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Department of Education and Science - Report - Period - I January to 19 December 1972


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THE PARLIAMENT OF THE COMMONWEALTH OF AUSTRALIA

1973 — Parliamentary Paper No. 272

DEPARTMENT OF EDUCATION AND SCIENCE

REPORT FOR 1972

Presented by Command 4 December 1973 Ordered to be printed 13 December 1973

THE GOVERNMENT PRINTER OF AUSTRALIA CANBERRA: 1974

C. H . RIXON, GOVERNMENT PRINTER, MELBOURNE.

THE HONOURABLE KIM E. BEAZLEY, M.P. Minister for Education Parliament House Canberra, A.C.T.

In presenting this Report of the Department of Education and Science I should draw attention to the fact that, unlike the annual reports of former years, it covers less than a calendar year’s activities; that is, from 1 January 1972 to

19 December 1972. This follows from the decision of the Government, which was promulgated on 20 December 1972, that the Department be divided into two new Departments: that of Education and that of Science.

During the course of the period under review the Government became more deeply involved in educational and scientific issues. There were rapid developments in the organisation of education services in the Australian

Capital Territory and the Northern Territory and a special effort was made to involve the community in the proposed education arrangements. There were developments in and expansion of the science interests of the Department.

The present report deals with these develop­ ments and presents an overall picture of the activities of the Department during the period under review. It is the last report of the Department of Education and Science and, coincidentally, my last report as the Permanent Head of that

Department. It is proper therefore for me to pay tribute to the loyalty and expertise of all of our officers both senior and junior in our various State offices, in the Northern

Territory and in the Australian Capital Territory. The fact that the Department has been able to grow and prosper since its inception in 1967 is mute testimony to the efforts of all concerned.

A.H. ENNOR Secretary

Contents Education G r a n ts ............................................................... page 1

Australian Council on Awards in Advanced Education . 12 Aboriginal E d u c a tio n ...................................................................... 13

Language T e a c h i n g ......................................................................19

Curriculum Development and Teaching Aids . . . 25

General Policy A c t i v i t i e s ..............................................................30

R e s e a rc h ............................................................................................. 32

Parliamentary Liaison, Information and Publications . . 34 Scholarships and Awards for Australian Students for Study in A u s tr a lia ............................................................................. 38

Assistance to Overseas S t u d e n t s ..............................................44

Commonwealth Co-operation in Education . . . . 50

Unesco A c tiv itie s ............................................................................. 54

International Education A c t i v i t i e s ..............................................58

Educational Exchanges and Awards for Study Overseas . 60 Education in the Australian Capital Territory . . . 64

Education in the Northern T e r r i t o r y ...................................... 77

The Commonwealth Teaching S e r v i c e ......................................83

Science A c tiv itie s ............................................................................. 84

Administration and Management Services . . . . 91

A p p e n d ix es 1. Department of Education and Science . . . . 92

2. Committees in Education and Science . . . . 94

3. Committees in Education in the Australian Capital Territory and the Northern Territory . . . 99

4. Australian Participation in International Conferences and Meetings Sponsored by Unesco in 1972 . . . 105

5. Australian Membership of Unesco Advisory Committees 107 6. Unesco Activities in Australia—Consultants and Visi­ tors 1972 ...................................................................... 108

7. Supply of Educationists under the Scheme of Common­ wealth Co-operation in Education . . . . 1 0 9

8. Awards under the Scheme of Commonwealth Co­ operation in E ducation.................................................... 110

9. S ta tis tic s ....................................................................................112

Education G r a n t s ............................................................115

Scholarships and Awards for Australian Students . 120 Assistance to Overseas Students . . . . 1 3 1

Commonwealth Co-operation in Education . . 1 3 5 Educational Exchanges.................................................... 137

Education in the Australian Capital Territory . 137 Education in the Northern Territory . . . 142

Australian Research Grants Committee . . . 1 4 6

Establishments and Administrative Expenditure . 148 Expenditure on Major Education Programs . . 1 5 0

O R G A N I S A T I O N A L S T R U C T U R E OF THE D E P A R T M E N T OF E D U CA TI O N A N D S C I E N C E a s a t 19 D e c e m b e r 1972

P o lic y B ran ch P o lic y B ranch Initiatives in education. scholarships

lemes, Common wealth Teaching vice scholarships aboriginal grants

’ublications and information, parliamentary liaison.

Hemisphere. public relations

secondary Australia,

irticipation in

im, technical ting grants

training, etc.

In te r n a tio n a l M a n a g e m e n t

B u ild in g

T e c h n o lo g ic a l P o lic y B ranch

provision of departmental educa- relations, including Unes and OECD

training foi

Research and

establishments and methods, library, internal

and pre-schoc teachers colleg per capita grar to independer Capital Territory

Capital Territory

Territory

A.C.T. Scholarships

Education Grants interim Committee for the Australian Schools Commission

Commonwealth Advisory Committee

The Interim Committee for the Australian Schools Commission was set up on 12 December 1972. The Commission will be established as a continuing statutory advisory body to the Commonwealth on the needs and priorities of students in government and independent primary and secondary schools.

Pending the establishment of the Commission, the Interim Com­ mittee will make recommendations to the Minister as to the immediate financial needs of schools, priorities within those needs and appropriate measures to assist in meeting those needs

including:

• Grants from the Commonwealth to the States in respect of both government and independent schools • Funds for government schools and grants to independent schools in the Australian Capital Territory and the Northern

Territory

® The conditions under which those grants are to be made available.

Commonwealth Science Facilities Program This Program provides financial grants to the States for the purpose of assisting both government and independent secondary schools with constructing and equipping science laboratories. The financial year 1972-73 is its eighth year of operation.

Since the Program began in 1964, a total of

$96,726,486 was advanced to the States to the end of December 1972. During the period which commenced on 1 July 1971, $16,713,886 was expended under the provisions of the States Grants (Science Laboratories) A ct 1971; $9,033,882 provided facilities in government schools and $7,680,004 in independent

schools.

During the first eighteen months after 1 July 1971, some 178 new laboratories were constructed and equipped with Commonwealth assistance and twenty-five existing laboratories upgraded in independent schools; similar programs were carried

out by the States to provide facilities for government schools. In the 1971-72 financial year a total of 1,046 State secondary schools and 300 independent schools received assistance under the Program.

The Commonwealth Advisory Committee on Standards for Science Facilities in Independent Secondary Schools (see Appendix 2) continued to visit schools and to provide guidance and assistance where necessary. The 1971 edition of the Com­

mittee’s publication The Design of Science Rooms is to be con­ verted into metric units to assist schools and architects in planning new projects. The revised publication will be available during 1974.

1

Language laboratory facilities in the library at Chatswood High School, New South Wales.

Commonwealth Secondary Schools Libraries Program This Program commenced on 1 January 1969. A total of $27 million was provided in the period 1969-71 under the States Grants (Secondary Schools Libraries) Act 1968 for the build­ ing of libraries in government and independent secondary schools

and for the provision of books, furniture and equipment.

Further legislation in October 1971 provided $30 million to Extension of Program continue this Program in the period 1972-74. Of this amount $22,576,338 is provided to the States for secondary schools and $7,423,662 for independent schools.

The Commonwealth Secondary Schools Libraries Committee met Libraries Committee regularly during 1972 under the chairmanship of Sir Brian Hone, O.B.E. As a result of its experience in the first triennium of the Libraries Program and in view of developments in the library field the Committee has decided to revise its brochure Standards for Secondary School Libraries. This is a major task and the Committee hopes to have the revised edition published in the latter half of 1973. The Libraries Committee continued during

1972 to assist schools with the development of their library services and will make available in 1973 the following publications:

2

Evaluation of Program

School Library Training Program

National Workshop

Film

Initial Organisation of the School Library, Selection of Educa­ tional Media, Educational Media and the School Library, Planning for Development and A Cataloguing Manual.

Two years of research into the impact of the Commonwealth Secondary Schools Libraries Program have now been completed by the Education Department of the University of Queensland. The report of this study provides comprehensive information on the existing state of secondary school library development throughout Australia. The impact of the Secondary Schools Libraries Program is described in the report in the following terms:

There is still a great deal to be done before the full conse­ quences of the Commonwealth Grant can be laid out, but the evidence from a variety of sources (observations, opinions of students, opinions of teachers, analysis of questionnaire

data and the like) tells a remarkably consistent story of the Grant’s making available a greatly enriched stock of facilities which are supporting and making possible, if not coercing, new patterns of teaching and learning. These new patterns include more individualisation of instruction, more oppor­

tunities for the learners to participate in their education, to be enthusiastic about it, and to be more responsible for their progress. There is already evidence to show that many students are responding positively to these opportunities.

The report also notes that the impact of the

Program is blunted to some extent by the lack of properly qualified school library staff and the lack of in-service training for all teachers in the use of libraries. This evaluation program will continue in 1973.

In 1972 almost 2,000 teachers attended courses and seminars dealing with such topics as methods of library use, library organisation, selection of materials and the use of educational media. Increased interest was shown during the year in courses dealing with educational media.

The Library Training Program was initiated to provide in-service training and was not intended to provide basic pre-service training for school librarians. To assist tertiary institutions considering the introduction of courses in school librarianship a National

Workshop on Education for School Librarianship was held in August 1972. The report of the workshop is to be available for distribution.

Another initiative taken under the Program during this year was the planning of a film on school library use. This project is being undertaken by the Commonwealth Film Unit and the film is to be available for use in training courses during the latter half of

1973.

Courses throughout 1972 were organised with the co-operation of State Education Departments, library associations and a number of tertiary institutions.

3

Capital Aid for Schools Program On 11 May 1972 the Prime Minister of the day announced his Government’s intention to introduce a program of capital assistance for schools to the value of $215 million. These funds

were to be made available over a five-year period beginning on 1 July 1973 at the rate of $167 million to the States for their own schools and $48 million to the independent schools.

Legislative effect was given to this announced inten­ tion with the passing in 1972 of the States Grants (Schools) Act 1972. The new Government will implement the provisions of the Act until the Interim Committee for the Australian Schools

Commission has submitted a report and necessary legislation has been drawn up to put its recommendations into effect.

To advise the Government on the proper disposition of funds available to the independent schools the Commonwealth Committee on Facilities for Non-Government Schools was estab­ lished under the chairmanship of Sir Ivan Dougherty. This Com­ mittee has the task, amongst others, of developing acceptable standards of design and construction for both primary and secon­ dary school facilities. The full Committee met once late in 1972

Assistance was made available under the Capital Aid for Schools Program for the construction of St Matthew's Primary School in Page, Australian Capital Territory.

4

Increased Rates

Conditions

and several sub-committees met on a number of occasions during the latter part of the year. By late December the Committee had made considerable progress in the immediate tasks confronting it within its terms of reference.

As with the Science Facilities and Secondary Schools Libraries Programs the States are responsible for the administra­ tion of the funds made available to them for government schools under the Capital Aid for Schools Program. The independent schools look to the Commonwealth Committee on Facilities for Non-Government Schools to assist them in the development of

their building plans. Building projects eligible for assistance are those on which construction began on or after 1 November 1972 and are acceptable to the Commonwealth Committee concerned.

Per Capita Grants to Independent Schools for Recurrent Expenditure Under the States Grants (Independent Schools) Act 1969 the Commonwealth made available from 1970 per capita grants for

independent schools in the States to assist with their recurrent expenditure. These grants were paid at the rates of $35 for each pupil receiving primary education and $50 for each pupil receiving secondary education.

The annual rates of per capita grants were increased to $50 per head in primary schools and $68 per head in secondary schools as from the beginning of 1972. Rates for 1973 are to be $62 for primary pupils and $104 for secondary pupils.

During 1972, $34-3 million was made available to independent schools in the States. This amount was increased to $47 · 6 million for 1973. Statistical information on these grants is given in Table 3.

In accordance with the provisions of the Act the Minister presented to Parliament in August 1972 a statement indicating the amounts paid for primary and secondary pupils to each school in each State for the 1971 school year.

The grants are made for a particular year and must be applied for the purposes of recurrent expenditure for that year. Each school authority must submit a statement by a qualified accountant that the conditions of the grants have been met.

Per capita grants also apply to special schools for the handicapped and Aboriginal children. Children attending special schools are regarded as being at secondary level when they reach the age at which children normally commence secondary schooling.

In addition, children of pre-school age who attend on a reasonably full-time basis may be regarded as receiving primary education in determining the schools’ entitlements.

5

Churchlands Teachers College in Western Australia, built with Commonwealth funds and opened in 1972.

Commonwealth Grants for Teachers Colleges in the States Under the States Grants (Teachers Colleges) Act 1967 the Commonwealth offered to the States $24 million as unmatched capital grants during the three-year period from 1 July 1967 to 30 June 1970 for the construction, extension and equipping of teachers colleges. In 1970 the Commonwealth made available an additional $30 million for these purposes during the three-year period which will conclude on 30 June 1973.

These grants are to improve the facilities available, particularly in relation to the new emphasis on science, arts, crafts and music, and to replace existing inadequate facilities. Revised information has indicated that the total number of student teacher places available as the result of expenditure under the 1967 Act was 5,730, of which 4,036 were new places and 1,694 replacement places. It is estimated that an additional 6,050 places (2,965 new and 3,085 replacement places) will be made available by grants provided under the 1970 Act.

6

Places for Private The States, in accordance with the 1967 and 1970 Acts, will make Students available at least 10% of the places attributable to the expenditure

of these grants to students not bonded to State Education Departments. Whilst it was estimated that 726 places would be available for private students in 1972, the actual full-time equiva­ lent of such students attending State teachers colleges this year

was 1,362. The States have indicated that there is no real restriction on the number of private students who could be enrolled provided they have the necessary educational qualifications. Certain States offer special encouragement for the enrolment of private students and policies are also being developed to enable

some bonded students to fulfil the conditions of their bonds in private institutions. However, some States were not able to fulfil their quotas for private student places as they have received insufficient applications.

Approved Projects Allocations to the States in respect of each triennium for approved projects are shown in Table 4.

The major projects under construction in 1972 included the second stages of the new teachers colleges at Goulburn, Newcastle and Lindfield in New South Wales. In Victoria contracts were let and construction commenced for the extensions to Frankston, Melbourne and Monash Teachers

Colleges.

In accordance with the provision of the Acts, in October 1972 the Minister tabled in Parliament a detailed report of the application of moneys made available under both the 1967 and the 1970 Acts.

Extensions to Frankston Teachers College in Victoria—the theatre is in the foreground.

7

Pre-School Teachers Colleges Under the States Grants (Pre-School Teachers Colleges) Act 1968-1972 the Commonwealth Government made available $2,500,000 as unmatched grants for pre-school organisations in the

States for approved capital projects including buildings, equipment and acquisition of land. The basic purpose of the grants is to assist States in developing adequate facilities for pre-school teacher education with the aim of doubling the physical capacity of the colleges for training pre-school teachers.

Some difficulties were encountered by the colleges in New South Wales and Victoria in starting approved projects because of the problems in acquiring land needed for expansion and in meeting the planning and land-use requirements of local authorities. An amendment to the Act in 1972 extends the period to 31 December 1973. A full report on the application of grant moneys was tabled in Parliament in August 1972.

Γη 1967 the total enrolment at pre-school teachers colleges to receive assistance from the grants was 726. In 1972 the enrolment figure was 1,277. The potential enrolment when the new facilities are completed will be 1,680.

Three-storey extensions to Adelaide Kindergarten Teachers College were completed in 1972.

Enrolments

8

Lady Cowrie Child Centres

The total amounts made available to pre-school teachers colleges in the States and the amount advanced to 31 December 1972 are shown in Table 5, and information on enrolments is given in Table 6.

In 1971 construction was started at Sydney Nursery School Teachers College and Sydney Kindergarten Teachers College, both of which were opened towards the end of 1972. Construction was also completed in 1972 of extensions to Adelaide

Kindergarten Teachers College.

Assistance to Pre-School Education The Department is responsible for administering Commonwealth grants to the Lady Cowrie Child Centre in each State capital city and to the Australian Pre-School Association. The Lady Cowrie Centres are involved in research, demonstration and

experimentation in teaching methods, and play an important part in the development of pre-school education in each State. The annual Commonwealth support grant has been increased to $231,000, of which each Centre receives a sum of $38,500.

During 1972 a Committee was established by the Department in consultation with the Australian Pre-School Association to report on the present method of distributing the Commonwealth grant amongst the Lady Cowrie Centres and on any factors restricting the Centres in achieving their objectives. Members of the Committee were Professor Leonie Kramer

(Chairman), Mrs Loma Rudduck (Federal Officer, Australian Prc-School Association) and Mr E. Pickering (Department of Education and Science). This Committee made its report in November 1972.

The Australian Pre-School Association has a super­ visory role in relation to the Lady Cowrie Centres and also provides a focus for the pre-school movement throughout Australia. The Association receives an annual grant from the

Commonwealth of $27,800.

The Department continued to support a research­ teaching project in child development being carried out at the Melbourne Lady Cowrie Centre by Dr Phyllis Scott of Monash University. A grant of $6,600 was provided in 1972.

Commonwealth Grants for Technical Training Under the States Grants (Technical Training) Acts the Common­ wealth has made available a total of $106 million since the inception of the Program in 1964 as unmatched special purpose

grants to the States for the provision of buildings and non­ consumable equipment for technical training institutions. These grants provided facilities for training courses in trade schools, technical colleges, agricultural colleges and rural training schools.

9

Shipbuilding at Sydney Technical College.

The increase in funds during the current triennium of the Program to a rate of $12 million a year reflects the increased demand for technical training courses in areas which include the following :

• The provision of higher technician courses

• The provision of new and additional specialised facilities arising from specific demands from the public service and industry (e.g. electronics, food processing and industrial arts)

• Short refresher courses and other in-service training or retraining.

In the period 1 July 1971 to 31 December 1972 a total amount of $13-54 million was advanced to the States. The 1971 Act provides for grants in respect of residential accommoda­ tion at technical training institutions to cater especially for students from country areas living away from home or undertaking training through block release who would otherwise be at a

10

The Food School at East Sydney Technical College.

disadvantage in having access to technical training facilities. New South Wales and Queensland have included residential accom­ modation projects in their programs for this triennium.

The amounts available to the States for the ten years to 30 June 1974 in respect of approved projects are set out in Table 7.

More detailed information on the Program and expenditure on individual projects is provided in a booklet Commonwealth Financial Assistance for Technical Training Institutions and the annual statement on the scheme presented to

Parliament by the Minister.

11

Australian Council on Awards in Advanced Education The Australian Council on Awards in Advanced Education is a Commonwealth and State body created by agreement between the Education Ministers of the States and the Commonwealth to whom it is jointly responsible. The primary functions of the Council are to develop consistency in the nomenclature used for awards in advanced education and in relationships between courses and their associated awards.

The Council is authorised to consider requests for the national registration of awards only from the agency authorised by the Minister responsible for education in the State or in the Commonwealth Territory concerned. The first meeting of the

Council was held on 8 December 1971.

During 1972 the Council established the levels of awards and the categories of courses which it would use in the national registration of awards. These were set out in the Council’s Statement No. 1, published in August 1972. The Council also examined the standard accreditation procedures used in each State and the Australian Capital Territory by the

Boards of Advanced Education and parallel bodies and confirmed that they were satisfactory. In the latter part of the year the Council considered and registered a number of courses submitted to it by the South Australian Board of Advanced Education.

12

Aboriginal Education

\dvice to the Office i f Aboriginal Affairs

>olicies and Priorities

Since the 1967 Referendum the Commonwealth Government has expanded its activities very considerably in the field of Aboriginal education. While maintaining direct responsibility for the educa­ tion of Aborigines living within the Northern Territory and in the Jervis Bay area of the Australian Capital Territory, the Common­

wealth now provides each year financial and other assistance to support the efforts of State Governments and other authorities in an Australia-wide program of Aboriginal advancement financed from an Aboriginal Advancement Trust Account which has been administered by the Office of Aboriginal Affairs.

The Department of Education and Science advised the Office of Aboriginal Affairs on matters relating to the education of Aborigines and co-operated with that Office in the administration of national programs in this field. Departmental representatives

attended the conference of Commonwealth and State Ministers convened annually as the Australian Aboriginal Affairs Council and the associated meetings of the Standing Committee of

Officers.

In 1971 a Ministerial Committee on Aboriginal Affairs was established of which the Minister for Education and Science is a member. To assist it in its task of determining Commonwealth

An Aboriginal teacher-aide at Rapid Creek Infant School, Northern Territory.

13

policies in Aboriginal affairs, the Ministerial Committee formed an interdepartmental committee on which this Department is represented.

In the five-year period from 1968-70 to 1972-73 grants to the Assistance to the State Governments from the Aboriginal Advancement Trust States Account to enable them to extend and improve their activities in Aboriginal education have amounted to some $6 million. These annual grants which are for specific educational projects were provided through the Office of Aboriginal Affairs after considera­

tion by that Office of advice from this Department on the educa­ tional merits of each individual proposal submitted by the States. Additional classrooms, pre-schools, hostels, school buses, home­ work centres, teaching materials, in-service courses for teachers, conferences and research activities were some of the items resulting from this Commonwealth initiative, which extended over all levels of education from pre-schooling to adult education.

Following acceptance by State and Federal Ministers for Pre-School Education Aboriginal Affairs that lack of opportunity in the pre-school years for Aborigines imposes a permanent hardship on Aboriginal children, the Department assisted the Office of Aboriginal Affairs in the formulation of a joint Commonwealth-State program for the extension and improvement of Aboriginal pre-schooling. More

A cooking lesson at an Aboriginal Family Education Experimental Pre-School in New South Wales. Photograph by courtesy o f New Dawn Magazine.

14

Establishment of Committee

Katherine Project

Traeger Park Primary School

than $1-8 million was provided by the Office of Aboriginal Affairs in support of Aboriginal pre-schooling activities in the period 1968-72.

The Interdepartmental Committee on the Education of Aboriginal and Disadvantaged Children in Northern Territory Community Schools The Welfare Branch of the Northern Territory Administration is responsible for the special educational provision for full-blood Aboriginal children on settlements and missions in the Northern Territory. The Department of Education and Science, however, also has responsibility for the education of Aboriginal pupils since many full-bloods and children of Aboriginal descent attend community pre-schools, primary schools and secondary schools.

Because of the special problems faced by children and teachers in these schools the Minister for Education and Science, with the agreement of the South Australian Minister for Education and the Commonwealth Ministers for the Interior and for Aboriginal Affairs, established a Committee under the chairmanship of the

Department of Education and Science to examine and advise on the educational and related needs of Aboriginal and disadvantaged children in community schools.

The Committee first met in November 1969. It was envisaged that the group would make recommendations over a three-year period, keep a close watch on the implementation of any recommendation and advise on changes which might be needed for the future. The Committee was asked to give early attention to the educational and related problems of children in Katherine and Alice Springs.

A special project set up at Katherine in 1970 was continued through 1972. Special staff has been appointed to the community school and to the pre-school. The aims of the project are to:

• Foster links between Aboriginal and other disadvantaged families and the pre-school and school • Make the programs of the educational institutions more suitable for children from these families

• Help the children to participate more fully in the educational programs.

The project is experimental and under regular review by a special sub-committee of the interdepartmental committee. Lessons learned in the special project at Katherine will be applied elsewhere in the Territory as appropriate.

In September 1971 a Special Project Class was established at the Traeger Park Primary School to experiment with methods of instruction with a view to finding the most effective in the Alice Springs situation. As with the Katherine Area School special

equipment has been provided for Traeger Park.

15

Margaret Stewart is studying social work at the University of New South Wales.

Assistance to Aboriginal Students Two schemes of assistance for Aboriginal students are adminis­ tered by this Department for the Office of Aboriginal Affairs.

The Aboriginal Study Grants Scheme was introduced in 1969 mainly to assist students of Aboriginal and Torres Strait Island descent to improve their employment prospects by under­ taking training after leaving school. Whilst the scheme is primarily intended to provide grants for study in formal courses at established institutions such as universities, teachers colleges, technical colleges and business and agricultural colleges, increasing numbers of applications are approved for a much wider variety of training. During 1972 the number of students in nearly every course category increased, most markedly in the secretarial-typing group. An interesting development in 1972 was the increase in

the number of students undertaking special courses over short periods of time, including courses providing pre-vocational and pre-employment training and instruction in the operation of heavy earthmoving and construction equipment.

During 1972 benefits for full-time students included payment of compulsory fees, a living allowance of up to $1,100 a year plus allowances for dependants, a textbook and equipment

Aboriginal Study Grants Scheme

16

A Queensland Aboriginal receiving pre-employment education.

allowance and assistance with travel where appropriate. Provision was made during 1972 for the living allowance to be increased to $25 a week from 1 January 1973.

Expenditure on the Aboriginal Study Grants Scheme in 1971-72 was $473,314. Estimated expenditure in 1972-73 is $720,000. The number assisted under the Scheme increased from 504 in 1971 to 689 in 1972. Further statistical information is

given in Table 24.

Aboriginal Secondary The Aboriginal Secondary Grants Scheme was established in Grants Scheme 1970, being designed to encourage Aboriginal students to remain at school after they reach the school leaving age. Under this Scheme grants are available to students of Aboriginal and Torres

Strait Island descent who are over fourteen years of age but under twenty-one at the beginning of the year, are attending approved schools and are likely to benefit from continuing at school. The majority of students who were awarded grants in

1972 were enrolled in secondary schools, although grants were awarded to a few students over fourteen who were attending primary schools.

Benefits include payment of compulsory fees, a text­ book and uniform allowance of $200 a year and a personal

17

allowance of $1.50 to $2.00 a week for incidental expenses. Where pupils are living at home a living allowance of $240 to $300 is paid; where they have to live away from home to attend school, assistance is provided with boarding costs and fares. Expenditure on the Scheme during 1971-72 was $2,535,166. Statistical information is given in Table 25.

18

..anguage Teaching In 1972 the language teaching activities of the Department were again concentrated on the teaching of English as a foreign language. Activities in this field are carried out in co-operation

with the Department of Immigration and the Department of Foreign Affairs. Financial responsibility for language teaching programs rests with these two Departments while the Department of Education and Science acts as professional adviser on the

setting up of courses, course content and materials, testing and selection of students.

Child Migrant Education Program This Program which provides financial assistance to State and independent school authorities for the teaching of English to migrant children was outlined in the Department’s 1970 report.

Commonwealth financial involvement in child migrant education increased during 1972. Expenditure rose from $1-84 million in 1970-71 to $3-26 million in 1971-72 with an estimated expenditure of $4-89 million in 1972-73. The bulk

of these funds has been allocated to teachers’ salaries and at the end of the 1972 school year more than 900 teachers were providing special English tuition to some 35,000 migrant pupils in State and independent schools throughout Australia. This

represents an increase of 300 teachers and 10,000 pupils since the end of the 1971 school year.

A migrant English class being held at a primary school in Western Australia. I 19

Throughout 1972 the Department continued to contribute to the training of special migrant teachers in co-operation with State Education Departments. During the year nine introductory in­ service courses, mostly of four weeks’ duration, were conducted.

These were attended by 285 teachers, bringing to 862 the number of teachers who have received this training since the inception of the Program. In addition, the Department was involved with five refresher courses each of about one week’s duration.

In April 1972 the Department organised a conference of the officers-in-charge of child migrant education in the various States. In October a seminar was conducted for supervisors and advisory teachers.

The Department was responsible for setting up a survey of the migrant situation in the inner suburban schools of Melbourne. This survey was undertaken in conjunction with the Department of Immigration, the Victorian Education Department and the

Victorian Catholic Education Office.

Material for the first twenty units of a beginners course for pupils in the eight to twelve age group were passed to the Australian Government Publishing Service during the latter part of the year for printing. These materials comprise sets of readers, work­ books, teachers books and teaching aids (such as picture cards, word cards and wall charts). Work is continuing on this course. It is also planned to produce sets of materials for the following:

• Children in the under-eight age group • Children over twelve with no previous knowledge of English • To meet the needs of pupils who are ten years old and over and who have some oral competence but need to improve

their standard of literacy.

Adult Migrant Education Program Although the main provision for teaching English to adult migrants is still the continuation class, there have been other major developments. Increasing emphasis is now being given to more intensive and specialised forms of instruction such as full-time intensive and accelerated courses and special part-time courses for migrants in industry.

A number of continuation classes with very small enrolments were closed during 1972 and migrants attending these classes were redirected to alternative classes or methods of instruction. The average monthly number of classes fell from 1.119 in 1971 to 769 in 1972 and the average monthly enrolment from 16,236 in

1971 to 11,905 in 1972. Nevertheless, the continuation classes are still an important means of teaching English to adult migrants.

Continuation classes are held in the evenings twice weekly for two-hour sessions each. The classes are arranged by the Migrant Education Sections of the State Departments of Education. The Situational English textbooks and other materials

produced by the Department are used in the classes.

Teacher Training Courses

Conferences

Melbourne Survey

Teaching and Learning Materials

Continuation Classes

20

A migrant education group in an evening class at Elizabeth Matriculation College, Hobart.

Intensive Courses As in 1971, full-time intensive courses in English of eight weeks’ duration were provided for migrants requiring a knowledge of English to enable them to continue their studies or to be employed in their profession or occupation. The Department carried out the pre- and post-course testing program, assisted in the selection of candidates and provided suitable printed and taped materials for the courses.

In 1972, continuing series of intensive courses were conducted by the University of New South Wales, Sydney Tech­ nical College, the Royal Melbourne Institute of Technology, the Migrant Education Branch of the Victorian Education Department, the Canberra College of Advanced Education, the South Australian Institute of Technology, the Perth Technical College and the Adult

Education Board in Hobart, whilst a single course was held at Monash University during the 1971-72 long vacation.

Institutions which conducted intensive courses for the first time were the Newcastle Technical College (three courses during the year) and the University of Queensland (one course during the long vacation). In all, 47 courses were held catering for

1,625 migrants compared with 37 courses for 1,400 migrants in 1971. Materials specially prepared by the Department, including language tapes, are supplied for use in these courses.

21

In March 1972 a meeting was held in Canberra between officers- Conferences in-charge of adult migrant education programs in the various States and officers from the Departments of Immigration and Education and Science. The major purpose of the meeting was to set new guide-lines to update and replace the 1951 agreement between the Commonwealth and the States concerning the adult migrant program.

A meeting between representatives of institutions conducting intensive courses and officers of the Commonwealth Departments of Immigration and Education and Science was held in Canberra in July 1972. The meeting discussed the content of the present courses, materials and testing.

The radio and correspondence course, Learning English, prepared Radio and by the Department, was again broadcast by the Australian Broad- Correspondence Course casting Commission in 1972. The course consists of 120 lessons and may be followed by correspondence only, or as a combined radio-correspondence course which covers the first 100 units. Adult migrants may purchase records of the 100 ten-minute radio lessons of the course from the Migrant Education Sections of the State Education Departments.

An introductory correspondence course in Italian called Do You Want to Learn English? is currently being prepared for publication. It is intended that this introductory course will also later be published in other major migrant languages.

One issue of the journal English, a New Language which provides Teachers information and advice for teachers involved in both adult and child programs was published in 1972. This was Vol. 13, No. 3— Tests for Oral English (Part 3).

The two teacher-training films showing the teaching of English as a foreign language by the Australian situational method stimulated a great deal of interest in Australia and over­ seas. They were selected with five other films as the Australian entry to be shown at the Education Media Week in Brussels in March 1973 organised by the International Council for Educa­ tional Media.

English Courses for Overseas Students The Department again negotiated with tertiary institutions for the SELF Courses provision of full-time English language courses for overseas students. As in previous years students were allocated places in courses according to their proficiency in English. In 1972 Special

English Language Fellowship (SELF) courses were conducted at the Perth Technical College, the English as a Foreign Language Teaching Laboratory, Sydney, and the Canberra College of Advanced Education. A course was held for the first time at the Western Australian Institute of Technology. These five courses catered for a total of 103 students, 70 sponsored and 33 private, from eight Asian countries.

22

nglish Teaching 'entre

The English Teaching Centre, which provides intensive instruction in English for, at any one time, up to 72 sponsored over­

seas students who have little or no command of English, is operated by the Department on behalf of the Department of Foreign Affairs.

During 1972 a total of 113 students followed courses at the Centre, 36 in the two long courses of eleven months and 77 in the four short courses of five and a half months. Students came from twenty-two countries including for the first time Iran and Senegal and the first student from Papua New Guinea since

1964. Details of the countries of origin of the students are given in Table 30.

Since its inception in 1963 the Centre has provided courses for a total of 802 students from twenty-two countries— three African, thirteen Asian and six Pacific Island.

Each year opportunities are provided for students to meet Australians and their families socially. Much valuable assistance in this regard was given during 1972 by community groups and private citizens. Of particular interest to students this year were trips to the Snowy Mountains and the Queensland Gold

Coast, organised by the International Students Centre.

The Centre has co-operated with the Students Welfare Office of the Sydney Technical College and with the Department of Foreign Affairs in arranging outings for students.

English Tutorials The State offices of the Department provide English tuition for sponsored overseas students taking courses at secondary or tertiary institutions in Australia. Both pre-course tuition and tuition con­ current with the course being undertaken are available under this

arrangement.

Materials The Department issues language laboratory tapes and scripts for

use with the English courses provided for overseas students. The tapes are designed to accompany the three books of the Situational English course and are an important reinforcement and learning aid. In addition, the publication English P ra c tic e with Foreign-

Students, prepared by the Department of Education and Science and published by the Department of Foreign Affairs, is available for supplementary tuition for overseas students.

Survey of TEFL Courses

Other Language Activities The Department collected information about courses in teaching English as a second or foreign language and published it in an information bulletin.

English Tests for Migrants

A special test for migrants completing intensive courses has also been designed and will replace the previous test intended primarily for overseas students. It will concentrate on the vocabulary and language structures provided in the courses.

23

A new test has been developed for migrants complet­ ing continuation classes. The test will provide a greater range of assessment of ability in both the oral and written sections and will replace the one previously used with continuation classes.

At the request of the Department of Immigration and the Committee on Overseas Professional Qualifications (COPQ), a test for professionally-trained newcomers to Australia is being prepared. It is proposed to administer the test, either overseas or in Australia, to certain categories of migrants with professional qualifications in order to ascertain whether their level of competence in English is likely to be adequate for them to practise their profession in Australia. In December 1972 the test was almost ready to be used extensively on a trial basis.

In June-July 1972 a Colombo Plan assignment was undertaken in Indonesia for the Department of Foreign Affairs with the aim of designing and conducting an English course to help prepare the Indonesian Department of Manpower to work effectively with a number of foreign advisers. Twenty people, mainly lawyers and arts graduates who held senior positions in their Department, attended the course, which was conducted by Mr D.W. Rowe, an officer from the Language Teaching Section of the Department of Education and Science.

The emphasis throughout the course was placed on aural comprehension and oral expression. The language orienta­ tion of the course was towards the type of specialised English used in legal documents and government papers.

Radio Courses English for You, a course for Indonesians prepared by this Department in 1959 and 1960, was again broadcast by Radio Australia in 1972. There were 87,456 registered listeners to the

two-year course, which is broadcast twice weekly at first-year and second-year levels.

The fifty-program course for Vietnam prepared by the Australian Broadcasting Commission in co-operation with the Department in 1967 and 1968 was again broadcast in 1972. A course for Thailand prepared in a similar way in 1965 continued to be

broadcast in 1972 by Radio Australia and the Thai Ministry of Education.

Language Expert to Indonesia

For Indonesia

For Vietnam and Thailand

24

Curriculum Development and Teaching Aids Curriculum Development T h e G o v e r n m e n t ’s p o l i c y i n t h i s f i e l d i s t o c o n s i d e r g r a n t i n g d i r e c t

f i n a n c i a l s u p p o r t f o r c u r r i c u l u m d e v e l o p m e n t p r o j e c t s p r o v i d e d

t h a t t h e y a r e p u t f o r w a r d b y m o r e t h a n o n e S t a t e .

Australian Science T h e C o m m o n w e a l t h ’s s u p p o r t f o r t h e A u s t r a l i a n S c i e n c e E d u c a -

Education Project t i o n P r o j e c t a r o s e f r o m i t s i n t e r e s t i n m o v e s t o i m p r o v e t h e

'ASEP) q u a l i t y o f e d u c a t i o n t h r o u g h t h e d e v e l o p m e n t o f c u r r i c u l u m a n d

t e a c h i n g m a t e r i a l s w h i c h r e f l e c t t h e c h a n g i n g e d u c a t i o n a l n e e d s

o f A u s t r a l i a n s c h o o l c h i l d r e n . T h e P r o j e c t w a s e s t a b l i s h e d i n 1 9 6 9

b y t h e C o m m o n w e a l t h a n d t h e s i x S t a t e s f o l l o w i n g a r e q u e s t b y

s e v e r a l S t a t e E d u c a t i o n D e p a r t m e n t s f o r a s s i s t a n c e i n d e v e l o p i n g

s c i e n c e m a t e r i a l s f o r t h e f i r s t f o u r y e a r s o f s e c o n d a r y s c h o o l . A t

t h a t t i m e t h e e s t i m a t e d c o s t o f t h e f i v e - y e a r P r o j e c t w a s $ 1 - 2

m i l l i o n o f w h i c h t h e C o m m o n w e a l t h a g r e e d t o p r o v i d e $ 7 5 0 , 0 0 0

a n d t h e S t a t e s $ 4 5 0 , 0 0 0 . A t t h e M a y 1 9 7 2 m e e t i n g o f t h e

A u s t r a l i a n E d u c a t i o n C o u n c i l t h e M i n i s t e r s f o r E d u c a t i o n a g r e e d

t o a p r o p o s a l t h a t a n a d d i t i o n a l $ 2 0 0 , 0 0 0 b e g r a n t e d t o t h e

P r o j e c t t o e x t e n d i t s p r o d u c t i o n u n t i l M a r c h 1 9 7 4 t o e n a b l e t h e

s c h e d u l e d t a s k t o b e c o m p l e t e d .

I t is n o w e x p e c t e d t h a t t h e P r o j e c t w i ll p r o d u c e f o r t y -

o n e u n i t s , i n c l u d i n g o n e f o r t e a c h e r e d u c a t i o n . T h e m a t e r i a l s a r e

i n t h e f o r m o f p r i n t e d b o o k l e t s , s u p p l e m e n t e d b y a v a r i e t y o f

a u d i o - v i s u a l a i d s . T h e d e v e l o p m e n t o f t h e u n i t s o f m a t e r i a l s w a s

o u t l i n e d i n t h e D e p a r t m e n t ’s 1 9 7 1 r e p o r t , p a g e 2 8 .

