indigenous Australians in education and training;
- improving educational outcomes for Indigenous students;
- increasing Indigenous enrolments;
- increasing the involvement of Indigenous parents/community members in educational decision making;
- increasing professional development for staff involved in Indigenous education; and
- expanding culturally inclusive curricula.
1.5 In March 2000, a National Indigenous English Literacy and Numeracy Strategy (NIELNS) was launched. The Strategy’s objective is to ensure that Indigenous students reach levels of literacy and numeracy comparable to other Australians. NIELNS is a blueprint to lift school attendance rates, address health problems that undermine learning, attract and retain good teachers and use the most effective teaching methods to obtain successful results for Indigenous students.
1.6 Through the implementation of the national goals agreed to by all the Australian Government, State and Territory Education Ministers regarding literacy and schooling, the Strategy will aim to ensure that all children leaving primary school are numerate, able to read, write and spell at an appropriate level. The key aim is to ensure that every child commencing school will achieve a minimum acceptable literacy and numeracy standard within four years of commencing schooling.
1.7 The Strategy’s objectives will be achieved by:
- lifting school attendance rates of Indigenous students to national levels;
- effectively addressing hearing, health and nutrition problems that undermine learning for a large proportion of Indigenous students;
- providing preschool opportunities wherever possible;
- training sufficient numbers of teachers to be effective in Indigenous communities and schools and encouraging them to remain for reasonable periods of time;
- using teaching methods that are known to be the most effective; and
- establishing transparent measures of success as a basis for accountability for schools and teachers.
1.8 NIELNS objectives will be achieved through the establishment of Implementation Plans in each State and Territory. Indigenous Education Agreements (IEAs) will identify the specific sets of initiatives to be supported and the agencies involved. The contractual arrangements will also identify the additional Australian Government funding to be provided.
1.9 IESIP recipients are required to enter into an IEA with the Australian Government before funding under any programme component can be made available. Performance indicators and funding year targets form the basis of Schedule 1 to the IEAs. Within the context of these priorities it remains the prerogative of education providers to identify and plan which priorities they intend to address. Individual providers may determine the nature and extent of any internal planning arrangements they need in order to achieve their targets.
2.1.1 The IESIP Provider Administrative Guidelines set out the objectives, administrative requirements and funding arrangements under IESIP for the period 2001 – 2004.
2.1.2 The Indigenous Education Branch of the Department of Education, Science and Training (DEST) administers IESIP. The Department's address and State/Territory-based Branch contact officers are listed in Appendix A.
2.2.1 The Australian Government, along with all State and Territory governments, endorses and promotes the 21 common and agreed National Goals of the AEP. In the context of those Goals, the Australian Government aims to improve the quality of education in Australia leading to improvement in the learning outcomes of Indigenous students. To this end the Australian Government addresses nationally significant issues and problems through policy development, research and analysis. It also supports emerging and ongoing national initiatives in relation to the teaching profession and professional development, curriculum, assessment and student welfare.
2.3.1 The Australian Government provides funding for a number of mainstream education programmes. The Australian Government also contributes to the AEP through a variety of targeted programmes including programmes such as ABSTUDY, the Indigenous Education Direct Assistance (IEDA) Programmes and the Indigenous Education Strategic Initiatives Programme (IESIP).
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. ABSTUDY is delivered by Centrelink. For more information about ABSTUDY you can go into any Centrelink office or call 13 2317.
The Indigenous Education Direct Assistance (IEDA) programme has three elements, Aboriginal Student Support and Parent Awareness (ASSPA), the Aboriginal Tutorial Assistance Scheme (ATAS) and the Vocational and Educational Guidance for Aboriginals Scheme (VEGAS).
ASSPA funds are provided to preschool based and school based parent committees to enable them to conduct preschool based and school-based activities which are designed to improve access, participation and outcomes for Indigenous preschool and school students and to involve Indigenous parents in educational decision making. Funding is provided on a per-capita basis.
ATAS provides supplementary tuition and other study assistance to Indigenous students in primary and secondary school, vocational education and training facilities, universities and formal training programmes.
VEGAS grants are provided to sponsoring organisations which conduct projects for Indigenous school students, their parents, and Indigenous people in custody which provide them with information about career and study options and which foster positive attitudes about participation in education.
Information about eligibility for these elements of IEDA, funding processes, assessment, programme and payment arrangements may be obtained from the Department’s Indigenous Education Units.
Indigenous Education Strategic Initiatives Programme (IESIP) provides funding under five discrete elements, Supplementary Recurrent Assistance (SRA); Targeted Outcomes Programme (TOPs); English as a Second Language-Indigenous Language Speaking Students (ESL-ILSS); and IESIP Away-from-base. IESIP also provides funding to progress the objectives of the National Indigenous English Literacy and Numeracy Strategy.
IESIP provides supplementary per capita funding to education providers across the preschool, school and vocational education and training sectors.
Education providers that cannot meet the required minimum number of enrolments of Indigenous students may establish a cluster under the Targeted Outcomes Projects element (TOPs) to become eligible for per capita funding under IESIP (refer to Part Four). This allows education providers to become party to an existing systemic Indigenous Education Agreement, or form a collective with a number of other education institutions, with funding provided to one designated provider on behalf of those within the agreement. Funding levels attracted by TOPs participants will be commensurate with IESIP per-capita rates under SRA.
The English as a Second Language – Indigenous Language Speaking Students programme (ESL-ILSS) aims to facilitate the entry of Indigenous students into education by providing intensive English language tuition to each eligible student. The target group is Indigenous students who are commencing formal schooling in English for the first time, and who live in communities and homes in which Aboriginal and Torres Islander languages are heard and spoken, and are assessed as unable to participate in the classroom in English. In special circumstances eligibility for ESL-ILSS may be extended to students in their second or third year of school.
From January 1 2000, 'mixed-mode' away from-from-base assistance, formerly funded under ABSTUDY, was transferred to IESIP. Institutions are funded by block grants under Indigenous Education Agreements for the purchase of agreed education outcomes. Funding is determined by a formula based on 1998 ABSTUDY expenditure or a median course rate for new courses. Away-from-base assistance meets travel costs, meals and accommodation for some secondary and tertiary students participating in compulsory course activities. The transfer of funding for 'mixed mode' courses to IESIP encourages flexibility and innovation in course delivery to increase education outcomes. Away-from-base assistance for non 'mixed-mode' courses, such as for some residential schools, field trips and job placements, will continue to be available through ABSTUDY which is delivered by Centrelink. Further information on the away-from-base element of IESIP is provided in the Indigenous Education Strategic Initiatives Programme (IESIP) Provider Administrative Guidelines 2001-2004, Part Two, Away-from-base.
