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Committee of inquiry into Education and Training



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COMMITTEE ΟΓ INQUIRY INTO EDUCATION & TRAINING

It is now more than a decade since the Martin Report on Tertiary .

Education in Australia, which strongly influenced the present

form of our tertiary education system. . Since then there has been

growing recognition of the importance of technical and further

education and deeper interest in concepts of open education, recurren

education and retraining. There is now concern about the overall

pattern of post-secondary education. There is equally concern ■ ■ ·

about problems of the relation between secondary, or post-secondary

education on the one hand and subsequent employment and careers on

the other. ···:·. . . . ·

To assist theCommonwealth and the States' in responding cooperatively

to this s it ua tio nt he Commonwealth Government has decided to establi:

a committee to undertake a review of possible developments up to

2000. Issues of major concern clearly reflected in a number of

recent and current inquiries are the coordination and rationalisation

of existing types of post-secondary institutions, the relevance of

new kinds of institutions and the capabilities of both existing and

possible new structures for meeting the educational needs and

preferences of the individual.,, the. community and the requirements

of the labour market. ■ . . . . . - · . ... . . . .

. In considering the relationship between the labour market and the

education system the committee is asked to extend its review into

secondary education.as appropriate having regard to the fact that

a significant number of children, do not proceed beyond Year 10

in secondary schools. "· . . . ■·'"·· . · ' - : · . · If : . .

The review should address itself specifically to the following:

(a) the provision of educational facilities and services,

(i) . the overall pattern of institutions and courses

including their objectives; ..

' . · , - . - " Ό '

(ii) the responsibilities of State and Commonwealth

. authorities in relation to the nature and location

of institutions; . . · . .

(iii) the magnitude of the provision including the . .

. . desirable balance between sectors; "

(iv) . the relationship of the provision to community and

. . · ' . individual needs for preferences; . -

(v) . the accessibility of the provision, including .

. . . re-entry and transferability and the problems of

. . .·â– â– ,· special groups (for example: the handicapped, .

■ ;· ■ ethnic groups, Aboriginals, and women)A · '

(vi) preparation for employment including for skilled

and serai-skilled occupations; .

• (vii) the.provision of recurrent education; and . . ' .

(viii) the means of evaluating the quality and efficiency . .

. . of the system. , . ’ . . . .

(b) The relationship between the educational system and the labour

. ■ , market. . - . . . ■ .

. (i) the role of the educational system in preparing people

. . . for work and influencing their choice of occupation

; . (both for new entrants to the workforce and for existing

. . · ' members) ; · . ' . ■ .

. (ii) the extent of and trends in unemployment and

■ . underemployment especially among the young;

(iii) the interaction between the labour market and rising .

. educational standards of new recruits to the workforce,

. including the role of educational qualifications in

. . credentrailing or selecting people for jobs; '

(iv) . the needs of special groups with special regard to ..

- . Government service's to special groups; ' . .

(v) . the role of the education system in updating

. professional and employment skills and knowledge .

■ and in retraining for different employment; and

(vi) the manner in which manpower forecasts might be

made, their reliability and their application in

educational planning. . '

The Committee shall: v . . · .'.

- have regard to the Government’s objectives inducting

widening educational opportunity, expanding educational

and occupational choice, developing quality and excellence

in education and encouraging community participation in

education and training matters;

- take as given and not consider in detail, the arrangements

for funding and coordinating post-secondary education

. agreed between theState and Commonwealth Governments, except

insofar as such consideration is essential to the. main

theme; and .

- have regard to recent and current State and Commonwealth

inquiries and reviews such as that conducted by the OECD

on the transition from school to work or further study.

0 O 0 . ..