D u r i n g 1 9 7 2 o v e r t w e n t y u n i t s w e r e t r i e d a n d

e v a l u a t e d . A n u m b e r o f t h e s e r e c e i v e d n a t i o n a l t r i a l s o r g a n i s e d

b y a N a t i o n a l T r i a l s C o - o r d i n a t o r i n e a c h S t a t e . T h e s e t r i a l s

p r o v i d e v a l u a b l e f e e d b a c k t o t h e P r o j e c t . A s w e l l , t h e y a r e a n

e f f e c t i v e f o r m o f t e a c h e r e d u c a t i o n a n d t h e r e is n o w a n u c l e u s

o f t e a c h e r s i n e a c h S t a t e w h o a r e k n o w l e d g e a b l e a b o u t A S E P

m a t e r i a l s a n d t h e i r u s e i n t h e c l a s s r o o m s . T w e l v e u n i t s h a v e

n o w c o m p l e t e d a l l t r i a l s a n d w e r e b e i n g p r e p a r e d f o r f in a l

p u b l i c a t i o n a t t h e e n d o f 1 9 7 2 .

P r i n t i n g o f m a t e r i a l s is e x p e c t e d t o b e g i n e a r l y in

1 9 7 3 a n d w i ll c o n t i n u e u n t i l m i d - 1 9 7 4 . I t is h o p e d t h a t s c h o o l s

w i ll h a v e h a d a n o p p o r t u n i t y t o s e e s o m e i n s p e c t i o n s e t s o f A S E P

m a t e r i a l s b y J u n e 1 9 7 3 s o t h a t t h e y c a n o r d e r s e t s f o r u s e f r o m

t h e b e g i n n i n g o f 1 9 7 4 .

M o s t o f t h e p r o f e s s i o n a l s t a f f o f t h e P r o j e c t a r e S t a t e

E d u c a t i o n D e p a r t m e n t o f f i c e r s w h o b e e n s e c o n d e d t o t h e

P r o j e c t . T h e y a r e e x p e c t e d t o r e t u r n t o t h e i r D e p a r t m e n t s w h e n

t h e i r w o r k w i t h t h e P r o j e c t is c o m p l e t e d . A c t i o n i n r e l a t i o n t o

25

Part of a display of ASEP teaching aids at the Teaching Resources Centre, Burwood Teachers College, Victoria.

t h e a s s e t s o f t h e P r o j e c t s , i n c l u d i n g t h e l i b r a r y , is b e i n g c o n s i d e r e d

b y t h e C o m m i t t e e o f M a n a g e m e n t , w h i c h is r e p r e s e n t a t i v e o f t h e

M i n i s t e r s f o r E d u c a t i o n .

T h e C o m m o n w e a l t h is s u p p o r t i n g c u r r i c u l u m d e v e l o p m e n t i n t h e

f i e l d o f s o c i a l s c i e n c e a l s o t h r o u g h i ts c o n t r i b u t i o n s t o w a r d s

t h e a c t i v i t i e s o f t h e N a t i o n a l C o m m i t t e e o n S o c i a l S c i e n c e T e a c h ­

i n g , w h i c h is a j o i n t v e n t u r e o f t h e C o m m o n w e a l t h a n d t h e S t a t e s

i n t h i s a r e a . I n N o v e m b e r m e m b e r s h i p o f t h e C o m m i t t e e w a s

i n c r e a s e d t o f o u r t e e n w i t h t h e a p p o i n t m e n t o f M r F r a n k W a t t s ,

D i r e c t o r o f E d u c a t i o n o f t h e A u s t r a l i a n B r o a d c a s t i n g C o m m i s s i o n ,

b y t h e M i n i s t e r f o r E d u c a t i o n a n d S c i e n c e . A l i s t o f t h e m e m b e r s

o f t h e C o m m i t t e e w ill b e f o u n d i n A p p e n d i x 2 .

A t o t a l o f $ 5 7 , 0 0 0 h a s b e e n p r o v i d e d i n t h e D e p a r t ­

m e n t ’s e s t i m a t e s f o r 1 9 7 2 - 7 3 f o r t h e C o m m i t t e e ’s a c t i v i t i e s w h i c h

i n c l u d e s u p p o r t o f r e s e a r c h a n d d e v e l o p m e n t p r o j e c t s a n d t h e

o r g a n i s a t i o n o f c o n f e r e n c e s a n d w o r k s h o p s f o r t e a c h e r s a n d

e d u c a t i o n a l a d m i n i s t r a t o r s .

National Committee on Social Science Teaching

26

Drug Education

Metric Conversion

Teaching of Asian Languages and Cultures

T h e f i r s t w o r k s h o p a r r a n g e d b y t h e N a t i o n a l C o m ­

m i t t e e w a s h e l d a t t h e R a y w o o d I n - S e r v i c e T r a i n i n g C e n t r e i n

A d e l a i d e f r o m 4 t o 1 4 J u n e . T h e o b j e c t o f t h e w o r k s h o p ,

a t t e n d e d b y t h i r t y - f i v e l e a d i n g s o c i a l s c i e n c e e d u c a t o r s f r o m S t a t e

a n d i n d e p e n d e n t s e c o n d a r y s c h o o l s , w a s t o s t u d y a p p r o a c h e s a n d

m e t h o d s f o r d e a l i n g w i t h c o n t r o v e r s i a l i s s u e s i n t h e c l a s s r o o m .

F i v e t e a c h i n g u n i t s , e a c h b a s e d o n a p a r t i c u l a r t o p i c , w e r e

d e v e l o p e d t o f i r s t - d r a f t s t a g e b y t h e w o r k s h o p a n d r e c e i v e d t h e i r

f i r s t t r i a l s i n a n u m b e r o f s c h o o l s i n t h e S t a t e s t o w a r d s t h e e n d

o f t h e s c h o o l y e a r .

T h e N a t i o n a l C o m m i t t e e , w h i c h m e t f o u r t i m e s d u r ­

i n g t h e y e a r , is a l s o s p o n s o r i n g t w o r e s e a r c h p r o j e c t s w h i c h a r e

d u e t o c o m m e n c e e a r l y i n 1 9 7 3 . T h e f i r s t is c o n c e r n e d w i t h t h e

f o r m a t i o n o f s o c i a l s c i e n c e c o n c e p t s b y c h i l d r e n a n d t h e d e v e l o p ­

m e n t o f t h e c a p a c i t y t o u n d e r s t a n d a n d a p p l y m o d e l s o f e x p l a n a ­

t i o n i n t h e s o c i a l s c i e n c e s . T h e C o m m i t t e e a l s o d e c i d e d t o c o m ­

m i s s i o n a s t u d y i n t o e v a l u a t i o n i n t h e s o c i a l s c i e n c e s . I t is

e n v i s a g e d t h a t t h i s r e s e a r c h w i ll p r o v i d e a b a s i s f o r t h e d e v e l o p ­

m e n t o f c o n t e n t - f r e e e v a l u a t i v e i n s t r u m e n t s w h i c h c o u l d b e u s e d

i n a s s e s s i n g a w i d e v a r i e t y o f s o c i a l s c i e n c e c u r r i c u l a a n y w h e r e

i n A u s t r a l i a . F u n d s f o r t h e s e p r o j e c t s a r e b e i n g p r o v i d e d b y t h e

D e p a r t m e n t .

T h e D e p a r t m e n t c o n t i n u e d t o p r o v i d e a m e m b e r f o r t h e D r u g

E d u c a t i o n S u b - C o m m i t t e e o f t h e N a t i o n a l S t a n d i n g C o n t r o l C o m ­

m i t t e e o n D r u g s o f D e p e n d e n c e w h i c h m e t t w i c e d u r i n g t h e y e a r .

W i t h t h e a g r e e m e n t o f t h e S t a t e D i r e c t o r s - G e n e r a l o f

E d u c a t i o n , t h e D e p a r t m e n t i s o r g a n i s i n g a c o n f e r e n c e t o c a r r y

o u t a n i n t e r d e p a r t m e n t a l r e v i e w o f s c h o o l e d u c a t i o n p r o g r a m s

r e l a t i n g t o d r u g s . T h e c o n f e r e n c e t o b e h e l d e a r l y i n 1 9 7 3 is

e x p e c t e d t o m a k e p r a c t i c a l r e c o m m e n d a t i o n s f o r t h e m o d i f i c a t i o n

a n d e x t e n s i o n if n e c e s s a r y o f d r u g e d u c a t i o n p r o g r a m s . I t w i ll b e

a t t e n d e d b y r e p r e s e n t a t i v e s o f t h e D e p a r t m e n t , t h e i n d e p e n d e n t

s c h o o l s a n d t h e E d u c a t i o n S u b - C o m m i t t e e o f t h e N a t i o n a l S t a n d ­

i n g C o n t r o l C o m m i t t e e o n D r u g s o f D e p e n d e n c e .

T h e D e p a r t m e n t is r e p r e s e n t e d o n t h e E d u c a t i o n a n d I n d u s t r i a l

T r a i n i n g A d v i s o r y C o m m i t t e e o f t h e M e t r i c C o n v e r s i o n B o a r d

a n d o n t h a t A d v i s o r y C o m m i t t e e ’s P r i m a r y a n d S e c o n d a r y

E d u c a t i o n S e c t o r C o m m i t t e e s w h i c h h a v e r e s p o n s i b i l i t y f o r

o v e r s e e i n g t h e M e t r i c C o n v e r s i o n B o a r d ’s p r o g r a m f o r c o n v e r s i o n

i n p r i m a r y a n d s e c o n d a r y s c h o o l s t h r o u g h o u t A u s t r a l i a . T h e

p r o g r a m p r o v i d e s f o r t e a c h i n g i n p r i m a r y s c h o o l s t o b e w h o l l y

m e t r i c a s e a r l y a s p o s s i b l e i n 1 9 7 3 a n d t e a c h i n g i n s e c o n d a r y

s c h o o l s t o b e i n t h e m e t r i c s y s t e m b y t h e b e g i n n i n g o f 1 9 7 4 .

T h e R e p o r t o f t h e C o m m o n w e a l t h A d v i s o r y C o m m i t t e e o n t h e

T e a c h i n g o f A s i a n L a n g u a g e s a n d C u l t u r e s w h i c h w a s t a b l e d i n

P a r l i a m e n t i n M a r c h 1 9 7 1 w a s d i s c u s s e d a t t h e M a y 1 9 7 2 m e e t i n g

o f t h e A u s t r a l i a n E d u c a t i o n C o u n c i l . T h e C o u n c i l a g r e e d t o

j o i n t C o m m o n w e a l t h - S t a t e c o - o p e r a t i o n in t h e d e v e l o p m e n t o f

27

a r a n g e o f p r o p o s a l s d e s i g n e d t o s t i m u l a t e t h e t e a c h i n g o f A s i a n

l a n g u a g e s a n d c u l t u r e s i n A u s t r a l i a n s c h o o l s .

D e t a i l e d i m p l e m e n t a t i o n o f t h e p r o p o s a l s w a s g i v e n

t o a C o - o r d i n a t i n g C o m m i t t e e w h i c h h a s b e e n s e t u p f o r t h a t

p u r p o s e . T h e C o m m i t t e e , w h o s e m e m b e r s h i p is g i v e n i n A p p e n d i x

2 , h a d i t s f i r s t m e e t i n g o n 2 9 N o v e m b e r 1 9 7 2 . T h e D e p a r t m e n t

p r o v i d e s t h e C o - o r d i n a t i n g C o m m i t t e e ’s s e c r e t a r i a t .

T h e 1 9 7 2 F e d e r a l B u d g e t f o r e s h a d o w e d a n a l l o c a t i o n

o f $ 1 - 5 m i l l i o n o v e r f i v e y e a r s a s t h e C o m m o n w e a l t h ’s c o n t r i b u t i o n

t o t h e p r o g r a m , a n d p r o v i d e d $ 1 0 0 , 0 0 0 f o r t h i s p u r p o s e i n

1 9 7 2 —7 3 . T h e a g r e e d j o i n t p r o g r a m p r o v i d e s f o r :

® T h e d e v e l o p m e n t a n d p r o v i s i o n o f t e a c h i n g m a t e r i a l s f o r

A s i a n l a n g u a g e a n d A s i a n c u l t u r e c o u r s e s a t p r i m a r y a n d

s e c o n d a r y l e v e l s

® T h e f u r t h e r d e v e l o p m e n t o f f a c i l i t i e s f o r t h e s t u d y o f A s i a n

l a n g u a g e s a n d A s i a n c i v i l i s a t i o n s a t t h e t e r t i a r y le v e l ,

p a r t i c u l a r l y f o r t e a c h e r e d u c a t i o n p u r p o s e s i n c o l l a b o r a t i o n

w i t h t h e S t a t e E d u c a t i o n D e p a r t m e n t s

• T h e p r o v i s i o n o f g r a n t s t o e n a b l e t e a c h e r s o f A s i a n l a n g u a g e s

a n d o f c o u r s e s a b o u t A s i a t o t r a v e l a n d s t u d y i n t h e

c o u n t r i e s o f A s i a .

T h e f i r s t g r o u p o f t w e n t y - e i g h t t r a v e l g r a n t h o l d e r s

w a s s e l e c t e d i n t i m e t o v i s i t A s i a n c o u n t r i e s d u r i n g t h e 1 9 7 2 - 7 3

s c h o o l s u m m e r v a c a t i o n . A s m a l l e r g r o u p o f l o n g - t e r m g r a n t

h o l d e r s w i ll b e v i s i t i n g A s i a d u r i n g t h e 1 9 7 3 s c h o o l y e a r . T h e

g r a n t s g i v e t e a c h e r s t h e o p p o r t u n i t y o f s t u d y i n g a s p e c t s o f A s i a n

l i f e a n d c u l t u r e s a t f i r s t h a n d a n d , i n t h e c a s e o f l a n g u a g e t e a c h e r s ,

o f i m p r o v i n g t h e i r c o m m a n d o f t h e s e l a n g u a g e s .

Teaching Aids T h e D e p a r t m e n t m a i n t a i n e d i ts i n t e r e s t i n t h e f i e l d o f a u d i o - v i s u a l

t e a c h i n g a i d s . I t is r e p r e s e n t e d o n t h e C o m m o n w e a l t h F i l m

B o a r d a n d t h e F e d e r a l S c h o o l B r o a d c a s t s A d v i s o r y C o m m i t t e e .

T h e D e p a r t m e n t ’s E d u c a t i o n L i a i s o n O f f i c e r i n L o n d o n r e p r e s e n t s

A u s t r a l i a o n t h e I n t e r n a t i o n a l C o u n c i l f o r E d u c a t i o n a l M e d i a

( I C E M ) w h i c h o r g a n i s e s a n a n n u a l I n t e r n a t i o n a l F i l m W e e k f o r

e d u c a t i o n a l f i l m s i n B r u s s e l s . A u s t r a l i a ’s e n t r y f o r t h e 1 9 7 3 F i l m

W e e k w a s s e l e c t e d b y a n a p p r a i s a l p a n e l c o m p r i s i n g p e r s o n s w i t h

w i d e e x p e r i e n c e i n t h e p r o d u c t i o n a n d u s e o f e d u c a t i o n a l f ilm s .

I n D e c e m b e r t h e s e v e n f i l m s s e l e c t e d w e r e s h o w n t o a n i n v i t e d

a u d i e n c e o f t e a c h e r s a n d o t h e r i n t e r e s t e d p e o p l e a t t h e N a t i o n a l

L i b r a r y , C a n b e r r a .

B e c a u s e o f i t s d e s i r e t o b e k e p t i n f o r m e d o f

d e v e l o p m e n t s i n t h e f i e l d o f a u d i o - v i s u a l a i d s a n d i ts r e s p o n s i b i l i t y

f o r s c h o o l s i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y , t h e D e p a r t m e n t

w a s r e p r e s e n t e d a t t h e C o n f e r e n c e o f S t a t e S u p e r v i s o r s o f A u d i o ­

V i s u a l E d u c a t i o n w h i c h m e t i n M e l b o u r n e i n M a y 1 9 7 2 .

International Council for Educational Media

28

ducational Films F u n d s h a v e b e e n p r o v i d e d i n t h e D e p a r t m e n t ’s 1 9 7 2 - 7 3 e s t i m a t e s

f o r t h e p r o d u c t i o n o f a n u m b e r o f e d u c a t i o n a l f i l m s . T w o film s

t o b e p r o d u c e d b y t h e C o m m o n w e a l t h F i l m U n i t i n 1 9 7 3 a r e

c o n c e r n e d w i t h e d u c a t i o n a l a d m i n i s t r a t i o n a n d t e a c h i n g i n o p e n -

p l a n n e d s c h o o l s . T h e s e f i l m s a r e i n t e n d e d f o r i n - s e r v i c e t r a i n i n g

p r o g r a m s . A s e r i e s o f t h r e e f i l m s o n u n i v e r s i t y u n d e r g r a d u a t e

c o u r s e s i n p h i l o s o p h y , p s y c h o l o g y a n d e d u c a t i o n a l s o w i ll b e

p r o d u c e d . T h e s e l a t t e r f i l m s w i ll b e u s e d t o i n f o r m s e c o n d a r y

s t u d e n t s a b o u t u n i v e r s i t y c o u r s e s w i t h w h i c h t h e y a r e u n l i k e l y

t o b e f a m i l i a r .

29

General Policy Activities G e n e r a l p o l i c y c o n s i d e r a t i o n s i n a n u m b e r o f a r e a s w e r e d e a l t w i th

d u r i n g t h e y e a r i n t h e D e p a r t m e n t . T h e s e i n c l u d e d :

• T h e d e v e l o p m e n t o f C o m m o n w e a l t h p r o g r a m s o f a i d t o

g o v e r n m e n t a n d i n d e p e n d e n t s c h o o l s

• T e c h n i c a l e d u c a t i o n i s s u e s a r i s i n g o u t o f (a) C o m m o n ­

w e a l t h i n i t i a t i v e s i n 1 9 7 2 t o e x t e n d t h e s c o p e a n d i m p r o v e

t h e q u a l i t y o f t r a i n i n g i n i n d u s t r y a n d c o m m e r c e , a n d ( b ) a m o v e m e n t b y S t a t e g o v e r n m e n t s , i n i t i a t e d in t h e A u s t r a l i a n

E d u c a t i o n C o u n c i l , t o p r e s s f o r i n c r e a s e d C o m m o n w e a l t h

s u p p o r t f o r t e c h n i c a l e d u c a t i o n

• A n u m b e r o f r e q u e s t s f r o m e d u c a t i o n a l o r g a n i s a t i o n s f o r

f i n a n c i a l a s s i s t a n c e

• S o m e g e n e r a l i s s u e s i n t h e f i e l d o f t e r t i a r y e d u c a t i o n p a r ­

t i c u l a r l y i n c o n n e c t i o n w i t h t h e c o n s i d e r a t i o n o f C o m m o n ­

w e a l t h p r o g r a m s o f a s s i s t a n c e f o r u n i v e r s i t i e s a n d c o l l e g e s

o f a d v a n c e d e d u c a t i o n i n t h e 1 9 7 3 - 7 5 t r i e n n i u m .

T h e D e p a r t m e n t a l s o d e a l t w i t h p o l i c y i s s u e s r e l a t i n g t o t h e Australian National d e v e l o p m e n t o f t e r t i a r y i n s t i t u t i o n s i n t h e A u s t r a l i a n C a p i t a l University T e r r i t o r y . T h e D e p a r t m e n t h a s t h e r e s p o n s i b i l i t y o f a d v i s i n g

t h e M i n i s t e r o n m a t t e r s r e l a t i n g t o t h e A u s t r a l i a n N a t i o n a l

U n i v e r s i t y ; t h i s r e s p o n s i b i l i t y a r o s e f r o m t h e e s t a b l i s h m e n t o f

t h e U n i v e r s i t y u n d e r C o m m o n w e a l t h l e g i s l a t i o n . T h e D e p a r t m e n t

i s t h e a g e n c y t h r o u g h w h i c h g r a n t s a r e m a d e t o t h e U n i v e r s i t y

f o l l o w i n g t h e C o m m o n w e a l t h ’s a p p r o v a l o f p r o g r a m s r e c o m m e n d e d

b y t h e A u s t r a l i a n U n i v e r s i t i e s C o m m i s s i o n . T a b l e 4 2 s h o w s d e t a i l s

o f a c t u a l a n d e s t i m a t e d e x p e n d i t u r e f o r t h e A u s t r a l i a n N a t i o n a l

Student residence at the Gordon Institute of Technology in Waurn Ponds, Victoria, ready for the 1973 academic year with accommodation for 60 students.

30

U n i v e r s i t y i n t h e p e r i o d 1 9 6 8 - 6 9 t o 1 9 7 2 - 7 3 . E n r o l m e n t s i n

d e g r e e c o u r s e s a t t h e U n i v e r s i t y b e t w e e n 1 9 6 8 a n d 1 9 7 2 a r e

s h o w n i n T a b l e 4 3 .

Canberra College of T h e D e p a r t m e n t h a s r e s p o n s i b i l i t i e s f o r t h e C a n b e r r a C o l l e g e o f

advanced Education A d v a n c e d E d u c a t i o n s i m i l a r t o t h o s e f o r t h e A u s t r a l i a n N a t i o n a l

U n i v e r s i t y . T h e C o l l e g e ’s f i r s t t r i e n n i u m o f o p e r a t i o n e n d e d i n

1 9 7 2 a n d s a w t h e f i r m e s t a b l i s h m e n t o f a r a n g e o f c o u r s e s i n t h e

S c h o o l s o f A d m i n i s t r a t i v e S t u d i e s , A p p l i e d S c i e n c e , C o m p u t i n g

S t u d i e s , L i b e r a l S t u d i e s a n d T e a c h e r E d u c a t i o n . D u r i n g t h e y e a r ,

e n r o l m e n t s r o s e t o s o m e 2 , 3 5 0 . T a b l e 4 2 g i v e s a c t u a l a n d

e s t i m a t e d e x p e n d i t u r e s o n t h e C o l l e g e .

The block containing the library and media centre at the Canberra College of Advanced Education.

31

Research T h i s p r o j e c t is c o n c e r n e d w i t h t h e d e v e l o p m e n t o f s u i t a b l e t e s t s

a s p o s s i b l e a l t e r n a t i v e s o r s u p p l e m e n t s t o p u b l i c e x a m i n a t i o n

s y s t e m s f o r s e l e c t i n g s t u d e n t s f o r t e r t i a r y e d u c a t i o n . T h r e e t e s t

b a t t e r i e s k n o w n a s S e r i e s A , S e r i e s B a n d S e r i e s C , a n d a s i n g le

t e s t k n o w n a s t h e A u s t r a l i a n S c h o l a s t i c A p t i t u d e T e s t h a v e s o

f a r b e e n d e v e l o p e d b y t h e A u s t r a l i a n C o u n c i l f o r E d u c a t i o n a l

R e s e a r c h . R e s e a r c h i n t o t h e p r e d i c t i v e e f f i c i e n c y o f t h e s e t e s t s

h a s c o n t i n u e d w i t h i n t h e D e p a r t m e n t . I n a d d i t i o n , t h e D e p a r t ­

m e n t h a s s p o n s o r e d p r o j e c t s b y t h e U n i v e r s i t y o f W e s t e r n

A u s t r a l i a a n d t h e V i c t o r i a n U n i v e r s i t i e s a n d S c h o o l s E x a m i n a t i o n s

B o a r d o n t h e u s e o f t h e t e s t s t o m o d e r a t e s c h o o l a s s e s s m e n t s .

A n i n v e s t i g a t i o n o f t h e t i m e t a k e n t o g r a d u a t e f o r d o c t o r a t e a n d

m a s t e r d e g r e e s t u d e n t s w h o w e r e a w a r d e d C o m m o n w e a l t h P o s t ­

g r a d u a t e S c h o l a r s h i p s s i n c e 1 9 5 9 h a s b e e n c o n d u c t e d . T h i s

i n v e s t i g a t i o n h a s b e e n c o m p l e t e d f o r t h e p e r i o d 1 9 5 9 - 6 4 a n d is

s t i ll p r o c e e d i n g f o r s u b s e q u e n t y e a r s .

T h e R e s e a r c h S e c t i o n c o n t i n u e d t o p r o v i d e A D P s u p p o r t f o r

p r o j e c t s b o t h w i t h i n a n d o u t s i d e t h e S e c t i o n . T h i s h a s i n c l u d e d

t h e d e v e l o p m e n t o f A D P s y s t e m s f o r :

• D i s t r i b u t i o n o f Hemisphere • P a y m e n t s u n d e r t h e A u s t r a l i a n C a p i t a l T e r r i t o r y C a p i t a l

A i d S c h e m e

• O v e r s e a s s p o n s o r e d s t u d e n t s

• P r o j e c t S C O R E ( S u r v e y a n d C o m p a r i s o n s o f R e s e a r c h

E x p e n d i t u r e s ) .

A d hoc a s s i s t a n c e h a s a l s o b e e n p r o v i d e d i n o t h e r a r e a s ,

p a r t i c u l a r l y i n t h e p r o c e s s i n g o f s u r v e y s c o n d u c t e d b y t h e

D e p a r t m e n t .

I f t h e i r n a t i v e l a n g u a g e is n o t E n g l i s h , m o s t o v e r s e a s s t u d e n t s

w i s h i n g t o s t u d y i n A u s t r a l i a s i t f o r a n E n g l i s h t e s t t o d e t e r m i n e

w h e t h e r t h e y w i l l b e a b l e t o c o p e w i t h t h e i r p r o p o s e d s t u d i e s ,

o r w h e t h e r t h e y n e e d t o i m p r o v e t h e i r E n g l i s h b e f o r e b e g i n n i n g

t h e i r s t u d i e s . S t u d e n t s w h o c o m e t o A u s t r a l i a t o i m p r o v e t h e i r

E n g l i s h a r e t e s t e d b e f o r e p r o c e e d i n g t o f u r t h e r s t u d i e s t o e n s u r e

t h a t t h e y h a v e a t t a i n e d t h e s t a n d a r d o f E n g l i s h n e e d e d .

T h e d e v e l o p m e n t o f n e w a n d r e p l a c e m e n t f o r m s o f

E n g l i s h t e s t s f o r u s e w i t h o v e r s e a s s t u d e n t s a n d r e s e a r c h i n t o

t h e e f f e c t i v e n e s s o f t e s t s i n u s e h a v e c o n t i n u e d . I n 1 9 7 2 , 2 , 0 3 9

p r i v a t e a n d 1 , 4 1 9 g o v e r n m e n t - s p o n s o r e d s t u d e n t s f r o m o v e r s e a s

s a t f o r t h e E n g l i s h t e s t . D u r i n g t h e y e a r 2 , 2 2 8 m i g r a n t s w h o

a p p l i e d f o r e n r o l m e n t i n a c c e l e r a t e d E n g l i s h c o u r s e s w e r e t e s t e d .

I n a d d i t i o n , 1 , 5 3 9 o f t h o s e w h o d i d a t t e n d a c c e l e r a t e d c o u r s e s

w e r e r e t e s t e d a t t h e e n d o f t h e i r c o u r s e .

T h e D e p a r t m e n t a g a i n s e t t h e E n g l i s h a n d M a t h e m a t i c s p a p e r s

f o r t h e N a v a l C o l l e g e J u n i o r E n t r y E x a m i n a t i o n a n d a r r a n g e d f o r

Tertiary Education Entrance Project

Progress Studies of Postgraduate Scholars

Automatic Data Processing Services

English Language Tests for Students

Royal Australian Navy Junior Entry

32

Australian Advisory Committee on Research and Development in Education

Commonwealth Assistance to Research

t h e c o m p l e t e d p a p e r s t o b e m a r k e d b y i n d e p e n d e n t e x a m i n e r s .

T h e r e s u l t s w e r e t h e n p r o c e s s e d f o r u s e b y t h e D e p a r t m e n t o f

t h e N a v y .

T h e D e p a r t m e n t h a s t h e r e s p o n s i b i l i t y o f p r o v i d i n g a d m i n i s t r a t i v e

s u p p o r t t o t h e A u s t r a l i a n A d v i s o r y C o m m i t t e e o n R e s e a r c h a n d

D e v e l o p m e n t i n E d u c a t i o n . T h e C o m m i t t e e ’s f u n c t i o n s a r e t o

a d v i s e t h e M i n i s t e r o n p r i o r i t i e s i n e d u c a t i o n a l r e s e a r c h , t o m a k e

r e c o m m e n d a t i o n s f o r t h e f i n a n c i a l s u p p o r t o f r e s e a r c h p r o j e c t s

a n d t h e t r a i n i n g o f r e s e a r c h p e r s o n n e l a n d t o s u g g e s t i m p r o v e ­

m e n t s i n e d u c a t i o n a l r e s e a r c h a n d i n t h e a p p l i c a t i o n o f r e s e a r c h

r e s u l t s i n A u s t r a l i a . A n a l y t i c a l a s w e l l a s e m p i r i c a l r e s e a r c h

p r o p o s a l s a t a l l l e v e l s a n d i n a l l a r e a s o f e d u c a t i o n a r e c o n s i d e r e d

b y t h e C o m m i t t e e .

T h e f i r s t s e r i e s o f g r a n t s a n n o u n c e d a s a r e s u l t o f t h e C o m m i t t e e ’s

r e c o m m e n d a t i o n s i n v o l v e d a n e x p e n d i t u r e o f $ 9 9 , 5 5 4 i n 1 9 7 1

f o r a t o t a l o f s i x t e e n p r o j e c t s . G r a n t s p r o v i d e d f o r 3 2 p r o j e c t s i n

1 9 7 2 t o t a l l e d $ 2 5 7 , 4 8 4 .

Educational Statistics T h e S t a t i s t i c s S e c t i o n p r o v i d e s t h e D e p a r t m e n t w i t h s t a t i s t i c a l

i n f o r m a t i o n n e c e s s a r y f o r p o l i c y f o r m u l a t i o n a n d e v a l u a t i o n . T h i s

r e q u i r e s t h e p r e p a r a t i o n o f d a t a o n a w i d e v a r i e t y o f e d u c a t i o n a l

t o p i c s . A s m u c h o f t h e r a w d a t a u s e d i n t h e S e c t i o n i s o b t a i n e d

f r o m s e c o n d a r y s o u r c e s a s i g n i f i c a n t p a r t o f t h e w o r k i n v o l v e s

t h e e v a l u a t i o n a n d c o m p i l a t i o n o f e x i s t i n g d a t a .

I n a d d i t i o n t o i n f o r m a t i o n s u p p l i e d w i t h i n t h e

D e p a r t m e n t , t h e S e c t i o n a n s w e r s r e q u e s t s f o r i n f o r m a t i o n f r o m

m e m b e r s o f P a r l i a m e n t , o t h e r g o v e r n m e n t d e p a r t m e n t s , i n t e r e s t e d

p e r s o n s a n d i n t e r n a t i o n a l o r g a n i s a t i o n s s u c h a s U n e s c o , t h e

I n t e r n a t i o n a l B u r e a u f o r E d u c a t i o n , t h e O r g a n i s a t i o n f o r

E c o n o m i c C o - o p e r a t i o n a n d D e v e l o p m e n t ( O E C D ) a n d t h e I n t e r ­

n a t i o n a l B a n k f o r R e c o n s t r u c t i o n a n d D e v e l o p m e n t ( I B R D ) .

I n 1 9 7 0 t h e S e c t i o n a s s i s t e d t h e I n s t i t u t i o n o f

E n g i n e e r s , A u s t r a l i a , i n t h e c o n d u c t o f a s u r v e y o f e n g i n e e r i n g

g r a d u a t e s a n d d i p l o m a t e s . A f o l l o w - u p s u r v e y w a s c o m m e n c e d

l a t e i n 1 9 7 2 t o e x a m i n e t h e a c t u a l e m p l o y m e n t e x p e r i e n c e o f t h e

s a m e g r o u p o f e n g i n e e r s . A n a l y s i s o f t h e r e s u l t s o f b o t h s u r v e y s

i s e x p e c t e d t o b e c o m p l e t e d i n m i d - 1 9 7 3 . S o m e o t h e r e x a m p l e s

o f p r o j e c t s u n d e r t a k e n b y t h e S e c t i o n d u r i n g 1 9 7 2 a r e s h o w n

b e l o w : • D e v e l o p m e n t o f i m p r o v e d s t a t i s t i c s s h o w i n g p u p i l —t e a c h e r

r a t i o s

• P r o j e c t i o n o f e n r o l m e n t s i n g o v e r n m e n t a n d i n d e p e n d e n t

s c h o o l s

• C o m p i l a t i o n a n d p u b l i c a t i o n o f s t a t i s t i c s o f A u s t r a l i a n

C a p i t a l T e r r i t o r y a n d N o r t h e r n T e r r i t o r y e d u c a t i o n

» P r e p a r a t i o n o f s t a t i s t i c s o f s p o n s o r e d o v e r s e a s s t u d e n t s in

A u s t r a l i a , i n c l u d i n g d e t a i l s o f s t u d e n t p e r f o r m a n c e .

33

Parliamentary Liaison, Information and Publications Parliamentary Liaison T h e P a r l i a m e n t a r y L i a i s o n S e c t i o n is r e s p o n s i b l e f o r t h e

a d m i n i s t r a t i o n o f m i n i s t e r i a l c o r r e s p o n d e n c e , p a r l i a m e n t a r y

q u e s t i o n s a n d m i n i s t e r i a l b r i e f i n g s . T h e S e c t i o n a l s o a c t s a s

a c o - o r d i n a t i n g a r e a i n t h e D e p a r t m e n t f o r m i n i s t e r i a l a n d

p a r l i a m e n t a r y q u e s t i o n s .

Information T h e d e m a n d f o r i n f o r m a t i o n o n e d u c a t i o n , b o t h b y t h e p u b l i c

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d u r i n g 1 9 7 2 . T h i s d e m a n d w a s m e t w i t h t h e a s s i s t a n c e o f r e g i o n a l

o f f i c e s , S t a t e E d u c a t i o n D e p a r t m e n t s a n d e d u c a t i o n a l i n s t i t u t i o n s .

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r e c e n t d e p a r t m e n t a l p u b l i c a t i o n s .

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o v e r s e a s i n c l u d e d r e q u e s t s f o r i n f o r m a t i o n a b o u t :

• E d u c a t i o n s y s t e m s i n A u s t r a l i a

• E m p l o y m e n t o p p o r t u n i t i e s f o r t e a c h e r s

• C o u r s e s a n d a s s i s t a n c e f o r u n d e r g r a d u a t e a n d p o s t g r a d u a t e

s t u d y i n A u s t r a l i a

• A s s i s t a n c e f o r A u s t r a l i a n s t o s t u d y o v e r s e a s .

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e m b a s s i e s a n d o t h e r a u t h o r i t i e s o v e r s e a s , f r o m t h e r e p r e s e n t a t i v e s

o f o v e r s e a s a u t h o r i t i e s i n A u s t r a l i a a n d f r o m i n t e r n a t i o n a l

o r g a n i s a t i o n s , s u c h a s t h e I n t e r n a t i o n a l B u r e a u o f E d u c a t i o n

a n d U n e s c o .

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o f t e l e p h o n e e n q u i r i e s f r o m r e s i d e n t s o f t h e A u s t r a l i a n C a p i t a l

T e r r i t o r y , f r o m i n t e r s t a t e a n d f r o m w i t h i n t h e D e p a r t m e n t

c o n c e r n i n g p u b l i c a t i o n s , p r e s s r e l e a s e s , p r e s s c u t t i n g s , a d d r e s s e s

a n d i n f o r m a t i o n n o t a v a i l a b l e i n p r i n t .

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t o v a r i o u s p u b l i c a t i o n s o n e d u c a t i o n , i n c l u d i n g S t a t e a n d C o m ­

m o n w e a l t h Y e a r B o o k s a s w e l l a s i n f o r m a t i o n b o o k l e t s p r o d u c e d

b y t h e A u s t r a l i a n I n f o r m a t i o n S e r v i c e a n d t h e D e p a r t m e n t o f

I m m i g r a t i o n .

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p r o v i d e d f o r o t h e r g o v e r n m e n t d e p a r t m e n t s , p r i n c i p a l l y f o r t h e

P u b l i c S e r v i c e B o a r d . A s s e s s m e n t a n d e x p l a n a t i o n o f A u s t r a l i a n

q u a l i f i c a t i o n s w e r e p r o v i d e d f o r v a r i o u s o v e r s e a s e d u c a t i o n

a u t h o r i t i e s t h r o u g h t h e D e p a r t m e n t o f F o r e i g n A f f a i r s .

Enquiries

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Press Cuttings M a j o r A u s t r a l i a n n e w s p a p e r s w e r e s c a n n e d d a i l y , a n d n e w s i t e m s

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a n d a l l i n t e r e s t e d o f f i c e r s i n t h e D e p a r t m e n t . P r e s s r e p o r t s a n d

n e w s r e l e a s e s t o t h e m e d i a f r o m t h e D e p a r t m e n t w e r e t h e m a i n

s o u r c e o f i n f o r m a t i o n f i l e d a n d d i s s e m i n a t e d b y t h e I n f o r m a t i o n

S u b - S e c t i o n .

Press Releases

Public Relations T h e a c t i v i t i e s o f t h e p u b l i c r e l a t i o n s o f f i c e m a i n l y i n v o l v e

c o m m u n i c a t i o n w i t h t h e m e d i a a n d t h e g e n e r a l p u b l i c .

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m i n i s t e r i a l o r d e p a r t m e n t a l p r e s s r e l e a s e s . M i n i s t e r i a l p r e s s

r e l e a s e s o r i g i n a t e b o t h i n t h e D e p a r t m e n t a n d t h e M i n i s t e r ’s o f fic e

a n d i n v o l v e a n a n n o u n c e m e n t b y t h e M i n i s t e r w h i c h is u s u a l l y

o f s o m e i m p o r t a n c e s u c h a s t h e s e t t i n g u p o f a n e w c o m m i s s i o n

o r t h e t a b l i n g o f r e s u l t s o f a s t u d y . D e p a r t m e n t a l r e l e a s e s d e a l

w i t h m o r e r o u t i n e a n n o u n c e m e n t s s u c h a s t h e o p e n i n g o f s c h o o l s

o r a v a i l a b i l i t y o f o v e r s e a s s c h o l a r s h i p s .

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a n d i t e m s f o r t h e m e d i a o n v a r i o u s p r o j e c t s o f t h e D e p a r t m e n t .

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f o r d i s t r i b u t i o n t o o v e r 4 , 0 0 0 i n d i v i d u a l s a n d o r g a n i s a t i o n s . T h e

m a i l i n g l i s t i n c l u d e s u n i v e r s i t i e s , c o l l e g e s o f a d v a n c e d e d u c a t i o n ,

t e a c h e r s c o l l e g e s a n d s c h o o l s , s t a t e a n d m u n i c i p a l l i b r a r i e s , o t h e r

C o m m o n w e a l t h d e p a r t m e n t s a n d S t a t e E d u c a t i o n D e p a r t m e n t s ,

a n d p e r s o n s w i t h a p r o f e s s i o n a l i n t e r e s t i n e d u c a t i o n ; b u l l e t i n s

a r e p r o v i d e d f r e e o n r e q u e s t . M a n y o f t h e p u b l i c a t i o n s a r e s e n t

o v e r s e a s t o A u s t r a l i a n d i p l o m a t i c p o s t s a n d o v e r s e a s e d u c a t i o n a l

b o d i e s . F r e q u e n t l y r e q u e s t s f o r s p e c i f i c i n f o r m a t i o n a r e m o s t

e f f i c i e n t l y a n s w e r e d b y s u p p l y i n g t h e e n q u i r e r w i t h t h e a p p r o p r i a t e

i n f o r m a t i o n p u b l i c a t i o n .