NIELNS was launched in March 2000 by the Prime Minister and is aimed at improving education outcomes for Indigenous people. This strategy builds on the National Literacy and Numeracy Plan endorsed by the Australian Government, State and Territory Education Ministers in March 1997.
The strategy acknowledges that extra effort is required for Indigenous students to be successful and aims to address six key elements:
- lifting school attendance rates to national levels;
- addressing hearing and other barriers to learning;
- providing preschool opportunities;
- training and retaining good teachers in areas with significant Indigenous student populations;
- ensuring teachers use the most effective, culturally appropriate teaching methods; and
- increasing accountability and improving performance measurement techniques for schools and teachers.
2.5.1 Only those organisations that meet programme eligibility criteria, as defined in these Guidelines, may receive Australian Government financial assistance under IESIP. In addition, all non-government education providers and associated educational organisations must be bodies corporate in order to receive IESIP funding.
Prior to receipt of funding for a particular programme, the organisation must enter into an Indigenous Education Agreement (IEA) with the Australian Government. This Agreement will list the conditions with which the recipient must comply in order to receive funding. Recipients are however urged to examine the legal requirements of IESIP, as set out in the IEA. In brief, these conditions refer to the following matters.
Authorities are required to account for any IESIP payments received. Details of financial and educational accountability requirements are set out later in these Guidelines and in the IEA. The Australian Government may, by written notice, cease payments if:
- the conditions of the Agreement are breached;
- the body corporate is being wound up; or
- the affairs of the body corporate are being conducted by a receiver.
To ensure that appropriate monitoring arrangements are in place the Australian Government requires that monitoring committees for each Agreement be established. These monitoring arrangements must include a representative from the relevant local Indigenous community, or the State/Territory Indigenous education consultative body, as agreed with the Australian Government.
If a recipient does not meet a condition of IESIP funding the recipient may have to repay to the Australian Government any unspent monies. In any instance of a breach of the Agreement the Australian Government may delay making any further payments until the condition has been complied with or seek repayment of the funding or terminate the agreement. In cases of a breach of the agreement the Australian Government will notify the Recipient in writing, and the Recipient may have to repay funds should the breach not be satisfactorily resolved in 28 days.
Information given in IESIP Performance Reports assists the Australian Government to compile statistics on Indigenous education. It is therefore important that education providers present correct and complete information in their Performance Reports.
Financial and educational accountability information collected from education providers may be made publicly available by the Australian Government unless otherwise agreed to by the Australian Government and the recipient. This does not derogate from the responsibilities of either party to ensure that any record containing personal information is protected in accordance with the Information Privacy Principles as defined in the Privacy Act 1988.
Once an IEA has been prepared, the Australian Government will send a Letter of Offer to the recipient. The letter will be accompanied by the IEA and all associated documentation. If a recipient does not respond to the letter of offer within 28 days, the Australian Government may withdraw the offer.
2.7.1 Recipients shall provide appropriate recognition of assistance received from the Australian Government. These requirements are set out in the IEA. Publications, grant offers and advertisements should indicate the source of funding. Copies of the material should be provided to DEST. Communities and parents should be advised about assistance from the Australian Government by such means as reports.
2.8.1 Before resorting to external resolution mechanisms, the parties shall attempt to settle by negotiation any dispute in relation to the Agreement including by referring the matter to personnel who may have authority to intervene and direct some form of resolution. For example, the parties may agree to refer the matter to the respective Chief Executive Officer/Secretary for resolution.
2.8.2 If a dispute is not settled by the parties within 10 working days of one party first sending to the other party written notice that they are in dispute, the dispute may be the subject of court proceedings or may be submitted to some alternative dispute resolution mechanism as may be agreed in writing between the parties. The alternative dispute resolution mechanisms could include, for example, agreement to refer the matter to an externally engaged conciliator.
2.9.1 Further information on programme matters, and application forms can be obtained from the DEST contact officers listed in Appendix A.
3.1.1 IESIP provides supplementary per capita funding to education providers across the preschool, school and vocational education and training sectors and also funds Indigenous Education Projects.
3.2.1 MCEETYA, in the Adelaide Declaration of April 2000, reaffirmed its commitment for the quadrennium to the national strategy for Indigenous education and the national priorities for Indigenous education and training agreed to in 1995. The reaffirmation of these national priorities will build on the results achieved over the last quadrennium and will continue to focus on:
- making educational outcomes for Indigenous Australians similar to those for non-Indigenous Australians;
- setting literacy, numeracy and employment targets;
- involving Indigenous parents in their children’s education;
- improving preschool education outcomes;
- expanding secure employment and training of Aboriginal and Torres Strait Islander people at all levels, particularly for Aboriginal and Islander Education Workers;
- ensuring appropriate professional development of staff involved in Indigenous education;
- developing and extending culturally inclusive curricula;
- involving Indigenous Australians in educational decision making;
- achieving literacy and numeracy outcomes for Indigenous Australians similar to those for non-Indigenous Australians; and
- addressing the development of sound foundation competencies.
3.2.2 Through successful achievement of these objectives, the longer term purposes of the AEP will be achieved, i.e.:
- involvement of Indigenous Australians in education decision making;
- equality of access to educational services;
- equality of educational participation; and
- equitable and appropriate educational outcomes.
3.3.1 Education providers are able to apply for IESIP Supplementary Recurrent Assistance for their preschool, school or vocational education and training sector enrolments. Approved categories of education providers are defined at Appendix B. Enrolment levels are determined by the latest available national student data collection.
3.3.2 In addition to being an approved education provider, certain conditions apply for each of the three educational sectors (pre-school, school and VET) to be eligible for IESIP Supplementary Recurrent Assistance. These eligibility conditions are outlined at Appendix C.
3.3.3 Clustering of education providers to meet the required minimum number of enrolments of Indigenous students is allowable under the Targeted Outcomes Projects element (TOPs). The details of TOPs are outlined in Part 4 of these guidelines. This allows education providers to become party to an existing systemic Indigenous Education Agreement, or to form a cluster or collective with a number of other education institutions, with funding provided to one designated provider on behalf of all those within the agreement.
3.3.4 If a funded education provider experiences a significant rise or fall in enrolments, it should notify the Department immediately so that adjustments may be made to its funding level.
3.4.1 Where Indigenous enrolments fall below the enrolment minima outlined at Appendix C, the recipient may not be eligible for SRA funding. In such instances the recipient will be given notice in writing that they are required to show within 28 days any special reasons why SRA should not be terminated.
3.4.2 Where enrolment figures collected in the preschool or non-government school census indicate that a preschool or school is marginally above or marginally below the eligibility requirements, the education provider may be sent a supplementary census form in the first term of the following year to identify their current level of Indigenous enrolments. On the basis of this supplementary information, eligibility and payment levels for that year will be determined.
3.4.3 The Australian Government may at its discretion, adjust SRA payments where a provider is able to demonstrate to the Australian Government that the Full Time Equivalent (FTE) student numbers have increased by a minimum 10 per cent above the FTEs for which the provider was initially paid. Adjustments will only be considered where the provider furnishes to the Australian Government a properly completed Statutory Declaration prior to 31 May of the funding year.
3.4.4 Per capita SRA funding allocations will be based on the number of full-time equivalent Indigenous students enrolled at a preschool (at the time of the National Indigenous Preschool Census), at a school (at the time of the Schools census day) or, for VET institutions, by the National Centre for Vocational Education Research student data collection. DEST is committed to using these national data collections and any supplementary Departmental data.
3.4.5 The following formulas show how student numbers are determined and how to calculate levels of IESIP supplementary assistance.
3.5.1 To be eligible for Supplementary Recurrent Assistance, a preschool student must also be eligible for recurrent preschool education (not child care) funding from the relevant State or Territory government. The number of students enrolled at a preschool is the number of Indigenous students enrolled during the National Indigenous Preschool Census week in that year. The number of Indigenous students enrolled at a preschool during a particular week is the sum of:
- the number of Indigenous students enrolled at the preschool for 10 hours or more per week during that week; and
- the number of full-time equivalent Indigenous students enrolled at the preschool during that week; this is worked out using the following formula:
part-time student hours
10
Part-time student hours means the total number of hours for which part-time Indigenous students are enrolled during the relevant week. Part-time student means a student who is enrolled at a preschool for less than 10 hours per week.
3.6.1 The number of students enrolled at a school for a funding year is the number of Indigenous students reported in the National Schools Statistics Collection for that year. Where students are eligible to be included in both the NIPC and the NGSC, the Australian Government will reconcile these figures, to ensure that enrolments are not duplicated for funding purposes. Lower secondary school students refers to Indigenous students in Years 7-10 in New South Wales, the Australian Capital Territory, Victoria and Tasmania. In Western Australia, South Australia, Queensland and the Northern Territory it refers to Indigenous students in Years 8-10. Students in Year 7 attending prescribed schools in the Northern Territory should have their entitlement for IESIP calculated according to the determinations set out in the “Declaration of Levels of Education” Schedule 1 of the States Grants (Primary and Secondary Education Assistance) Act 1996. Upper secondary students refers to Indigenous students in Years 11-12 only. Lower secondary also includes ungraded secondary students of any age.
3.7.1 The number of students enrolled at a VET institution for a funding year is taken to be the same as the number of Indigenous students enrolled at the institution in the year immediately before that year. The number of Indigenous students enrolled at a VET institution in a particular year is worked out using the formula:
student contact hours
540
Student contact hours means the total number of hours for which Indigenous students are enrolled in the year at the VET institution in courses accredited under State or Territory requirements. The equivalent full-time student hours is 540, determined by the national vocational education and training data collection for the year.
The methods for determining student numbers set out above apply to determining student numbers in general as well as the numbers of Indigenous students.
3.8.1 Table 1 indicates the rates of payment for Supplementary Recurrent Assistance. This is allocated according to the rates given in the table below based on the enrolment numbers stated for each education provider in the national census collections.
3.8.2 The per capita amount for an education provider is worked out using the formula:
“IS” x per capita amount
“IS” means the number of full-time equivalent Indigenous students who are enrolled at the education institution for the funding year. Per capita amount means the amount specified for the education sector in the Table below.
Table 1
|
EDUCATION SECTOR |
GOVERNMENT RATE ($) |
NON-GOVT. RATE ($) |
GST Amount ($) |
|
Preschool (remote)
Preschool (non-remote) |
600
300 |
2000
1000 |
200
100 |
|
Primary school (remote)
Primary school (non-remote) |
600
300 |
2000
1000 |
200
100 |
|
Junior secondary (remote)
Junior secondary (non-remote) |
800
400 |
3000
1500 |
300
150 |
|
Senior secondary (remote)
Senior secondary (non remote) |
1000
500 |
3300
1650 |
330
165 |
|
VET institution (remote)
VET institution (non-remote) |
1000
500 |
3300
1650 |
330
165 |
3.9.1 Where GST is payable the Department will 'gross up' IESIP payments to include the GST component. This applies to all IESIP programme elements.
3.10.1 A Wage Cost Index as advised by the Australian Government Department of Finance and Administration may be added to payments for per capita enrolments from time to time. This index will be applied to the SRA rates set out in these Guidelines.
3.10.2 This increase is only applicable to the per-capita rates for determining supplementary recurrent assistance funding. Away-from-base funding is indexed in accordance with the Consumer Price Index.
3.11.1 Remote, in relation to an education institution means an institution that is:
- on an island (other than Tasmania, Stradbroke Island, Kangaroo Island, Rottnest Island or Phillip Island); or
- in a location from which one of the following is required in order to reach a city with a population of 50,000 or more; or
- a journey by road of more than 300 kilometres; or
- a journey by air; or
- a journey by water; or
- in a community of Indigenous people that has developed as a result of decisions of those people to return to live on land with which they identify; or
- situated in a township or settlement that is culturally distinct because it is occupied by Indigenous people and managed by a council constituted by Indigenous people.
3.11.2 Every five years the Australian Bureau of Statistics conducts a national census, which provides a complete demographic snapshot of Australia with details of where Australians live, and their lifestyles. It covers the whole of Australia, including States and Territories, capital cities or selected geographic regions, such as population centres with more than 50,000 residents.
3.11.3 The 1996 Census of Population and Housing will be used to identify the cities with a population of 50,000 or more for the purpose of determining remote status for IESIP funding. This status will be kept until the 2001 census data becomes available.
3.11.4 The Australian Government will review all the aspects of the Remote/Non-Remote classification system and will notify any providers whose status may be affected of its determination once established.
3.12.1 Half yearly payments will be made in each funding year. The first payment will generally be made in January providing the signed IEA has been received and counter-signed by the Australian Government. The second payment will generally be made in July provided all Agreement conditions have been met.
3.12.2 New IEAs signed throughout a funding year will be paid on a pro-rata basis from the date the IESIP application is received, provided the Australian Government subsequently approves it and it is received prior to 30 September in the funding year.