D u r i n g 1 9 7 2 t h e f o l l o w i n g w e r e p u b l i s h e d :

B o o k l e t s :

Admission Requirements of Australian Universities (Supplement) Postgraduate Study at Australian Universities Secondary Schooling in Australia Special Education in Australia.

B u l l e t i n s :

Australian Education Directory Commonwealth Programs in Education and Science Educational Conferences and Seminars (June 1972-June 1973)

Facilities for Higher Education in Australia Fees at Non-Government Schools

35

Information Publications 1972—73 Matriculation in Australia Term Dates 1972 University and Residential College Fees.

M i s c e l l a n e o u s :

Department of Education and Science Report for 1971 The Structure and Functions of the Department of Education and Science.

T h e m o n t h l y n e w s l e t t e r DES Notes w a s i s s u e d d u r i n g 1 9 7 2 .

I t i n f o r m e d d e p a r t m e n t a l s t a f f a b o u t t h e a c t i v i t i e s o f t h e D e p a r t ­

m e n t a n d o t h e r m a t t e r s o f c o n c e r n t o o f f i c e r s .

P u b l i c a t i o n o f Education News c o n t i n u e d i n 1 9 7 2 . T h e j o u r n a l

is i s s u e d e v e r y a l t e r n a t e m o n t h a n d p r e s e n t s a r t i c l e s o n C o m m o n ­

w e a l t h a n d S t a t e a c t i v i t i e s i n e d u c a t i o n a n d o n t r e n d s i n e d u c a t i o n

i n A u s t r a l i a a n d o v e r s e a s . A s a s e r v i c e t o e d u c a t i o n i t is p r o v i d e d

f r e e o f c h a r g e t o p e o p l e w i t h a p r o f e s s i o n a l i n t e r e s t i n e d u c a t i o n .

E a c h i s s u e h i g h l i g h t s a m a i n t o p i c . T h e t o p i c s f o r

1 9 7 2 w e r e :

• S o c i a l F a c t o r s A f f e c t i n g E d u c a t i o n a l A c h i e v e m e n t

• D e v e l o p m e n t s i n E d u c a t i o n f o r t h e D e a f

® A u s t r a l i a a n d E d u c a t i o n in A s i a

• T h e S c h o o l a n d S o c i e t y

• C r e a t i v i t y i n E d u c a t i o n

• C u r r i c u l u m S t u d i e s .

P u b l i c a t i o n o f Unesco News c o n t i n u e d a t q u a r t e r l y i n t e r v a l s

d u r i n g 1 9 7 2 . T h e f o u r i s s u e s c a r r i e d a r t i c l e s o n a c t i v i t i e s

s p o n s o r e d b y t h e N a t i o n a l A d v i s o r y C o m m i t t e e i n c l u d i n g s e m i n a r s

h e l d d u r i n g t h e y e a r a n d p a r t i c i p a t i o n b y A u s t r a l i a n s i n U n e s c o ’s

i n t e r n a t i o n a l p r o g r a m s . I n a d d i t i o n p u b l i c i t y w a s g i v e n t o

p u b l i c a t i o n s o f t h e U n e s c o s e c r e t a r i a t i n P a r i s .

R e p o r t s o f s e m i n a r s h e l d i n A u s t r a l i a p u b l i s h e d b y t h e

N a t i o n a l A d v i s o r y C o m m i t t e e d u r i n g 1 9 7 2 i n c l u d e d Mathematics in the Social Sciences in Australia a n d Public Support for the Performing Arts. O t h e r A u s t r a l i a n U n e s c o p u b l i c a t i o n s w e r e

Preservation of Documentary Material in the Pacific Area: A Practical Guide a n d The Australian Museums Directory. A n e x t e n s i v e r e v i s i o n o f t h e f i r s t e d i t i o n o f t h e Australian Aboriginal Culture Booklet w a s u n d e r t a k e n d u r i n g t h e y e a r a n d t h e n e w

e d i t i o n i s t o b e a v a i l a b l e i n t h e f i r s t h a l f o f 1 9 7 3 .

‘W h a t a n y o n e o v e r t h i r t y h a s t o s a y a b o u t t h e y o u n g is , g e n e r a l l y ,

n o t v e r y a c c u r a t e . I t is b e t t e r t o l e t t h e m s p e a k f o r t h e m s e l v e s . ’

T h e s e r e m a r k s w e r e m a d e b y M r s N a y a n t a r a S a h g a l i n o n e o f

a s e r i e s o f a r t i c l e s o n y o u t h ’s a t t i t u d e s a n d a c t i v i t i e s ; t h e s e r i e s

b e g a n i n 1 9 7 1 a n d c o n t i n u e d t h r o u g h 1 9 7 2 .

DES Notes

Education News

Unesco Publications

Hemisphere

36

M o s t o f t h e m a t e r i a l u s e d d u r i n g t h e y e a r c o n c e r n e d

e i t h e r A u s t r a l i a o r t h e c o u n t r i e s o f S o u t h - E a s t A s i a , b u t a s

A u s t r a l i a ’s c o n t a c t s w i t h t h e P e o p l e ’s R e p u b l i c o f C h i n a i n c r e a s e d

t h e r e w a s m o r e a b o u t C h i n a . O n e c o n t r i b u t o r w a s P r o f e s s o r H o

P e n g Y o k e , w h o w a s 1 9 7 2 A s i a n F e l l o w a t t h e A u s t r a l i a n

N a t i o n a l U n i v e r s i t y . I n t h e b o o k - r e v i e w s e c t i o n a n d in n e w

a r t i c l e s w h i c h w e r e c o m m i s s i o n e d , o n e a i m w a s t o c a t e r f o r t h e

i n t e r e s t i n C h i n a s h o w n b y r e a d e r s .

Hemisphere c o n t i n u e d t o p u b l i s h a r t i c l e s o n : m a j o r

c i t i e s i n A u s t r a l i a a n d A s i a ( C a n b e r r a , T o k y o a n d M a n i l a w e r e

f e a t u r e d ) ; t h e t h e m e o f i n t e r n a t i o n a l c o - o p e r a t i o n ; a s s e s s m e n t s

o f t h e w o r k s o f m a j o r A u s t r a l i a n w r i t e r s , m u s i c i a n s a n d a r t i s t s ;

p r o f i l e s o f n o t a b l e A u s t r a l i a n s .

A r t i c l e s o f s p e c i a l i n t e r e s t w e r e o n t h e d i s t i n c t i v e

q u a l i t i e s o f E n g l i s h a s i t is s p o k e n i n A u s t r a l i a . D r W .S . R a m s o n

o f t h e A u s t r a l i a n N a t i o n a l U n i v e r s i t y d i s c u s s e d t h e p l a n s o f t h e

A u s t r a l i a n L a n g u a g e R e s e a r c h C e n t r e t o p u b l i s h a t l e a s t t h e f i r s t

p a r t o f a d i c t i o n a r y o f A u s t r a l i a n E n g l i s h i n t h e y e a r o f A u s t r a l i a ’s

t w o - h u n d r e d t h a n n i v e r s a r y .

T h e u s e o f c o l o u r r e p r o d u c t i o n w a s v a l u a b l e i n

c o n v e y i n g t h e q u a l i t y o f w o r k o f s i g n i f i c a n t a r t i s t s w h e t h e r

A u s t r a l i a n o r A s i a n , i n t r e a t i n g e x o t i c s u b j e c t s s u c h a s t h e

c e r e m o n i a l d r e s s o f t h e E n g a . ( a t r i b e i n N e w G u i n e a ) , a n c i e n t

C h i n e s e m a p s a n d d i s t i n c t i v e s c e n e r y s u c h a s t h a t i n J a v a a n d B a l i.

I t is c o n s i d e r e d i m p o r t a n t t o a c h i e v e a b a l a n c e

b e t w e e n s u b j e c t s d r a w n f r o m A u s t r a l i a a n d f r o m o v e r s e a s ; t h u s

i n o n e i s s u e t h e r e w e r e a r t i c l e s o n t h e S y d n e y O p e r a H o u s e , t h e

A u s t r a l i a n B a l l e t , t h e A j a n t a c a v e s o f I n d i a a n d t h e K h m e r K i n g s

o f A n g k o r . W h i l e a t o t a l l y s a t i s f a c t o r y b a l a n c e o f s u b j e c t m a t t e r

m a y h a v e b e e n d i f f i c u l t t o a c h i e v e w i t h i n a n y p a r t i c u l a r i s s u e ,

p u b l i s h e d m a t e r i a l w a s a s s e s s e d t o a c h i e v e b a l a n c e o v e r a p e r i o d .

W h i l e m o r e c o p i e s o f t h e m a g a z i n e w e r e d i s t r i b u t e d ,

a c a r e f u l c h e c k w a s m a d e o f l i s t s o f r e c i p i e n t s w i t h a v i e w t o

r e d u c i n g a n o m a l i e s a n d i n c r e a s i n g e c o n o m y . I t b e c a m e e v i d e n t

t h a t c o m p u t e r i s a t i o n o f t h e d i s t r i b u t i o n s y s t e m o f f e r s t h e b e s t

a n s w e r t o t h e s p e c i a l d i f f i c u l t i e s i n v o l v e d i n m a i n t a i n i n g u p - t o - d a t e

l i s t s c o v e r i n g a l a r g e n u m b e r o f A s i a n n a t i o n a l i t i e s a n d o f o v e r s e a s

s t u d e n t s w h o s e a d d r e s s e s a r e c o n s t a n t l y c h a n g i n g .

37

Scholarships and Awards for Australian Students for Study in Australia I n 1 9 7 2 t h e D e p a r t m e n t a d m i n i s t e r e d fiv e m a j o r C o m m o n w e a l t h Major Scholarship S c h o l a r s h i p s c h e m e s : C o m m o n w e a l t h P o s t g r a d u a t e A w a r d s , Schemes U n i v e r s i t y S c h o l a r s h i p s , A d v a n c e d E d u c a t i o n S c h o l a r s h i p s ,

S e c o n d a r y S c h o l a r s h i p s a n d T e c h n i c a l S c h o l a r s h i p s . T h e n u m b e r

o f n e w a w a r d s u n d e r t h e s e f iv e s c h e m e s w a s 2 9 , 8 0 0 . T h i s w a s

1 , 5 0 0 m o r e t h a n i n 1 9 7 1 .

A f t e r a m a j o r r e v i e w o f t h e s e s c h e m e s i n 1 9 7 2 , i t

w a s d e c i d e d t o r e p l a c e t h e S e c o n d a r y S c h o l a r s h i p S c h e m e w i t h a

S e n i o r S e c o n d a r y S c h o l a r s h i p S c h e m e . U n d e r t h e n e w s c h e m e

t h e n u m b e r o f a w a r d s w o u l d b e i n c r e a s e d t o 2 5 , 0 0 0 a n d d i f f e r e n t

b e n e f i t s w o u l d a p p l y . F u r t h e r i n f o r m a t i o n a b o u t t h e n e w

s c h e m e a p p e a r s o n p a g e 4 1 .

I t w a s a l s o d e c i d e d t h a t t h e n u m b e r s b o t h o f t h e

C o m m o n w e a l t h U n i v e r s i t y S c h o l a r s h i p S c h e m e a n d o f t h e

C o m m o n w e a l t h A d v a n c e d E d u c a t i o n S c h o l a r s h i p S c h e m e w o u l d

b e i n c r e a s e d b y 2 , 0 0 0 f o r 1 9 7 3 .

I m p o r t a n t c h a n g e s i n t h e b e n e f i t s r e c e i v e d u n d e r t h e

t h r e e t e r t i a r y s c h o l a r s h i p s c h e m e s w e r e a l s o d e c i d e d u p o n f o r

t h e f o l l o w i n g y e a r . T h e l i v i n g a n d d e p e n d a n t s ’ a l l o w a n c e s f o r

h o l d e r s o f P o s t g r a d u a t e A w a r d s w e r e r a i s e d ; d e t a i l s a r e g i v e n o n

p a g e 3 9 . T h e l iv i n g a l l o w a n c e f o r U n i v e r s i t y a n d A d v a n c e d

E d u c a t i o n S c h o l a r s h i p s w a s i n c r e a s e d f r o m $ 7 0 0 t o $ 8 0 0 a y e a r

f o r s t u d e n t s l i v i n g w i t h t h e i r p a r e n t s a n d f r o m $ 1 , 1 0 0 t o $ 1 , 3 0 0

f o r t h o s e l i v i n g a w a y f r o m h o m e . T h e d e p e n d e n t s p o u s e a l l o w ­

a n c e w a s r a i s e d f r o m $ 7 t o $ 8 e a c h w e e k a n d t h e a l l o w a n c e f o r

d e p e n d e n t c h i l d r e n f r o m $ 2 . 5 0 t o $ 4 . 5 0 e a c h w e e k . T h e

m e a n s t e s t o n U n i v e r s i t y a n d A d v a n c e d E d u c a t i o n S c h o l a r s h i p s

w a s r e l a x e d i n s e v e r a l w a y s . T h e a d j u s t e d f a m i l y i n c o m e o n

w h i c h t h e m a x i m u m l i v i n g a l l o w a n c e c o u l d b e r e c e i v e d w a s r a i s e d

t o $ 4 , 2 0 0 a y e a r a n d s o m e a l l o w a n c e w a s m a d e p a y a b l e u p t o a

f a m i l y i n c o m e o f $ 7 , 9 5 0 i n t h e c a s e o f a s c h o l a r l i v i n g a t h o m e ,

a n d $ 9 , 7 6 6 f o r a s c h o l a r l i v i n g a w a y f r o m h i s p a r e n t s . U n d e r

o t h e r c h a n g e s t o t h e m e a n s t e s t w h i c h w e r e d e c i d e d u p o n f o r

1 9 7 3 , a s c h o l a r ’s e a r n i n g s f r o m e m p l o y m e n t t h r o u g h o u t t h e

w h o l e y e a r a r e e n t i r e l y d i s r e g a r d e d a n d a s p o u s e ’s e a r n i n g s u p

t o $ 4 , 2 0 0 a y e a r a r e a l s o d i s r e g a r d e d .

T h e t o t a l n u m b e r o f s c h o l a r s r e c e i v i n g b e n e f i t s

u n d e r t h e f iv e m a j o r s c h o l a r s h i p s c h e m e s i n 1 9 7 2 w a s 7 0 , 3 8 4 ,

c o m p a r e d w i t h 6 5 , 9 1 3 i n 1 9 7 1 . T h e t o t a l n u m b e r o f s c h o l a r s h i p

h o l d e r s i n t r a i n i n g in 1 9 7 3 is e x p e c t e d t o b e a p p r o x i m a t e l y

9 3 , 0 0 0 .

38

Other Schemes

Commonwealth Post­ graduate Awards

Commonwealth University Scholarships

D e t a i l e d i n f o r m a t i o n a b o u t t h e C o m m o n w e a l t h

P o s t g r a d u a t e A w a r d s , U n i v e r s i t y S c h o l a r s h i p a n d A d v a n c e d

E d u c a t i o n S c h o l a r s h i p S c h e m e s is c o n t a i n e d i n t h e a n n u a l r e p o r t s

o f t h e C o m m o n w e a l t h S c h o l a r s h i p s B o a r d . I t i s t h e r e s p o n s i b i l i t y

o f t h e B o a r d t o p r o v i d e a d v i c e o n p o l i c y m a t t e r s r e l a t e d t o t h e

t h r e e s c h e m e s a n d o n t h e i r a d m i n i s t r a t i o n .

D u r i n g 1 9 7 2 t h e D e p a r t m e n t c o n t i n u e d t o b e t h e t r a i n i n g

a u t h o r i t y , u n d e r t h e N a t i o n a l S e r v i c e V o c a t i o n a l T r a i n i n g S c h e m e ,

f o r s t u d e n t s r e c e i v i n g a s s i s t a n c e u n d e r t h a t s c h e m e w h i l e e n r o l l e d

i n u n i v e r s i t i e s , t e a c h e r s c o l l e g e s a n d s i m i l a r i n s t i t u t i o n s . I t w a s

a l s o r e s p o n s i b l e f o r t h e a d m i n i s t r a t i o n o f t h e A b o r i g i n a l S t u d y

G r a n t s S c h e m e , A b o r i g i n a l S e c o n d a r y G r a n t s S c h e m e , t h e

A u s t r a l i a n A g r i c u l t u r a l C o u n c i l S c h o l a r s h i p S c h e m e , t h e

C o m m o n w e a l t h T e a c h i n g S e r v i c e S c h o l a r s h i p S c h e m e a n d t h e

C a n b e r r a T e a c h e r E d u c a t i o n S c h o l a r s h i p S c h e m e . M o r e d e t a i l e d

i n f o r m a t i o n a b o u t t h e A b o r i g i n a l S t u d y G r a n t s a n d S e c o n d a r y

G r a n t s S c h e m e s is p r o v i d e d o n p a g e 1 6 , a n d a b o u t t h e C o m m o n ­

w e a l t h T e a c h i n g S e r v i c e S c h o l a r s h i p S c h e m e o n p a g e 8 3 .

S e v e n h u n d r e d n e w P o s t g r a d u a t e R e s e a r c h A w a r d s a n d 1 0 0 n e w

P o s t g r a d u a t e C o u r s e A w a r d s w e r e a g a i n m a d e a v a i l a b l e i n 1 9 7 2

u n d e r t h e C o m m o n w e a l t h P o s t g r a d u a t e A w a r d s S c h e m e s .

T h e a n n u a l l i v i n g a l l o w a n c e f o r b o t h a w a r d s c h e m e s

r e m a i n e d a t $ 2 , 6 0 0 d u r i n g 1 9 7 2 . I t is t o b e i n c r e a s e d a t t h e

b e g i n n i n g o f t h e 1 9 7 3 a c a d e m i c y e a r t o $ 2 , 9 0 0 . T h e d e p e n d a n t s ’

a l l o w a n c e , w h i c h d u r i n g 1 9 7 2 w a s $ 4 5 0 i n r e s p e c t o f a d e p e n d e n t

w i f e a n d o n e o r m o r e c h i l d r e n w i ll r i s e t o $ 6 5 0 f o r a d e p e n d e n t

w i f e a n d f i r s t c h i l d , w i t h a f u r t h e r $ 2 3 4 a y e a r f o r e a c h o t h e r

c h i l d .

I n 1 9 7 3 t h e C o m m o n w e a l t h w i ll a l s o i n c r e a s e t h e

a m o u n t p a i d t o t h e u n i v e r s i t i e s e v e r y y e a r i n r e s p e c t o f e a c h

R e s e a r c h A w a r d h o l d e r , t o m e e t s p e c i a l c o s t s , f r o m $ 4 0 0 in

1 9 7 2 t o $ 5 0 0 i n 1 9 7 3 .

T a b l e 1 2 p r o v i d e s s t a t i s t i c a l i n f o r m a t i o n o n P o s t ­

g r a d u a t e R e s e a r c h a n d C o u r s e A w a r d s .

E x p e n d i t u r e o n t h e C o m m o n w e a l t h P o s t g r a d u a t e

A w a r d s S c h e m e s i n 1 9 7 1 - 7 2 w a s $ 5 , 8 8 7 , 5 8 9 . E s t i m a t e d

e x p e n d i t u r e i n 1 9 7 2 - 7 3 is $ 6 , 3 5 0 , 0 0 0 f o r C o m m o n w e a l t h P o s t ­

g r a d u a t e R e s e a r c h A w a r d s S c h e m e a n d $ 4 0 0 , 0 0 0 f o r t h e

C o m m o n w e a l t h P o s t g r a d u a t e C o u r s e A w a r d s S c h e m e .

I n 1 9 7 2 , 1 2 , 5 0 0 n e w a w a r d s w e r e a v a i l a b l e f o r c o m p e t i t i o n

b e t w e e n s t u d e n t s w i s h i n g t o s t u d y i n a p p r o v e d c o u r s e s a t

A u s t r a l i a n u n i v e r s i t i e s . A n i n c r e a s e o f 2 , 0 0 0 a w a r d s b r o u g h t

t h e n u m b e r t o b e a v a i l a b l e in 1 9 7 3 t o 1 4 , 5 0 0 .

O f t h e 1 9 7 2 n e w a w a r d s 8 , 5 0 0 w e r e O p e n E n t r a n c e

s c h o l a r s h i p s . T h e s e a r e a w a r d e d o n t h e b a s i s o f r e s u l t s a c h i e v e d

39

a t m a t r i c u l a t i o n l e v e l e x a m i n a t i o n s t o s t u d e n t s b e g i n n i n g a

u n i v e r s i t y c o u r s e . F o r 1 9 7 3 a f u r t h e r 1 , 0 0 0 a w a r d s w e r e m a d e

a v a i l a b l e , b r i n g i n g t h e n u m b e r o f n e w a w a r d s t o 9 , 5 0 0 .

L a t e r Y e a r a w a r d s a r e m a d e t o s t u d e n t s w h o h a v e

c o m p l e t e d p a r t o f a u n i v e r s i t y c o u r s e . S e l e c t i o n is o n t h e b a s i s

o f r e s u l t s o b t a i n e d a t u n i v e r s i t y . F o u r t h o u s a n d a w a r d s w e r e

a v a i l a b l e i n 1 9 7 2 a n d t h i s n u m b e r w a s i n c r e a s e d t o 5 , 0 0 0 f o r

1 9 7 3 .

B o t h t h e O p e n E n t r a n c e a n d L a t e r Y e a r a w a r d s

o u t l i n e d a b o v e a r e a v a i l a b l e t o s t u d e n t s w h o a r e u n d e r t h i r t y

y e a r s o f a g e .

M a t u r e A g e a w a r d s a r e a v a i l a b l e f o r c o m p e t i t i o n

a m o n g s t s t u d e n t s o v e r t h e a g e o f t h i r t y w h o a r e b e g i n n i n g o r

c o n t i n u i n g u n i v e r s i t y c o u r s e s . T w o h u n d r e d a n d f if ty a w a r d s

f r o m t h e O p e n E n t r a n c e a n d L a t e r Y e a r c a t e g o r i e s w e r e r e s e r v e d

f o r t h i s p u r p o s e i n 1 9 7 2 a n d 5 0 0 w e r e m a d e a v a i l a b l e f o r 1 9 7 3 .

I n 1 9 7 2 r a t e s o f l iv i n g a l l o w a n c e , a t $ 7 0 0 a y e a r

f o r s c h o l a r s l iv i n g a t h o m e a n d $ 1 , 1 0 0 f o r t h o s e l iv i n g w i t h t h e i r

p a r e n t s , r e m a i n e d u n c h a n g e d o n t h o s e p a y a b l e i n t h e p r e v i o u s

y e a r . H o w e v e r , t h e m a x i m u m a l l o w a n c e w a s p a y a b l e a t a n

a d j u s t e d f a m i l y i n c o m e o f u p t o $ 3 , 1 0 0 a y e a r , c o m p a r e d w i t h

$ 2 , 8 0 0 i n 1 9 7 1 . M i n o r c h a n g e s w e r e m a d e i n t h e c o n d i t i o n s f o r

p a y m e n t o f t r a v e l l i n g a l l o w a n c e s a n d o n t h e t r e a t m e n t o f t h e

w a y t h e s c h o l a r ’s o w n i n c o m e a f f e c t e d h i s l i v i n g a l l o w a n c e . S o m e

i m p o r t a n t c h a n g e s t o t h e m e a n s t e s t w e r e d e c i d e d u p o n f o r 1 9 7 3 ,

i n c l u d i n g t h e c o m p l e t e d i s r e g a r d i n g o f t h e s c h o l a r ’s i n c o m e f r o m

e m p l o y m e n t t h r o u g h o u t t h e w h o l e y e a r . T h e s e c h a n g e s a r e

r e f e r r e d t o i n t h e i n t r o d u c t i o n t o t h i s c h a p t e r .

D u r i n g 1 9 7 2 t h e p r o v i s i o n s f o r d e f e r m e n t a n d

i n t e r r u p t i o n o f s c h o l a r s h i p s w e r e e a s e d , a s w e r e t h e r u l e s u n d e r

w h i c h s c h o l a r s h i p h o l d e r s c o u l d t r a n s f e r f r o m o n e c o u r s e t o

a n o t h e r . O n e i n t e r e s t i n g d e v e l o p m e n t w a s t h e i n c r e a s i n g n u m b e r

o f s t u d e n t s w i t h u n i v e r s i t y d e g r e e s w h o a p p l i e d t o t r a n s f e r t o a

c o l l e g e o f a d v a n c e d e d u c a t i o n f o r s p e c i a l i s t p o s t g r a d u a t e d i p l o m a

s t u d i e s .

E x p e n d i t u r e o n t h e a w a r d s s c h e m e i n 1 9 7 1 - 7 2 w a s

$ 2 8 , 1 2 6 , 9 5 5 . E s t i m a t e d e x p e n d i t u r e i n 1 9 7 2 - 7 3 is $ 3 4 , 1 7 0 , 0 0 0 .

S t a t i s t i c a l i n f o r m a t i o n o n C o m m o n w e a l t h U n i v e r s i t y S c h o l a r ­

s h i p s is f o u n d i n T a b l e s 1 3 , 1 4 a n d 1 5 .

I n 1 9 7 2 t h e r e w e r e 4 , 0 0 0 E n t r a n c e a n d L a t e r Y e a r a w a r d s a v a i l ­

a b l e t o a s s i s t s t u d e n t s t a k i n g a p p r o v e d c o u r s e s o f a d v a n c e d

e d u c a t i o n i n t e r t i a r y c o l l e g e s . T h i s w a s a n i n c r e a s e o f 1 , 5 0 0 o n

t h e n u m b e r a v a i l a b l e i n 1 9 7 1 . F o r 1 9 7 3 a n e x t r a 2 , 0 0 0 s c h o l a r ­

s h i p s h a v e b e e n a p p r o v e d , b r i n g i n g t h e t o t a l t o 6 , 0 0 0 . T h e

s t a n d a r d o f c o m p e t i t i o n f o r t h e s e a w a r d s i n 1 9 7 2 r e f l e c t e d t h e

g r o w i n g d e m a n d f o r p l a c e s a t c o l l e g e s o f a d v a n c e d e d u c a t i o n .

Commonwealth Advanced Education Scholarships

40

Commonwealth Secondary and Senior Secondary Scholarships

I n g e n e r a l , b e n e f i t s a r e t h e s a m e a s f o r t h e C o m ­

m o n w e a l t h U n i v e r s i t y S c h o l a r s h i p S c h e m e a n d , t h e r e f o r e , t h e

p r o v i s i o n s f o r 1 9 7 2 a n d 1 9 7 3 o u t l i n e d a b o v e a p p l y a l s o t o t h e

C o m m o n w e a l t h A d v a n c e d E d u c a t i o n S c h o l a r s h i p S c h e m e .

S t a t i s t i c a l i n f o r m a t i o n o n C o m m o n w e a l t h A d v a n c e d

E d u c a t i o n S c h o l a r s h i p s i s f o u n d i n T a b l e s 1 6 , 1 7 a n d 1 8 .

E x p e n d i t u r e o n t h e s e s c h o l a r s h i p s i n 1 9 7 1 - 7 2 w a s $ 3 , 5 5 1 , 7 2 2 .

E s t i m a t e d e x p e n d i t u r e in 1 9 7 2 - 7 3 is $ 5 , 4 2 5 , 0 0 0 .

T h e C o m m o n w e a l t h S e c o n d a r y S c h o l a r s h i p S c h e m e h a s b e e n

i n o p e r a t i o n s i n c e 1 9 6 5 . E a c h y e a r s i n c e t h e n t h e C o m m o n ­

w e a l t h h a s o f f e r e d 1 0 , 0 0 0 t w o - y e a r s c h o l a r s h i p s t o a s s i s t a b l e

s t u d e n t s t o c o m p l e t e t h e f i n a l t w o y e a r s o f s e c o n d a r y s c h o o l i n g .

T h e a w a r d s a r e a l l o c a t e d a m o n g s t t h e S t a t e s i n p r o p o r t i o n t o

p o p u l a t i o n .

F o r e a c h y e a r o f s t u d y t h e s c h o l a r s h i p s c a r r y b e n e f i t s

o f a l i v i n g a l l o w a n c e o f $ 2 0 0 a n d a t e x t b o o k a n d e q u i p m e n t

a l l o w a n c e o f $ 5 0 . I n a d d i t i o n , a n a m o u n t o f u p t o $ 1 5 0 a y e a r

is p a y a b l e a s r e i m b u r s e m e n t o f e x p e n d i t u r e o n c o m p u l s o r y t u i t i o n ,

e x a m i n a t i o n a n d s e r v i c e f e e s .

T h e s e l e c t i o n o f s c h o l a r s h i p w i n n e r s i n e a c h S t a t e is

m a d e o n t h e b a s i s o f r e s u l t s i n t h e C o m m o n w e a l t h S e c o n d a r y

S c h o l a r s h i p s E x a m i n a t i o n s u p p l e m e n t e d b y a n a s s e s s m e n t o f e a c h

c a n d i d a t e p r o v i d e d b y t h e s c h o o l . T h e r e l a t i v e w e i g h t i n g g i v e n

t o t h e s e t w o s e l e c t i o n c o m p o n e n t s i n e a c h S t a t e is d e t e r ­

m i n e d i n c o n s u l t a t i o n w i t h S t a t e e d u c a t i o n a u t h o r i t i e s . T h e

s p e c i a l s e l e c t i o n e x a m i n a t i o n , h e l d i n J u l y e a c h y e a r , c o n s i s t s o f

f o u r t w o - h o u r p a p e r s c o v e r i n g t h e f i e l d s o f w r i t t e n e x p r e s s i o n ,

q u a n t i t a t i v e t h i n k i n g ( m a t h e m a t i c s ) , h u m a n i t i e s a n d s c ie n c e s .

T h e p a p e r s a r e p r e p a r e d b y t h e A u s t r a l i a n C o u n c i l f o r E d u c a ­

t i o n a l R e s e a r c h w h i c h is a l s o r e s p o n s i b l e f o r t h e p r o d u c t i o n o f

t h e r e s u l t s .

A s a r e s u l t o f d e c i s i o n s t a k e n i n 1 9 7 2 t h e C o m m o n ­

w e a l t h S e c o n d a r y S c h o l a r s h i p S c h e m e is b e i n g p h a s e d o u t a n d r e ­

p l a c e d b y a n e w s c h e m e o f a s s i s t a n c e f o r s e c o n d a r y s t u d e n t s ,

k n o w n a s t h e C o m m o n w e a l t h S e n i o r S e c o n d a r y S c h e m e . T h e l a s t

a w a r d s u n d e r t h e S e c o n d a r y S c h e m e w e r e m a d e i n 1 9 7 2 . T h e

f i r s t a w a r d s u n d e r t h e S e n i o r S e c o n d a r y S c h e m e w i ll b e m a d e i n

1 9 7 3 . B o t h s c h e m e s a r e t o o p e r a t e i n 1 9 7 3 b y t h e e n d o f w h i c h

a l m o s t a l l h o l d e r s o f S e c o n d a r y S c h o l a r s h i p s a w a r d e d i n 1 9 7 2

a n d e a r l i e r y e a r s w i l l h a v e c o m p l e t e d t h e f i n a l y e a r o f s e c o n d a r y

s c h o o l i n g .

T h e r e w i ll b e 2 5 , 0 0 0 S e n i o r S e c o n d a r y S c h o l a r s h i p s

a w a r d e d e a c h y e a r , a s a g a i n s t 1 0 , 0 0 0 S e c o n d a r y S c h o l a r s h i p s .

T h e b e n e f i t s w i l l c o n s i s t o f a b a s i c a l l o w a n c e o f $ 1 5 0 a y e a r , f r e e

o f m e a n s t e s t , a n d a n a d d i t i o n a l a l l o w a n c e o f u p t o $ 2 5 0 a y e a r ,

s u b j e c t t o a m e a n s t e s t .

41

S t a t i s t i c a l i n f o r m a t i o n o n S e c o n d a r y S c h o l a r s h i p s

is g i v e n i n T a b l e 1 9 . E x p e n d i t u r e o n t h e s c h e m e i n 1 9 7 1 - 7 2

w a s $ 6 , 9 2 3 , 9 9 2 . E s t i m a t e d e x p e n d i t u r e i n 1 9 7 2 - 7 3 u n d e r

t h e C o m m o n w e a l t h S e n i o r S e c o n d a r y S c h o l a r s h i p S c h e m e is

$ 3 , 9 0 0 , 0 0 0 a n d u n d e r t h e C o m m o n w e a l t h S e c o n d a r y S c h o l a r s h i p

S c h e m e is $ 4 , 4 5 0 , 0 0 0 .

T h e C o m m o n w e a l t h T e c h n i c a l S c h o l a r s h i p S c h e m e w a s i n t r o ­

d u c e d in 1 9 6 5 . E a c h y e a r 2 , 5 0 0 a w a r d s h a v e b e e n m a d e a v a i l ­

a b l e t o s t u d e n t s u n d e r t a k i n g t e c h n i c i a n - t y p e c o u r s e s a t t e c h n i c a l

i n s t i t u t i o n s . C o u r s e s o f f e r e d b y o t h e r i n s t i t u t i o n s i n a g r i c u l t u r e ,

a r t , m u s i c , s e c r e t a r i a l s t u d i e s , b a l l e t a n d y o u t h l e a d e r s h i p a r e

a l s o a p p r o v e d u n d e r t h e s c h e m e . G e n e r a l l y , c o u r s e s a p p r o v e d

f o r C o m m o n w e a l t h T e c h n i c a l S c h o l a r s h i p s h a v e a n e n t r y l e v e l

b e l o w m a t r i c u l a t i o n s t a n d a r d .

F o r e a c h y e a r o f f u l l - t i m e s t u d y a T e c h n i c a l S c h o l a r ­

s h i p c a r r i e s b e n e f i t s o f a l i v i n g a l l o w a n c e o f $ 2 0 0 , a t e x t b o o k a n d

e q u i p m e n t a l l o w a n c e o f $ 5 0 a n d u p t o $ 1 5 0 a s a r e i m b u r s e m e n t

o f e x p e n d i t u r e o n f e e s . F o r p a r t - t i m e s t u d y t h e b e n e f i t s e a c h

y e a r c o n s i s t o f a s c h o l a r s h i p a l l o w a n c e o f $ 1 0 0 a n d u p t o $ 1 0 0

a s r e i m b u r s e m e n t o f e x p e n d i t u r e o n c o m p u l s o r y f e e s .

A r e v i e w o f t h e C o m m o n w e a l t h T e c h n i c a l S c h o l a r ­

s h i p S c h e m e w a s b e g u n l a t e i n 1 9 7 2 a n d a n i n i t i a l m e e t i n g o f

o f f i c i a ls f r o m t h e D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e a n d t h e

S t a t e D e p a r t m e n t s o f E d u c a t i o n w a s h e l d . T h i s r e v i e w is t o

c o n t i n u e i n 1 9 7 3 .

S t a t i s t i c a l i n f o r m a t i o n o n T e c h n i c a l S c h o l a r s h i p s is

g i v e n i n T a b l e s 2 0 , 2 1 a n d 2 2 . E x p e n d i t u r e o n t h e s c h e m e i n

1 9 7 1 - 7 2 w a s $ 1 , 0 4 7 , 7 4 3 . E s t i m a t e d e x p e n d i t u r e f o r 1 9 7 2 - 7 3

is $ 1 , 0 4 5 , 0 0 0 .

C a n b e r r a T e a c h e r E d u c a t i o n S c h o l a r s h i p s w e r e f i r s t a w a r d e d i n

1 9 7 1 a n d a r e a v a i l a b l e t o a s s i s t s t u d e n t s t a k i n g c o u r s e s o f t e a c h e r

e d u c a t i o n a t t h e C a n b e r r a C o l l e g e o f A d v a n c e d E d u c a t i o n . T h e s e

c o u r s e s r a n g e f r o m p o s t g r a d u a t e s t u d i e s o f o n e y e a r f o r i n t e n d i n g

s e c o n d a r y s c h o o l t e a c h e r s t o t h r e e - y e a r u n d e r g r a d u a t e c o u r s e s f o r

p r o s p e c t i v e p r e - s c h o o l a n d p r i m a r y s c h o o l t e a c h e r s , a n d f o u r -

y e a r u n d e r g r a d u a t e c o u r s e s f o r p r o s p e c t i v e s e c o n d a r y s c h o o l

t e a c h e r s . T h e s e a w a r d s d o n o t c a r r y a b o n d .

I n 1 9 7 1 t h e r e w e r e 4 4 s t u d e n t s r e c e i v i n g a s s i s t a n c e

u n d e r t h i s s c h e m e , 2 8 i n t h e u n d e r g r a d u a t e c o u r s e s a n d 1 6 in t h e

o n e - y e a r p o s t g r a d u a t e c o u r s e . A t o t a l o f 7 0 s t u d e n t s h e l d

s c h o l a r s h i p s i n 1 9 7 2 . T h e b e n e f i t s a v a i l a b l e u n d e r t h e s c h e m e

a r e s i m i l a r t o t h o s e a v a i l a b l e u n d e r t h e C o m m o n w e a l t h A d v a n c e d

E d u c a t i o n S c h o l a r s h i p S c h e m e .

E x p e n d i t u r e o n t h e s c h e m e s i n c e its i n t r o d u c t i o n w a s

$ 1 1 , 8 6 4 i n 1 9 7 0 - 7 1 a n d $ 2 9 , 0 2 0 i n 1 9 7 1 - 7 2 . T h e e x p e c t e d

e x p e n d i t u r e f o r 1 9 7 2 - 7 3 is $ 4 5 , 0 0 0 .

Commonwealth Technical Scholarships

Canberra Teacher Education Scholarships

42

Rehabilitation and Resettlement Training Schemes

Australian Agricultural Council Scholarship Scheme

E a c h y e a r s e l e c t e d d i s c h a r g e d n a t i o n a l s e r v i c e m e n u n d e r t a k e

c o u r s e s a t u n i v e r s i t i e s o r t e a c h e r s c o l l e g e s u n d e r t h e N a t i o n a l

S e r v i c e V o c a t i o n a l T r a i n i n g S c h e m e .