3.12.3 Continuing payments are conditional on receipt and approval of the Financial Acquittal and Performance Report for the previous funding year. The Australian Government may delay payments or reduce funds to providers on a pro-rata basis where financial acquittals and/or performance reports have not been received by the Australian Government by 31 March and/or are incomplete or incorrect. IESIP supplementary assistance payments for a funding year will be calculated using the most current enrolment data. Subsequent payments may be adjusted to reflect any increase or decrease in enrolment numbers, as indicated in national data sources, when they become available for that funding year. For example, with the following information, a non-government, remote preschool would receive the payments outlined in Table 2. In the case outlined below this preschool will receive payments in 2001 of $6 000.00 more than they are entitled to. The adjusting payment recovering the $ 6000.00 will be made in January 2002.
Table 2
|
2001 ALLOCATION BASED ON MOST CURRENT ENROLMENT DATA |
REVISED 2001 FINAL ALLOCATION BASED ON 2001 CENSUS NUMBERS |
| Enrolments |
24 students |
21 students |
| Per student |
$2,200 |
$2,200 |
| January payment |
$26,400 |
$23,100 |
| July payment |
$26,400 |
$23,100 |
| Total SRA allocation |
$52,800 |
$46,200 |
All amounts quoted include GST of 10%.
Recipients that are not State Governments receiving more than $2,000,000 are required to provide an audit certificate from an independent Registered Company Auditor. The certificate should confirm that funds have been expended for the purposes for which they were provided, and also confirm that the funds were banked in a separate account, unless otherwise agreed by the Australian Government in writing. State governments must submit an audit certificate from the Chief Internal Auditor of the Department responsible for education in that State/Territory.
3.13.1 Education providers in receipt of SRA (per capita) funding paid under IESIP, under the requirements of the IEA, must report on their outcomes to the Australian Government for each funding year of the quadrennium. This reporting takes place against performance indicators across the eight priority areas agreed by MCEETYA in 1995. These are:
- improving Indigenous literacy;
- improving Indigenous numeracy;
- increasing the employment of Indigenous Australians in Education and Training;
- improving educational outcomes for Indigenous students;
- increasing Indigenous enrolments;
- increasing the involvement of Indigenous parents/community members in educational decision making;
- increasing professional development for staff involved in Indigenous education; and
- expanding culturally inclusive curricula.
3.13.2 For each of the priority areas, funding recipients negotiate with the Australian Government targets for each funding year for improvements against each performance indicator. This forms the basis of Schedule 1 of the IEA.
3.13.3 Funded education providers must submit two Progress Reports each funding year, which provide a self-assessment of the likelihood of individual targets being achieved on the basis of the information that is available at the time the Progress Report is prepared. In association with these reports, providers must meet with the Australian Government during the year to discuss their progress at performance monitoring meetings, which should be attended by an independent Indigenous representative. The first progress report is to be submitted two weeks before the performance monitoring meeting and the second report by 30 November. The performance monitoring group must meet at least once before 31 August.
3.13.4 Performance reports must be provided by 31 March in the year following each funding year, detailing the previous funding year’s outcomes for each of the performance indicators and targets in the Schedule(s) of the IEA. The outcomes data should be accompanied by any qualitative information a provider feels is necessary to explain the outcomes and the issues, internal or external, which impacted on their ability to achieve the targets. An independent Indigenous representative must countersign each funding year's Performance Report.
3.13.5 The Australian Government will provide feedback to providers for each funding year based on an analysis of the two Progress Reports and the Performance Report. Where providers have been unable to achieve their targeted outcomes, the Australian Government may require them to submit a detailed plan describing what remedial action they will take to improve their progress towards achieving the targeted outcomes. Steps could include:
- providing to the Australian Government and/or publishing disaggregated data to identify schools having problems;
- undertaking particular agreed interventions (for example deploying advisory teachers to work in identified schools);
- reviewing and evaluating strategies and reporting plans for improvement to the Australian Government, and/or publishing improvement plans, within a given time; and
- submitting to independent review (for example, of their capacity to make improvements in literacy and numeracy standards).
3.13.6 The Australian Government is not obliged to accept any variation and may negotiate any request(s) for variation to an IEA. Where a provider wishes to amend the Schedules of the IEA, they must submit a variation request for determination by the Australian Government. Once a variation has been agreed, the IEA will be amended.
3.14.1 Performance Reports must contain all the performance outcomes required for the funding year to which the report pertains, as outlined in the applicable schedule, including non-Indigenous comparative data where applicable. All performance outcomes must be measured and/or collected using the Measurement Source defined in the applicable schedule and in accordance with any specifications described in the Measurement Source, such as sample sizes and survey periods.
3.14.2 Performance outcomes shall be calculated in the manner specified by the Australian Government or otherwise negotiated between the Australian Government and the provider, such as prescribed in the handbook of performance indicators or otherwise negotiated. Performance outcomes also need to be provided in the reporting format specified in the performance indicators as outlined in the applicable schedule. If the performance indicator asks for percentage and numbers, both of these are to be provided.
3.14.3 Performance outcomes, which do not meet the agreed funding year targets or are extraordinary compared with previous outcomes or performance improvement trends, relative to previous funding years, must be accompanied by an explanatory comment. Performance Reports must be signed or endorsed by the independent Indigenous representative, on the monitoring group.
3.15.1 Enrolment levels will be utilised annually by DEST from data obtained from the census for each sector, to establish new SRA funding levels. Until each funding year allocation changes, half yearly payments will continue to be made based on the previous allocations. Once new funding year allocations are finalised the next payment will be adjusted, if necessary, to account for enrolment changes.
3.15.2 Under the Indigenous Education Agreement, all IESIP recipients are required to provide DEST with financial acquittals of IESIP funds received and expended. Financial accountability requirements for these acquittals are outlined in IEA's. Acquittals must indicate the extent to which the IESIP funding allocations for that funding year have been expended and include an audited detailed statement as to whether the financial accounts are true and fair and include a statement of the balance of the recipient's IESIP banking accounts. The audit statement must also make it clear that the funds were expended in accordance with the IEA. If the recipient is not a State Government the acquittal must include a statement from the Recipient's Chief Executive Officer certifying that all funding received was expended or committed for purposes consistent with the IEA. Acquittal forms will be provided for this purpose.
3.15.3 Recipients may also be required to provide the Australian Government with a dollar breakdown on the extent to which the IESIP funding allocations for the calendar year have been expended by providing a dollar value breakdown of the larger components of the total expenditure. If an acquittal identifies unspent IESIP funds remaining at the end of a funding year these shall be returned unless approval has been given to carry forward these funds. It can be anticipated that approval to carry forward funds from one funding year to the next will only be given in exceptional circumstances.
3.15.4 Recipients must identify and seek approval from DEST, by 31 March of the year following the funding year to carry forward any unspent funds as at the 31 December of the funding year. If unspent funds are not approved by the Australian Government for carry forward, such unspent funds shall be repaid to the Australian Government.