A s s h o w n i n T a b l e 2 3 , a t o t a l o f 5 1 6 t r a i n e e s

w e r e u n d e r t h e s u p e r v i s i o n o f t h e D e p a r t m e n t i n 1 9 7 2 . T h e

D e p a r t m e n t ’s e x p e n d i t u r e o n t h e s c h e m e i n 1 9 7 1 —7 2 w a s

$ 7 2 5 , 1 6 4 . E s t i m a t e d e x p e n d i t u r e i n 1 9 7 2 - 7 3 is $ 8 4 5 , 0 0 0 .

T w e l v e A u s t r a l i a n A g r i c u l t u r a l C o u n c i l S c h o l a r s h i p s f o r u n i ­

v e r s i t y s t u d i e s i n a g r i c u l t u r e o r v e t e r i n a r y s c i e n c e a r e o f f e r e d e a c h

y e a r b y t h e D e p a r t m e n t o f P r i m a r y I n d u s t r y t o s t u d e n t s w h o w i n

C o m m o n w e a l t h U n i v e r s i t y S c h o l a r s h i p s .

T h e r e w e r e 5 5 s t u d e n t s i n t r a i n i n g u n d e r t h e s c h e m e

o n 3 0 J u n e 1 9 7 2 . E x p e n d i t u r e u n d e r t h e s c h e m e w a s $ 5 3 , 5 7 3

i n t h e 1 9 7 1 - 7 2 f i n a n c i a l y e a r . I t is e s t i m a t e d t h a t $ 5 2 , 0 0 0 w ill

b e e x p e n d e d i n t h e 1 9 7 2 —7 3 f i n a n c i a l y e a r . F u n d s a r e m a d e

a v a i l a b l e f r o m t h e C o m m o n w e a l t h A g r i c u l t u r a l E x t e n s i o n S e r v i c e s

G r a n t .

43

Assistance to Overseas Students £2ώT h e r e w e r e 2 , 3 8 2 s p o n s o r e d o v e r s e a s s t u d e n t s i n A u s t r a l i a a s a t Administration of 3 0 J u n e 1 9 7 2 . T h e y w e r e s p o n s o r e d u n d e r t h e C o m m o n w e a l t h - Scholarship Schemes a d m i n i s t e r e d s c h e m e s s u c h a s t h e C o l o m b o P l a n , t h e s c h e m e o f C o m m o n w e a l t h C o - o p e r a t i o n i n E d u c a t i o n , t h e S p e c i a l C o m m o n ­w e a l t h A f r i c a n A s s i s t a n c e P l a n , t h e S o u t h P a c i f i c A i d P r o g r a m , t h e A u s t r a l i a n I n t e r n a t i o n a l A w a r d s S c h e m e a n d t h e v a r i o u s s c h e m e s a d m i n i s t e r e d b y t h e s t u d e n t s ’ h o m e g o v e r n m e n t s .T h e D e p a r t m e n t is r e s p o n s i b l e f o r t r a v e l a r r a n g e ­m e n t s , i n d u c t i o n , a n d p a y m e n t o f a l l C o m m o n w e a l t h - s p o n s o r e d o v e r s e a s s t u d e n t s a n d i s , i n a d d i t i o n , r e s p o n s i b l e f o r t h e s u p e r ­v i s i o n o f t h e a w a r d s o f t h e m a j o r i t y o f t h e s e s t u d e n t s a s t h e y a r e u n d e r t a k i n g c o u r s e s i n u n i v e r s i t i e s , c o l l e g e s o f a d v a n c e d e d u c a t i o n ,

Miss Daw Molly Maung, the 10,000th Colombo Plan student to arrive in Australia, is completing a Ph D. in parasitology at the University of Queensland.

44

t e c h n i c a l c o l l e g e s , s e c o n d a r y s c h o o l s a n d o t h e r e d u c a t i o n a l i n s t i ­

t u t i o n s . A t 3 0 J u n e 1 9 7 2 t h e D e p a r t m e n t w a s s u p e r v i s i n g t h e

a w a r d s o f 1 , 7 9 5 s t u d e n t s w h o s e c o u n t r i e s o f o r i g i n , l e v e l s o f

t r a i n i n g a n d f i e l d s o f t r a i n i n g a r e s h o w n i n T a b l e s 2 6 , 2 7 , 2 8

a n d 2 9 .

Colombo Plan O f a ll t h e s p o n s o r e d o v e r s e a s s t u d e n t s i n A u s t r a l i a a t 3 0 J u n e

1 9 7 2 , 7 0 - 8 % w e r e h e r e u n d e r t h e C o l o m b o P l a n ; t h e s e n u m ­

b e r e d 1 , 6 8 7 s t u d e n t s o f w h o m 1 , 3 1 2 w e r e u n d e r t h e s u p e r v i s i o n

o f t h i s D e p a r t m e n t . M a l a y s i a n s , w i t h 2 8 7 C o l o m b o P l a n

s t u d e n t s i n A u s t r a l i a , c o n t i n u e d t o m a k e u p t h e l a r g e s t n a t i o n a l

g r o u p o f s p o n s o r e d s t u d e n t s ( 2 1 - 9 % ) . T h e r e w e r e 1 8 5 T h a i

C o l o m b o P l a n s t u d e n t s ( 1 4 - 1 % ) , 1 8 2 V i e t n a m e s e ( 1 3 - 9 % ) a n d

1 7 9 I n d o n e s i a n s ( 1 3 - 8 % ) . C o l o m b o P l a n s t u d e n t s e n r o l l e d i n

b a c h e l o r d e g r e e c o u r s e s n u m b e r e d 6 0 8 ( 4 6 - 3 % ) w h i l e 1 6 4 w e r e

m a s t e r d e g r e e c a n d i d a t e s ( 1 2 - 5 % ) a n d 5 1 w e r e c a n d i d a t e s f o r

d o c t o r a t e s ( 3 - 9 % ) .

Secondary students from Laos practising oral English at the Friends' School, Hobart.

45

Special Courses A s i n p r e v i o u s y e a r s t h e D e p a r t m e n t h a s b e e n a b l e t o p r o v i d e

s p e c i a l c o u r s e s d e s i g n e d t o m e e t s p e c i f i c n e e d s o f g r o u p s o f

s t u d e n t s f r o m o v e r s e a s c o u n t r i e s . T h e c o u r s e s h a v e i n t h e m a i n

b e e n i n t h e f i e l d s o f e d u c a t i o n a n d E n g l i s h l a n g u a g e t r a i n i n g .

T h e s e g r o u p c o u r s e s n o w c o n s t i t u t e a s i g n i f i c a n t p o r t i o n o f a ll

t r a i n i n g p r o v i d e d . A t 3 0 J u n e 1 9 7 2 , 2 0 - 4 % o f s t u d e n t s i n

t r a i n i n g w e r e e n r o l l e d i n s u c h c o u r s e s .

T h i s m a y b e c o m p a r e d w i t h 1 9 7 1 a n d 1 9 7 0 p e r c e n t a g e s o f 1 8 - 3

a n d 1 6 - 6 . I n 1 9 7 2 t w o n e w s p e c i a l c o u r s e s d e s i g n e d f o r o v e r ­

s e a s s t u d e n t s w e r e i n s t i t u t e d a t A u s t r a l i a n u n i v e r s i t i e s . T h e f i r s t

w a s t h e M a s t e r o f A g r i c u l t u r a l D e v e l o p m e n t E c o n o m i c s c o u r s e

a t t h e A u s t r a l i a n N a t i o n a l U n i v e r s i t y . T h i s c o u r s e is d e s i g n e d t o

m e e t t h e n e e d s o f d e v e l o p i n g c o u n t r i e s , p a r t i c u l a r l y i n t h e S o u t h ­

E a s t A s i a n a n d P a c i f i c a r e a s . T h e s e c o n d s p e c i a l a r r a n g e m e n t

w a s a s e r i e s o f c o u r s e s a t d i p l o m a o r m a s t e r l e v e l f o r T h a i

C o l o m b o P l a n s t u d e n t s w h o a r e t o r e t u r n t o w o r k a t C h a o P h y a

i n T h a i l a n d w h e r e a n A u s t r a l i a n - s p o n s o r e d p r o j e c t ( C h a i n a t ) is

i n v e s t i g a t i n g d e s a l i n a t i o n a n d d o u b l e c r o p p i n g .

L i s t e d b e l o w a r e t h e s p e c i a l c o u r s e s w h i c h w e r e

o f f e r e d i n 1 9 7 2 , t h e i n s t i t u t i o n s a t w h i c h t h e y w e r e h e l d a n d t h e

n u m b e r s o f s t u d e n t s w h o u n d e r t o o k t h e c o u r s e s .

I n f a n t s T e a c h i n g M e t h o d s C o u r s e ( W o l l o n g o n g T e a c h e r s

C o l l e g e ) ( 1 8 )

P r i m a r y T e a c h i n g M e t h o d s C o u r s e ( M u r r a y P a r k C o l l e g e o f

A d v a n c e d E d u c a t i o n ) ( 2 0 )

N e w M a t h e m a t i c s W o r k s h o p ( M a c q u a r i e U n i v e r s i t y ) ( 1 9 )

D e v e l o p m e n t E d u c a t i o n C o u r s e ( M a c q u a r i e U n i v e r s i t y ) ( 2 0 )

D i p l o m a i n t h e T e a c h i n g o f E n g l i s h a s a F o r e i g n L a n g u a g e ( U n i ­

v e r s i t y o f S y d n e y ) ( 3 8 )

S c h o o l I n s p e c t o r s C o u r s e ( V i c t o r i a n E d u c a t i o n D e p a r t m e n t ) ( 9 )

I n t e n s i v e E n g l i s h C o u r s e s ( E n g l i s h T e a c h i n g C e n t r e ) ( 1 0 7 )

S p e c i a l E n g l i s h L a n g u a g e F e l l o w s h i p C o u r s e s ( C a n b e r r a C o l l e g e

o f A d v a n c e d E d u c a t i o n ) ( P e r t h T e c h n i c a l C o l l e g e ) ( W e s t e r n A u s ­

t r a l i a n I n s t i t u t e o f T e c h n o l o g y ) ( R o y a l M e l b o u r n e I n s t i t u t e o f

T e c h n o l o g y ) ( E n g l i s h a s a F o r e i g n L a n g u a g e T e a c h i n g L a b o r a ­

t o r y ) ( 1 0 3 i n c l u d i n g 3 3 p r i v a t e o v e r s e a s s t u d e n t s )

S p e c i a l A i d t o C a m b o d i a , E n g l i s h L a n g u a g e T r a i n i n g ( E n g l i s h a s

a F o r e i g n L a n g u a g e T e a c h i n g L a b o r a t o r y ) ( 7 1 )

P o s t g r a d u a t e C h e m i s t r y R e s e a r c h T e c h n i q u e s C o u r s e ( U n i v e r s i t y

o f N e w S o u t h W a l e s ) ( 1 0 )

I n d o n e s i a n U n i v e r s i t y L e c t u r e r s S c h e m e ( U n i v e r s i t y o f N e w S o u t h

W a l e s ) ( 2 0 )

M a s t e r C o u r s e i n A g r i c u l t u r a l D e v e l o p m e n t E c o n o m i c s ( A u s t r a l i a n

N a t i o n a l U n i v e r s i t y ) ( 1 7 )

Courses in Education

Courses in English Language

Other Special Courses

46

Placement o f New Students

Tutorials

Examination Results

Australian Correspondence Scholarship Scheme

English Teaching Centre

P o w e r S y s t e m s E n g i n e e r i n g C o u r s e ( U n i v e r s i t y o f S y d n e y a n d

U n i v e r s i t y o f M e l b o u r n e ) ( 5 )

M a s t e r a n d D i p l o m a C o u r s e s i n A g r i c u l t u r e — C h a i n a t p r o j e c t

( U n i v e r s i t y o f S y d n e y ) ( 8 )

T h e D e p a r t m e n t r e c e i v e d a t o t a l o f 1 , 7 3 7 n o m i n a t i o n s f o r t r a i n i n g

in t h e y e a r e n d i n g 3 0 J u n e 1 9 7 2 . T h i s r e p r e s e n t s a n i n c r e a s e o f

8 - 5 % o n t h e n u m b e r o f n o m i n a t i o n s r e c e i v e d f o r 1 9 7 1 . A s i n

p r e v i o u s y e a r s , m a n y a p p l i c a t i o n s w e r e r e c e i v e d f o r u n d e r g r a d u a t e

t r a i n i n g in e n g i n e e r i n g a n d a g r i c u l t u r a l s c i e n c e . S p e c i a l c o u r s e s in

E n g l i s h l a n g u a g e , e d u c a t i o n a n d t e a c h e r e d u c a t i o n a l s o a t t r a c t e d

m a n y a p p l i c a t i o n s .

O f t h e 1 , 7 3 7 n o m i n a t i o n s r e c e i v e d f o r t r a i n i n g i n

1 9 7 2 , 9 9 6 o f t h e n o m i n e e s u n d e r t o o k t r a i n i n g i n A u s t r a l i a . S o m e

o f t h e r e m a i n d e r w e r e r e s e r v e n o m i n a t i o n s . O t h e r s w e r e u n a b l e

t o s a t i s f y e n t r y r e q u i r e m e n t s f o r t h e c o u r s e f o r w h i c h t h e y w e r e

n o m i n a t e d o r h a d t h e i r t r a i n i n g d e f e r r e d .

T h e D e p a r t m e n t ’s o b j e c t i v e E n g l i s h T e s t s a r e a d m i n i s t e r e d t o

s t u d e n t s n o m i n a t e d b y c o u n t r i e s w h e r e E n g l i s h i s n o t t h e n a t i o n a l

l a n g u a g e . I n t h e t w e l v e m o n t h s t o 3 0 J u n e 1 9 7 2 t h e s e t e s t s h a d

b e e n a d m i n i s t e r e d t o 1 , 4 1 9 p r o s p e c t i v e s p o n s o r e d s t u d e n t s . F o r

t h o s e s t u d e n t s w h o p r o c e e d e d t o A u s t r a l i a o n a w a r d s , p r e - c o u r s e

E n g l i s h t u i t i o n a n d c o n c u r r e n t t u i t i o n w e r e p r o v i d e d a s r e q u i r e d .

T h e D e p a r t m e n t a l s o a r r a n g e d t u t o r i a l s i n c o u r s e s u b j e c t s f o r

s t u d e n t s i n n e e d o f t h e m .

A t t h e a n n u a l e x a m i n a t i o n s i n 1 9 7 2 , 9 6 1 s p o n s o r e d s t u d e n t s a t

A u s t r a l i a n u n i v e r s i t i e s s a t f o r e x a m i n a t i o n s a n d 8 3 - 2 % p a s s e d .

M o s t o f t h e s t u d e n t s s i t t i n g f o r e x a m i n a t i o n s w e r e u n d e r g r a d u a t e s

( 7 3 ■ 5 % ) a n d 8 4 - 3 % o f t h e s e p a s s e d t h e i r e x a m i n a t i o n s .

O n 1 J a n u a r y 1 9 7 2 t h e D e p a r t m e n t t o o k o v e r f r o m t h e D e p a r t ­

m e n t o f L a b o u r a n d N a t i o n a l S e r v i c e t h e r e s p o n s i b i l i t y f o r t h e

t r a i n i n g o f s p o n s o r e d o v e r s e a s s t u d e n t s u n d e r t a k i n g c o u r s e s u n d e r

t h e A u s t r a l i a n C o r r e s p o n d e n c e S c h o l a r s h i p S c h e m e t h r o u g h t e c h ­

n i c a l e x t e n s i o n s e r v i c e s i n A u s t r a l i a . A t 3 0 J u n e 1 9 7 2 t h e r e w e r e

6 5 7 s p o n s o r e d s t u d e n t s f r o m S o u t h - E a s t A s i a n a n d P a c i f i c a r e a s

u n d e r t a k i n g c o r r e s p o n d e n c e s t u d i e s m a i n l y a t c e r t i f i c a t e o r d i p l o m a

l e v e l i n s u c h f i e l d s a s a c c o u n t a n c y , c o m m e r c e , e n g i n e e r i n g , r a d i o ,

t e l e v i s i o n a n d t r a d e s . S o m e w e r e s t u d y i n g a c a d e m i c s u b j e c t s a t

S c h o o l C e r t i f i c a t e o r M a t r i c u l a t i o n l e v e l s .

P r e v i o u s l y t h e D e p a r t m e n t h a d b e e n r e s p o n s i b l e o n l y

f o r u n i v e r s i t y - l e v e l a w a r d h o l d e r s u n d e r t h e A u s t r a l i a n C o r r e s ­

p o n d e n c e S c h o l a r s h i p S c h e m e . T r a i n i n g l e a d i n g t o d e g r e e s i n a r t s ,

e d u c a t i o n , c o m m e r c e o r e c o n o m i c s h a s b e e n u n d e r t a k e n t h r o u g h

t h e D e p a r t m e n t o f E x t e r n a l S t u d i e s o f t h e U n i v e r s i t y o f Q u e e n s ­

l a n d . I n 1 9 7 2 t e n s u c h a w a r d s w e r e c u r r e n t .

T h e a c t i v i t i e s o f t h e E n g l i s h T e a c h i n g C e n t r e , w h i c h p r o v i d e s

i n t e n s i v e i n s t r u c t i o n in E n g l i s h f o r s p o n s o r e d o v e r s e a s s t u d e n t s ,

a r e d e s c r i b e d i n t h e s e c t i o n o n L a n g u a g e T e a c h i n g .

47

Private Overseas Student Program S t u d e n t s w h o a r e n o t C o m m o n w e a l t h - s p o n s o r e d t r a i n e e s a n d a r e Private Overseas a d m i t t e d t o s t u d y i n A u s t r a l i a u n d e r t e m p o r a r y e n t r y p e r m i t s a r e Students t e r m e d ‘p r i v a t e o v e r s e a s s t u d e n t s ’. T h e D e p a r t m e n t p r o v i d e s a s s i s t ­

a n c e t o t h e D e p a r t m e n t o f I m m i g r a t i o n o n e d u c a t i o n a l m a t t e r s

a f f e c t i n g t h e s e s t u d e n t s .

T h e g r e a t m a j o r i t y o f t h e 1 0 , 0 0 0 p r i v a t e o v e r s e a s

s t u d e n t s s t u d y i n g i n A u s t r a l i a a r e f r o m t h e c o u n t r i e s o f S o u t h ­

E a s t A s i a . M o r e t h a n h a l f o f t h e s e s t u d e n t s a r e M a l a y s i a n s b u t

s i g n i f i c a n t n u m b e r s a r e f r o m H o n g K o n g , S i n g a p o r e , T h a i l a n d ,

I n d o n e s i a , F i j i a n d t h e P h i l i p p i n e s .

P r i v a t e o v e r s e a s s t u d e n t s a r e e n r o l l e d a t u n i v e r s i t i e s ,

s e c o n d a r y s c h o o l s a n d a t a w i d e v a r i e t y o f i n s t i t u t i o n s p r o v i d i n g

t e r t i a r y a n d s u b - t e r t i a r y c o u r s e s i n a l l S t a t e s . T a b l e 3 1 s h o w s

t h e n u m b e r s o f p r i v a t e o v e r s e a s s t u d e n t s i n A u s t r a l i a b y t h e i r

l a s t p l a c e o f r e s i d e n c e a n d t y p e o f c o u r s e a s a t 3 0 l u n e 1 9 7 1 .

T h e D e p a r t m e n t ’s m a i n r e s p o n s i b i l i t y u n d e r t h e p r o g r a m is t o Assessment o f Progress a d v i s e t h e D e p a r t m e n t o f I m m i g r a t i o n o n t h e e d u c a t i o n a l p r o g r e s s

o f i n d i v i d u a l s t u d e n t s . T h e D e p a r t m e n t o f I m m i g r a t i o n d e c i d e s

t h e c o n d i t i o n s u n d e r w h i c h e a c h s t u d e n t m a y c o n t i n u e h i s s t u d i e s

Bhutanese schoolboys in discussion with an education officer in the Western Australian office.

48

Counselling

Assessment of Applications

English Tuition

in A u s t r a l i a i n t h e l i g h t o f t h e a s s e s s m e n t s p r o v i d e d b y t h e D e p a r t ­

m e n t . A p p r o x i m a t e l y 2 , 6 0 0 a s s e s s m e n t s w e r e m a d e b y t h e

D e p a r t m e n t i n 1 9 7 2 .

T h e S t a t e O f f ic e s o f t h e D e p a r t m e n t p r o v i d e d c o u n s e l l i n g f o r

s t u d e n t s w h o s e e d u c a t i o n a l p r o g r e s s h a d b e e n u n s a t i s f a c t o r y a n d

a s s i s t a n c e f o r s t u d e n t s w h o r e q u e s t e d g u i d a n c e . S t u d e n t s w e r e

g i v e n g u i d a n c e o n s u c h m a t t e r s a s i m p r o v e m e n t o f s t u d y m e t h o d s ,

f a c i l i t i e s f o r o b t a i n i n g t u t o r i a l a s s i s t a n c e a n d t h e a v a i l a b i l i t y o f

c o u r s e s i n s t a t e d f i e l d s o f i n t e r e s t . A p p r o x i m a t e l y 1 , 6 0 0 s t u d e n t s

w e r e i n t e r v i e w e d i n 1 9 7 2 .

T h e D e p a r t m e n t c o n t i n u e d t o c o m p i l e a n d r e v i s e i n f o r m a t i o n

r e q u i r e d b y t h e D e p a r t m e n t o f I m m i g r a t i o n a n d A u s t r a l i a n

d i p l o m a t i c m i s s i o n s d u r i n g t h e y e a r . I n o r d e r t o a s s e s s a p p l i c a t i o n s

f r o m s t u d e n t s w i s h i n g t o s t u d y in A u s t r a l i a , t h e m i s s i o n s r e c e i v e

a n n u a l l y i n f o r m a t i o n o n t h e a v a i l a b i l i t y o f c o u r s e s a t A u s t r a l i a n

e d u c a t i o n a l i n s t i t u t i o n s a n d d e t a i l s o f e n t r y r e q u i r e m e n t s f o r

c o u r s e s a t s e c o n d a r y , s u b - t e r t i a r y a n d t e r t i a r y l e v e l s .

P r o c e d u r e s i n t r o d u c e d i n 1 9 7 1 h a v e e n a b l e d c e r t a i n p r i v a t e o v e r ­

s e a s s t u d e n t s f r o m T h a i l a n d , J a p a n a n d I n d o n e s i a t o e n t e r A u s ­

t r a l i a t o u n d e r t a k e c o u r s e s o f i n t e n s i v e E n g l i s h t u i t i o n n o t

e x c e e d i n g n i n e m o n t h s ’ d u r a t i o n b e f o r e u n d e r t a k i n g f o r m a l

c o u r s e s . T h e s e p r o c e d u r e s w e r e e x t e n d e d i n 1 9 7 2 t o i n c l u d e

s t u d e n t s f r o m B u r m a , K o r e a , K h m e r R e p u b l i c , V i e t n a m a n d L a o s .

T h e D e p a r t m e n t is r e s p o n s i b l e f o r a s s e s s i n g w h i c h s t u d e n t s f r o m

t h e s e c o u n t r i e s a r e c o n s i d e r e d e l i g i b l e t o u n d e r t a k e p r e l i m i n a r y

E n g l i s h t u i t i o n p r i o r t o c o m m e n c i n g a f o r m a l c o u r s e a t a n

A u s t r a l i a n e d u c a t i o n a l i n s t i t u t i o n .

49

Commonwealth Co-operation in Education D u r i n g 1 9 7 2 t h e D e p a r t m e n t w a s i n v o l v e d i n p r e p a r a t i o n s f o r Commonwealth Youth t h e M e e t i n g o f C o m m o n w e a l t h M i n i s t e r s C o n c e r n e d w i t h Y o u t h Program M a t t e r s , t o b e h e l d i n Z a m b i a i n 1 9 7 3 . T h e M i n i s t e r i a l M e e t i n g ,

o r g a n i s e d b y t h e C o m m o n w e a l t h S e c r e t a r i a t , L o n d o n , w i ll b e t h e

c u l m i n a t i o n o f a s e r i e s o f r e g i o n a l s e m i n a r s o n y o u t h m a t t e r s

h e l d o v e r t h e l a s t f o u r y e a r s a n d c o v e r i n g A f r i c a , t h e C a r i b b e a n ,

A s i a , t h e P a c i f i c , M a l t a a n d C y p r u s .

A M e e t i n g o f C o m m o n w e a l t h O f f ic ia l s C o n c e r n e d

w i t h Y o u t h w a s h e l d i n L o n d o n f r o m 6 t o 1 2 J u n e 1 9 7 2 t o

p r e p a r e t h e w a y f o r t h e M i n i s t e r i a l M e e t i n g b y f o r m u l a t i n g s p e c i f i c

p r o p o s a l s f o r C o m m o n w e a l t h c o - o p e r a t i o n i n t h e y o u t h f i e l d

t o b e c o n s i d e r e d l a t e r b y t h e M i n i s t e r s . T h e A u s t r a l i a n d e l e g a t i o n

t o t h e O f f i c i a l s ’ M e e t i n g w a s l e d b y t h e E d u c a t i o n L i a i s o n O f f ic e r

i n t h e A u s t r a l i a n H i g h C o m m i s s i o n , L o n d o n , M r D . W . H o o d .

T h i s D e p a r t m e n t h a d r e s p o n s i b i l i t y f o r c o - o r d i n a t i n g t h e b r i e f

f o r t h e A u s t r a l i a n d e l e g a t i o n .

T h e D e p a r t m e n t w a s a l s o i n v o l v e d i n p r e p a r a t i o n s f o r a C o m - Specialist Conference m o n w e a l t h S p e c i a l i s t C o n f e r e n c e o n T e a c h e r E d u c a t i o n , t o b e on Teacher Education h e l d i n K e n y a i n 1 9 7 3 , o r g a n i s e d b y t h e E d u c a t i o n D i v i s i o n o f

t h e C o m m o n w e a l t h S e c r e t a r i a t , L o n d o n . T h i s w i l l b e t h e s i x t h

S p e c i a l i s t C o n f e r e n c e h e l d s i n c e t h e p r e s e n t a r r a n g e m e n t s f o r

C o m m o n w e a l t h c o - o p e r a t i o n i n e d u c a t i o n w e r e e s t a b l i s h e d i n

1 9 5 9 . A s w i t h p r e v i o u s s p e c i a l i s t c o n f e r e n c e s t h e D e p a r t m e n t

s e t u p a s m a l l a d v i s o r y p a n e l t o p l a n A u s t r a l i a n p a r t i c i p a t i o n i n

t h e C o n f e r e n c e .

Commonwealth Scholarship and Fellowship Plan T h e C o m m o n w e a l t h S c h o l a r s h i p a n d F e l l o w s h i p P l a n ( C S F P ) is

p r i m a r i l y a s c h e m e f o r t h e e x c h a n g e o f s t u d e n t s , m a i n l y a t t h e

p o s t g r a d u a t e l e v e l . T h e D e p a r t m e n t is r e s p o n s i b l e f o r t h e

a d m i n i s t r a t i o n o f s c h o l a r s h i p s f o r o v e r s e a s C o m m o n w e a l t h

s t u d e n t s t o s t u d y i n A u s t r a l i a a n d f o r t h e n o m i n a t i o n o f A u s ­

t r a l i a n s t u d e n t s f o r s c h o l a r s h i p s t o o v e r s e a s C o m m o n w e a l t h

c o u n t r i e s . D e t a i l s o f t h e n u m b e r o f a w a r d s t a k e n u p i n 1 9 7 2

a r e s h o w n i n T a b l e s 3 3 a n d 3 4 . A d d i t i o n a l r e f e r e n c e t o t h e

D e p a r t m e n t ’s a d m i n i s t r a t i o n o f t h e a w a r d s o f f e r e d t o A u s t r a l i a

b y o t h e r c o u n t r i e s u n d e r C S F P is m a d e o n p a g e 6 1 .

U n d e r C S F P , A u s t r a l i a a l s o p r o v i d e s t w o t y p e s o f

s e n i o r a w a r d s : V i s i t i n g F e l l o w s h i p s , w h i c h a r e o f f e r e d to e m i n e n t

e d u c a t i o n i s t s f o r s h o r t - t e r m v i s i t s , a n d V i s i t i n g P r o f e s s o r s h i p s ,

w h i c h p r o v i d e t r a v e l g r a n t s t o e n a b l e d i s t i n g u i s h e d p r o f e s s o r s

t o u n d e r t a k e a y e a r ’s a t t a c h m e n t t o a n A u s t r a l i a n u n i v e r s i t y .

D e t a i l s o f t h e s e n i o r a w a r d s f o r 1 9 7 2 a r e s h o w n i n A p p e n d i x 8.

50

Larry Turchenek is a CSFP student from Canada undertaking a Ph.D. at Waite Agricultural Research Institute, University of Adelaide. (He is using an X-ray diffractometer.)

Ten Year Review A s p a r t o f t h e T e n Y e a r R e v i e w o f C S F P , w h i c h c o v e r s t h e p e r i o d

o f CSFP 1 9 6 0 - 7 0 , a l l n o m i n a t i n g c o u n t r i e s w e r e i n v i t e d t o c o m p l e t e a

c o m p r e h e n s i v e q u e s t i o n n a i r e a s t h e b a s i s f o r a s s e s s i n g t h e

e f f e c t i v e n e s s o f t h e P l a n . I n 1 9 7 2 t h e D e p a r t m e n t c i r c u l a t e d

q u e s t i o n n a i r e s t o t h e 3 0 6 A u s t r a l i a n s w h o h e l d s c h o l a r s h i p s

d u r i n g t h e p e r i o d a n d t o t h e 4 0 A u s t r a l i a n h o l d e r s o f o t h e r

c o u n t r i e s ’ s e n i o r a w a r d s ( B r i t i s h M e d i c a l F e l l o w s h i p s , C a n a d i a n

V i s i t i n g F e l l o w s h i p s , N e w Z e a l a n d P r e s t i g e F e l l o w s h i p s , e t c .) .

R e p l i e s w e r e r e c e i v e d f r o m 1 8 9 h o l d e r s o f s c h o l a r s h i p s a n d 2 0

o f t h e s e n i o r a w a r d h o l d e r s . U n i v e r s i t i e s w e r e a l s o i n v i t e d t o

c o m m e n t o n t h e P l a n .

C o m m e n t s f r o m s c h o l a r s , s e n i o r a w a r d h o l d e r s a n d

u n i v e r s i t i e s w e r e g e n e r a l l y v e r y f a v o u r a b l e o n t h e v a l u e o f t h e

P l a n . I t w a s s e e n t o h a v e p r o m o t e d i n t r a - C o m m o n w e a l t h r e l a t i o n s

a n d s t r e n g t h e n e d A u s t r a l i a n e d u c a t i o n , e s p e c i a l l y b y w i d e n i n g t h e

e x p e r i e n c e o f f u t u r e m e m b e r s o f s t a f f o f A u s t r a l i a n u n i v e r s i t i e s .

T h e R e v i e w is b e i n g c o - o r d i n a t e d b y t h e A s s o c i a t i o n

o f C o m m o n w e a l t h U n i v e r s i t i e s f o r t h e C o m m o n w e a l t h E d u c a t i o n

L i a i s o n C o m m i t t e e a n d t h e f i n d i n g s o f t h e R e v i e w w ill b e c o n ­

s i d e r e d a t t h e S i x t h C o m m o n w e a l t h E d u c a t i o n C o n f e r e n c e w h i c h

is t o b e h e l d i n J a m a i c a i n 1 9 7 4 .

51

A d r a f t r e p o r t s u m m a r i s i n g t h e r e s u l t s o f t h e R e v i e w

w a s p r o d u c e d a t t h e e n d o f 1 9 7 2 a n d t h e C o m m o n w e a l t h

S e c r e t a r i a t i n L o n d o n s e t u p a n a d v i s o r y p a n e l t o e x a m i n e t h i s

d r a f t r e p o r t . T h e A u s t r a l i a n r e p r e s e n t a t i v e o n t h i s a d v i s o r y

p a n e l is M r H u g h S t r e t t o n , R e a d e r i n H i s t o r y , U n i v e r s i t y o f

A d e l a i d e .

Australian Educational Assistance Programs W i t h t h e e x c e p t i o n o f C S F P , A u s t r a l i a ’s p r o g r a m s u n d e r t h e

s c h e m e o f C o m m o n w e a l t h C o - o p e r a t i o n i n E d u c a t i o n a r e d i r e c t e d

t o p r o v i d i n g a s s i s t a n c e t o d e v e l o p i n g c o u n t r i e s o f t h e C o m m o n ­

w e a l t h . A s a s s i s t a n c e t o c o u n t r i e s i n S o u t h - E a s t A s i a is a l r e a d y

p r o v i d e d u n d e r t h e C o l o m b o P l a n , a s s i s t a n c e u n d e r t h e C o m m o n ­

w e a l t h C o - o p e r a t i o n i n E d u c a t i o n ( C C E ) s c h e m e is d i r e c t e d t o

c o u n t r i e s i n A f r i c a , t h e P a c i f i c r e g i o n a n d t h e C a r i b b e a n r e g i o n .

A s i n r e c e n t y e a r s , t h e n e e d s o f C o m m o n w e a l t h c o u n t r i e s i n t h e

P a c i f i c a r e a c o n t i n u e d t o r e c e i v e i n c r e a s e d a t t e n t i o n .

T h e D e p a r t m e n t r e c e i v e s a d v i c e o n A u s t r a l i a n

a c t i v i t i e s u n d e r t h i s s c h e m e f r o m a G e n e r a l C o m m i t t e e o n t h e

S c h e m e o f C o m m o n w e a l t h C o - o p e r a t i o n i n E d u c a t i o n w h i c h

c o m p r i s e s r e p r e s e n t a t i v e s o f V i c e - C h a n c e l l o r s o f A u s t r a l i a n

u n i v e r s i t i e s a n d o f S t a t e D i r e c t o r s - G e n e r a l o f E d u c a t i o n . T h e

m e m b e r s h i p o f t h e G e n e r a l C o m m i t t e e is g i v e n i n A p p e n d i x 2 .

T h e m a j o r A u s t r a l i a n a c t i v i t i e s u n d e r t h i s s c h e m e

a r e :

• T h e p r o v i s i o n o f T r a i n i n g A w a r d s f o r t e a c h e r s a n d

e d u c a t i o n a l a d m i n i s t r a t o r s f r o m d e v e l o p i n g c o u n t r i e s o f

t h e C o m m o n w e a l t h

• T h e p r o v i s i o n o f V i s i t o r s A w a r d s t o e x p e r i e n c e d e d u c a ­

t i o n i s t s t o m a k e s t u d y v i s i t s t o A u s t r a l i a

• T h e s u p p l y o f e d u c a t i o n a l p e r s o n n e l t o u n d e r t a k e a s s i g n ­

m e n t s i n d e v e l o p i n g c o u n t r i e s o f t h e C o m m o n w e a l t h .

S e v e n t y - t w o n e w t r a i n i n g a w a r d s w e r e p r o v i d e d i n 1 9 7 2 f o r

t e a c h e r s a n d o t h e r e d u c a t i o n i s t s f r o m A f r i c a , P a c i f i c c o u n t r i e s

a n d t h e W e s t I n d i e s t o u n d e r t a k e s p e c i a l i s e d s t u d y o f t e a c h i n g

m e t h o d s o r e d u c a t i o n a l a d m i n i s t r a t i o n i n A u s t r a l i a . I n a d d i t i o n

t o t h e n e w a w a r d s , t e n t w o - y e a r a w a r d s w e r e c o n t i n u e d f r o m

1 9 7 1 i n t o 1 9 7 2 . D e t a i l s a r e p r o v i d e d i n T a b l e 3 2 .

T h e t r a i n i n g p r o v i d e d c o v e r e d a w i d e r a n g e o f

e d u c a t i o n a l t o p i c s a n d c o n s i s t e d b o t h o f i n d i v i d u a l p r o g r a m s o f

s t u d y a n d t h e p r o v i s i o n o f s p e c i a l c o u r s e s w h i c h a r e l i s t e d i n

t h e s e c t i o n o n a s s i s t a n c e t o o v e r s e a s s t u d e n t s . S t a t e e d u c a t i o n

d e p a r t m e n t s a n d u n i v e r s i t i e s a g a i n g a v e v a l u a b l e a s s i s t a n c e in

t h e s e p r o g r a m s .

I n a n e w t y p e o f p r o g r a m i n t r o d u c e d d u r i n g 1 9 7 2 ,

e i g h t t e a c h e r s f r o m t h e B r i t i s h S o l o m o n I s l a n d s u n d e r t o o k a

c o u r s e o f a t t a c h m e n t s t o r u r a l p r i m a r y s c h o o l s in N e w S o u t h

Training Awards

52

'Visitors Awards

Supply of Australian Educationists

Recruitment of Graduates for Teacher Training and Service in Africa

Linking Scheme

W a l e s . T h e p r o g r a m w a s o f f o u r m o n t h s ’ d u r a t i o n a n d t r a i n e e s

w e r e s e n t t o s m a l l c o u n t r y s c h o o l s t o o b s e r v e m e t h o d s a n d c o n ­

t e n t o f t e a c h i n g i n r e l a t i o n t o r u r a l c o n d i t i o n s .

T h i r t e e n V i s i t o r s A w a r d s w e r e t a k e n u p i n 1 9 7 2 . T h e v i s i t o r s ,

f r o m A f r i c a n a n d P a c i f i c t e r r i t o r i e s , u n d e r t o o k s t u d y p r o g r a m s

o n p a r t i c u l a r a s p e c t s o f e d u c a t i o n a l p r a c t i c e a n d a d m i n i s t r a t i o n

i n A u s t r a l i a . W i t h t h e a s s i s t a n c e o f S t a t e D e p a r t m e n t s o f

E d u c a t i o n a n d u n i v e r s i t i e s t h e v i s i t o r s w e r e a b l e t o o b s e r v e

e d u c a t i o n a l p r a c t i c e s i n N e w S o u t h W a l e s a n d S o u t h A u s t r a l i a

o r i n V i c t o r i a a n d Q u e e n s l a n d . T h e g r o u p c o n c l u d e d i ts

A u s t r a l i a n p r o g r a m w i t h a t e n - d a y t o u r o f e d u c a t i o n a l i n s t i t u t i o n s

i n t h e N o r t h e r n T e r r i t o r y . D e t a i l s o f t h e 1 9 7 2 V i s i t o r s A w a r d s

a r e i n A p p e n d i x 8 .

I n a d d i t i o n t o t h e c o n t i n u i n g p r o g r a m o f l o n g - t e r m a s s i g n m e n t s

a s o u t l i n e d i n A p p e n d i x 7 , a s s i s t a n c e w a s a g a i n p r o v i d e d t o

W e s t e r n S a m o a a n d T o n g a i n t h e f i e l d o f N e w M a t h e m a t i c s

t h r o u g h t h e p r o v i s i o n o f a s m a l l t e a m o f A u s t r a l i a n a d v i s e r s .