3.15.5 Recipients can carry forward an amount of not greater than $ 100.00 from one funding year to the next for the purpose of keeping accounts open. Funds carried forward into the next funding year, which have not been detailed in writing by the provider and approved by the Australian Government, as committed funds prior to 31 December of the funding year, will be withheld from the second payment in the following funding year, as represented in Table 3.
Table 3
| 2000 Allocation |
$ |
2001 Allocation |
$ |
| SRA |
243,000 |
SRA |
(a) 250,000 |
| Interest |
1,000 |
Committed from 2000 |
(b) $30,000 |
| Total |
244,000 |
Total for acquittal |
280,000 |
| Expenditure |
205,000 |
|
|
| Committed (for expenditure by 31 December 2000). |
30,000 |
Unexpended Funds (c) |
-9,000 |
| Unexpended Funds |
9,000 |
Total available funding for 2001= (a) + (b) - (c) |
271,000 |
3.15.6 Any unspent funds at the end of the project, a funding year and/or quadrennium under this Agreement shall be repaid to the Australian Government. Money, which is required to be repaid, but which is not repaid shall remain a debt due to the Australian Government. Debts can be recovered from any payments due under the IEA future IEA, or any other Australian Government funded programme.
3.15.7 For recipients receiving less than $ 2,000,000 (two million dollars) the annual audit statement (required under the IEA) must not be carried out or certified by an employee of the recipient. The person conducting and certifying the audit must be a registered company auditor, a member of the Institute of Chartered Accountants of Australia or the Society of Certified Practising Accountants or the National Institute of Accountants. Recipients who are State Governments receiving less than $2,000,000 (two million dollars) the person conducting and certifying the audit must be the Chief Internal Auditor of the Department responsible for education in that State/Territory.
3.15.8 For recipients receiving equal to or more than $ 2,000,000 (two million dollars) the annual audit statement (required under the IEA) must not be carried out or certified by an employee of the recipient. The person conducting and certifying the audit must be a registered company auditor or such like under a law in force in that State/Territory. Recipients who are State Governments receiving more than or equal to $ 2 000 000 (two million dollars) the person conducting and certifying the audit must be the State Auditor-General.
3.15.9 Where a provider wishes to amend the Schedule(s) of the IEA, they must submit a variation request for determination by the Australian Government. If approved the IEA will be amended. The Independent Indigenous community representative on the Performance Monitoring Group shall endorse such requests.
3.16.1 Requests for adjustments to student numbers will be considered where the adjustment is on the basis of a Statutory Declaration signed by the Chief Executive Officer of the education authority or an authorised officer stating the initials of each enrolled student, date of birth and the hours per week they are enrolled; and declaring that the student is on the roll and has attended as per the requirements in the census relevant to the sector. Adjusting payments will be processed on the basis that revised numbers are subject to confirmation in the census in that funding year.
3.16.2 The Australian Government may agree to adjust SRA payments where a provider is able demonstrate that Full Time Equivalent (FTE) student numbers have increased by a minimum 10% above the FTEs for which the provider was initially paid. Adjustments will only be considered where the provider furnishes to the Australian Government a properly completed Statutory Declaration signed by the Chief Executive Officer or an authorised officer of the education authority prior to 31 May of the funding year.
3.16.3 Statutory Declarations will not be accepted as a basis for changing student numbers recorded in a census collection. Any alterations to official census figures will need to be negotiated between the recipient and the census collection agency.
3.17.1 The Minister may, on behalf of the Australian Government, make an agreement with an education provider that authorises the making of one or more payments to the provider, or to another person or body, for one or more specified projects whose purpose is to advance the objects of the Act.
3.17.2 The amount or amounts of the one or more payments for each project, the performance targets to be achieved, and the relevant acquittal and financial accountability requirements covered by the agreement must be specified in the IEA. The amount or amounts to be paid are to be detailed with the performance targets in the Schedule of the IEA.
3.18.1 Assets acquired under the IESIP programme become the property of the provider receiving such funds so long as the asset(s) continue to be used for the purpose for which it was funded. If an asset ceases to be used for the purpose for which it was funded, the Australian Government may transfer the asset to another organisation involved in the delivery of Indigenous education. The recipient is responsible for insurance of assets.
3.19.1 Recipients of funding for specified projects will be required to monitor progress regularly against targets and report progress to DEST (as agreed in their IEA).
3.20.1 The Minister may, on behalf of the Australian Government, make an agreement with a person or body (other than an education provider) authorising the making of one or more payments to the person or body for one or more specified projects whose purpose is to advance the objects of the Act.
3.20.2 The amount or amounts of the one or more payments for each project covered by the agreement must be specified in the IEA or worked out in accordance with the IEA.
3.21.1 In order to maintain the AEP goal of developing arrangements for the provision of independent advice from Indigenous communities regarding educational decisions, a supplementary contribution to the operating costs of State/Territory Indigenous education consultative bodies may be made from IESIP. Such contributions may be made, taking into account State/Territory government contributions. The negotiations regarding joint funding of these bodies will be undertaken with State/Territory governments.
3.21.2 If progress is not in line with the targets agreed in the submission a satisfactory explanation will need to be given for funding to be continued.
3.21.3 Monitoring and reporting mechanisms will need to be negotiated with the Australian Government and will be based on performance indicators and target data for measuring outcome based achievements which are specified in the IEA.
3.22.1 An acquittal, showing income and expenditure will need to be submitted to DEST at the end of the project period, or at another time or times if so required by the Australian Government in writing, in addition to acquittals for projects which have a duration in excess of a funding year.
3.23.1 Funding shall be paid on an agreed schedule of payments basis, which will be detailed in the IEA.
3.24.1 Performance Reports will need to be submitted as agreed in the IEA. Subsequent payments will depend on Performance Reports being accepted as showing satisfactory progress.
4.1.1 The Minister may approve an agreement for the payment of money to an educational institution for a particular project.
4.1.2 Applications for Targeted Outcomes Projects (TOPs) will be accepted from educational institutions, associations and support agencies in the preschool, school and vocational education and training sectors. The aim of these projects will be to support improved educational outcomes for Indigenous students in educational institutions that do not meet the minimum student number eligibility for Supplementary Recurrent Assistance (SRA) in their own right.
4.1.3 TOPs may be for one to four funding years and will focus on enabling educational institutions with small numbers of Indigenous students to resource appropriate initiatives that will lead to improved educational performances for those Indigenous students. The Department will give priority to those TOPs that demonstrate collaborative approaches to implementing improvement strategies through clustering arrangements.
4.2.1 Funds under TOPs may be made available to registered educational institutions delivering accredited courses of study according to the relevant State/Territory regulations and requirements. The institutions are required to have enrolment data for the relevant Indigenous students recorded on the appropriate census.
4.3.1 The Department will accept applications from all education providers with less than the required minimum numbers of students, drawn from the relevant census, across the preschool, schools and vocational education and training sectors. There are two types of TOPs that an institution might apply for; these are outlined below.
An additional provider or providers may become party to an existing systemic IEA by adding a Schedule for project funding to the current systemic IEA. The additional provider or providers and student numbers would be identified and included in the Schedules to the IEA as a non-capital project. The specific performance indicators, targets and project initiatives relating to those students would also be included in the schedule within that Agreement.
4.3.1.3 This arrangement also requires the system to agree to the participation of the additional provider or providers and would mean the system would receive the additional TOPs funds and be responsible for all reporting requirements in relation to those funds and those students. The TOPs funding would be calculated on the per capita rates set out in these Guidelines and the IEA.
OR
Cluster TOPs consist of a number of educational providers grouping together to establish minimum student numbers for eligibility purposes. This associated 'cluster IEA’ is funded on the per capita rates set out in these Guidelines and the IEA, with the payment going to a single agreed institution. In order that these IEAs are not administratively burdensome, they would be based on administrative arrangements that retain the performance outcomes focus but do not require extensive monitoring.
4.3.2 The Agreements would be struck against a standard list of performance indicators, which DEST would give to the providers when negotiating an application. Providers would identify outcomes targets and project initiatives against these indicators. No performance monitoring group meetings would be required but performance reports and financial acquittals would be required.
4.3.3 A single payment for the funding year, based on the per capita rates, would be made on receipt of a statutory declaration each funding year, indicating the number of Indigenous students at each institution at the beginning of the funding year. The combined total number of students in a cluster would need to be at least equivalent to the minimum student numbers set out in these Guidelines; that is the combined student numbers across the sectors covered by the TOP must be at least 20 for schools and vocational education and training providers and five for preschools. The funding allocation would be confirmed on the census data in that year, or in the case of vocational education and training institutions, by a copy of the funding year’s input to the national data collection being submitted by the end of the funding year. Any adjustments to payments would be made in the following year.
4.4.1 Systemic TOPs will be added to existing IEAs by amendment to existing IEAs to add a Schedule, which identifies the numbers of FTE students and lists the corresponding education providers, the agreed project initiatives and related performance indicators, performance targets and the amounts to be paid.
4.4.2 Once an IEA for TOPs has been approved, all providers within the IEA should remain within that IEA for the period of the IEA, regardless of whether student numbers exceed the minimum number required for a provider to have their own IEA.
4.5.1 Once approval has been given for a TOPs agreement for a particular number of years, the participating providers will continue to be paid for the actual numbers of students covered by the TOPs agreement, even if total student numbers fall below the minimum number in that period. Where this occurs, continuing eligibility will be reassessed at completion of the agreed TOPs period.
4.5.2 Under normal circumstances, a provider with student numbers equivalent to the minimum required, may set up an IEA for SRA in their own right. However, where there are other providers with small numbers who may benefit from becoming part of a cluster agreement under TOPs with that provider, DEST may choose to offer a TOPs version of the IEA instead of an SRA version of the IEA.
4.5.3 Funding under TOPs for a funding year will be based on the student enrolments in the cluster as at February, as detailed in the Statutory Declaration from the nominated recipient for the cluster. In the next funding year, an adjustment may be made to take account of any changes in numbers between those in the previous funding year’s Statutory Declaration and the census data for that funding year.
4.5.4 The designated recipient identifies the numbers of FTE students and lists the corresponding schools, the agreed project initiatives, the agreed performance indicators and performance targets and the amount to be paid. The designated recipient is also responsible for the preparation and provision of the Financial Acquittal and Performance Reports.
4.6.1 Where a systemic IEA exists, monitoring and reporting arrangements for TOPs will be conducted as identified in the Schedule of the IEA.
Education providers under Cluster Agreements are not required to undertake intensive Performance Monitoring Group Meetings. However, monitoring of performance under those IEAs is encouraged. Should these meetings occur, there is an expectation that the local Indigenous community would be represented.
5.1.1 The ESL-ILSS programme aims to facilitate the entry of eligible Indigenous students into education by providing intensive English language tuition to each eligible student.
5.2.1 The target group is Indigenous students commencing formal schooling in English for the first time, and who live in communities and homes in which Aboriginal and Torres Islander Languages are heard and spoken, and are assessed as unable to participate in the classroom in English.
5.2.2 An Indigenous student will attract a payment if they satisfy the following criteria:
- are assessed locally as having a language barrier which prevents them from being able to participate in the classroom in English following assessment indicating a 'pre-level 1' oral interaction or suitable equivalent rating in English recommended by the education authorities;
- have a home language that is an Indigenous language, Kriol, or Torres Strait Creole;
- live in a community in which the predominant language is not English;
- are commencing formal schooling in English; and
- have not previously attracted a payment under this element of IESIP funding.
5.2.3 Eligible students are required to receive intensive English language tuition over a funding year (school year). The amount and duration of assistance to be provided for individual students is, however, a matter for education authorities to determine.
5.3.1 The Australian Government will allocate a once-only grant of $3 079 per eligible student to education authorities. Payment will be made directly to the nominated authority responsible for the provision of the student's formal schooling and, therefore, also responsible for arranging the intensive English tuition.
5.3.2 Funds must be used to provide intensive English language tuition to eligible students. Education authorities have discretion about the appropriate application of funds and are responsible for the successful outcome for each student enrolled.
5.4.1 Education authorities are also required to ensure that funding is complementary to other initiatives with reference to the 'Maintenance of Effort Clause in the IEA. For further information about ESL–ILSS funding, government schools should contact their State or Territory education authority and Catholic Schools should contact the Catholic Education Commission in their State/Territory. Independent schools should contact the Association of Independent Schools in their State/Territory. Individual students will be identified at the commencement of their tuition and claims will be forwarded by the nominated authority to claim payment.
5.5.1 Two payments are made each funding year to Education Authorities. One on the signing of the IEA based on 50% of the estimated number of the eligible students for the period 1 January to 30 June of the current funding year. The estimate must be based on ESL-ILSS student numbers for the previous funding year. After reporting actual numbers in accordance with the IEA the final payment is based on actual numbers of eligible participants in ESL-ILSS for the period 1 July to 31 December is made.
5.6.1 Authorities are responsible for an initial assessment at the beginning of a funding year (school year) or first enrolment using an English language competency tool(s) recommended by the local authorities. At the initial assessment eligible students will be assessed using the recommended assessment tool, at a level equivalent to less than Level 1 (Oral) of the ESL Scales.