T h i s t e a m c o n d u c t e d t w o i n t e n s i v e i n - s e r v i c e m a t h e m a t i c s w o r k ­

s h o p s f o r l o c a l t e a c h e r s .

A s u r v e y m i s s i o n w a s a l s o u n d e r t a k e n t o t h e G i l b e r t

a n d E l l i c e I s l a n d s C o l o n y a n d t o t h e N e w H e b r i d e s t o e x a m i n e

t h e p o s s i b i l i t y o f e x t e n d i n g A u s t r a l i a n a s s i s t a n c e i n t h e f i e l d o f

e d u c a t i o n a l b r o a d c a s t i n g t o t h e s e t w o c o u n t r i e s .

T h e T e a c h i n g i n Z a m b i a a n d T e a c h i n g i n U g a n d a s c h e m e s a r e

b e i n g p h a s e d o u t o v e r a t h r e e - y e a r p e r i o d i n f a v o u r o f o t h e r

f o r m s o f e d u c a t i o n a l a s s i s t a n c e . R e c r u i t m e n t o f A u s t r a l i a n

g r a d u a t e s w a s n o t u n d e r t a k e n u n d e r t h e s e p r o g r a m s i n 1 9 7 2 .

A n e w t y p e o f e d u c a t i o n a l a s s i s t a n c e p r o g r a m w a s c o m m e n c e d

i n 1 9 7 1 w i t h t h e s e t t i n g u p o f a l i n k i n g s c h e m e b e t w e e n t h e

U n i v e r s i t y o f t h e S o u t h P a c i f i c i n F i j i a n d t h e C a n b e r r a C o l l e g e o f

A d v a n c e d E d u c a t i o n . I n 1 9 7 2 a l e c t u r e r i n p u b l i c a d m i n i s ­

t r a t i o n f r o m t h e C o l l e g e w a s t e a c h i n g a t t h e U n i v e r s i t y a n d t h e r e

a r e p l a n s t o p r o v i d e i n 1 9 7 3 a s t a f f m e m b e r i n t h e t e a c h e r

e d u c a t i o n f i e l d .

S i n c e 1 9 6 9 t h e D e p a r t m e n t o f F o r e i g n A f f a i r s h a s

a l s o p r o v i d e d a s s i s t a n c e t o t h e U n i v e r s i t y i n t h e p e r s o n n e l a r e a

t h r o u g h t h e p a y m e n t o f a n a n n u a l s u b v e n t i o n . T h i s p a y m e n t w a s

d e s i g n e d t o s u p p l e m e n t t h e c o n d i t i o n s u n d e r w h i c h A u s t r a l i a n

a c a d e m i c s t a f f w e r e e m p l o y e d a t t h e U n i v e r s i t y a n d w a s p r o v i d e d

u n d e r t h e S o u t h P a c i f i c A i d P r o g r a m ( S P A P ) . D u r i n g 1 9 7 2 ,

h o w e v e r , it w a s a g r e e d t h a t t h e s u b v e n t i o n s h o u l d b e c o m e t h e

r e s p o n s i b i l i t y o f t h i s D e p a r t m e n t u n d e r t h e C C E p r o g r a m .

53

Unesco Activities A s a r e s u l t o f a r e v i e w u n d e r t a k e n i n 1 9 7 1 t h e A u s t r a l i a n U n e s c o

C o m m i t t e e s t r u c t u r e w a s r e o r g a n i s e d i n 1 9 7 2 t o r e f l e c t t h e p r e s e n t

b a l a n c e a n d e m p h a s i s o f U n e s c o ’s i n t e r n a t i o n a l p r o g r a m . T h e

n e w c o m m i t t e e s t r u c t u r e c o m p r i s e s s i x c o m m i t t e e s — E d u c a t i o n ,

N a t u r a l S c i e n c e s , S o c i a l a n d H u m a n S c i e n c e s , A r t s , M u s e u m s

a n d L i b r a r i e s , a n d C o m m u n i c a t i o n . E a c h C o m m i t t e e h a s

a p p r o x i m a t e l y f i f t e e n m e m b e r s a p p o i n t e d i n a n i n d i v i d u a l c a p a c i t y

r a t h e r t h a n a s r e p r e s e n t a t i v e s o f o r g a n i s a t i o n s . T h e s i x C o m ­

m i t t e e c h a i r m e n f o r m t h e N a t i o n a l A d v i s o r y C o m m i t t e e , w h i c h

c o - o r d i n a t e s t h e w o r k o f t h e s e s p e c i a l i s t c o m m i t t e e s .

T h e r e s t r u c t u r e d c o m m i t t e e s m e t f o r t h e f i r s t t i m e

i n 1 9 7 2 . T h e i r m a j o r t a s k w a s t o p r o v i d e a d v i c e o n t h e U n e s c o

i n t e r n a t i o n a l p r o g r a m f o r t h e A u s t r a l i a n D e l e g a t i o n t o t h e

s e v e n t e e n t h s e s s i o n o f t h e U n e s c o G e n e r a l C o n f e r e n c e , h e l d in

P a r i s f r o m 1 7 O c t o b e r t o 2 1 N o v e m b e r 1 9 7 2 . T h e A u s t r a l i a n

D e l e g a t i o n w a s l e d b y M r A . P . R e n o u f , A u s t r a l i a n A m b a s s a d o r

t o F r a n c e a n d r e c e n t l y a c c r e d i t e d A m b a s s a d o r t o U n e s c o . A

c o m p l e t e l is t o f m e m b e r s o f t h e D e l e g a t i o n w i ll b e f o u n d in

A p p e n d i x 4 .

D u r i n g 1 9 7 2 t h e s p e c i a l i s t c o m m i t t e e s c o n t i n u e d t o

c a r r y o u t a c t i v i t i e s i n l i n e w i t h U n e s c o ’s i n t e r n a t i o n a l p r o g r a m .

S o m e o f t h e m a j o r p r o j e c t s u n d e r t a k e n b y t h e c o m m i t t e e s a r e

o u t l i n e d b e l o w .

A s e m i n a r o n t h e T e a c h i n g o f E n g l i s h , o r g a n i s e d b y t h e U n e s c o

C o m m i t t e e f o r E d u c a t i o n , w a s h e l d i n S y d n e y f r o m 2 8 M a y t o

2 J u n e 1 9 7 2 . T h e s e m i n a r p r o v i d e d a u s e f u l o p p o r t u n i t y f o r

s e n i o r A u s t r a l i a n a d m i n i s t r a t o r s a n d t e a c h e r s c o n c e r n e d w i t h

E n g l i s h c u r r i c u l a t o i d e n t i f y o b j e c t i v e s f o r a p o s s i b l e n a t i o n a l

p r o g r a m i n E n g l i s h c u r r i c u l u m d e v e l o p m e n t . T h e s e m i n a r

D i r e c t o r a n d C h a i r m a n o f t h e p l a n n i n g c o m m i t t e e w a s P r o f e s s o r

J a m e s M c A u l e y , P r o f e s s o r o f E n g l i s h a t t h e U n i v e r s i t y o f

T a s m a n i a .

P r o f e s s o r J a m e s B r i t t o n , G o l d s m i t h s P r o f e s s o r o f

E d u c a t i o n i n t h e U n i v e r s i t y o f L o n d o n , w a s a c o n s u l t a n t a t t h e

s e m i n a r , s p o n s o r e d b y t h e D i r e c t o r - G e n e r a l o f U n e s c o u n d e r t h e

P a r t i c i p a t i o n P r o g r a m . T h e A u s t r a l i a n - A m e r i c a n E d u c a t i o n

F o u n d a t i o n s p o n s o r e d t h e v i s i t o f P r o f e s s o r R o g e r S h u y , D i r e c t o r

o f t h e S o c i o l i n g u i s t i c s P r o g r a m , C e n t e r f o r A p p l i e d L i n g u i s t i c s ,

W a s h i n g t o n , D . C . , a n d P r o f e s s o r o f L i n g u i s t i c s a t G e o r g e t o w n

U n i v e r s i t y .

A m a j o r r e s o l u t i o n p a s s e d i n t h e f i n a l s e s s i o n

r e c o m m e n d e d t h a t :

a b r o a d l y - b a s e d n a t i o n a l c o m m i t t e e f o r E n g l i s h t e a c h i n g

b e c r e a t e d t o g a t h e r a n d d i s s e m i n a t e i n f o r m a t i o n a n d to

Australian Unesco Committees

Unesco National Seminar on the Teaching of English

54

p r o m o t e r e s e a r c h a n d e x p e r i m e n t a t a l l l e v e l s , p a r t i c u l a r

e m p h a s i s b e i n g g i v e n t o i n v o l v i n g t e a c h e r s i n t h i s a c t i v i ty .

Natural Sciences

Cultures o f the South Pacific

O n t h e a d v i c e o f t h e U n e s c o C o m m i t t e e f o r

E d u c a t i o n , t h e m a j o r s e m i n a r r e s o l u t i o n , w i t h a s u p p o r t i n g

s t a t e m e n t b y t h e s e m i n a r p l a n n i n g c o m m i t t e e , w i l l b e s u b m i t t e d

t o t h e S t a t e D i r e c t o r s - G e n e r a l o f E d u c a t i o n f o r t h e i r c o n s i d e r a t i o n .

T h e I n t e r n a t i o n a l H y d r o l o g i c a l D e c a d e w i ll c o n c l u d e a t t h e e n d

o f 1 9 7 4 . S i n c e i t s i n c e p t i o n , D e c a d e a c t i v i t i e s h a v e d e v e l o p e d

a n e x t e n s i v e f r a m e w o r k f o r i n t e r n a t i o n a l c o - o p e r a t i o n i n h y d r o l o g y .

T h i s f r a m e w o r k h a s g a i n e d w i d e r r e c o g n i t i o n a s a b a s i s f o r t h e

a s s e s s m e n t , u t i l i s a t i o n a n d c o n s e r v a t i o n o f w a t e r r e s o u r c e s .

A u s t r a l i a h a s b e e n r e p r e s e n t e d o n t h e I n t e r n a t i o n a l C o - o r d i n a t i n g

C o u n c i l f o r s i x o f t h e f i r s t e i g h t y e a r s a n d a t t h e s e v e n t e e n t h

s e s s i o n o f t h e G e n e r a l C o n f e r e n c e w a s a g a i n e l e c t e d t o t h e

C o u n c i l f o r t h e f i n a l t w o y e a r s o f t h e D e c a d e .

T h e A u s t r a l i a n U n e s c o C o m m i t t e e f o r t h e I n t e r ­

n a t i o n a l H y d r o l o g i c a l D e c a d e ( A U C I H D ) o r g a n i s e d d u r i n g t h e

y e a r a S e m i n a r o n D r o u g h t w h i c h w a s h e l d f r o m 2 7 N o v e m b e r

t o 8 D e c e m b e r a t t h e U n i v e r s i t y o f N e w S o u t h W a l e s . T h e

s e m i n a r w a s s e e n a s a n A u s t r a l i a n c o n t r i b u t i o n t o r e g i o n a l

D e c a d e a c t i v i t i e s a n d p r o v i s i o n w a s m a d e f o r a n u m b e r o f A s i a n

s t u d e n t s t o p a r t i c i p a t e . I n a d d i t i o n t o A u s t r a l i a n s p e c i a l i s t s , a n

I s r a e l i c o n s u l t a n t , M r J . S c h w a r z o f t h e H y d r o l o g i c a l D e p a r t m e n t ,

T a h a l C o n s u l t i n g E n g i n e e r s L t d i n T e l A v i v , v i s i t e d A u s t r a l i a

u n d e r t h e U n e s c o P a r t i c i p a t i o n P r o g r a m . M r S c h w a r z a l s o

u n d e r t o o k a s e r i e s o f v i s i t s t o r e l e v a n t S t a t e a u t h o r i t i e s .

T h e M a n a n d t h e B i o s p h e r e ( M A B ) p r o g r a m w a s

l a u n c h e d b y U n e s c o a t i t s G e n e r a l C o n f e r e n c e i n 1 9 7 0 . I t is a

s t u d y o f t h e i n t e r r e l a t i o n s h i p s b e t w e e n m a n a n d t h e e n v i r o n m e n t

a n d o f t h e p r o b l e m s r e l a t i n g t o t h e r a t i o n a l u s e o f w o r l d r e s o u r c e s .

A u s t r a l i a w a s a m e m b e r o f t h e U n e s c o I n t e r n a t i o n a l C o - o r d i n a t i n g

C o u n c i l f o r M A B f o r t h e 1 9 7 1 - 7 2 b i e n n i u m a n d w a s r e - e l e c t e d

f o r 1 9 7 3 - 7 4 . T h e A u s t r a l i a n M A B C o m m i t t e e is r e s p o n s i b l e

f o r t h e c o - o r d i n a t i o n o f t h e A u s t r a l i a n c o n t r i b u t i o n t o t h e i n t e r ­

n a t i o n a l p r o g r a m a n d is a r r a n g i n g t w o s y m p o s i a t o b e h e l d i n

M a y 1 9 7 3 . T h e s e a r e r e l a t e d t o t h e i n t e r n a t i o n a l s c h e d u l e o f

p r o j e c t s d r a w n u p b y t h e I n t e r n a t i o n a l C o - o r d i n a t i n g C o u n c i l

a n d w i l l b e c o n c e r n e d w i t h t h e i m p a c t o f h u m a n a c t i v i t i e s o n

c o a s t a l z o n e s a n d t h e e c o l o g i c a l a s p e c t s o f e n e r g y u t i l i s a t i o n in

u r b a n a n d i n d u s t r i a l s y s t e m s .

T h e G e n e r a l C o n f e r e n c e o f U n e s c o a t i t s s i x t e e n t h s e s s i o n in 1 9 7 0

d e c i d e d t h a t s t u d i e s o f O c e a n i c c u l t u r e s s h o u l d b e u n d e r t a k e n

f o r a p e r i o d o f fiv e y e a r s , b e g i n n i n g i n 1 9 7 1 . T h e p r o j e c t , w h i c h

is p a r t o f t h e U n e s c o r e g i o n a l p r o g r a m o f c u l t u r a l s t u d i e s , is

d e s i g n e d t o a s s i s t i n p r e s e r v i n g t h e c u l t u r e s o f t h e S o u t h P a c if ic .

A s a r e s u l t o f A u s t r a l i a n i n i t i a t i v e a t t h e 1 9 7 2 G e n e r a l C o n ­

f e r e n c e t h e p r o g r a m w ill n o w c o n t i n u e f o r s ix y e a r s f r o m t h e

b e g i n n i n g o f 1 9 7 3 .

55

A s e m i n a r o n V i s u a l C o m m u n i c a t i o n i n A r t a n d S c ie n c e , h e l d i n

J a n u a r y 1 9 7 2 , w a s s e e n a s a p r e l i m i n a r y a t t e m p t t o b r i n g t o g e t h e r

A u s t r a l i a n s p e c i a l i s t s i n a r t , s c i e n c e , e d u c a t i o n a n d t e c h n o l o g y ,

w i t h a c o m m o n i n t e r e s t i n c o m m u n i c a t i o n , to d i s c u s s t h e w a y s

i n w h i c h c o m m u n i c a t i o n w i t h i n a n d b e t w e e n d i s c i p l i n e s is

a c h i e v e d a n d m i g h t b e i m p r o v e d . A c o n s u l t a n t f r o m t h e U n i t e d

S t a t e s o f A m e r i c a , P r o f e s s o r R u d o l p h A r n h e i m , P r o f e s s o r o f t h e

P s y c h o l o g y o f A r t i n t h e C a r p e n t e r C e n t e r f o r t h e V i s u a l A r t s

a t H a r v a r d U n i v e r s i t y , w a s s p o n s o r e d b y t h e A u s t r a l i a n N a t i o n a l

A d v i s o r y C o m m i t t e e f o r U n e s c o .

I n M a y 1 9 7 2 a s e m i n a r e n t i t l e d ‘C u l t u r e a n d t h e C o u n t e r c u l t u r e :

A S e m i n a r o n Y o u t h a n d t h e A r t s ’ w a s h e l d a t t h e A u s t r a l i a n

N a t i o n a l U n i v e r s i t y . I t b r o u g h t t o g e t h e r y o u n g p e o p l e a c t i v e

i n t h e a r t s f o r d i s c u s s i o n s , l e c t u r e s a n d w o r k s h o p s e s s i o n s , w h i c h

p r o v i d e d a n o p p o r t u n i t y f o r t h e m t o w o r k t o g e t h e r i n a c r e a t i v e

e x p e r i m e n t a l w a y i n d i f f e r e n t a r t f o r m s . M r J . E n g l i s h , D i r e c t o r

o f t h e M i d l a n d s A r t C e n t r e , B i r m i n g h a m , a t t e n d e d a s o v e r s e a s

c o n s u l t a n t , w i t h U n e s c o P a r t i c i p a t i o n P r o g r a m s u p p o r t .

A l t h o u g h t h e s e m i n a r d i d n o t a d o p t f o r m a l r e s o l u ­

t i o n s , t h e N a t i o n a l A d v i s o r y C o m m i t t e e i n t e n d s t o s e t u p a y o u t h

s u b - c o m m i t t e e w h i c h w ill b e c o n c e r n e d w i t h t h e r e l a t i o n s h i p

b e t w e e n y o u t h a n d t h e a r t s .

T h e D i r e c t o r - G e n e r a l o f U n e s c o p r o c l a i m e d 1 9 7 2 a s I n t e r n a t i o n a l

B o o k Y e a r in o r d e r t o f o c u s a t t e n t i o n o n t h e r o l e o f b o o k s i n

p r o m o t i n g t h e d e v e l o p m e n t o f t h e i n d i v i d u a l , s o c i a l a n d e c o n o m i c

p r o g r e s s a n d i n t e r n a t i o n a l u n d e r s t a n d i n g . A f e a t u r e o f t h e

p r o g r a m o f a c t i v i t i e s d r a w n u p b y t h e A u s t r a l i a n I n t e r n a t i o n a l

B o o k Y e a r C o m m i t t e e , a s u b - c o m m i t t e e o f t h e U n e s c o C o m m i t t e e

f o r C o m m u n i c a t i o n , w a s a t h r e e - d a y s e m i n a r o n t h e t h e m e ‘T h e

B o o k U n d e r C h a l l e n g e ’. S o m e s i x t y p a r t i c i p a n t s r e p r e s e n t i n g

e d u c a t i o n , l i t e r a r y , l i b r a r y , m e d i a a n d p u b l i s h i n g i n t e r e s t s , a s

w e l l a s d i s c i p l i n e s s u c h a s s o c i o l o g y , h i s t o r y , p s y c h o l o g y ,

e c o n o m i c s a n d p o l i t i c a l s c i e n c e , a t t e n d e d t h e s e m i n a r h e l d a t

t h e N a t i o n a l L i b r a r y i n N o v e m b e r .

A v i s i t o r t o A u s t r a l i a f o r I n t e r n a t i o n a l B o o k Y e a r

w a s M r F . O . P a l a , C h i e f L i b r a r i a n o f t h e K e n y a N a t i o n a l L i b r a r y

S e r v i c e ; h i s t h r e e - w e e k v i s i t w a s s p o n s o r e d b y t h e D e p a r t m e n t

o f F o r e i g n A f f a i r s .

M r I . D . G r a n t , a B r i t i s h a r c h i t e c t , v i s i t e d A u s t r a l i a in O c t o b e r -

N o v e m b e r a s a U n e s c o c o n s u l t a n t o n t h e r e s t o r a t i o n a n d p r e s e r ­

v a t i o n o f n i n e t e e n t h - c e n t u r y b u i l d i n g s . H i s t w o - m o n t h p r o g r a m

t o o k h i m t o a ll S t a t e s , t h e N o r t h e r n T e r r i t o r y a n d t h e A u s t r a l i a n

C a p i t a l T e r r i t o r y , w h e r e h e a d v i s e d n a t i o n a l t r u s t s , h i s t o r i c a l

s o c i e t i e s , m u s e u m s a n d g o v e r n m e n t a l a u t h o r i t i e s o n t h e p r e s e r v a ­

t i o n a n d r e s t o r a t i o n o f b u i l d i n g s o f h i s t o r i c a l a n d c u l t u r a l v a l u e .

M r G r a n t ’s v i s i t , w h i c h w a s s p o n s o r e d b y t h e D i r e c t o r - G e n e r a l

u n d e r t h e P a r t i c i p a t i o n P r o g r a m , w a s r e q u e s t e d b y t h e U n e s c o

C o m m i t t e e f o r M u s e u m s a n d L i b r a r i e s .

Communication between Disciplines

Youth and the Arts

International Book Year

Unesco Consultant

56

Unesco Surveys T h e N a t i o n a l A d v i s o r y C o m m i t t e e c o n t i n u e d t o s u p p l y t h e U n e s c o

S e c r e t a r i a t i n P a r i s w i t h A u s t r a l i a n s t a t i s t i c s a n d i n f o r m a t i o n

r e l a t e d t o U n e s c o ’s f i e l d s o f c o m p e t e n c e . T h i s i n f o r m a t i o n w ill

a s s i s t i n t h e r e v i s i o n o f U n e s c o p u b l i c a t i o n s , i n p a r t i c u l a r t h e

U n e s c o S t a t i s t i c a l Y e a r B o o k . A c t i v i t i e s w e r e a l s o c o n t i n u e d t o

p r o m o t e d i s t r i b u t i o n o f U n e s c o p u b l i c a t i o n s i n A u s t r a l i a .

57

International Education Activities I n a d d i t i o n t o i ts r e s p o n s i b i l i t i e s w i t h r e g a r d t o t h e s c h e m e o f Organisation for C o m m o n w e a l t h C o - o p e r a t i o n i n E d u c a t i o n a n d t h e U n e s c o p r o - Economic Co-operation g r a m , t h e D e p a r t m e n t is i n v o l v e d i n a n u m b e r o f o t h e r i n t e r - and Development n a t i o n a l e d u c a t i o n a c t i v i t i e s .

I n M a r c h M r E m i l e v a n L e n n e p , t h e S e c r e t a r y - G e n e r a l o f O E C D ,

v i s i t e d A u s t r a l i a . T h e S e c r e t a r y o f t h e D e p a r t m e n t d i s c u s s e d w i th

h i m t h e O r g a n i s a t i o n ’s i n t e r e s t s i n e d u c a t i o n a n d s c ie n c e .

D r P e t e r C r a w f o r d , a S c ie n ti f i c S e r v i c e s O f f ic e r f r o m

t h e C o m m o n w e a l t h S c i e n t i f i c a n d I n d u s t r i a l R e s e a r c h O r g a n i z a ­

t i o n , w a s s e c o n d e d t o t h e D e p a r t m e n t t o b e c o m e t h e d e p a r t m e n t a l

r e p r e s e n t a t i v e o n t h e A u s t r a l i a n P e r m a n e n t D e l e g a t i o n t o t h e

O E C D i n P a r i s . H e r e p r e s e n t e d A u s t r a l i a a t a n u m b e r o f m e e t i n g s

c o n v e n e d b y t h e E d u c a t i o n C o m m i t t e e , b y t h e C e n t r e f o r E d u ­

c a t i o n a l R e s e a r c h a n d I n n o v a t i o n a n d b y t h e S t e e r i n g C o m m i t t e e

f o r E d u c a t i o n a l B u i l d i n g . P r e p a r a t i o n s w e r e m a d e t o p a r t i c i p a t e i n

t h e w o r k o f t h e C e n t r e f o r E d u c a t i o n a l R e s e a r c h a n d I n n o v a t i o n .

F o r m a l p a r t i c i p a t i o n is t o d a t e f r o m 1 J a n u a r y 1 9 7 3 .

T h e f i r s t n u m b e r o f t h e d e p a r t m e n t a l p u b l i c a t i o n OECD Activities Publication in Education and Science w a s i s s u e d i n D e c e m b e r . I t s p u r p o s e is

t o i n f o r m A u s t r a l i a n e d u c a t i o n a l a n d s c i e n t i f i c a u t h o r i t i e s a n d

p r o f e s s i o n a l w o r k e r s i n e d u c a t i o n a n d s c i e n c e o f O E C D u n d e r ­

t a k i n g s i n t h e s e f i e l d s . B y m e a n s o f t h i s p u b l i c a t i o n a n d t h e

d i s t r i b u t i o n o f O E C D d o c u m e n t s , t h e D e p a r t m e n t k e e p s o t h e r

A u s t r a l i a n e d u c a t i o n a u t h o r i t i e s i n f o r m e d o f t h e e d u c a t i o n a l

a c t i v i t i e s o f t h e O r g a n i s a t i o n .

T h e C u l t u r a l a n d S o c i a l C e n t r e o f t h e A s i a n a n d P a c i f i c C o u n c i l ASP AC Cultural and ( A S P A C ) w h i c h h a s a s i t s m a i n o b j e c t i v e t h e p r o m o t i o n o f Social Centre u n d e r s t a n d i n g a n d f r i e n d l y r e l a t i o n s a m o n g t h e p e o p l e s o f t h e

A s i a n a n d P a c i f i c r e g i o n u n d e r t a k e s a w i d e r a n g e o f a c t i v i ti e s

i n t h e c u l t u r a l a n d r e l a t e d s o c i a l f i e l d s . I t h a s , f o r e x a m p l e ,

e m b a r k e d u p o n a p l a n n e d F o u r - Y e a r E d u c a t i o n a l P r o g r a m f o r

t h e p e r i o d 1 9 7 1 - 7 4 .

I n l i n e w i t h t h e A S P A C v i e w t h a t m e m b e r c o u n t r i e s

o f t h e o r g a n i s a t i o n s h o u l d e x c h a n g e f i n d i n g s a n d m e t h o d s r e l a t e d

t o e d u c a t i o n a l p r a c t i c e t h e S e c o n d A S P A C A u d i o - V i s u a l E d u c a ­

t i o n S e m i n a r w a s h e l d i n T o k y o , f r o m 2 0 t o 2 9 F e b r u a r y 1 9 7 2 .

P a r t i c i p a n t s i n t h e s e m i n a r e x p l a i n e d a n d d e m o n s t r a t e d a u d i o ­

v i s u a l t e c h n i q u e s d e v e l o p e d a n d u t i l i s e d i n t e a c h i n g i n t h e i r o w n

c o u n t r y . A u s t r a l i a w a s r e p r e s e n t e d a t t h e s e m i n a r b y M r A . C .

T r a v i s , S t a f f I n s p e c t o r ( S e r v i c e s ) o f t h e N e w S o u t h W a l e s D e p a r t ­

m e n t o f E d u c a t i o n .

T h e D e p a r t m e n t p r o v i d e s a d v i c e t o o t h e r C o m m o n w e a l t h d e p a r t - Other International r n e n t s o n e d u c a t i o n a l m a t t e r s r e l a t i n g t o A u s t r a l i a n p a r t i c i p a t i o n Organisations

58

International Educational Qualifications

Unesco Secretariat Vacancies

i n t h e a c t i v i t i e s o f r e g i o n a l a n d i n t e r n a t i o n a l o r g a n i s a t i o n s . T h i s

i n c l u d e s a d v i s i n g o n e d u c a t i o n a l m a t t e r s b e i n g c o n s i d e r e d b y t h e

U n i t e d N a t i o n s a n d i t s v a r i o u s a g e n c i e s .

T h e D e p a r t m e n t m a i n t a i n e d l i a i s o n w i t h t h e D e p a r t ­

m e n t o f F o r e i g n A f f a i r s o n a n u m b e r o f i s s u e s c o n c e r n i n g t h e

a c t i v i t i e s o f t h e S o u t h - E a s t A s i a n M i n i s t e r s o f E d u c a t i o n O r g a n i s a ­

t i o n ( S E A M E O ) . S E A M E O w o r k s t o p r o m o t e c o - o p e r a t i o n

a m o n g c o u n t r i e s o f S o u t h - E a s t A s i a t h r o u g h e d u c a t i o n , s c i e n c e

a n d c u l t u r e a n d h a s s e t u p a n u m b e r o f r e g i o n a l c e n t r e s t o f u lf il

i t s a i m s . T h e R e g i o n a l E n g l i s h L a n g u a g e C e n t r e ( R E L C ) i n

S i n g a p o r e , t h e R e g i o n a l C e n t r e f o r E d u c a t i o n i n S c i e n c e a n d

M a t h e m a t i c s ( R E C S A M ) i n P e n a n g a n d t h e R e g i o n a l C e n t r e f o r

E d u c a t i o n a l I n n o v a t i o n a n d T e c h n o l o g y ( I N N O T E C H ) , t e m ­

p o r a r i l y l o c a t e d i n S i n g a p o r e b u t t o b e m o v e d t o S a i g o n a t a l a t e r

d a t e , h a v e a l l b e e n d e v e l o p e d w i t h t h i s i n v i e w . F r o m t i m e t o t i m e

A u s t r a l i a h a s s e n t o b s e r v e r s t o v a r i o u s c o n f e r e n c e s , s e m i n a r s a n d

w o r k s h o p s a r r a n g e d b y t h e O r g a n i s a t i o n .

T h e D e p a r t m e n t p r o v i d e s a s e r v i c e f o r o t h e r g o v e r n m e n t d e p a r t ­

m e n t s , e d u c a t i o n a l i n s t i t u t i o n s a n d e m p l o y i n g a g e n c i e s , i n t h e

a s s e s s m e n t o f e d u c a t i o n a l q u a l i f i c a t i o n s o b t a i n e d o v e r s e a s . D u r i n g

1 9 7 2 a p p r o x i m a t e l y t w e l v e h u n d r e d r e q u e s t s f o r a s s e s s m e n t s w e r e

r e c e i v e d , a s i g n i f i c a n t i n c r e a s e o n p r e v i o u s y e a r s ’ r e q u e s t s . T h e

g r e a t e s t n u m b e r o f r e q u e s t s f o r a s s e s s m e n t o f d o c u m e n t s w a s

r e c e i v e d c o n c e r n i n g q u a l i f i c a t i o n s o b t a i n e d i n I n d i a a n d t h e

P h i l i p p i n e s .

D u r i n g t h e y e a r t h e D e p a r t m e n t a l s o m a i n t a i n e d

l i a i s o n w i t h t h e C o m m i t t e e o n O v e r s e a s P r o f e s s i o n a l Q u a l i f i c a t i o n s

a n d t h e D e p a r t m e n t w a s r e p r e s e n t e d a t t h e N a t i o n a l S e m i n a r o n

t h e E v a l u a t i o n o f O v e r s e a s Q u a l i f i c a t i o n s i n T e a c h i n g w h i c h w a s

h e l d i n C a n b e r r a f r o m 1 6 t o 1 9 J u l y 1 9 7 2 .

T h e D e p a r t m e n t h a s t h e r e s p o n s i b i l i t y f o r c i r c u l a t i n g i n A u s t r a l i a

i n f o r m a t i o n a b o u t v a c a n c i e s i n t h e U n e s c o S e c r e t a r i a t , P a r i s .

D u r i n g 1 9 7 2 c i r c u l a t i o n w a s g i v e n t o s o m e t w e n t y s u c h p o s i t i o n s .

59

Educational Exchanges and Awards for Study Overseas T h e D e p a r t m e n t is t h e A u s t r a l i a n a g e n c y f o r a n u m b e r o f p r o g r a m s

o f a w a r d s f o r s t u d y i n o v e r s e a s c o u n t r i e s . P u b l i c i t y , a n d i n s o m e

i n s t a n c e s , p r e l i m i n a r y s e l e c t i o n f o r a w a r d s , is a r r a n g e d i n c o ­

o p e r a t i o n w i t h u n i v e r s i t i e s , e d u c a t i o n d e p a r t m e n t s a n d o t h e r

o r g a n i s a t i o n s . S e l e c t i o n f o r a w a r d s is a r r a n g e d w i t h t h e a s s i s t a n c e

o f c o m m i t t e e s c o n s i s t i n g o f r e p r e s e n t a t i v e s o f u n i v e r s i t i e s , e d u c a ­

t i o n d e p a r t m e n t s a n d o t h e r e x p e r t a d v i s e r s .

D u r i n g 1 9 7 2 a w a r d s f o r o v e r s e a s s t u d y w e r e m a d e

a v a i l a b l e t o s t a f f m e m b e r s o f t e r t i a r y i n s t i t u t i o n s , t e a c h e r s , p o s t ­

g r a d u a t e s t u d e n t s a n d p r o f e s s i o n a l a n d t e c h n i c a l p e r s o n n e l . T h e

D e p a r t m e n t w a s a l s o i n v o l v e d i n 1 9 7 2 i n t h e a d m i n i s t r a t i o n o f a

n e w p r o g r a m o f s t u d e n t e x c h a n g e w i t h J a p a n .

T h e D e p a r t m e n t a r r a n g e d p u b l i c i t y , p r o c e s s i n g o f a p p l i c a t i o n s a n d Australian-American s e r v i c i n g o f c o m m i t t e e s f o r t h e p r o g r a m o f t r a v e l g r a n t s t o t h e Educational Foundation U n i t e d S t a t e s u n d e r t h e A u s t r a l i a n - A m e r i c a n E d u c a t i o n a l F o u n d a ­

t i o n . T h e r e a r e t w o c a t e g o r i e s o f a w a r d s s u i t a b l e f o r s t a f f o f

t e r t i a r y i n s t i t u t i o n s : S e n i o r S c h o l a r s a w a r d s f o r s e n i o r a c a d e m i c s

w i s h i n g t o c a r r y o u t p r o g r a m s o f t e a c h i n g o r r e s e a r c h a t A m e r i c a n

u n i v e r s i t i e s o r o t h e r i n s t i t u t i o n s , a n d p o s t d o c t o r a l a w a r d s f o r

a p p l i c a n t s w h o h a v e r e c e n t l y a t t a i n e d p o s t d o c t o r a l s t a t u s a n d

w h o w i s h t o c a r r y o u t a p p r o v e d p r o g r a m s a t A m e r i c a n u n i v e r s i t i e s .

F o u r t e e n S e n i o r S c h o l a r a n d t w e l v e P o s t d o c t o r a l a w a r d s w e r e

m a d e a v a i l a b l e i n 1 9 7 2 .

Awards for Teachers T h e D e p a r t m e n t a d m i n i s t e r e d a n u m b e r o f a w a r d s d u r i n g 1 9 7 2

w h i c h e n a b l e d t e a c h e r s t o g a i n a d d e d p r o f e s s i o n a l e x p e r i e n c e in

o v e r s e a s c o u n t r i e s .

A p r o g r a m o f t r a v e l g r a n t s f o r t e a c h e r s o f A s i a n l a n g u a g e s a n d Travel Grants for c u l t u r e s w a s i n a u g u r a t e d i n 1 9 7 2 . U n d e r t h i s p r o g r a m t e a c h e r s o f Teachers of Asian A s i a n l a n g u a g e s a n d c u l t u r e s u b j e c t s a r e g i v e n t h e o p p o r t u n i t y t o Languages and t r a v e l i n A s i a n c o u n t r i e s t o a t t e n d s p e c i a l c o u r s e s o r u n d e r t a k e Cultures t o u r s o f o b s e r v a t i o n . T h e t r a v e l g r a n t p r o g r a m is p a r t o f t h e w i d e r

p r o g r a m w h i c h t h e C o m m o n w e a l t h is i m p l e m e n t i n g i n c o n j u n c t i o n

w i t h t h e S t a t e s t o i m p r o v e t h e t e a c h i n g o f A s i a n l a n g u a g e s a n d

c u l t u r e s u b j e c t s i n t h e s c h o o l s . T w e n t y - e i g h t t e a c h e r s w e r e s e l e c t e d

f o r a w a r d s c o m m e n c i n g D e c e m b e r 1 9 7 2 . T h e y i n c l u d e d t e a c h e r s

o f A s i a n l a n g u a g e s , h i s t o r y , g e o g r a p h y , m u s i c a n d c r a f t . C o u n t r i e s

v i s i t e d i n c l u d e d J a p a n , I n d o n e s i a , M a l a y s i a , S i n g a p o r e , t h e P h i l i p ­

p i n e s , I n d i a a n d I r a n .

U n d e r t h e A u s t r a l i a n - A m e r i c a n E d u c a t i o n a l F o u n d a t i o n , s ix Teacher Development t e a c h e r d e v e l o p m e n t a w a r d s w e r e p r o v i d e d i n 1 9 7 2 . T h e y e n a b l e d Awards s e n i o r e d u c a t i o n i s t s in b o t h g o v e r n m e n t a n d i n d e p e n d e n t s c h o o l s

60

Teachers attending the Stage de Noumea for teachers of French.

t o f o l l o w s p e c i a l l y a r r a n g e d e d u c a t i o n a l p r o g r a m s i n t h e U n i t e d

S t a t e s f o r a p e r i o d o f t h r e e t o f o u r m o n t h s .

Vacation Courses for T h e a n n u a l s e m i n a r s f o r t e a c h e r s o f F r e n c h w e r e h e l d a t M o n t -

Teachers of French p e l l i e r i n F r a n c e a n d i n N o u m e a d u r i n g t h e 1 9 7 2 —7 3 s c h o o l

v a c a t i o n p e r i o d . F i n a n c i a l a s s i s t a n c e f o r t h e s e c o u r s e s w a s p r o ­

v i d e d b y t h e F r e n c h G o v e r n m e n t , t h e e m p l o y i n g a u t h o r i t y a n d

t h i s D e p a r t m e n t . T h e n u m b e r o f p l a c e s f o r A u s t r a l i a n s i n t h e

s e m i n a r a t M o n t p e l l i e r w a s i n c r e a s e d t o 2 5 , a n d 8 0 p l a c e s w e r e

a g a i n a v a i l a b l e f o r t h e s e m i n a r i n N o u m e a . T h e F r e n c h G o v e r n ­

m e n t a l s o m a d e 4 0 a w a r d s a v a i l a b l e f o r A u s t r a l i a n t e a c h e r s o f

F r e n c h t o u n d e r t a k e o n e - y e a r a s s i g n m e n t s a s assistants i n F r e n c h h i g h s c h o o l s .

Canadian Pacific Airlines C a n a d i a n P a c i f i c A i r l i n e s p r o v i d e d a t r a v e l g r a n t d u r i n g 1 9 7 2

Travel Award w h i c h e n a b l e d a n A u s t r a l i a n e d u c a t i o n i s t t o u n d e r t a k e a p r o g r a m

o f s t u d y in C a n a d a .

Awards for Postgraduate Studies Overseas T h e m a j o r i t y o f a w a r d s m a d e a v a i l a b l e t o A u s t r a l i a n s f o r s t u d y

o v e r s e a s f o r 1 9 7 2 - 7 3 w e r e f o r p o s t g r a d u a t e s t u d y .