5.6.2 Following completion of the intensive tuition at the end of the funding year (school year), the same tool will be used to make the post-programme assessment. Under the ESL scales, the objective of the programme is that Indigenous students will attain the ability to undertake 'Level 1' English in oral interaction. This assessment should be undertaken at the end of the funding year (school year) or at the completion of tuition. 5.7 Educational Accountability Requirements
5.7.1 Education authorities are required to maintain records of achievement for each student using appropriate measurement tools and to provide information on the outcomes to the Australian Government in an agreed format as set out in the Indigenous Education Agreement.
The Australian Government's National Indigenous English Literacy Strategy (NIELNS) is aimed at improving education outcomes for Indigenous people. The objective is to assist Indigenous students to reach comparable levels of literacy and numeracy to that of other Australians.
To be eligible to receive funding under NIELNS education providers must also be eligible to receive funding under the Supplementary Recurrent Assistance component of IESIP.
6.3.1 The Strategy will encompass:
- the involvement of local communities, schools, parents and students;
- cooperative action between the Australian Government and the States and Territories (which have primary responsibility for schooling); and
- coordinated action within the Australian Government across relevant portfolios.
6.3.2 The strategy is a key element of the National Literacy and Numeracy Plan and is designed to complement the National Literacy Goal, and the National Goals for Schooling in the Twenty-First Century. All education Ministers agreed to the National Goals; that all children leaving primary school should be numerate, able to read, write and spell at an appropriate level and that every child commencing school from 1998 will achieve a minimum acceptable literacy and numeracy standard within four years of commencing schooling.
6.3.3 This Strategy is also based upon some of the most successful Strategic Results Projects (SRP), funded between 1998 – 1999 under the SRP element of the Australian Government’s Indigenous Education Strategic Initiatives Programme. Partnerships between communities and government showed that the factors that impede Indigenous students can be overcome and rapid progress is possible.
6.3.4 The Strategy’s objective will be achieved by:
- lifting school attendance rates of Indigenous students to national levels;
- effectively addressing hearing, health, and nutrition problems that undermine learning for a large proportion of Indigenous students;
- providing preschool opportunities wherever possible;
- training sufficient numbers of teachers to be effective in Indigenous communities and schools and encouraging them to remain for reasonable periods of time;
- using teaching methods that are known to be most effective; and
- transparent measures of success as a basis for accountability for schools and teachers.
6.3.5 All Indigenous students should be able to confidently speak and understand English (although not at the expense of their own languages or culture) and have competent numeracy skills. School must be a place where all Indigenous Australian children feel secure and welcome, and schools must understand and acknowledge Indigenous Australians’ cultural ties and traditions, particularly moving around to access family and land.
6.3.6 Implementation of the Strategy will require the development of a wide range of specific plans and initiatives by States, Territories and Indigenous communities. The Australian Government will make available $27 million to supplement existing funding. States and Territories will also provide resources.
6.4.1 The Australian Government will determine funding levels for NIELNS initiatives, based on the consideration of education provider NIELNS implementation plans.
6.4.2 Funding and performance measurement arrangements under NIELNS are the same as for Supplementary Recurrent Assistance and are included in the IEA and detailed in Part 3 of the IESIP Provider Administrative Guidelines. Financial accountability and educational accountability are also detailed in the IEA.
Payments under NIELNS will be made in conjunction IESIP Supplementary Recurrent Assistance payments, usually in January and July. Payment amounts under NIELNS will be based on the approved amounts allocated against each NIELNS initiative as approved by the Australian Government. Educations providers wishing to vary expenditure across initiatives, within their total approved allocation, against the approved amount for any initiative by greater than 25 per cent must seek permission to do so from the Australian Government in advance.
Funds may be provided for Short Term Special Assistance (STSA) to assist providers who have experienced a substantial reduction in their funding and who can clearly demonstrate that their continued viability is consequently at risk. Applications will only be considered in the most exceptional circumstances and all criterion must be satisfied. Applicants must demonstrate that they will be able to meet any business recovery plan lodged with the application for funding as outlined at point 7.3.3.
7.2.1 The eligibility criteria, all of which must be satisfied before STSA funds can be provided, are that it can be reasonably demonstrated that:
- an emergency has arisen such that the reduced funding will seriously jeopardise the welfare of the students, the curriculum of the school or the financial viability of the provider (noting that lowering of any of these standards to a level which is acceptable by the majority of similar providers would not be considered an emergency); and
- the circumstances of reduced funding could not be expected to have been foreseen by prudent management (noting that providers can reasonably be expected to have been alerted to prevailing funding conditions and entitlements); and
- a special need exists which cannot be met from other sources (noting that an application for STSA should only occur after all other possible sources of assistance have been exhausted); and
- the provider has the capacity to recover from the emergency and resume normal operations within a two year period from the time of application for STSA (noting that STSA funding will only be available for one year from the time of application for STSA in all but the most exceptional circumstances and that the provider must submit a recovery plan which satisfactorily demonstrates a capability to achieve normal operations in two years from the time of application for STSA).
7.2.2 It would be inappropriate to consider STSA where a provider is either likely to need further special assistance beyond any funding year in the 2001-4 quadrennium or to have to cease to operate within the foreseeable future. For example, STSA should never be considered simply to reduce a provider's level of indebtedness or to provide interim assistance during a period where a school is being wound down.
7.3.1 Where providers consider seeking STSA because of substantially reduced funding, they should, in the first instance, make every effort to explore other strategies (such as for increasing enrolments and rationalising their debt repayments) by which the need for STSA might be removed.
7.3.2 In the event that the provider has attempted to improve matters by various means and they believe their viability remains at risk, they should contact their DEST State Office to submit an application for STSA. Applicants will be advised of the criteria to be applied in assessing their case once an application has been placed. Applicants will be required to provide supporting information for the assessment of their application.
7.3.3 The application should include the following information:
- an audited financial statement for the provider for the most recent year of operation from a qualified independent accountant, as defined in paragraphs 3.15.7–3.15.8;
- projected financial statements for the school for the two years of operation following the most recently available statements (noting that the projected financial statements must include projections for at least the year of operation for which STSA is sought);
- a substantiated explanation of any attempts to secure alternative funding from other sources; and
- a business recovery plan for the next three years of operation after the audit statement.
7.3.4 Where practicable, the audited financial statement should comprise the following:
- a balance sheet;
- a statement of income and expenditure;
- a statement of cash flows;
- any notes to, and forming part of, the financial statement(s);
- the director’(s) statement/report; and
- the auditor’s report.