Commonwealth U n d e r t h e C o m m o n w e a l t h S c h o l a r s h i p a n d F e l l o w s h i p P l a n ,

Scholarship and v a r i o u s C o m m o n w e a l t h c o u n t r i e s i n c l u d i n g t h e U n i t e d K i n g d o m ,

Fellowship Plan C a n a d a , I n d i a , G h a n a , N i g e r i a a n d N e w Z e a l a n d m a d e a w a r d s

61

a v a i l a b l e t o A u s t r a l i a n s f o r p o s t g r a d u a t e s t u d y i n t h e a w a r d i n g

c o u n t r i e s . T h e a w a r d s p r o v i d e f o r t r a v e l t o t h e c o u n t r y c o n c e r n e d ,

p a y m e n t o f c o u r s e f e e s a n d m a i n t e n a n c e f o r t h e s c h o l a r s . T a b l e

3 4 i n d i c a t e s t h e n u m b e r o f a w a r d s o f f e r e d t o A u s t r a l i a n s u n d e r

t h e P l a n d u r i n g 1 9 7 2 .

U n d e r t h e A u s t r a l i a n - A m e r i c a n E d u c a t i o n a l F o u n d a ­

t i o n s i x t e e n t r a v e l g r a n t s w e r e a w a r d e d t o a p p l i c a n t s w h o h a d

a r r a n g e d p r o g r a m s o f p o s t g r a d u a t e s t u d y a t A m e r i c a n u n i v e r s i t i e s .

T h e D e p a r t m e n t a l s o r e c e i v e d a p p l i c a t i o n s a n d r e c o m m e n d e d

c a n d i d a t e s f o r a w a r d s f o r p o s t g r a d u a t e s t u d y a t t h e E a s t - W e s t

C e n t e r o f t h e U n i v e r s i t y o f H a w a i i .

A n u m b e r o f o t h e r c o u n t r i e s o f f e r a w a r d s t o A u s t r a l i a f o r p o s t ­

g r a d u a t e s t u d y i n t h e c o u n t r i e s c o n c e r n e d . T h e b e n e f i t s o f t h e s e

a w a r d s v a r y f r o m c o u n t r y t o c o u n t r y a n d i n c l u d e m a i n t e n a n c e

a l l o w a n c e , t h e p a y m e n t o f c o u r s e f e e s a n d i n s o m e c a s e s r e t u r n

a i r t r a v e l t o t h e c o u n t r y c o n c e r n e d . T h e f o l l o w i n g is a l i s t o f t h e

c o u n t r i e s w h i c h o f f e r e d a w a r d s a n d t h e n u m b e r o f A u s t r a l i a n s

w h o t o o k u p a w a r d s i n 1 9 7 2 :

Country Awards Taken Up

A u s t r i a 0

F i n l a n d 1

F e d e r a l R e p u b l i c o f G e r m a n y * 1 8

F r a n c e 1 4

N e t h e r l a n d s 2

S w i t z e r l a n d 3

J a p a n 6

( ♦ i n c l u d e s 4 t r a v e l g r a n t s )

I n a d d i t i o n t o p o s t g r a d u a t e a w a r d s J a p a n m a d e

a v a i l a b l e t w o u n d e r g r a d u a t e a w a r d s d u r i n g 1 9 7 2 f o r c a n d i d a t e s t o

u n d e r t a k e a f i v e - y e a r B a c h e l o r o f A r t s c o u r s e s p e c i a l i s i n g in t h e

J a p a n e s e l a n g u a g e .

Awards for Professional and Technical Personnel T h e D e p a r t m e n t w a s i n v o l v e d a g a i n i n 1 9 7 2 i n t h e p u b l i c i t y a n d

s e l e c t i o n o f a p p l i c a n t s f o r s p e c i a l i s e d e n g i n e e r i n g t r a i n i n g i n t h e

U n i t e d K i n g d o m u n d e r t h e C o n f e d e r a t i o n o f B r i t i s h I n d u s t r y

O v e r s e a s E n g i n e e r i n g S c h o l a r s h i p s S c h e m e . U n d e r t h i s p r o g r a m ,

n i n e a w a r d s a r e m a d e a v a i l a b l e t o A u s t r a l i a n s e a c h y e a r , t h r e e f o r

r e c e n t l y g r a d u a t e d e n g i n e e r s a n d s i x f o r m o r e s e n i o r e n g i n e e r s .

T h e A n z a c F e l l o w s h i p S c h e m e w h i c h w a s i n a u g u r a t e d i n 1 9 6 8

e n a b l e s t w o A u s t r a l i a n s t o f o l l o w p r o g r a m s o f s t u d y a n d t r a i n i n g

i n N e w Z e a l a n d a n d t w o N e w Z e a l a n d e r s t o f o l l o w p r o g r a m s o f

t h e s a m e k i n d i n A u s t r a l i a .

East-West Center Scholarships

Scholarships for Study in Europe

Confederation of British Industry Scheme

Anzac Fellowship Scheme

62

O t h e r A w a r d s

I n 1 9 7 2 t w o A n z a c F e l l o w s f o l l o w e d p r o g r a m s o f

s t u d y i n N e w Z e a l a n d , s p e c i a l i s i n g i n t h e o r g a n i s a t i o n a n d a d m i n ­

i s t r a t i o n o f p l a y c e n t r e s a n d i n f a r m d i v e r s i f i c a t i o n r e s p e c t i v e l y ,

a n d i n A u s t r a l i a t w o N e w Z e a l a n d e r s s t u d i e d i n t h e f i e l d s o f p r e ­

s c h o o l e d u c a t i o n a n d p e n a l e d u c a t i o n .

T h e D e p a r t m e n t a l s o p r o c e s s e d a p p l i c a t i o n s f r o m p r o f e s s i o n a l

p e r s o n n e l a n d o t h e r p e o p l e o f s i m i l a r s t a t u s f o r a w a r d s m a d e

a v a i l a b l e b y t h e S o u t h E a s t A s i a n T r e a t y O r g a n i s a t i o n ( S E A T O )

a n d t h e A s i a n a n d P a c i f i c C o u n c i l ( A S P A C ) f o r s t u d y i n t h e

A s i a n r e g i o n a n d f o r a w a r d s o f f e r e d a t P o s t d o c t o r a l l e v e l b y

t h e G o v e r n m e n t o f F i n l a n d a n d b y t h e G o v e r n m e n t o f P o l a n d

u n d e r i ts U n e s c o C o p e r n i c u s P r o g r a m .

T h e F r e n c h G o v e r n m e n t p r o v i d e d e i g h t a w a r d s d u r ­

i n g 1 9 7 2 w h i c h e n a b l e d A u s t r a l i a n s w o r k i n g i n p r o f e s s i o n a l a n d

t e c h n i c a l f i e l d s t o v i s i t F r a n c e t o f u r t h e r t h e i r e x p e r i e n c e t h r o u g h

o b s e r v a t i o n a n d p a r t i c i p a t i o n w h e r e a p p r o p r i a t e .

T h e J a p a n e s e G o v e r n m e n t a g a i n m a d e a n a w a r d

a v a i l a b l e d u r i n g 1 9 7 2 u n d e r t h e P r o g r a m o f R e s e a r c h A w a r d s

f o r f o r e i g n s p e c i a l i s t s w h i c h e n a b l e d a n A u s t r a l i a n s c i e n t i s t t o

v i s i t J a p a n e s e s c i e n t i f i c l a b o r a t o r i e s .

Australian-Japanese Student Exchange T h e G o v e r n m e n t s o f A u s t r a l i a a n d J a p a n h a v e a g r e e d t o p a r t i c i ­

p a t e i n a p r o g r a m o f s t u d e n t e x c h a n g e e n a b l i n g a n u m b e r o f

s t u d e n t s , m a i n l y a t u n d e r g r a d u a t e l e v e l , t o u n d e r t a k e o b s e r v a t i o n

t o u r s o n a r e c i p r o c a l b a s i s . T h e p r o g r a m w a s i n a u g u r a t e d i n

1 9 7 2 . F o u r J a p a n e s e s t u d e n t s f o l l o w e d a t h r e e - w e e k p r o g r a m i n

A u s t r a l i a i n J u l y - A u g u s t w h i l e f o u r A u s t r a l i a n s t u d e n t s m a d e a

r e c i p r o c a l v i s i t t o J a p a n i n N o v e m b e r - D e c e m b e r .

63

Education in the Australian Capital Territory Staffing and Administrative Changes S i n c e 1 9 1 3 t h e N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n h a s

h e l p e d t h e C o m m o n w e a l t h t o f u l f i l i t s r e s p o n s i b i l i t i e s i n r e g a r d

t o e d u c a t i o n i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y a n d t h e J e r v i s

B a y T e r r i t o r y b y p r o v i d i n g t e a c h i n g a n d i n s p e c t o r i a l s t a f f a n d

c u r r i c u l a f o r t h e p r i m a r y a n d s e c o n d a r y s c h o o l s . T h e N e w S o u t h

W a l e s D e p a r t m e n t o f T e c h n i c a l E d u c a t i o n p r o v i d e s a s i m i l a r

s e r v i c e f o r t h e C a n b e r r a T e c h n i c a l C o l l e g e .

T h e f o r m e r N e w S o u t h W a l e s M i n i s t e r f o r E d u c a t i o n , M r C .B . Discussions C u t l e r , i n i t i a t e d d i s c u s s i o n s a b o u t t h e p r o v i s i o n o f t e a c h e r s f o r

A u s t r a l i a n C a p i t a l T e r r i t o r y s c h o o l s . S u b s e q u e n t l y i n J u l y 1 9 7 1

t h e M i n i s t e r f o r E d u c a t i o n a n d S c i e n c e a n n o u n c e d m a j o r c h a n g e s

i n s t a f f i n g a n d a d m i n i s t r a t i o n o f g o v e r n m e n t s c h o o l s .

T h e G o v e r n m e n t d e c i d e d t h a t t h e C o m m o n w e a l t h w o u l d g r a d u a l l y Statutory Authority a s s u m e r e s p o n s i b i l i t y f o r s t a f f i n g A u s t r a l i a n C a p i t a l T e r r i t o r y

s c h o o l s a n d t h a t a t a d a t e t o b e f i x e d a s t a t u t o r y a u t h o r i t y t o

a d m i n i s t e r g o v e r n m e n t s c h o o l s a n d p r e - s c h o o l s w o u l d b e e s t a b ­

l i s h e d . T h e f o r m t h a t a u t h o r i t y s h o u l d t a k e a n d t h e d a t e f o r its

e s t a b l i s h m e n t w o u l d b e d e c i d e d a f t e r a n e n q u i r y b y t h e J o i n t

P a r l i a m e n t a r y C o m m i t t e e o n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y .

P r o v i s i o n o f t e a c h e r s f o r p r i m a r y a n d s e c o n d a r y g o v e r n m e n t The Commonwealth s c h o o l s i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y is t o b e c o m e t h e Teaching Service r e s p o n s i b i l i t y o f t h e C o m m o n w e a l t h T e a c h i n g S e r v i c e ; m o r e

i n f o r m a t i o n c o n c e r n i n g t h e S e r v i c e is o n p a g e 8 3 .

P h a s i n g o u t o f t h e s y s t e m i n v o l v i n g t h e N e w S o u t h

W a l e s E d u c a t i o n D e p a r t m e n t is t o b e g i n i n 1 9 7 3 w h e n a n e s t i ­

m a t e d t w o h u n d r e d c l a s s r o o m t e a c h e r s ( k n o w n a s ‘a s s i s t a n t

t e a c h e r s ’ i n t h e N e w S o u t h W a l e s s y s t e m ) a r e t o b e p l a c e d in

A u s t r a l i a n C a p i t a l T e r r i t o r y s c h o o l s b y t h e C o m m o n w e a l t h T e a c h ­

i n g S e r v i c e . F r o m t h e b e g i n n i n g o f 1 9 7 4 i t is p l a n n e d t o h a v e a ll

A u s t r a l i a n C a p i t a l T e r r i t o r y g o v e r n m e n t s c h o o l s a d m i n i s t e r e d b y

t h e C o m m o n w e a l t h .

The Working Committee on College Proposals for the Australian Capital Territory I n N o v e m b e r 1 9 7 1 t h e M i n i s t e r a p p r o v e d t h e f o r m a t i o n o f a

c o m m i t t e e t o e x a m i n e a n d m a k e r e c o m m e n d a t i o n s o n t h e r e s t r u c ­

t u r i n g o f s e c o n d a r y e d u c a t i o n i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y .

T h e c o m m i t t e e c o n s i s t e d o f r e p r e s e n t a t i v e s n o m i n a t e d

b y t h e A u s t r a l i a n C a p i t a l T e r r i t o r y C o u n c i l o f P a r e n t s a n d

C i t i z e n s A s s o c i a t i o n s , t h e A u s t r a l i a n C a p i t a l T e r r i t o r y S e c o n d a r y

T e a c h e r s A s s o c i a t i o n , t h e A u s t r a l i a n C a p i t a l T e r r i t o r y S e c o n d a r y

64

Recommendations

New Schools and Extensions Completed in 1972

P r i n c i p a l s C o u n c i l , t h e N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a ­

t i o n , t h e D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e a n d a r e p r e s e n ­

t a t i v e o f t h e C a n b e r r a B r a n c h o f t h e T e c h n i c a l T e a c h e r s

A s s o c i a t i o n .

T h e c o m m i t t e e h e l d t h i r t y - t h r e e m e e t i n g s , t h e f i n a l o n e b e i n g in

D e c e m b e r 1 9 7 2 . I t r e c o m m e n d e d t h e i n t r o d u c t i o n o f s e c o n d a r y

c o l l e g e s i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y t o c a t e r f o r t h e l a s t

t w o y e a r s o f h i g h s c h o o l a n d b r i d g e t h e g a p b e t w e e n s c h o o l ,

f u r t h e r e d u c a t i o n a n d e m p l o y m e n t . F u r t h e r r e c o m m e n d a t i o n s

w e r e f o r :

• S t u d e n t m a n a g e m e n t o f s t u d e n t a f f a i r s

• C o l l e g e g o v e r n m e n t b y a c o u n c i l r e p r e s e n t i n g s t a f f , s t u d e n t s ,

p a r e n t s a n d t h e E d u c a t i o n A u t h o r i t y

• A d m i s s i o n t o b e n o n - s e l e c t i v e , t o i n c l u d e p a r t - t i m e a n d

m a t u r e - a g e s t u d e n t s

• T h e p h a s i n g o u t o f e x t e r n a l e x a m i n a t i o n s

• A w i d e r a n g e o f c o u r s e s f r o m v o c a t i o n a l s k i l l s t o a c a d e m i c

s u b j e c t s t o b e o f f e r e d

• A c u r r i c u l u m s t r u c t u r e t o e m p h a s i s e a n d f a c i l i t a t e i n t e r ­

a c t i o n b e t w e e n c o l l e g e a n d c o m m u n i t y

• T h e e s t a b l i s h m e n t o f a C u r r i c u l u m A d v i s o r y B o a r d

• C a r e e r p a t t e r n s t o b e s i m i l a r f o r b o t h h i g h s c h o o l a n d c o l l e g e

t e a c h e r s

• T h e e x i s t i n g N a r r a b u n d a h a n d D i c k s o n H i g h S c h o o l s t o b e

c o n v e r t e d t o c o l l e g e s , w i t h s u i t a b l e m o d i f i c a t i o n s o f t h e

e x i s t i n g b u i l d i n g s ; t h e f i r s t n e w - s t y l e f i f t h f o r m s t o o p e r a t e

i n 1 9 7 6

• T h e b u i l d i n g o f n e w c o l l e g e s i n t h e W o d e n V a l l e y a n d

B c l c o n n e n a r e a s t o b e r e a d y f o r o c c u p a t i o n i n 1 9 7 6 .

T h e r e p o r t o f t h e W o r k i n g C o m m i t t e e o n C o l l e g e

P r o p o s a l s f o r t h e A u s t r a l i a n C a p i t a l T e r r i t o r y is t o b e p u b l i s h e d

i n 1 9 7 3 .

Building Program T h e f o l l o w i n g b u i l d i n g p r o j e c t s w e r e c o m p l e t e d i n 1 9 7 2 :

e P r i m a r y a n d p r e - s c h o o l s a t F i s h e r , H o l d e r , L a t h a m a n d

R i v e t t ; a d d i t i o n a l a c c o m m o d a t i o n a t A r a n d a , S c u l l i n a n d

F a r r e r p r e - s c h o o l s a n d a t D o w n e r P r i m a r y S c h o o l

® W e s t o n C r e e k H i g h w a s o p e n e d i n 1 9 7 2 . A t B c l c o n n e n

H i g h , s t a g e 2 c o n s i s t i n g o f 1 4 c l a s s r o o m s a n d a n c i l l a r y

a c c o m m o d a t i o n t o i n c r e a s e t h e s t u d e n t c a p a c i t y t o 1 , 1 0 0 ; a t

M e l r o s e H i g h , s t a g e 2 c o n s i s t i n g o f 1 7 c l a s s r o o m s a n d

a n c i l l a r y a c c o m m o d a t i o n t o i n c r e a s e t h e c a p a c i t y t o 1 , 3 0 0 ;

a t N a r r a b u n d a h H i g h , a g y m n a s i u m w a s c o m p l e t e d a n d

t h e n e w l i b r a r y is o c c u p i e d ; n e w l i b r a r i e s a t C a n b e r r a a n d

C a m p b e l l H i g h S c h o o l s

65

Rivett Primary School was completed in 1972.

• A l t e r a t i o n s w e r e c a r r i e d o u t a t t h e C i t y E d u c a t i o n C e n t r e

t o e s t a b l i s h a T e a c h i n g R e s o u r c e s C e n t r e .

T h e f o l l o w i n g n e w s c h o o l s a n d e x t e n s i o n s w e r e b e i n g c o n s t r u c t e d Building in i n 1 9 7 2 , s e v e r a l b e i n g d u e f o r o c c u p a t i o n d u r i n g 1 9 7 3 : Progress in 1972

e P r i m a r y a n d p r e - s c h o o l s a t W e e t a n g e r a , D u f f y , H o l t a n d

M e l b a f o r 1 9 7 3 a n d a t M a c G r e g o r , F l y n n a n d E v a t t f o r

1 9 7 4 ; a t r a n s p o r t a b l e p r e - s c h o o l u n i t is t o b e a d d e d t o t h e

G a r r a n p r e - s c h o o l e a r l y i n 1 9 7 3

® A s e c o n d a r y s c h o o l a t G i n n i n d e r r a ; s t a g e 2 a t W e s t o n

C r e e k H i g h ; a g y m n a s i u m a n d l i b r a r y f o r W o d e n V a l l e y

H i g h ; a l i b r a r y a n d a s s e m b l y h a l l a t M e l r o s e H i g h ; a

m a n u a l a r t s s e c t i o n a n d o t h e r i n t e r n a l a l t e r a t i o n s a t

N a r r a b u n d a h H i g h

® S p e c i a l s c h o o l s a t W o d e n a n d H o l t f o r m i l d l y a n d m o d e r a t e l y

i n t e l l e c t u a l l y h a n d i c a p p e d c h i l d r e n r e s p e c t i v e l y

• I n t h e f i e l d o f t e c h n i c a l e d u c a t i o n , n e w a c c o m m o d a t i o n w a s

b e i n g c o n s t r u c t e d f o r t h e S c h o o l o f H o r t i c u l t u r e a t W e s t o n

a n d a l t e r a t i o n s t o e x i s t i n g a c c o m m o d a t i o n a t t h e C i t y

E d u c a t i o n C e n t r e f o r t h e S c h o o l o f A r t w e r e u n d e r w a y

e A n e w S c h o o l o f M u s i c t o c o s t $ 2 - 1 2 1 m i l l i o n a t C a n b e r r a

C i t y is s c h e d u l e d f o r c o m p l e t i o n b y S e p t e m b e r 1 9 7 4

• T r a n s p o r t a b l e c l a s s r o o m u n i t s w e r e r e l o c a t e d t o m e e t s h o r t ­

t e r m e n r o l m e n t p r e s s u r e s .

I n 1 9 7 2 t h e D e p a r t m e n t w a s r e s p o n s i b l e f o r t h e f o l l o w i n g Established Buildings e d u c a t i o n b u i l d i n g s ; 5 4 p r e - s c h o o l s ; 3 9 p r i m a r y s c h o o l s ; 1 2

66

Weston Creek High School was opened in 1972 and the building of stage 2 continued during the year.

h i g h s c h o o l s ; 3 s p e c i a l s c h o o l s f o r m e n t a l l y a n d p h y s i c a l l y h a n d i ­

c a p p e d c h i l d r e n a n d s p e c i a l f a c i l i t i e s i n c o r p o r a t e d i n s e v e r a l

s c h o o l s f o r c h i l d r e n w i t h h e a r i n g d i f f i c u l t i e s ; a s c h o o l o f m u s i c

in t e m p o r a r y a c c o m m o d a t i o n a t M a n u k a ; t h e C a n b e r r a T e c h n i c a l

C o l l e g e a t R e i d a n d a t t h e C i t y E d u c a t i o n C e n t r e .

School Building Developments

In Primary Schools P r i o r t o 1 9 7 2 t h e f u n c t i o n a l r e q u i r e m e n t s w e r e i n g e n e r a l t o t h e

N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n l a y o u t a n d s t a n d a r d s

c o n s i s t i n g o f s i n g l e - t e a c h e r c l a s s r o o m s , a l i b r a r y , c r a f t a n d m u l t i ­

p u r p o s e r o o m s . F o r 1 9 7 2 t h e o p e n - l e a r n i n g c o m p l e x w a s

i n t r o d u c e d a n d t h e f o u r n e w s c h o o l s c o n t a i n e d t w o - t e a c h e r

c o m p l e x e s . T h e 1 9 7 3 s c h o o l s W e e t a n g e r a a n d D u f f y a r e f u ll y

o p e n - p l a n w i t h f o u r - a n d t h r e e - t e a c h e r o p e n - l e a r n i n g c o m p l e x e s .

T h e H o l t a n d M e l b a s c h o o l s h a v e a m i x t u r e o f o p e n - l e a r n i n g a n d

t r a d i t i o n a l s i n g l e - t e a c h e r s p a c e s . T h e r e q u i r e m e n t s f o r t h e t h r e e

1 9 7 4 s c h o o l s f o l l o w e d a s i m i l a r p a t t e r n b u t t h e p l a n s f o r t h e 1 9 7 5

s c h o o l s w i ll p r o b a b l y i n c l u d e a l i b r a r y a n d r e s o u r c e s c e n t r e a s

t h e f o c a l p o i n t o f t h e s c h o o l w i t h o p e n - l e a r n i n g c o m p l e x e s a n d

s i n g l e - t e a c h e r c l a s s r o o m s r a d i a t i n g f r o m t h e r e s o u r c e s c e n t r e .

In Secondary Schools S e c o n d a r y s c h o o l s t o d a t e h a v e h a d a t r a d i t i o n a l s e c o n d a r y l a y o u t

w i t h i n t e n d e d s t u d e n t c a p a c i t i e s r a n g i n g f r o m a b o u t 9 0 0 t o 1 , 1 0 0 .

T h e l a s t p l a n n e d t y p e o f t h i s s c h o o l a r e t h o s e f o r G i n n i n d e r r a a n d

H o l d e r . T h e l a y o u t f o r t h e 1 , 1 0 0 c a p a c i t y s c h o o l g i v e s 3 2 t o 3 4

s i n g l e - t e a c h e r c l a s s r o o m s , 8 m u l t i - p u r p o s e s c i e n c e l a b o r a t o r i e s ,

a r t a n d c r a f t a r e a s g e n e r a l l y t o t h e N e w S o u t h W a l e s D e p a r t m e n t

o f E d u c a t i o n s t a n d a r d s v a r i e d f r o m t i m e t o t i m e a n d i n f l u e n c e d

b y c h a n g e s f r o m f o r m - b a s e d t o f a c u l t y - b a s e d c o n c e p t s . C u r r e n t

p l a n n i n g is t o p r o v i d e 8 0 0 - s t u d e n t c a p a c i t y f i f t h a n d s i x t h f o r m

67

Children in an open-learning situation at Weetangera Primary School.

c o l l e g e s a n d f i r s t t o f o u r t h f o r m h i g h s c h o o l s o f t h e s a m e c a p a c i t y

t o b e r e a d y f o r t h e b e g i n n i n g o f 1 9 7 6 . I n t h e l a y o u t o f t h e

c o l l e g e s a f a c u l t y - o r i e n t e d a r r a n g e m e n t w i t h l e a r n i n g a r e a s

r a d i a t i n g f r o m a l i b r a r y a n d r e s o u r c e s c e n t r e is c o n t e m p l a t e d .

E a c h f a c u l t y c o m p l e x is t o b e d e s i g n e d t o h a v e s p a c e s t o c a t e r

f o r v a r y i n g - s i z e d g r o u p s o f s t u d e n t s . T h e f i r s t t o f o u r t h f o r m

h i g h s c h o o l s a r e t o h a v e s o m e o p e n - p l a n h o m e - b a s e d a r e a s f o r

j u n i o r g r a d e s a n d a n a r r a n g e m e n t c l o s e r t o f a c u l t y - b a s e d f o r t h e

u p p e r f o r m s .

T h e p r e - s c h o o l , p r i m a r y a n d s e c o n d a r y s c h o o l c o m m i t t e e s m e t Standards Committees a t l e a s t o n c e e a c h t e r m t o c o n s i d e r p r o p o s a l s p u t f o r w a r d b y

t e a c h e r a n d c o m m u n i t y o r g a n i s a t i o n s a n d t h e D e p a r t m e n t f o r

i n c o r p o r a t i o n i n t o s t a t e m e n t s o f f u n c t i o n a l r e q u i r e m e n t s . I n t h e

m a i n , r e c o m m e n d a t i o n s b y t h e c o m m i t t e e s w e r e r a t i f i e d .

Pre-School Education I n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y t h e D e p a r t m e n t e n d e a v o u r s

t o p r o v i d e c h i l d r e n w i t h t w e l v e m o n t h s o f p r e - s c h o o l e x p e r i e n c e

i m m e d i a t e l y p r i o r t o t h e i r e n r o l m e n t i n i n f a n t s s c h o o l . I f a

p a r t i c u l a r p r e - s c h o o l c a n n o t m e e t e n r o l m e n t r e q u i r e m e n t s e i t h e r

a ‘l i n k i n g ’ s y s t e m is s e t u p w h i c h e n a b l e s t h e p r e - s c h o o l u n d e r

p r e s s u r e t o s e n d c h i l d r e n t o a n o t h e r s c h o o l , o r a n e x t r a p e r m a n e n t

o r t r a n s p o r t a b l e u n i t is c o n s t r u c t e d a t a n e x i s t i n g s c h o o l .

68

Special Education for Pre-School Children

D u r i n g 1 9 7 2 , 3 0 c h i l d r e n a g e d u p t o f iv e y e a r s a t t e n d e d t h e

H a r t l e y S t r e e t P r e - S c h o o l f o r P h y s i c a l l y H a n d i c a p p e d . A s e c o n d

t e a c h e r a n d t w o a s s i s t a n t s w e r e e m p l o y e d t o w o r k w i t h t h e

i n c r e a s i n g n u m b e r s o f c h i l d r e n .

M a l k a r a P r e - S c h o o l w a s a t t e n d e d b y 3 7 m o d e r a t e l y

i n t e l l e c t u a l l y h a n d i c a p p e d c h i l d r e n i n c l u d i n g a g r o u p o f s e v e n

‘D o w n s S y n d r o m e ’ c h i l d r e n a g e d f r o m e i g h t e e n m o n t h s t o t h r e e

y e a r s w h o a t t e n d e d M a l k a r a e v e r y M o n d a y a f t e r n o o n . A t t h e

e n d o f 1 9 7 2 t h e r e w e r e 8 7 a l l o c a t i o n s m a d e f o r c h i l d r e n t o a t t e n d

p r e - s c h o o l f o r s p e c i a l e d u c a t i o n .

Experiments C o n s i d e r a b l e f l e x i b i l i t y is p o s s i b l e w i t h i n t h e p r e - s c h o o l s y s t e m .

F o r e x a m p l e , a p r o g r a m o f a s e v e n - w e e k t e r m w a s i m p l e m e n t e d

i n o n e p r e - s c h o o l i n 1 9 7 2 o n a t r i a l b a s i s f o r t w e l v e m o n t h s .

A l s o a f u l l - d a y p r o g r a m w a s i n t r o d u c e d i n t h i r d t e r m o f 1 9 7 2

i n o n e p r e - s c h o o l w h e r e s o m e c h i l d r e n w e r e c o n s i d e r e d t o b e

s o c i a l l y d i s a d v a n t a g e d .

I n t h e f i e l d o f i n - s e r v i c e t r a i n i n g e m p h a s i s w a s p l a c e d

o n h e a l t h e d u c a t i o n a n d a r e a s o f m u s i c a l k n o w l e d g e .

Liaison C o m b i n e d m e e t i n g s o f i n f a n t a n d p r e - s c h o o l t e a c h e r s w e r e

c o n t i n u e d i n 1 9 7 2 . T h e y g a v e a n o p p o r t u n i t y t o d i s c u s s a r e a s

o f c o m m o n i n t e r e s t i n t h e u n d e r s t a n d i n g o f y o u n g c h i l d r e n .

Children at the Melba Pre-School.

69

T h e A u s t r a l i a n C a p i t a l T e r r i t o r y P r e - S c h o o l A d v i s o r y C o m m i t t e e

m e t a t r e g u l a r i n t e r v a l s t o d i s c u s s q u e s t i o n s r e l a t e d t o p r e - s c h o o l

e d u c a t i o n i n 1 9 7 2 . A s i t s t i t l e s u g g e s t s t h e C o m m i t t e e is a s k e d

t o p r o v i d e g u i d e - l i n e s a n d a d v i c e t o t h e D e p a r t m e n t o n s u c h

m a t t e r s a s e n r o l m e n t p r o c e d u r e s , e l i g i b i l i t y f o r e n r o l m e n t , l i n k i n g

a r r a n g e m e n t s a n d f l e x i b i l i t y o f s e s s i o n t i m e s .

T h e D e p a r t m e n t m e t r e g u l a r l y w i t h t h e e x e c u t i v e o f

t h e P r e - S c h o o l T e a c h e r s A s s o c i a t i o n a n d c o n t i n u e d t o m a i n t a i n

a c l o s e a s s o c i a t i o n w i t h t h e C a n b e r r a P r e - S c h o o l S o c ie ty .

Facilities for Handicapped Children in Canberra T h e p l a n n i n g a n d d e v e l o p m e n t o f f a c i l i t i e s f o r t h e e d u c a t i o n o f

h a n d i c a p p e d c h i l d r e n r e q u i r i n g s p e c i a l c l a s s e s o r s c h o o l s i n

C a n b e r r a c o n t i n u e d i n 1 9 7 2 .

T w o s p e c i a l l y t r a i n e d p r e - s c h o o l t e a c h e r s h a v e c o n t i n u e d t o w o r k

w i t h d e a f a n d h a r d - o f - h e a r i n g p r e - s c h o o l c h i l d r e n i n C a n b e r r a

p r o v i d i n g a s s i s t a n c e a n d g u i d a n c e t o t h e i r p a r e n t s . S c h o o l - a g e

c h i l d r e n w i t h h e a r i n g d i f f ic u lt i e s a r e e n r o l l e d a t A i n s l i e a n d

M a w s o n P r i m a r y S c h o o l s a n d a t T e l o p e a P a r k H i g h S c h o o l .

L e s s s e r i o u s l y h a n d i c a p p e d c h i l d r e n m a y b e p l a c e d i n n o r m a l

c l a s s e s a n d a s s i s t e d b y w e e k l y v i s i t s f r o m a n i t i n e r a n t t e a c h e r

o f t h e d e a f w o r k i n g w i t h t h e c l a s s t e a c h e r .

P h y s i c a l l y h a n d i c a p p e d c h i l d r e n o f p r e - s c h o o l a n d s c h o o l a g e s

a t t e n d c l a s s e s a t t h e H a r t l e y S t r e e t C e n t r e f o r t h e P h y s i c a l l y

H a n d i c a p p e d . T h e C e n t r e p r o v i d e s s p e e c h t h e r a p y , p h y s i o t h e r a p y ,

o c c u p a t i o n a l t h e r a p y , h y d r o t h e r a p y a n d a s s o c i a t e d f a c i l i t i e s .

P l a n n i n g is w e l l u n d e r w a y f o r c o n s t r u c t i o n o f a p a r a m e d i c a l

c e n t r e .

T h e W o d e n S c h o o l , p r o g r a m m e d t o o p e n i n 1 9 7 4 , w i ll c a t e r

f o r p r i m a r y a n d s e c o n d a r y p u p i l s w h o a r e m i l d l y i n t e l l e c t u a l l y

h a n d i c a p p e d a n d a r e l i k e l y t o b e n e f i t f r o m p l a c e m e n t i n a s p e c i a l

s c h o o l . S e c o n d a r y c o u r s e s w i ll b e o r i e n t e d t o w a r d s f u t u r e

e m p l o y m e n t p o s s i b i l i t i e s .

S p e c i a l c l a s s e s w e r e p r o v i d e d a t A i n s l i e , M a w s o n ,

N a r r a b u n d a h , S c u l l i n a n d T u r n e r p r i m a r y s c h o o l s a n d a t N a r r a -

b u n d a h H i g h S c h o o l . T h e s e c l a s s e s w i ll s t i l l b e a v a i l a b l e a f t e r

t h e o p e n i n g o f t h e W o d e n S c h o o l f o r t h o s e c h i l d r e n j u d g e d a s

b e n e f i t i n g f r o m i n t e g r a t i o n w i t h n o n - h a n d i c a p p e d p u p i l s .

M o d e r a t e l y i n t e l l e c t u a l l y h a n d i c a p p e d c h i l d r e n a t t e n d M a l k a r a

S c h o o l a n d P r e - S c h o o l o n t h e s o u t h s i d e a n d K o o m a r r i S c h o o l

o n t h e n o r t h s i d e .

S e v e r e l y m e n t a l l y h a n d i c a p p e d c h i l d r e n a t t e n d t h e K o o m a r r i

T r a i n i n g C e n t r e , f o r m a n y y e a r s a d m i n i s t e r e d b y t h e H a n d i c a p p e d

C h i l d r e n ’s A s s o c i a t i o n . I n i t i a l s t e p s w e r e t a k e n i n 1 9 7 2 f o r t h e

D e p a r t m e n t t o a s s u m e f i n a n c i a l a n d e d u c a t i o n a l r e s p o n s i b i l i t y f o r

t h e C e n t r e .

Pre-School Advisory Committee

Deaf Children

Physically Handicapped

Opportunity A Classes

Moderately Intellectually Handicapped

Severely Mentally Handicapped

70

Language Disorders

Visually Handicapped

C h i l d r e n w i t h l a n g u a g e d i s o r d e r s w h i c h m a y g e n e r a l l y b e d e s c r i b e d

a s a p h a s i c a t t e n d a s p e c i a l c l a s s a t F o r r e s t P r i m a r y S c h o o l . T h i s

c l a s s w a s a t t e n d e d b y f o u r c h i l d r e n i n 1 9 7 2 .

V i s u a l l y h a n d i c a p p e d c h i l d r e n a t t e n d H a r t l e y S t r e e t P r e - S c h o o l o r

T u r n e r I n f a n t s S c h o o l . T h o s e w i t h a l e s s s e r i o u s h a n d i c a p a t t e n d

n o r m a l c l a s s e s r e c e i v i n g a d d i t i o n a l a s s i s t a n c e f r o m a n i t i n e r a n t

t e a c h e r o f t h e b l i n d .

Meetings with Teachers Associations and Other Local Bodies D u r i n g 1 9 7 2 o f f i c e r s o f t h e D e p a r t m e n t m e t r e g u l a r l y w i t h

r e p r e s e n t a t i v e s o f t h e A u s t r a l i a n C a p i t a l T e r r i t o r y S e c o n d a r y

P r i n c i p a l s C o u n c i l , P r i m a r y P r i n c i p a l s A s s o c i a t i o n , P r i m a r y

T e a c h e r s A s s o c i a t i o n a n d S e c o n d a r y T e a c h e r s A s s o c i a t i o n

t o d i s c u s s m a t t e r s a f f e c t i n g t h e s t a f f i n g a n d o r g a n i s a t i o n o f

A u s t r a l i a n C a p i t a l T e r r i t o r y s c h o o l s . M e e t i n g s w e r e a l s o h e l d

w i t h m e m b e r s o f t h e I n f a n t s M i s t r e s s e s A s s o c i a t i o n , t h e P r e - S c h o o l

T e a c h e r s A s s o c i a t i o n , t h e T e c h n i c a l T e a c h e r s A s s o c i a t i o n a n d

t h e A s s o c i a t i o n o f T e a c h e r s o f E n g l i s h a s a S e c o n d L a n g u a g e .

I n a d d i t i o n , t h e D e p a r t m e n t c o n t i n u e d t o m e e t w i t h r e p r e s e n t a t i v e s

o f t h e A u s t r a l i a n C a p i t a l T e r r i t o r y C o u n c i l o f P a r e n t s a n d C i t i z e n s

A s s o c i a t i o n s a n d i t s m e m b e r a s s o c i a t i o n s o n v a r i o u s a s p e c t s o f

t h e s t a f f i n g a n d f a c i l i t i e s p r o v i d e d a t A u s t r a l i a n C a p i t a l T e r r i t o r y

s c h o o l s . T h e D e p a r t m e n t a l s o m e t w i t h r e p r e s e n t a t i v e s o f

g o v e r n m e n t a n d n o n - g o v e r n m e n t s c h o o l s a n d m e m b e r s o f t h e

T r a n s p o r t S e c t i o n , D e p a r t m e n t o f t h e I n t e r i o r , t o d i s c u s s b u s

t r a n s p o r t n e e d s a n d a r r a n g e m e n t s f o r A u s t r a l i a n C a p i t a l T e r r i t o r y

s c h o o l c h i l d r e n . T h e s e m e e t i n g s h a v e a s s i s t e d i n p r o m o t i n g a n

a t m o s p h e r e o f c o - o p e r a t i o n b e t w e e n t h e D e p a r t m e n t a n d t h e

v a r i o u s l o c a l b o d i e s w i t h a n i n t e r e s t i n e d u c a t i o n .

I n r e l a t i o n t o t h e p r o p o s e d c h a n g e s i n A u s t r a l i a n

C a p i t a l T e r r i t o r y e d u c a t i o n , a L i a i s o n C o m m i t t e e a n d S t a f f i n g

a n d E q u i p m e n t S t a n d a r d s C o m m i t t e e s w e r e e s t a b l i s h e d w i th

a p p r o p r i a t e t e a c h e r a n d c o m m u n i t y r e p r e s e n t a t i o n .

Canberra Teaching Resources Centre R e n o v a t i o n o f a s e c t i o n o f t h e C i t y E d u c a t i o n C e n t r e ( o l d

C a n b e r r a H i g h S c h o o l ) t o s e r v e a s a t e a c h i n g r e s o u r c e s c e n t r e

w a s c o m p l e t e d d u r i n g 1 9 7 2 . I n D e c e m b e r M r B . P r i c e w a s

a p p o i n t e d a s D i r e c t o r .

T h e C e n t r e w ill s e r v e t h e n e e d s o f t e a c h e r s i n A u s ­

t r a l i a n C a p i t a l T e r r i t o r y g o v e r n m e n t a n d i n d e p e n d e n t s c h o o l s i n

t h e a r e a s o f p r e - s c h o o l , p r i m a r y a n d s e c o n d a r y e d u c a t i o n . I n i ­

t i a l l y i t w i ll h a v e f i v e m a i n f u n c t i o n s :

• I t w i l l p r o v i d e a p r o f e s s i o n a l l i b r a r y f o r t e a c h e r s . T h e

m a t e r i a l s w i l l b e a v a i l a b l e o n s h o r t - t e r m l o a n a n d w i ll

c o n s i s t o f b o o k s a n d p e r i o d i c a l s o n t e a c h i n g m e t h o d s a n d a

v a r i e t y o f c l a s s r o o m t e a c h i n g a i d s s u c h a s f i l m s t r i p s , c h a r t s ,

r e c o r d s , s l i d e s , c a s s e t t e s a n d m u l t i m e d i a k i t s .

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• I t w i ll d i s p l a y a u d i o - v i s u a l e q u i p m e n t a n d e n c o u r a g e t e a c h e r s

t o b e c o m e f a m i l i a r w i t h i ts u s e . A r r a n g e m e n t s w i ll b e m a d e

w i t h d i s t r i b u t o r s o f e d u c a t i o n a l m a t e r i a l s t o p r o v i d e s h o r t ­

t e r m e x h i b i t i o n s o f t h e i r p r o d u c t s .

• T e a c h e r s w i ll b e a s s i s t e d i n t h e p r o d u c t i o n o f t e a c h i n g a id s .

T h e C e n t r e w i ll h a v e a w o r k s h o p i n c l u d i n g p h o t o c o p y i n g

a n d d r a f t i n g e q u i p m e n t a n d w ill p r o v i d e a c e n t r a l r e c o r d i n g

s e r v i c e f o r s c h o o l b r o a d c a s t s .

® I t w i ll b e a v e n u e f o r t e a c h e r s t o m e e t s o c i a l l y a n d f o r t h e

m e e t i n g s o f t e a c h e r p r o f e s s i o n a l a s s o c i a t i o n s a n d o t h e r

e d u c a t i o n a l g r o u p s .

® D u r i n g 1 9 7 3 t h e C e n t r e w ill b e a v e n u e f o r i n - s e r v i c e e d u c a ­

t i o n c o u r s e s i n i t i a t e d b y t h e N e w S o u t h W a l e s D e p a r t m e n t

o f E d u c a t i o n . F r o m t h e b e g i n n i n g o f 1 9 7 4 t h e C e n t r e w i ll

a r r a n g e i t s o w n i n - s e r v i c e c o u r s e s f o r A u s t r a l i a n C a p i t a l

T e r r i t o r y t e a c h e r s .

Educational Planning in the Australian Capital Territory T h e A u s t r a l i a n C a p i t a l T e r r i t o r y E d u c a t i o n P l a n n i n g C o m m i t t e e

u n d e r t h e c h a i r m a n s h i p o f t h e D e p a r t m e n t a n d i n c l u d i n g r e p r e ­

s e n t a t i v e s f r o m t h e N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n ,

t h e N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n a n d t h e C a t h o l i c

E d u c a t i o n O f f ic e m e t o n s ix o c c a s i o n s i n 1 9 7 2 . T h e p u r p o s e o f

t h e C o m m i t t e e , e s t a b l i s h e d i n 1 9 7 0 , is t o p r o v i d e a f o r u m f o r

d i s c u s s i o n o n g e n e r a l e d u c a t i o n a l p o l i c i e s a n d n e e d s i n r e l a t i o n

t o t h e p l a n n i n g a n d d e v e l o p m e n t o f C a n b e r r a .

T h e e d u c a t i o n a l p l a n n i n g a s p e c t s a s s o c i a t e d w i t h t h e d e v e l o p m e n t

o f T u g g e r a n o n g h a v e b e e n k e p t u n d e r c o n s t a n t r e v i e w b y t h e

C o m m i t t e e . P l a n s f o r t h e d e v e l o p m e n t o f t h e K a m b a h d i s t r i c t

h a v e p r o v i d e d f o r t h e c o n s t r u c t i o n o f f o u r p r i m a r y s c h o o l s a n d

o n e h i g h s c h o o l . T h e f i r s t p r i m a r y s c h o o l is s c h e d u l e d t o c o m ­

m e n c e o p e r a t i n g i n t h e t h i r d t e r m o f 1 9 7 4 .

S t u d e n t s i n t h e d i s t r i c t o f W a n n i a s s a w ill b e s e r v e d b y tw o

p r i m a r y s c h o o l s ( o n e t o b e o c c u p i e d i n 1 9 7 6 ) a n d o n e h i g h

s c h o o l . I t is l i k e l y t h a t t h e c o l l e g e l o c a t e d in W e s t o n C r e e k

w i ll s e r v e s e n i o r - f o r m h i g h s c h o o l s t u d e n t s f r o m K a m b a h . T h e

f i r s t c o l l e g e t o b e b u i l t i n T u g g e r a n o n g m a y b e l o c a t e d i n W a n n i ­

a s s a a l t h o u g h a f i r m d e c i s i o n is y e t t o b e m a d e .

T h e C o m m i t t e e h a s c o n t i n u e d i ts p o l i c y o f r e c o m m e n d i n g l a r g e r

p r i m a r y s c h o o l s w h o s e c a t c h m e n t a r e a s w ill e x t e n d b e y o n d o n e

s u b u r b . P a r t i c u l a r a t t e n t i o n h a s b e e n f o c u s e d o n t h e n e w

s u b u r b s o f n o r t h - w e s t B e l c o n n e n w h e r e i t is p r o p o s e d t o c o n ­

s t r u c t f o u r s c h o o l s , e a c h o f 8 0 0 c a p a c i t y , t o c a t e r f o r p u p i l s f r o m

t h e s u r r o u n d i n g s ix s u b u r b s . M e l b a , t h e f i r s t o f t h e s e s c h o o l s ,

is s c h e d u l e d t o o p e n a t t h e b e g i n n i n g o f 1 9 7 3 . T h o s e a t F l y n n a n d

E v a t t a r e t o o p e n i n 1 9 7 4 a n d a t C h a r n w o o d i n 1 9 7 5 .

Planning Committee

Tuggeranong

Wanniassa

Belconnen

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The Canberra Technical College.

Canberra Technical College

Semester Courses

New Courses

School Courses

Canberra Technical College Advisory Council

Further Education I n 1 9 7 2 t h e C a n b e r r a T e c h n i c a l C o l l e g e h a d a t o t a l e n r o l m e n t

o f 8 , 0 7 2 s t u d e n t s , a n i n c r e a s e o f 4 3 4 o v e r l a s t y e a r 's t o t a l . T h e r e

w a s a 1 2 - 5 % i n c r e a s e i n e n r o l m e n t s f o r t r a d e c o u r s e s a n d a

1 5 % i n c r e a s e f o r c e r t i f i c a t e c o u r s e s . T h e C o l l e g e h a d 1 0 3 f u l l ­

t i m e t e a c h e r s , 1 8 4 p a r t - t i m e t e a c h e r s a n d a n a d m i n i s t r a t i v e a n d

i n d u s t r i a l s u p p o r t s t a f f o f 3 6 .

I n 1 9 7 1 s e v e r a l c e r t i f i c a t e c o u r s e s w e r e i n t r o d u c e d o n a f u l l - t i m e

s e m e s t e r b a s i s a n d t h e i r s u c c e s s l e d t o t h e i n t r o d u c t i o n o f tw o

m o r e c o u r s e s o n t h e s a m e b a s i s i n 1 9 7 2 .

T w o t r a d e c o u r s e s , o n e p o s t - t r a d e c o u r s e , o n e g e n e r a l e d u c a t i o n

c o u r s e o n p r e - c e r t i f i c a t e s u b j e c t s a n d e i g h t s p e c i a l c o u r s e s w e r e

i n t r o d u c e d i n 1 9 7 2 .

I n 1 9 7 2 c l a s s e s w e r e c o n d u c t e d a t W o d e n V a l l e y a n d C a n b e r r a

H i g h S c h o o l s i n a c c o u n t i n g , m a n a g e m e n t , s h o r t h a n d , E n g l i s h ,

s p e c i a l r e p o r t w r i t i n g , p u b l i c s p e a k i n g a n d e f f i c i e n t r e a d i n g .

T h e C a n b e r r a T e c h n i c a l C o l l e g e A d v i s o r y C o u n c i l w a s c o n s t i ­

t u t e d i n M a r c h 1 9 6 9 . I n 1 9 7 1 i ts m e m b e r s h i p w a s i n c r e a s e d t o

i n c l u d e r e p r e s e n t a t i v e s o f t h e P u b l i c S e r v i c e B o a r d , t h e D e p a r t ­

m e n t o f L a b o u r a n d N a t i o n a l S e r v i c e a n d t h e A u s t r a l i a n C a p i t a l

T e r r i t o r y A p p r e n t i c e s h i p B o a r d .

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T h e C o u n c i l c o n t i n u e s t o m e e t a t r e g u l a r i n t e r v a l s

u n d e r t h e c h a i r m a n s h i p o f M r K . E . G r a i n g e r , C . B . E . , t o c o n s i d e r

a n d a d v i s e t h e D e p a r t m e n t o n a w i d e r a n g e o f t o p i c s r e l a t i n g t o

t h e p r o v i s i o n o f p h y s i c a l f a c i l i t i e s w h i c h w i ll n e e d t o b e m a d e t o

c a t e r f o r t h e g r o w i n g d e m a n d f o r t e c h n i c a l t r a i n i n g , a n d o n t h e

c h a n g i n g c o n d i t i o n s a n d n e w d e v e l o p m e n t s i n t h e t r a d e a r e a s .

T h e D e p a r t m e n t h a s a d o p t e d t h e p r a c t i c e o f f o r m i n g ad hoc u s e r c o m m i t t e e s c o n s i s t i n g o f e x p e r t s f r o m p a r t i c u l a r i n d u s t r i e s t o a s s i s t

i n f o r m u l a t i n g r e c o m m e n d a t i o n s . T h e C o u n c i l is r e p r e s e n t e d o n

t h e s e c o m m i t t e e s . .

D u r i n g 1 9 7 2 t h e C o u n c i l r e c o m m e n d e d t o t h e D e p a r t ­

m e n t t h a t a n e w c o u r s e b e i n t r o d u c e d i n A u t o m o t i v e E n g i n e e r i n g ,

t o b e c o n d u c t e d i n a n e w b u i l d i n g a t R e i d . I t a l s o r e c o m m e n d e d

t h e u p g r a d i n g a n d e x t e n s i o n o f t h e A r t S c h o o l f a c i l i t i e s i n t h e

C i t y E d u c a t i o n C e n t r e a n d t o t h e F i t t i n g a n d M a c h i n i n g f a c i l i t i e s

a t R e i d . T h e C o u n c i l c o n s i d e r e d t h e r e l a t i o n s h i p o f t e c h n i c a l

e d u c a t i o n t o f u t u r e c h a n g e s in e d u c a t i o n i n t h e A u s t r a l i a n C a p i t a l

T e r r i t o r y .

T h e A p p r e n t i c e s h i p B o a r d c o n t i n u e d t o m e e t r e g u l a r l y t h r o u g h o u t

J 9 7 2 t o a d m i n i s t e r a p p r e n t i c e s h i p t r a i n i n g i n f o r t y - f o u r t r a d e s a n d

i n t h e p r i n t i n g i n d u s t r y i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y .

D u r i n g 1 9 7 2 t h e B o a r d r e c e i v e d 7 9 9 n e w a p p l i c a t i o n s

f o r a p p r e n t i c e s h i p . O f t h e s e , 7 8 3 w e r e a p p r o v e d a n d 4 9 1 n e w

i n d e n t u r e s w e r e r e g i s t e r e d . A t o t a l o f 2 2 3 a p p r e n t i c e s c o m p l e t e d

t h e i r i n d e n t u r e s d u r i n g t h e y e a r a n d 1 2 7 n e w e m p l o y e r s w e r e

a p p r o v e d t o t r a i n a p p r e n t i c e s .

I n 1 9 7 2 a n e w c o u r s e i n b u t c h e r y w a s i n t r o d u c e d a t

t h e C a n b e r r a T e c h n i c a l C o l l e g e . A t h r e e - s t a g e c o u r s e , i t p r o v i d e s

t r a i n i n g f o r 7 4 a p p r e n t i c e s i n t h e b u t c h e r y t r a d e .

A s e m i n a r w a s h e l d i n D e c e m b e r o n a s p e c t s o f a p p r e n t i c e s h i p

t r a i n i n g i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y . T h e s e m i n a r w a s

a t t e n d e d b y r e p r e s e n t a t i v e s o f t h e A p p r e n t i c e s h i p B o a r d ,

o f e m p l o y e r s , a n d o f e m p l o y e e s o f t h e C a n b e r r a T e c h n i c a l C o l le g e .

T h e m a i n p a p e r o n t h e A p p r e n t i c e s h i p S c h e m e i n t h e A u s t r a l i a n

C a p i t a l T e r r i t o r y a n d t h e O r d i n a n c e w a s p r e s e n t e d b y M r R . A .

S m a r t , C h a i r m a n o f t h e A u s t r a l i a n C a p i t a l T e r r i t o r y A p p r e n t i c e ­

s h i p B o a r d . T h i s w a s s u p p o r t e d b y b r i e f s u m m a r i e s o f t h e o b j e c t s

o f t h e v a r i o u s A u s t r a l i a n C a p i t a l T e r r i t o r y t r a d e o r g a n i s a t i o n s a n d

p a p e r s o n t h e i n s t r u c t i o n a n d a s s e s s m e n t o f a p p r e n t i c e s .

T h e o p e r a t i o n o f t h e C a n b e r r a S c h o o l o f M u s i c i s a r e s p o n s i b i l i t y

o f t h e D e p a r t m e n t . T h e S c h o o l o f f e r s t u i t i o n i n v o i c e , p i a n o , o r g a n ,

v i o l i n , v i o l a , b a s s , c e l l o , c l a r i n e t , f l u t e , c l a s s i c a l g u i t a r , t r u m p e t ,

t r o m b o n e , f r e n c h h o r n , t u b a a n d p e r c u s s i o n i n s t r u m e n t s . S t u d e n t s

w h o h a v e p a s s e d t h e N e w S o u t h W a l e s H i g h e r S c h o o l C e r t i f i c a t e

e x a m i n a t i o n ( o r i ts e q u i v a l e n t ) a n d w h o h a v e r e a c h e d a s t a n d a r d

o f m u s i c a l s t u d y a c c e p t a b l e t o t h e S c h o o l m a y e n r o l i n a f o u r - y e a r

Apprenticeship

Seminar

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-.anberra Evening Γ ο liege

Scholarships and Allowances

d i p l o m a c o u r s e . E n r o l m e n t s i n 1 9 7 2 w e r e a p p r o x i m a t e l y 7 0 0 . A s

in f o r m e r y e a r s , C a n b e r r a S c h o o l o f M u s i c S c h o l a r s h i p s w e r e

a w a r d e d t o 2 5 s t u d e n t s .

A c o n t i n u i n g d e v e l o p m e n t i n 1 9 7 2 w a s t h e p r o v i s i o n

b y t h e S c h o o l o f c o u r s e s i n m u s i c f o r t r a i n e e s i n t e a c h e r e d u c a t i o n

e n r o l l e d a t t h e C a n b e r r a C o l l e g e o f A d v a n c e d E d u c a t i o n . F i v e

t r a i n e e s u n d e r t o o k t h e s e c o u r s e s i n 1 9 7 2 .

A c o n t r a c t w a s s i g n e d f o r t h e c o n s t r u c t i o n o f S t a g e 1

o f t h e n e w S c h o o l o f M u s i c b u i l d i n g s t o b e e r e c t e d i n t h e

g r o u n d s o f t h e C i t y E d u c a t i o n C e n t r e i n A c t o n . T h e n e w f a c i l i t i e s ,

t o c o s t $ 2 · 1 m i l l i o n , w i l l p r o v i d e f o r a n e n r o l m e n t o f 2 , 0 0 0

s t u d e n t s a n d 7 5 m e m b e r s o f s t a f f , w h i c h is a t h r e e f o l d i n c r e a s e

i n t h e 1 9 7 2 e s t a b l i s h m e n t . S i te w o r k h a s c o m m e n c e d a n d t h e

f a c i l i t i e s a r e e x p e c t e d t o b e a v a i l a b l e f o r u s e i n f i r s t t e r m 1 9 7 5 .

T h e r e w a s a g r o w i n g d e m a n d i n 1 9 7 2 f o r t h e i n s t r u c t i o n

p r o v i d e d b y t h e C a n b e r r a E v e n i n g C o l l e g e a s c a n b e s e e n

b y t h e f a c t t h a t o v e r 6 0 0 c a n d i d a t e s f r o m t h e C o l l e g e a t t e m p t e d

t h e N e w S o u t h W a l e s H i g h e r S c h o o l C e r t i f i c a t e . I n 1 9 7 2 i t w a s

p o s s i b l e t o e s t a b l i s h c e n t r e s a t D e a k i n a n d D i c k s o n H i g h S c h o o l s

t o c a t e r f o r c a n d i d a t e s i n t h e n o r t h e r n a n d s o u t h e r n p a r t s o f t h e

c i ty . O t h e r C a n b e r r a E v e n i n g C o l l e g e s t u d e n t s u n d e r t o o k t h e

P u b l i c S e r v i c e T h i r d D i v i s i o n O c t o b e r C l e r i c a l E x a m i n a t i o n , a n d

t h e N e w S o u t h W a l e s S c h o o l C e r t i f i c a t e E x a m i n a t i o n .

R e c r e a t i o n a l a n d c u l t u r a l c o u r s e s w e r e a l s o p o p u l a r .

T h e C o l l e g e a g a i n m a d e a s i g n i f i c a n t c o n t r i b u t i o n t o d r a m a i n t h e

A u s t r a l i a n C a p i t a l T e r r i t o r y . S e v e r a l p r o d u c t i o n s w e r e e n t e r e d

i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y D r a m a F e s t i v a l , a n d f o r t h e

s e c o n d y e a r , t h e C o l l e g e a r r a n g e d w i t h M r M . P e r r i n , a l o c a l

p l a y w r i g h t , t o w r i t e a p l a y f o r p r o d u c t i o n b y E v e n i n g C o l l e g e

s t u d e n t s .

I n t h e J e r v i s B a y T e r r i t o r y t h e C o l l e g e c o n t i n u e d t o

o p e r a t e a n e v e n i n g h o m e w o r k c e n t r e f o r A b o r i g i n a l a n d p a r t -

A b o r i g i n a l c h i l d r e n l i v i n g a t W r e c k B a y a n d a t t e n d i n g N o w r a

H i g h S c h o o l . T h i s f a c i l i t y p r o v i d e s t h e c h i l d r e n w i t h a n e n v i r o n ­

m e n t c o n d u c i v e t o s t u d y a n d a c e n t r e w h e r e t h e y c a n r e c e i v e

g u i d a n c e i n t h e i r s t u d i e s .

R e f e r e n c e t o t h e D e p a r t m e n t ’s r e s p o n s i b i l i t i e s r e l a t i n g

t o t h e A u s t r a l i a n N a t i o n a l U n i v e r s i t y a n d t h e C a n b e r r a C o l l e g e

o f A d v a n c e d E d u c a t i o n is m a d e o n p a g e s 3 0 a n d 3 1 .

Assistance to Schools and Students in the Australian Capital Territory A u s t r a l i a n C a p i t a l T e r r i t o r y U n i v e r s i t y S c h o l a r s h i p s f o r s t u d e n t s

w h o s e p a r e n t s a r e r e s i d e n t s o f t h e A u s t r a l i a n C a p i t a l T e r r i t o r y

w e r e a w a r d e d t o t w e n t y s t u d e n t s i n 1 9 7 2 . T w e n t y - f i v e C a n b e r r a

S c h o o l o f M u s i c s c h o l a r s h i p s w e r e a l s o a w a r d e d i n 1 9 7 2 . A u s ­

t r a l i a n C a p i t a l T e r r i t o r y s c h o o l p u p i l s c o m p e t e d f o r j u n i o r a n d

75

s e n i o r b u r s a r y a w a r d s w h i c h a r e m a d e a v a i l a b l e a n n u a l l y b y t h e

C o m m o n w e a l t h . I n f o r m a t i o n a b o u t C o m m o n w e a l t h T e a c h i n g

S e r v i c e S c h o l a r s h i p s i s o n p a g e 8 3 a n d a b o u t C a n b e r r a T e a c h e r

E d u c a t i o n S c h o l a r s h i p s is o n p a g e 4 2 .

D u r i n g 1 9 7 2 a s s i s t a n c e t o p r i m a r y a n d s e c o n d a r y i n d e p e n d e n t

s c h o o l s i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y u n d e r t h e C a p i t a l A i d

S c h e m e c o n t i n u e d . T h e t o t a l C o m m o n w e a l t h e x p e n d i t u r e o n t h e

v a r i o u s c a p i t a l a i d p r o g r a m s i n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y

f r o m 1 J u l y 1 9 5 6 t o 3 1 D e c e m b e r 1 9 7 2 w a s a p p r o x i m a t e l y $ 7 - 7

m i l l i o n .

D u r i n g 1 9 7 2 t h e r a t e o f t h e p e r c a p i t a g r a n t s p a y a b l e i n p r i m a r y

g r a d e s w a s $ 8 5 f o r p r i m a r y g r a d e s a n d $ 1 1 3 f o r s e c o n d a r y f o r m s

I t o I V a n d $ 1 1 8 f o r f o r m s V a n d V I .

I n t h e A u s t r a l i a n C a p i t a l T e r r i t o r y a l l s e c o n d a r y s c h o o l s , b o t h

g o v e r n m e n t a n d i n d e p e n d e n t , c o n t i n u e d t o r e c e i v e a n a n n u a l t e x t ­

b o o k a l l o w a n c e w h i c h is p a i d o n t h e b a s i s o f e n r o l m e n t s i n e a c h

s e c o n d a r y f o r m . T h e a l l o w a n c e d u r i n g 1 9 7 2 w a s $ 4 p e r y e a r f o r

e a c h p u p i l i n t h e f i r s t t w o f o r m s o f s e c o n d a r y s c h o o l s , $ 6 f o r

t h i r d f o r m , $ 1 0 f o r f o u r t h f o r m a n d $ 1 6 f o r f i f t h a n d s i x t h f o r m s .

Capital Aid Scheme

Per Capita Grants for Independent Schools

Other Assistance

76

Education in the Northern Territory Northern Territory S u b s e q u e n t t o t h e d e c i s i o n m a d e b y t h e S o u t h A u s t r a l i a n G o v e r n -

Education Branch m e n t i n 1 9 7 0 t o w i t h d r a w o v e r a f i v e - y e a r p e r i o d f r o m i ts

r e s p o n s i b i l i t i e s i n t h e N o r t h e r n T e r r i t o r y , t h e n e w T e r r i t o r y

E d u c a t i o n B r a n c h w a s e s t a b l i s h e d w i t h i n t h e D e p a r t m e n t o f

E d u c a t i o n a n d S c i e n c e t o a s s u m e r e s p o n s i b i l i t y f o r t h e a d m i n i s t r a ­

t i o n o f p r e - s c h o o l s , p r i m a r y a n d s e c o n d a r y s c h o o l s , t e c h n i c a l

e d u c a t i o n a n d a d u l t e d u c a t i o n i n t h e N o r t h e r n T e r r i t o r y . T h e

r e s p o n s i b i l i t y f o r e d u c a t i o n i n A b o r i g i n a l s e t t l e m e n t a n d m i s s i o n

s c h o o l s i n t h e N o r t h e r n T e r r i t o r y r e m a i n e d w i t h t h e W e l f a r e

B r a n c h , N o r t h e r n T e r r i t o r y A d m i n i s t r a t i o n . T h e p o s i t i o n o f

D i r e c t o r o f E d u c a t i o n ( N o r t h e r n T e r r i t o r y C o m m u n i t y S c h o o l s )

w a s c r e a t e d w i t h i n t h e D e p a r t m e n t t o a s s u m e r e s p o n s i b i l i t y f o r

t h e t o t a l o p e r a t i o n o f c o m m u n i t y s c h o o l s f r o m 1 J a n u a r y 1 9 7 1 .

T h e D i r e c t o r c o - o p e r a t e s c l o s e l y w i t h t h e D i r e c t o r - G e n e r a l o f

E d u c a t i o n i n S o u t h A u s t r a l i a o n m a t t e r s s u c h a s t h e s t a f f i n g o f

s c h o o l s a n d p r o v i s i o n o f p r o f e s s i o n a l s e r v i c e s i n w h i c h t h e S o u t h

A u s t r a l i a n E d u c a t i o n D e p a r t m e n t w i l l c o n t i n u e t o p l a y a s i g n i f i c a n t

r o l e f o r s o m e t i m e .

Staffing T o e n s u r e t h a t t e a c h e r s b e a v a i l a b l e f o r s c h o o l s w h i c h a r e t h e

r e s p o n s i b i l i t y o f t h e D e p a r t m e n t i t w a s a l s o d e c i d e d t o e s t a b l i s h

a C o m m o n w e a l t h T e a c h i n g S e r v i c e a s a s t a t u t o r y a u t h o r i t y u n d e r

The Moil Pre-School was completed in 1972.

77

a C o m m i s s i o n e r r e s p o n s i b l e d i r e c t l y t o t h e M i n i s t e r f o r E d u c a t i o n

a n d S c i e n c e . T h e C o m m o n w e a l t h T e a c h i n g S e r v i c e is r e s p o n s i b l e

f o r r e c r u i t i n g t e a c h e r s a n d t r a i n e e s f o r N o r t h e r n T e r r i t o r y C o m ­

m u n i t y S c h o o l s a n d f o r o v e r s e e i n g t h e p r e p a r a t i o n o f r e g u l a t i o n s

g o v e r n i n g t h e s e r v i c e . M o r e d e t a i l s a b o u t t h e C o m m o n w e a l t h

T e a c h i n g S e r v i c e a r e o n p a g e 8 3 .

Building Program T h e i n c r e a s e i n t h e r a t e o f e x p e n d i t u r e a n d t h e e s t i m a t e d c o s t o f

p r o p o s a l s i n c l u d e d o n t h e 1 9 7 3 - 7 4 p r e l i m i n a r y w o r k s p r o g r a m

r e f l e c t t h e g r o w i n g d e m a n d f o r e d u c a t i o n a l e s t a b l i s h m e n t s . E x ­

p e n d i t u r e o v e r t h e p a s t t h r e e y e a r s h a s b e e n $ 2 - 8 m i l l i o n ( 1 9 6 9 —

7 0 ) , $ 4 - 0 4 9 m i l l i o n ( 1 9 7 0 - 7 1 ) a n d $ 6 - 8 m i l l i o n ( 1 9 7 1 - 7 2 ) . T h e

e s t i m a t e d c o s t o f p r o p o s a l s f o r C o m m u n i t y s c h o o l s f o r 1 9 7 3 - 7 4

is $ 1 0 - 2 m i l l i o n .

N e w s c h o o l s c o m p l e t e d d u r i n g t h e y e a r w e r e : M o i l , W a g a m a n New Schools Completed{ a n d R a c e c o u r s e W e s t P r e - S c h o o l s ; W a g a m a n P r i m a r y S c h o o l ;

A l i c e S p r i n g s H i g h S c h o o l .

T h e f o l l o w i n g n e w s c h o o l s a n d a d d i t i o n s t o e x i s t i n g s c h o o l s w e r e Construction during u n d e r c o n s t r u c t i o n t o b e r e a d y f o r o c c u p a t i o n d u r i n g 1 9 7 3 o r 1972 e a r l y 1 9 7 4 :

• P r e - s c h o o l s a t N a k a r a , B r a d s h a w a n d K a t h e r i n e , w i t h a

t r a n s p o r t a b l e p r e - s c h o o l u n i t t o b e l o c a t e d a t P i n e C r e e k

• P r i m a r y s c h o o l s a t N a k a r a a n d B r a d s h a w a n d a d d i t i o n s a t

L u d m i l l a • A h i g h s c h o o l a t C a s u a r i n a a n d a n e w l i b r a r y a n d d e v e l o p ­

m e n t o f a p l a y i n g f i e l d a t D a r w i n H i g h S c h o o l

• A s e c o n d a r y w i n g c o n s i s t i n g o f c l a s s r o o m s , a s c i e n c e

l a b o r a t o r y a n d c o v e r e d a s s e m b l y a r e a a t t h e T e n n a n t C r e e k

A r e a S c h o o l

Darwin's third high school—Casuarina—is to open in 1973.

78

The Wagaman School introduced open-planning to Northern Territory schools.

• A w o r k s h o p b u i l d i n g a t t h e A l y n a g u l a A r e a S c h o o l

• T r a n s p o r t a b l e c l a s s r o o m a n d t o i l e t b l o c k s w e r e r e l o c a t e d t o

m e e t s h o r t - t e r m e n r o l m e n t d e m a n d s a n d t o p r o v i d e s c h o o l s

w h e r e t h e l o n g - t e r m n e e d h a d n o t b e e n f u l l y i d e n t i f i e d .

New Developments T h e W a g a m a n S c h o o l l a y o u t i n t r o d u c e d t h e o p e n - p l a n l e a r n i n g

c o m p l e x t o N o r t h e r n T e r r i t o r y s c h o o l s . N a k a r a a n d B r a d s h a w

S c h o o l s a l s o i n c l u d e o p e n - l e a r n i n g u n i t s . T h e 1 9 7 5 p r i m a r y

s c h o o l s , W a n g u r i a n d T i w i, n o w a l m o s t r e a d y f o r t e n d e r , h a v e

o p e n - l e a r n i n g a n d o n e - t e a c h e r s p a c e s r a d i a t i n g f r o m t h e l i b r a r y

a n d r e s o u r c e s c e n t r e . F o r t h e n e x t h i g h s c h o o l t o b e l o c a t e d a t

T i w i a n d s c h e d u l e d f o r c o m p l e t i o n b y t h e e n d o f 1 9 7 6 s u b s t a n t i a l

u s e o f o p e n - p l a n n i n g is c o n t e m p l a t e d .

Numbers of Established A t t h e e n d o f 1 9 7 2 t h e f o ll o w i n g s c h o o l s h a d b e e n e s t a b l i s h e d i n

Schools t h e N o r t h e r n T e r r i t o r y :

e T h r e e h i g h s c h o o l s

• F i v e a r e a s c h o o l s

• T w e n t y - f o u r p r i m a r y a n d i n f a n t s c h o o l s

• T w e n t y - t h r e e p r e - s c h o o l s

• T w o s c h o o l s o f t h e a ir

• T w o s p e c i a l s c h o o l s .

79

Further Education A c h a n g e i n t h e p r o g r a m o f t h e C o m m u n i t y C o l l e g e d e l a y e d t h e

c h a n g e o v e r d a t e f o r c o n t r o l o f t h e A d u l t E d u c a t i o n C e n t r e . I n

c o n s e q u e n c e t h e C e n t r e c o n t i n u e d u n d e r t h e a d m i n i s t r a t i v e c o n t r o l

o f t h e D i r e c t o r o f F u r t h e r E d u c a t i o n , S o u t h A u s t r a l i a , u n t i l t h e

e n d o f 1 9 7 2 , o n e y e a r l a t e r t h a n e x p e c t e d . O v e r a l l r e s p o n s i b i l i t y

f o r t h e C e n t r e is d u e t o b e a s s u m e d b y t h e P r i n c i p a l o f t h e C o m ­

m u n i t y C o l l e g e i n J a n u a r y 1 9 7 3 . H o w e v e r , i t w a s d e c i d e d t h a t t h e

D a r w i n A d u l t E d u c a t i o n C e n t r e w o u l d c o n t i n u e t h r o u g h 1 9 7 3

w i t h i ts o w n i d e n t i t y a n d w o u l d o p e r a t e u n d e r a n O f f i c e r - i n - C h a r g e

r e s p o n s i b l e t o t h e P r i n c i p a l . U n t i l D e c e m b e r 1 9 7 4 i t w i l l b e k n o w n

a s t h e A d u l t E d u c a t i o n C e n t r e o f t h e D a r w i n C o m m u n i t y C o l l e g e .

T h e w i d e r a n g e o f s u b j e c t s o f f e r e d e n c o u r a g e d 7 , 2 5 4

s t u d e n t s t o e n r o l . D u r i n g t h e y e a r a s i g n i f i c a n t i n c r e a s e w a s n o t e d

i n t h e d e m a n d f o r d a y c l a s s e s f o r w o m e n .

E a r l y e v e n i n g c l a s s e s f o r a c a d e m i c s u b j e c t s w e r e i n t r o ­

d u c e d a n d t h e C e n t r e e x p e c t e d t o e x t e n d t h i s s y s t e m i n 1 9 7 3 .

T u t o r i a l c l a s s e s f o r u n i v e r s i t y s t u d e n t s , s t u d e n t t e a c h e r s , a c c o u n t ­

i n g s t u d e n t s a n d o t h e r s c o n t i n u e d i n 1 9 7 2 .

A u n i v e r s i t y v a c a t i o n s c h o o l w a s h e l d i n M a y w h e n

s e v e r a l l e c t u r e r s , l e d b y D r L a v e r t y , a c t i n g D i r e c t o r o f E x t e r n a l

S t u d i e s , p r o v i d e d t u t o r i a l s a n d c o n c e n t r a t e d s t u d y p e r i o d s f o r

s t u d e n t s u n d e r t a k i n g U n i v e r s i t y o f Q u e e n s l a n d c o u r s e s . D u r i n g t h e

y e a r s e v e r a l w e l l - a t t e n d e d p u b l i c l e c t u r e s a n d s y m p o s i a w e r e

h e l d a n d t h e S a t u r d a y m o r n i n g c l a s s e s f o r c h i l d r e n c o n t i n u e d i n

p o p u l a r i t y .

A s t e a d y i n c r e a s e i n a p p r e n t i c e t r a i n i n g w a s o b s e r v e d .

A t o t a l o f 2 0 2 a p p r e n t i c e s w e r e e n r o l l e d i n D a r w i n a n d 3 3 , w h o s e

c o u r s e s w e r e m a i n l y b y c o r r e s p o n d e n c e o r s u p e r v i s e d s t u d y , e n ­

r o l l e d f r o m o t h e r c e n t r e s . G r o u p s o f A b o r i g i n a l t r a i n e e s a t t e n d e d

t h e C e n t r e f o r i n s t r u c t i o n i n b r i c k l a y i n g , b u i l d i n g , p l u m b i n g ,

m o t o r r e p a i r s a n d s e r v i c i n g , t y p i n g a n d p r e - t r a d e s u b j e c t s .

T h e A l i c e S p r i n g s C e n t r e p r o v i d e d i n s t r u c t i o n f o r o v e r 1 , 0 0 0

p a r t i c i p a n t s i n s o m e f o r t y s u b j e c t s d u r i n g 1 9 7 2 . A p p r e n t i c e

t r a i n i n g i n c l u d e d d i r e c t t u i t i o n a s w e l l a s a s s i s t e d o r s u p e r v i s e d

s t u d y i n a s s o c i a t i o n w i t h c o r r e s p o n d e n c e n o t e s a n d m a t e r i a l f r o m

S o u t h A u s t r a l i a , W e s t e r n A u s t r a l i a a n d Q u e e n s l a n d .

W i t h t h e c o m p l e t i o n o f t h e n e w A l i c e S p r i n g s H i g h

S c h o o l b u i l d i n g t h e A d u l t E d u c a t i o n C e n t r e t o o k o v e r f u l l u s e

o f t h e e x i s t i n g H i g h S c h o o l b u i l d i n g s w h i c h w i l l a l l o w f o r e x p a n ­

s i o n o f t h e C e n t r e ’s a c t i v i t i e s .

T h e r e h a s b e e n a n i n c r e a s e i n t h e n u m b e r o f a p p r e n t i c e s h i p s

t h r o u g h o u t t h e T e r r i t o r y , p a r t i c u l a r l y i n t h e a r e a s o f N h u l u n b u y

a n d D a r w i n , w i t h t h e l a r g e s t n u m b e r o f a p p r e n t i c e s b e i n g e m p l o y e d

i n t h e e l e c t r i c a l a n d b u i l d i n g t r a d e s . T h e n u m b e r o f a p p r e n t i c e s

i n t r a i n i n g r o s e f r o m 2 6 4 i n J u n e 1 9 7 1 t o 3 5 0 i n D e c e m b e r 1 9 7 2 .

Darwin Adult Education Centre

Alice Springs Adult Education Centre

Apprenticeships in the Northern Territory

80

Apprentices Board

interim Council

Staff

Suitability of the College

Initial Program of Courses

T h e y w e r e e m p l o y e d w i t h 1 9 1 a p p r o v e d e m p l o y e r s c o v e r i n g 5 3

t r a d e s . T r a i n i n g f a c i l i t i e s w e r e e x p a n d e d t o m e e t t h e g r e a t e r

d e m a n d .

A t t h e 1 9 7 2 A u s t r a l i a n A d v i s o r y C o m m i t t e e m e e t i n g , w h i c h w a s

a t t e n d e d b y t h e C h a i r m a n o f t h e B o a r d a n d t h e M e m b e r o f t h e

A p p r e n t i c e s B o a r d r e p r e s e n t i n g t h e C o m m o n w e a l t h , D a r w i n w a s

s e l e c t e d f o r t h e 1 9 7 3 v e n u e .

A l i s t o f t h e m e m b e r s o f t h e A p p r e n t i c e s B o a r d is

t o b e f o u n d i n A p p e n d i x 3 .

The Darwin Community College A t t h e r e q u e s t o f t h e M i n i s t e r a n d a r i s i n g f r o m t h e C o l l e g e

P l a n n i n g C o m m i t t e e ’s r e c o m m e n d a t i o n s , a n I n t e r i m C o u n c i l w a s

a p p o i n t e d i n J u n e 1 9 7 1 . M e m b e r s h i p o f t h e C o u n c i l i s l i s t e d

i n A p p e n d i x 3 .

T h e C o u n c i l h a s b e e n c o n c e r n e d w i t h d e t a i l e d

c o n s i d e r a t i o n o f e d u c a t i o n p r o g r a m s a n d p r e p a r a t i o n o f d r a f t

l e g i s l a t i o n t o w a r d s a u t o n o m y i n J a n u a r y 1 9 7 4 . B y t h i s t i m e t h e

I n t e r i m C o u n c i l w i l l h a v e b e e n r e p l a c e d b y a C o l l e g e C o u n c i l .