7.4.1 DEST will assess eligibility for STSA based on the application and any supporting information that the provider supplies. At that point a decision is made and the provider notified accordingly.
7.5.1 An assessment of the application will occur within the relevant DEST State Office and forwarded to National Office for consideration. Approval can only be given by National Office. If the application is not approved, the provider will be notified accordingly.
7.5.2 Where approval has been granted, an Indigenous Education Agreement will be negotiated between DEST and the provider, attaching a Schedule for a non‑capital project and detailing the project activities/initiatives to be undertaken to implement the business recovery plan. On receipt of a completed agreement, funds will be transferred to the appropriate bank account in the amount and at the intervals agreed.
7.6.1 The provider must agree to provide an audited financial statement within four months of receipt of Australian Government funds. The audited financial statements are to comprise the documents listed in 7.3.4 and all expenditure of Australian Government funds is to be detailed.
CONTACT OFFICERS FOR IESIP - NATIONAL OFFICE AND STATE OFFICES
National Office
Indigenous Education Branch
Location 161
GPO Box 9880
CANBERRA ACT 2601
Fax (02) 6240 7667
Assistant Secretary (Branch Head)
Peter Buckskin
Phone (02) 6240 7720 |
Executive Director
Matt Davies
Phone (02) 6240 8457 |
Director – Policy and Coordination Section
Julia Forrest
Phone (02) 6240 8881 |
Director – Financial and Programme Administration
Bruce Furze
Phone (02) 6240 7943 |
A/g Director – Contracts Management
David Tyrrell
Phone (02) 6240 7638 |
Director – Performance Evaluation
Rosalie Grant
Phone (02) 6240 8919 |
Director – Training and Development
Jim Castro
Phone (02) 6240 7858 |
|
| State Offices |
New South Wales and the ACT
Allan Jobling
Phone (02) 9298 7472 |
Victoria
Janet Leck
Phone (03) 9920 4634 |
Queensland
Dennis Ware
Phone (07) 3223 1225 |
South Australia
Don Phillis
Phone (08) 8306 8864 |
Western Australia
Kevin Brahim
Phone (08) 9464 4105 |
Tasmania
Greg Cooke
Phone (03) 6222 9617 |
Northern Territory
Alan Haines
Phone (08) 8936 5177 |
|
CATEGORIES FOR SUPPLEMENTARY RECURRENT ASSISTANCE FUNDING
Approved categories of education providers include the following categories.
Government education providers being:
- government preschools conducted by or on behalf of the government of a State or Territory; and
- government schools conducted by or on behalf of the government of a State or Territory; and
- government vocational education and training (VET) institutions conducted by or on behalf of the government of a State or Territory.
Non-government preschools that are:
- not conducted by or on behalf of the government of the State or Territory; and
- licensed or registered as a preschool by the appropriate State or Territory licensing or registration authority; and
- receiving or eligible to receive funding from the State or Territory for preschool education; and
- not conducted for profit.
Non-government schools that are:
- not conducted by or on behalf of the government of the State or Territory; and
- receiving or eligible to receive funding under the States Grants (Primary and Education Assistance) Act 2000; and
- not conducted for profit.
Non-government non-systemic schools that are included as non-systemic schools in the list of non-government schools kept under the States Grants (Primary and Education Assistance) Act 2000.
Non-government systemic schools that are included as systemic schools in the list of non-government schools kept under the States Grants (Primary and Education Assistance) Act 2000.
Non-government VET institutions that are:
- not conducted by or on behalf of the government of the State or Territory; and
- registered as an institution providing vocational education and training by the State or Territory authority; and
- receiving or eligible to receive funding from the appropriate State or Territory; and
- providing courses that are accredited under State or Territory requirements for the accreditation of vocational education and training courses; and
- not conducted for profit.
ELIGIBILITY CONDITIONS
Funding of government education institutions
The Minister may authorise a payment for a funding year to an education provider if:
- the education provider is a State or Territory; and
- there are Indigenous students enrolled for the funding year at government educational institutions in the State or Territory; and
- in respect of whom recurrent funds are made available by the government of the State or Territory for the funding year. Funding of non-government schools and preschools - systemic
The Minister may authorise a payment for a funding year to an education provider in a State/Territory if:
- the education provider conducts a systemic school system; and
- there are Indigenous students enrolled at one or more of the system’s schools or at a non-government preschool conducted by the education provider in the State or Territory; and
- in respect of whom recurrent funds are made available by the government of the State or Territory for the funding year. Funding of non-government schools - non-systemic
The Minister may authorise a payment for a funding year to an education provider if:
- the education provider conducts a non-systemic school; and
- there are Indigenous students enrolled for the funding year at the school; and
- the number of those students is 20 or more. Funding of non-government preschools - non-systemic
The Minister may authorise a payment for a funding year to an education provider if:
- the education provider conducts a non-government preschool (other than a government or systemic preschool); and
- there are Indigenous students enrolled for the funding year at the preschool; and
- the number of those students is five or more; and
- in respect of whom recurrent funds are made available by the government of the State or Territory for the funding year. Funding of non-government VET institutions
The Minister may authorise a payment for a funding year to an education provider if:
- the education provider conducts a non-government VET institution; and
- there are Indigenous students enrolled for the funding year at the institution; and
- the number of those students is 20 or more;
- providing courses that are accredited under State or Territory requirements for the accreditation of vocational education and training courses; and
- not conducted for profit.
GLOSSARY
Throughout these guidelines the following acronyms are used.
- ABSTUDY
- The Aboriginal Study Grants Scheme
- AEP
- National Aboriginal and Torres Strait Islander Education Policy
- AIEW
- Aboriginal and Torres Strait Islander Education Workers
- ASSPA
- Aboriginal Student Support and Parent Awareness Programme
- ATAS
- Aboriginal Tutorial Assistance Scheme
- DEST
- Department of Education, Science and Training
- ESL – ILSS
- English as a Second Language – Indigenous Language Speaking Students
- IEA
- Indigenous Education Agreement
- IECB
- Indigenous Education Consultative Bodies (Formerly AECG - Aboriginal Education Consultative Group)
- IEDA
- Indigenous Education Direct Assistance (previously known as AEDA)
- IESIP
- Indigenous Education Strategic Initiatives Programme (previously known as AESIP)
- MCEETYA
- Ministerial Council on Education, Employment, Training and Youth Affairs
- NIELNS
- National Indigenous English Literacy and Numeracy Strategy
- SRA
- Supplementary Recurrent Assistance
- TOPs
- Targeted Outcomes Projects
- VEGAS
- Vocational and Educational Guidance for Aboriginals Scheme
- VET
- Vocational Education and Training