S t a f f a p p o i n t e d i n 1 9 7 2 i n c l u d e d t h e P r i n c i p a l , a P r o g r a m C h a i r ­

m a n , t h e L i b r a r i a n a n d t h e R e g i s t r a r . T h e o t h e r t w o P r o g r a m

C h a i r m e n a r e d u e t o t a k e u p a p p o i n t m e n t i n 1 9 7 3 . O n e o f t h e

m o s t p r e s s i n g t a s k s c o n f r o n t i n g t h e C o l l e g e i n 1 9 7 3 i s t h a t o f s t a f f

r e c r u i t m e n t . U n t i l t h e C o l l e g e h a s a v i a b l e a d m i n i s t r a t i v e

s t r u c t u r e o f i t s o w n i t w i ll b e d e p e n d e n t o n C o m m o n w e a l t h

a d m i n i s t r a t i v e f a c i l i t i e s i n C a n b e r r a a n d D a r w i n .

D u r i n g t h e c o u r s e o f p l a n n i n g i t h a s b e c o m e m o r e e v i d e n t t h a t

t h e u n i q u e e x p e r i m e n t o f a C o m m u n i t y C o l l e g e i s i d e a l l y s u i t e d

t o t h e N o r t h e r n T e r r i t o r y , p a r t i c u l a r l y t o D a r w i n . B e c a u s e o f

t h e s i z e o f D a r w i n ’s p o p u l a t i o n a t p r e s e n t , t h e r e i s o n l y a s m a l l

n u m b e r o f s t u d e n t s f o r t h e k i n d s o f c o u r s e s p r o v i d e d b y c o l l e g e s

o f a d v a n c e d e d u c a t i o n a n d u n i v e r s i t i e s . I t w o u l d n o t b e e c o n o m i c

t o e s t a b l i s h s u c h i n s t i t u t i o n s f o r t h e n u m b e r s t h a t e x i s t . E v e n

m o r e i m p o r t a n t i s t h e f a c t t h a t i f s e p a r a t e i n s t i t u t i o n s w e r e

e s t a b l i s h e d , t h e y w o u l d b e t o o s m a l l t o p r o v i d e g o o d f a c i l i t i e s .

T h e C o l l e g e ’s i n i t i a l p r o g r a m w i ll i n c l u d e p r e - v o c a t i o n a l , a p p r e n ­

t i c e a n d p o s t - t r a d e t r a i n i n g i n a l l m a j o r t r a d e s ; b u s i n e s s e d u c a t i o n

c o u r s e s i n c l u d i n g a c c o u n t i n g , m a n a g e m e n t a n d a d m i n i s t r a t i o n ,

s e c r e t a r i a l a n d c o m m e r c i a l c o u r s e s . C e r t i f i c a t e c o u r s e s w i ll b e

o f f e r e d f o r t e c h n i c i a n s i n s u c h a r e a s a s s u r v e y i n g , d r a f t i n g a n d

a p p l i e d s c i e n c e s a s w e l l a s l e c t u r e s a n d t u t o r i a l s f o r e x t e r n a l

s t u d e n t s o f t h e U n i v e r s i t y o f Q u e e n s l a n d a n d o t h e r i n s t i t u t i o n s ,

w i t h t h e p r o b a b i l i t y o f a d d i t i o n a l f u l l - t i m e t e r t i a r y - l e v e l c r e d i t

c o u r s e s . A w i d e r a n g e o f a d u l t e d u c a t i o n c o u r s e s a n d i n t e n s i v e

s h o r t c o u r s e s t o m e e t s p e c i a l n e e d s w i ll b e p r o v i d e d a n d w i ll

i n c l u d e i n - s e r v i c e t r a i n i n g c o u r s e s f o r g o v e r n m e n t a n d i n d u s t r y .

81

W i t h t h e a p p o i n t m e n t o f t h e L i b r a r i a n , t h e f i r s t s t e p w a s t a k e n

t o e s t a b l i s h a l i b r a r y t o m e e t t h e n e e d s o f t h e w i d e r a n g e o f

c o u r s e s t o b e p r o v i d e d b y t h e C o l l e g e . T h e c o l l e c t i o n is t o

i n c l u d e b o t h p r i n t e d a n d a u d i o - v i s u a l m a t e r i a l s , a n d t h e l i b r a r y

w i ll b e t h e c e n t r e f o r a u d i o - v i s u a l e q u i p m e n t w i t h i n t h e C o l l e g e .

B y e a r l y 1 9 7 4 w h e n t h e C o l l e g e c o m m e n c e s i n i ts n e w b u i l d i n g s ,

i t i s e x p e c t e d t h a t t h e r e w i ll b e a w e l l - o r g a n i s e d b a s i c c o l l e c t i o n

o f a b o u t 1 5 , 0 0 0 b o o k s , w i t h a s m a l l c o l l e c t i o n o f p e r i o d i c a l s a n d

a u d i o - v i s u a l m a t e r i a l s . T h e l i b r a r y s t a f f h a s b e e n e n g a g e d i n

b u i l d i n g u p t h i s c o l l e c t i o n a n d p r o v i d i n g s e r v i c e t o s u p p o r t

c u r r e n t a c t i v i t i e s in t h e D a r w i n A d u l t E d u c a t i o n C e n t r e .

Library

82

The Commonwealth Teaching Service Establishment o f Commonwealth Teaching Service

Report

Commonwealth Teaching Service Scholarships

T h e l e g i s l a t i o n g i v i n g e f f e c t t o t h e G o v e r n m e n t ’s d e c i s i o n t o

e s t a b l i s h a C o m m o n w e a l t h T e a c h i n g S e r v i c e w a s a s s e n t e d t o o n

1 7 A p r i l 1 9 7 2 . I t p r o v i d e s t h a t t h e e x e c u t i v e r e s p o n s i b i l i t y i n

r e l a t i o n t o t h e S e r v i c e s h a l l b e v e s t e d i n a C o m m o n w e a l t h T e a c h ­

i n g S e r v i c e C o m m i s s i o n e r .

T o e n a b l e e f f e c t t o b e g i v e n t o t h e t e r m s o f t h e

l e g i s l a t i o n , M r W . J . W e e d e n , O . B . E . , w a s a p p o i n t e d A c t i n g C o m ­

m o n w e a l t h T e a c h i n g S e r v i c e C o m m i s s i o n e r a s f r o m 1 2 O c t o b e r

1 9 7 2 . T h e A c t i n g C o m m i s s i o n e r i n a c c o r d a n c e w i t h t h e p r o v i ­

s i o n s o f t h e A c t , h a s t h e r e s p o n s i b i l i t y o f p r o v i d i n g t h e s t a t u t o r y

r e p o r t f o r 1 9 7 2 i n r e s p e c t o f t h e S e r v i c e .

F o r t h e 1 9 7 2 s c h o o l y e a r a d d i t i o n a l t e a c h e r s w e r e

r e c r u i t e d f o r s e r v i c e i n N o r t h e r n T e r r i t o r y c o m m u n i t y s c h o o l s

u n d e r t h e p r o v i s i o n s o f t h e C o m m o n w e a l t h P u b l i c S e r v i c e A c t .

T h e a r r a n g e m e n t i n r e l a t i o n t o t h e P u b l i c S e r v i c e A c t p r o v i d e d

f o r u p t o 2 0 0 C o m m o n w e a l t h t e a c h e r s t o b e e m p l o y e d i n N o r t h e r n

T e r r i t o r y c o m m u n i t y s c h o o l s i n 1 9 7 2 .

I n F e b r u a r y 1 9 7 1 t h e A u s t r a l i a n C o u n c i l f o r E d u c a t i o n a l R e s e a r c h

w a s c o m m i s s i o n e d t o p r e p a r e a r e p o r t r e l a t i n g t o t h e o r g a n i s a t i o n ,

c a r e e r s t r u c t u r e a n d s a l a r y s t r u c t u r e o f t h e p r o p o s e d C o m m o n ­

w e a l t h T e a c h i n g S e r v i c e . T h e r e p o r t Teachers for Common­ wealth Schools ( p r e p a r e d b y W . D . N e a l a n d W . C . R a d f o r d ) w a s

p u b l i s h e d i n J u l y 1 9 7 2 .

T h e s e a w a r d s w e r e m a d e a v a i l a b l e f r o m t h e c o m m e n c e m e n t o f

t h e 1 9 7 2 a c a d e m i c y e a r . T h e y p r o v i d e f o r t h e p a y m e n t o f

c o m p u l s o r y f e e s a n d a l i v i n g a l l o w a n c e f r e e o f a m e a n s t e s t w h i c h ,

i n t h e c a s e o f a s t u d e n t l i v i n g a t h o m e w a s $ 7 0 0 a y e a r a n d , f o r

o n e l i v i n g a w a y f r o m h o m e , $ 1 , 1 0 0 a y e a r . N o b o n d h a s b e e n

i m p o s e d o n s t u d e n t s a c c e p t i n g t h e s e a w a r d s , b u t t h e s t u d e n t s a r e

m a d e a w a r e t h a t t h e y a r e e x p e c t e d o n c o m p l e t i o n o f t h e i r t r a i n ­

i n g t o a c c e p t a p p o i n t m e n t u n d e r t h e T e a c h i n g S e r v i c e a n d a l s o

t o a c c e p t e m p l o y m e n t i n a c c o r d a n c e w i t h t h e n e e d s o f t h e C o m ­

m o n w e a l t h E d u c a t i o n A u t h o r i t i e s .

I n 1 9 7 2 , 1 2 5 s t u d e n t s a c c e p t e d C o m m o n w e a l t h

T e a c h i n g S e r v i c e S c h o l a r s h i p s . T h e a w a r d s w e r e m a d e a v a i l a b l e

f o r c o u r s e s a t t h e C a n b e r r a C o l l e g e o f A d v a n c e d E d u c a t i o n , a t

u n i v e r s i t i e s a n d c o l l e g e s o f a d v a n c e d e d u c a t i o n i n t h e S t a t e s a n d

a t t e a c h e r t r a i n i n g i n s t i t u t i o n s .

83

Science Activities Advisory Committee on Science and Technology O n 2 7 A p r i l 1 9 7 2 t h e i n t e n t i o n t o e s t a b l i s h a n A d v i s o r y C o m ­

m i t t e e o n S c i e n c e a n d T e c h n o l o g y w a s a n n o u n c e d . T h e f u n c t i o n

o f t h i s b o d y w o u l d b e t o f u r n i s h t h e G o v e r n m e n t w i t h c o - o r d i n a t e d

a d v i c e o n a c t i o n s a n d p o l i c i e s t h a t w o u l d a s s i s t i n t h e a l i g n m e n t o f

s c i e n c e a n d t e c h n o l o g y t o n a t i o n a l o b j e c t i v e s :

• T h e C o m m i t t e e w o u l d m a k e w i d e - r a n g i n g a n d c o m p r e h e n ­

s i v e a s s e s s m e n t s o f t h e s c i e n t i f i c a n d t e c h n o l o g i c a l s i t u a t i o n ,

a n d w o u l d a d v i s e o n l o n g - t e r m p l a n n i n g , n e w a r e a s w h i c h

a r e o f i m p o r t a n c e t o A u s t r a l i a , t h e p r i o r i t i e s t h a t s h o u l d b e

a s s i g n e d t o s p e c i f i c p r o j e c t s o r a r e a s o f r e s e a r c h , t h e m e a n s

f o r i m p r o v i n g e f f i c i e n c y i n t h e u s e o f r e s o u r c e s a n d t h e

e f f e c t i v e d e v e l o p m e n t a n d u t i l i s a t i o n o f s c i e n t i f i c a n d

t e c h n o l o g i c a l m a n p o w e r .

• T h e C o m m i t t e e ’s i n t e r e s t s w o u l d l i e m a i n l y i n t h e f i e l d s o f

c i v i l s c i e n c e a n d t e c h n o l o g y , a n d i t w o u l d n o t b e c o n c e r n e d

w i t h q u e s t i o n s o f d e f e n c e s c i e n c e e x c e p t t o t h e e x t e n t t h a t

t h e s e m i g h t b e r e l a t e d t o m a t t e r s t h a t f a l l i n i ts o w n f i e l d o f

p r i m a r y c o n c e r n . S i m i l a r l y i t s a c t i v i t i e s w o u l d n o t e x t e n d

i n t o f i e l d s o f m e d i c a l r e s e a r c h w h i c h a r e t h e r e s p o n s i b i l i t y

o f t h e N a t i o n a l H e a l t h a n d M e d i c a l R e s e a r c h C o u n c i l .

• T h e C o m m i t t e e w o u l d b e e m p o w e r e d t o u n d e r t a k e s t u d i e s

o n i t s o w n i n i t i a t i v e , i n a d d i t i o n t o p r o v i d i n g a d v i c e o n

s p e c i f i c m a t t e r s t h a t a r e r e f e r r e d t o i t b y t h e G o v e r n m e n t .

• T h e C o m m i t t e e w o u l d h a v e a m e m b e r s h i p o f e l e v e n d i s ­

t i n g u i s h e d p e r s o n s , w h o w o u l d b e i n d e p e n d e n t o f t h e

G o v e r n m e n t a n d a l l o f w h o m , i n c l u d i n g t h e C h a i r m a n ,

w o u l d s e r v e p a r t - t i m e .

• S e n i o r C o m m o n w e a l t h o f f i c e r s w o u l d n o t s e r v e d i r e c t l y o n

t h e C o m m i t t e e , b u t w o u l d a s s i s t i t a s a s s e s s o r s a n d w o u l d

b e a v a i l a b l e t o a d v i s e o n s p e c i f i c m a t t e r s w i t h i n t h e i r a r e a s

o f i n d i v i d u a l r e s p o n s i b i l i t y .

• T h e C o m m i t t e e w o u l d b e s e r v i c e d b y a c o m p e t e n t a n d h i g h -

l e v e l s e c r e t a r i a t .

T h e A d v i s o r y C o m m i t t e e , t h e m e m b e r s h i p o f w h i c h

is g i v e n i n A p p e n d i x 2 , h e l d i t s i n a u g u r a l m e e t i n g o n 2 4 O c t o b e r

1 9 7 2 . S e c r e t a r i a t s e r v i c e s w e r e p r o v i d e d b y t h e S c i e n t i f i c P o l i c y

B r a n c h o f t h e D e p a r t m e n t p e n d i n g t h e a p p o i n t m e n t o f f u l l - t i m e

s e c r e t a r i a t s ta f f .

Organisation for Economic Co-operation and Development A C o m m i t t e e f o r S c i e n t i f i c a n d T e c h n o l o g i c a l P o l i c y ( C S T P ) w a s

e s t a b l i s h e d b y t h e O E C D a t t h e b e g i n n i n g o f 1 9 7 2 . I t r e p l a c e d

a f o r m e r C o m m i t t e e f o r S c i e n c e P o l i c y . T h e n e w C o m m i t t e e is

r e s p o n s i b l e f o r :

• P r o m o t i n g t h e e x c h a n g e a m o n g O E C D M e m b e r c o u n t r i e s o f

e x p e r i e n c e a n d i n f o r m a t i o n c o n c e r n i n g p o l i c i e s f o r s c i e n c e

a n d t e c h n o l o g y

84

• P r o p o s i n g m e a n s f o r t h e m o r e e f f e c t i v e c o - o r d i n a t i o n o f

n a t i o n a l a n d i n t e r n a t i o n a l e f f o r t s i n s c i e n t i f i c a n d t e c h n i c a l

r e s e a r c h a n d d e v e l o p m e n t

• C a l l i n g a t t e n t i o n t o a r e a s i n w h i c h i n n o v a t i o n is o f s p e c i a l

i m p o r t a n c e

• E x a m i n i n g t h e i m p l i c a t i o n o f n e w d e v e l o p m e n t s i n t h e f ie ld s

o f s c i e n t i f i c a n d t e c h n i c a l i n f o r m a t i o n a n d d o c u m e n t a t i o n

• C a l l i n g a t t e n t i o n t o f o r e s e e a b l e d e v e l o p m e n t s i n t e c h n o l o g y

a n d t h e i r e c o n o m i c , s o c i a l a n d c u l t u r a l c o n s e q u e n c e s .

T h e C o m m i t t e e h e l d s e v e r a l m e e t i n g s d u r i n g 1 9 7 2 . A t

t h e f i r s t m e e t i n g , t h e A u s t r a l i a n A m b a s s a d o r t o t h e O E C D ( S i r

R o n a l d W a l k e r , C . B . E . ) w a s e l e c t e d a V i c e - C h a i r m a n o f t h e C o m ­

m i t t e e f o r 1 9 7 2 . A u s t r a l i a w a s r e p r e s e n t e d a t e a c h o f t h e C o m ­

m i t t e e ’s m e e t i n g s , a n d a l s o a t m e e t i n g s o f t h e S c i e n t i f i c a n d

T e c h n i c a l I n f o r m a t i o n P o l i c y G r o u p a n d t h e C o m p u t e r U t i l i s a t i o n

G r o u p , b o t h o f w h i c h r e p o r t t o t h e C S T P .

I n J u n e 1 9 7 2 D r P . J . C r a w f o r d t o o k u p t h e p o s t

o f C o u n s e l l o r ( S c i e n t i f i c A f f a i r s ) w i t h t h e A u s t r a l i a n P e r m a n e n t

D e l e g a t i o n t o t h e O E C D . D r C r a w f o r d , w h o is a S c i e n t i f i c S e r v i c e s

O f f i c e r w i t h t h e C S I R O H e a d O f f ic e , is o n s e c o n d m e n t t o t h e

D e p a r t m e n t f o r t h e p e r i o d o f h i s a t t a c h m e n t t o t h e P e r m a n e n t

D e l e g a t i o n .

Grants and Scholarships

Research Grants T h e A u s t r a l i a n R e s e a r c h G r a n t s C o m m i t t e e a d v i s e s t h e C o m m o n ­

w e a l t h G o v e r n m e n t o n t h e a l l o c a t i o n o f f u n d s f o r h i g h - l e v e l

r e s e a r c h p r o j e c t s t o b e c a r r i e d o u t b y i n d i v i d u a l s o r r e s e a r c h

t e a m s i n n o n - g o v e r n m e n t i n s t i t u t i o n s i n A u s t r a l i a . T h e D e p a r t ­

m e n t p r o v i d e s t h e s e c r e t a r i a t f o r t h e C o m m i t t e e .

S i n c e 1 9 6 7 t h e C o m m i t t e e ’s a c t i v i t i e s h a v e b e e n

f i n a n c e d s o l e l y b y t h e C o m m o n w e a l t h G o v e r n m e n t . I n t h e t r i e n -

n i u m 1 9 6 7 - 6 9 a t o t a l o f $ 9 - 1 7 5 m i l l i o n w a s a l l o c a t e d a n d f o r

1 9 7 0 - 7 2 , $ 1 3 - 4 8 2 m i l l i o n .

D u r i n g 1 9 7 2 d e t a i l s o f t h e C o m m i t t e e ’s p r o j e c t e d

a c t i v i t i e s f o r t h e 1 9 7 3 - 7 5 t r i e n n i u m w e r e a n n o u n c e d . A s u m o f

$ 2 0 m i l l i o n h a s b e e n m a d e a v a i l a b l e , $ 3 m i l l i o n

e a r m a r k e d a s f o l l o w s :

o f w h i c h

$’000

M a r i n e S c i e n c e R e s e a r c h . . . . 9 0 0

U p p e r A t m o s p h e r e R e s e a r c h . . . . 9 0 0

M u l t i - d i s c i p l i n a r y R e s e a r c h . . . .

A c q u i s i t i o n o f a N u c l e a r M a g n e t i c R e s o n ­

6 5 0

a n c e H i g h R e s o l u t i o n S p e c t r o m e t e r . . 5 5 0

$ 3 , 0 0 0

85

D e t a i l e d i n f o r m a t i o n o n a p p l i c a t i o n s r e c e i v e d a n d

s u p p o r t e d , a l l o c a t i o n o f f u n d s b e t w e e n S t a t e s a n d i n s t i t u t i o n s a n d

a c l a s s i f i c a t i o n o f s u p p o r t i n t o v a r i o u s c a t e g o r i e s c a n b e f o u n d in

T a b l e s 4 8 , 4 9 a n d 5 0 .

I n 1 9 7 1 t h e C o m m o n w e a l t h a n d Q u e e n s l a n d G o v e r n m e n t s s e t u p

a C o m m i t t e e t o r e c o m m e n d t h e a l l o c a t i o n o f f u n d s f o r r e s e a r c h

i n t o p r o b l e m s a s s o c i a t e d w i t h t h e C r o w n - o f - T h o r n s S t a r f i s h . T h e

D e p a r t m e n t p r o v i d e s t h e s e c r e t a r i a t f o r t h i s C o m m i t t e e . I n 1 9 7 2

a s u m o f $ 9 0 , 0 0 0 w a s m a d e a v a i l a b l e a n d f o r 1 9 7 3 g r a n t s , t h i s

w a s i n c r e a s e d t o $ 1 1 0 , 0 0 0 . B o t h G o v e r n m e n t s c o n t r i b u t e d h a l f

o f t h e s e f u n d s .

D e t a i l e d i n f o r m a t i o n o n t h e a c t i v i t i e s o f t h e C o m ­

m i t t e e f o r 1 9 7 2 a n d 1 9 7 3 m a y b e f o u n d i n T a b l e 5 1 .

Q u e e n E l i z a b e t h I I F e l l o w s h i p s w e r e e s t a b l i s h e d b y t h e C o m m o n ­

w e a l t h G o v e r n m e n t t o c o m m e m o r a t e t h e v i s i t t o A u s t r a l i a i n 1 9 6 3

o f H e r M a j e s t y Q u e e n E l i z a b e t h I I . U n d e r t h e s c h e m e u p t o t e n

f e l l o w s h i p s a t t h e F e l l o w l e v e l m a y b e a w a r d e d e a c h y e a r f o r

r e s e a r c h i n t h e p h y s i c a l a n d b i o l o g i c a l s c i e n c e s . T h e f e l l o w s h i p s

a r e a w a r d e d o n t h e r e c o m m e n d a t i o n s o f t h e Q u e e n E l i z a b e t h I I

F e l l o w s h i p s C o m m i t t e e f o r w h i c h t h e D e p a r t m e n t p r o v i d e s t h e

s e c r e t a r i a t .

T h e Q u e e n ’s F e l l o w s h i p s S c h e m e w a s s e t u p t o c o m m e m o r a t e t h e

v i s i t t o A u s t r a l i a i n 1 9 7 0 o f H e r M a j e s t y Q u e e n E l i z a b e t h I I .

U n d e r t h e s c h e m e u p t o f i v e f e l l o w s h i p s m a y b e a w a r d e d e a c h

y e a r , e i t h e r a t t h e F e l l o w o r S e n i o r F e l l o w l e v e l , in o r d e r t o

p r o m o t e r e s e a r c h i n t o m a r i n e s c i e n c e . T h e y a r e a w a r d e d o n t h e

r e c o m m e n d a t i o n s o f t h e Q u e e n ’s F e l l o w s h i p s C o m m i t t e e f o r w h i c h

t h e D e p a r t m e n t p r o v i d e s t h e s e c r e t a r i a t .

T h e D e p a r t m e n t w a s t h e a d m i n i s t e r i n g a u t h o r i t y f o r C o m m o n ­

w e a l t h G r a n t s m a d e t o t h e A u s t r a l i a n A c a d e m y o f S c i e n c e , t h e

A u s t r a l i a n A c a d e m y o f H u m a n i t i e s a n d t h e A c a d e m y o f S o c ia l

S c i e n c e s i n A u s t r a l i a .

Co-operation in Science T h r e e b i n a t i o n a l s e m i n a r s b e t w e e n U n i t e d S t a t e s a n d A u s t r a l i a n

s c i e n t i s t s w e r e o r g a n i s e d u n d e r t h e a u s p i c e s o f t h i s A g r e e m e n t

d u r i n g 1 9 7 2 . T h e t o p i c s o f t h e s e s e m i n a r s , a ll o f w h i c h w e r e h e l d

i n A u s t r a l i a , w e r e :

• N e u r o p h y s i o l o g y o f V i s u a l M e c h a n i c s

• V i r o l o g i c a l , I m m u n o l o g i c a l a n d B i o m e d i c a l A s p e c t s o f

C a n c e r R e s e a r c h

• I m p a c t o f H e r b i v o r e s o n A r i d a n d S e m i - A r i d R a n g e l a n d s .

A c o l l a b o r a t i v e r e s e a r c h p r o j e c t i n n u c l e a r p h y s i c s

b e t w e e n t h e A u s t r a l i a n N a t i o n a l U n i v e r s i t y a n d t h e M a s s a c h u s e t t s

I n s t i t u t e o f T e c h n o l o g y w a s a l s o a r r a n g e d u n d e r t h e A g r e e m e n t .

P l a n n i n g f o r a n u m b e r o f c o l l a b o r a t i v e p r o j e c t s i n a v a r i e t y o f

s c i e n t i f i c f i e l d s w a s w e l l a d v a n c e d a t t h e e n d o f 1 9 7 2 .

Crown-of-Thorns Starfish

Queen Elizabeth II Fellowships

Queen's Fellowships

Grants to Learned Bodies

United States-Austra/ia Agreement for Scientific and Technical Co-operation

86

Association for Science Co-operation in Asia

Metric Conversion Board

Publicity

Advisory Committees

T h e f i r s t m e e t i n g o f t h i s A s s o c i a t i o n w a s h e l d a t M a n i l a , t h e P h i l i p ­

p i n e s , in M a r c h 1 9 7 2 . A u s t r a l i a w a s o n e o f t h e s e v e n c o u n t r i e s

t h a t p a r t i c i p a t e d in t h e m e e t i n g . T h r e e o t h e r c o u n t r i e s a n d a

n u m b e r o f i n t e r n a t i o n a l o r g a n i s a t i o n s w e r e r e p r e s e n t e d b y o b ­

s e r v e r s . T h e A u s t r a l i a n D e l e g a t i o n w a s h e a d e d b y H i s E x c e l ­

l e n c y M r J . C . I n g r a m , A u s t r a l i a n A m b a s s a d o r t o t h e P h i l i p p i n e s ,

a n d i n c l u d e d M r A . F . R a i n b i r d o f t h e S c i e n t i f i c P o l i c y B r a n c h o f

t h e D e p a r t m e n t .

T h e o b j e c t i v e s o f t h i s A s s o c i a t i o n a r e t o e x c h a n g e

i n f o r m a t i o n o n n a t i o n a l s c i e n t i f i c r e s o u r c e s a n d r e s e a r c h p r o g r a m s ,

t o i d e n t i f y a r e a s o f c o m m o n s c i e n t i f i c o r t e c h n o l o g i c a l i n t e r e s t ,

a n d t o e x a m i n e m e a n s f o r p r o v i d i n g s o l u t i o n s t o p r i o r i t y p r o b l e m s

o n a b i l a t e r a l o r m u l t i l a t e r a l b a s i s t h r o u g h t h e r e s o u r c e s a n d

f a c i l i t i e s o f e x i s t i n g i n t e r g o v e r n m e n t a l a g e n c i e s ( e . g . U n e s c o )

o r t h r o u g h o t h e r m e a n s .

Metric Conversion A f t e r t h e G o v e r n m e n t ’s d e c i s i o n i n 1 9 7 0 t h a t A u s t r a l i a s h o u l d

c o n v e r t t o t h e m e t r i c s y s t e m o f w e i g h t s a n d m e a s u r e s a s s o o n a s

p o s s i b l e , t h e M e t r i c C o n v e r s i o n B o a r d w a s e s t a b l i s h e d u n d e r t h e

Metric Conversion A ct 1 9 7 0 a s a s e p a r a t e s t a t u t o r y a u t h o r i t y

r e s p o n s i b l e t o t h e M i n i s t e r f o r E d u c a t i o n a n d S c i e n c e .

T h e B o a r d h a s o f f i c e s in b o t h S y d n e y a n d M e l b o u r n e .

I t h a s a r r a n g e d a g e n c i e s i n B r i s b a n e a n d P e r t h , a n d e x p e c t s

s h o r t l y t o m a k e s i m i l a r a r r a n g e m e n t s i n t h e o t h e r c a p i t a l s . A t

t h e e n d o f 1 9 7 2 s t a f f n u m b e r e d s o m e t h i r t y - f o u r p e r s o n s . P r o ­

j e c t a n d r e s e a r c h o f f i c e r s h a v e b e e n e n g a g e d i n s t u d y i n g a ll

a s p e c t s o f t h e i m p a c t o f m e t r i c c o n v e r s i o n o n t h e c o m m u n i t y .

T h e s e c o n d a n n u a l r e p o r t o f t h e M e t r i c C o n v e r s i o n B o a r d w a s

p r e s e n t e d t o P a r l i a m e n t i n O c t o b e r 1 9 7 2 .

T h e B o a r d p r e p a r e d a 1 6 - p a g e b o o k l e t e n t i t l e d Metric Con­ version and You w h i c h h a s b e e n d e l i v e r e d t o e v e r y l e t t e r b o x i n

A u s t r a l i a . T h e b o o k l e t c o n t a i n s s e c t i o n s d e v o t e d t o e v e r y f a c e t

o f l if e , s u c h a s S h o p p i n g , I n t h e K i t c h e n , I n t h e N u r s e r y , e t c .

I t a l s o p r o v i d e s b a s i c i n f o r m a t i o n a b o u t e v e r y d a y u n i t s . I t c o n ­

t a i n s s i m p l e c h a r t s s h o w i n g t h e c o n v e r s i o n f r o m i m p e r i a l t o

m e t r i c u n i t s , t o g e t h e r w i t h t a b l e s t o a l l o w e a s y c o m p a r i s o n s b e t ­

w e e n p r i c e s f o r g o o d s s o l d i n i m p e r i a l o r m e t r i c q u a n t i t i e s . T h e

B o a r d h a s a l s o d i s t r i b u t e d w i d e l y a l a r g e n u m b e r o f p o s t e r s ,

p a m p h l e t s a n d o t h e r i n f o r m a t i o n , b o t h f o r s p e c i a l i s t a n d f o r

g e n e r a l i n f o r m a t i o n . I t s o f f i c e r s p r o v i d e i n f o r m a t i o n t o e n q u i r e r s

a n d a d d r e s s m e e t i n g s i n f a c t o r i e s , a t c l u b s a n d o t h e r o r g a n i s a ­

t i o n s .

T h e B o a r d e s t a b l i s h e d a c o m m i t t e e s t r u c t u r e w h i c h h a s b e e n i n

o p e r a t i o n f o r t w o y e a r s . I t h a s i n v o l v e d n e a r l y 1 , 0 0 0 p e r s o n s .

T h e c o m m i t t e e s , w h i c h c o m p r i s e n o m i n e e s b y l e a d i n g a s s o c i a t i o n s

a n d o r g a n i s a t i o n s i n t h e c o u n t r y , h a v e m a d e e x c e l l e n t p r o g r e s s in

d e v e l o p i n g p r o g r a m s f o r c o n v e r s i o n . T h e y h a v e c o n c l u d e d ,

87

The Metric Conversion Board has adopted this symbol for use in suitable situations to signify that publications or objects with which it is used are part of the conversion operation.

a l m o s t w i t h o u t e x c e p t i o n , t h a t t h e b e s t a p p r o a c h is t o c o n v e r t a s

s o o n a s p o s s i b l e . I n t h i s w a y , i t i s h o p e d t o m i n i m i s e c o s t s a n d

g a i n m o r e q u i c k l y t h e b e n e f i t s a v a i l a b l e f r o m c o n v e r s i o n . O n e

o f t h e m o s t s i g n i f i c a n t o f t h e s e b e n e f i t s is t h e o p p o r t u n i t y f o r

i n c r e a s e d e f f i c i e n c y t h r o u g h r a t i o n a l i s a t i o n o f p r o d u c t s a n d p r o ­

c e d u r e s . I n t h e m a i n , c o n v e r s i o n w i ll t a k e p l a c e d u r i n g t h e

p e r i o d 1 9 7 3 t o 1 9 7 5 . S i g n i f i c a n t i m p l e m e n t a t i o n o c c u r r e d i n a

n u m b e r o f a r e a s d u r i n g 1 9 7 2 .

A n I n t e r d e p a r t m e n t a l C o - o r d i n a t i n g C o m m i t t e e f o r M e t r i c C o n ­

v e r s i o n w a s e s t a b l i s h e d t o p r o v i d e a c h a n n e l o f c o m m u n i c a t i o n

b e t w e e n a l l C o m m o n w e a l t h d e p a r t m e n t s a n d i n s t r u m e n t a l i t i e s a n d

t h e M e t r i c C o n v e r s i o n B o a r d . T h e h e a d o f t h e T e c h n o l o g i c a l

P o l i c y B r a n c h , M r P . B . F r e e , is t h e C h a i r m a n o f t h e I D C C a n d

t h e C o m m o n w e a l t h r e p r e s e n t a t i v e o n t h e B o a r d . T h e B r a n c h

p r o v i d e s s e c r e t a r i a t s e r v i c e s t o t h e I D C C a n d t h e n e c e s s a r y

l i a i s o n w i t h a l l t h e o t h e r C o m m o n w e a l t h d e p a r t m e n t s . R e f e r e n c e

t o t h e D e p a r t m e n t ’s r e p r e s e n t a t i o n o n t h e E d u c a t i o n a n d I n d u s ­

t r i a l T r a i n i n g A d v i s o r y C o m m i t t e e o f t h e M e t r i c C o n v e r s i o n B o a r d

is m a d e o n p a g e 2 7 .

Survey and Comparisons of Research Expenditures P r o j e c t S C O R E ( S u r v e y a n d C o m p a r i s o n s o f R e s e a r c h E x p e n d i ­

t u r e s ) w a s i n i t i a t e d t o d e t e r m i n e t h e e x p e n d i t u r e o n r e s e a r c h a n d

d e v e l o p m e n t i n t h e n a t u r a l a n d s o c i a l s c i e n c e s i n a l l s e c t o r s o f

Interdepartmental Co-ordinating Committee (IDCC)

Project SCORE

88

t h e A u s t r a l i a n e c o n o m y . I n 1 9 7 2 t h e C o m m o n w e a l t h G o v e r n ­

m e n t S e c t o r r e p o r t o n r e s e a r c h a n d d e v e l o p m e n t a c t i v i t i e s f o r

t h e 1 9 6 8 - 6 9 f i n a n c i a l y e a r w a s r e l e a s e d . T h e r e p o r t o n r e s e a r c h

a n d d e v e l o p m e n t c a r r i e d o u t in t h e m i n i n g a n d m a n u f a c t u r i n g

i n d u s t r i e s p r e p a r e d b y t h e D e p a r t m e n t o f T r a d e a n d I n d u s t r y w a s

a l s o r e l e a s e d d u r i n g t h e y e a r . S u b s t a n t i a l p r o g r e s s h a s b e e n m a d e

i n c o l l e c t i n g d a t a f o r S t a t e G o v e r n m e n t , H i g h e r E d u c a t i o n a n d

P r i v a t e N o n - P r o f i t S e c t o r s o f t h e e c o n o m y . R e p o r t s f o r t h e s e

s e c t o r s a n d a r e p o r t d e s c r i b i n g t h e n a t i o n a l p i c t u r e o f r e s e a r c h

a n d d e v e l o p m e n t a c t i v i t i e s a r e t o b e c o m p l e t e d b y m i d - 1 9 7 3 .

P l a n n i n g h a s c o m m e n c e d f o r a P r o j e c t S C O R E s u r v e y

o f r e s e a r c h a n d d e v e l o p m e n t a c t i v i t i e s i n 1 9 7 3 - 7 4 .

Meetings on Statistics o f Science and Technology

A s p a r t o f t h e s t u d y o f S u r v e y p r o c e d u r e , M r K . R . S . F u l l e r o f t h e

S c i e n t i f i c S e r v i c e s B r a n c h a t t e n d e d m e e t i n g s o n S t a t i s t i c s o f S c i e n c e

a n d T e c h n o l o g y c o n v e n e d b y U n e s c o i n G e n e v a o n 2 7 N o v e m b e r

t o 1 D e c e m b e r 1 9 7 2 a n d c o n v e n e d b y O E C D i n P a r i s o n 6 t o 7 D e c e m b e r 1 9 7 2 . T h e s e m e e t i n g s c o n s i d e r e d p r o g r e s s m a d e i n t h e

d e v e l o p m e n t o f f o r m a t a n d m e t h o d o l o g y o f s u r v e y s c o n d u c t e d b y

t h e s e o r g a n i s a t i o n s a m o n g t h e i r m e m b e r c o u n t r i e s . P a r t i c u l a r

a t t e n t i o n w a s p a i d t o d e f i n i t i o n a l p r o b l e m s a s s o c i a t e d w i t h t h e

i n c l u s i o n o f t h e s o c i a l s c i e n c e s i n f u t u r e s u r v e y s o f r e s e a r c h a n d

d e v e l o p m e n t .

The building and dome of the Anglo-Australian Telescope during the course of construction.

89

Anglo-Australian Telescope Project S i n c e i ts c r e a t i o n i n F e b r u a r y 1 9 7 1 t h e A n g l o - A u s t r a l i a n T e l e ­

s c o p e B o a r d h a s b e e n r e s p o n s i b l e f o r t h e c o n s t r u c t i o n a n d

o p e r a t i o n o f a 1 5 0 - i n c h o p t i c a l t e l e s c o p e b e i n g e s t a b l i s h e d a t

S i d i n g S p r i n g n e a r C o o n a b a r a b r a n , N e w S o u t h W a l e s , a s a j o i n t

p r o j e c t b e t w e e n t h e U n i t e d K i n g d o m a n d A u s t r a l i a n G o v e r n ­

m e n t s . F r o m t h e i n c e p t i o n o f t h e p r o j e c t i n S e p t e m b e r 1 9 6 7

u n t i l t h e c r e a t i o n o f t h e B o a r d , t h e p r o j e c t w a s u n d e r t h e

s u p e r v i s i o n o f a n i n t e r i m J o i n t P o l i c y C o m m i t t e e w h i c h c o n s i s t e d

o f n o m i n e e s o f b o t h G o v e r n m e n t s . D u r i n g t h a t p e r i o d t h e

D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e w a s t h e s u p p o r t i n g a g e n c y

f o r a l a r g e p a r t o f t h e d e s i g n a n d c o n s t r u c t i o n w o r k .

T h e D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e w a s

n o m i n a t e d a s t h e a g e n c y o f t h e A u s t r a l i a n G o v e r n m e n t u n d e r t h e

Anglo-Australian Telescope Agreement Act 1 9 7 0 a n d a s s u c h h a s p r o v i d e d a c c o m m o d a t i o n a n d p e r s o n n e l a n d a c c o u n t i n g

s e r v i c e s f o r t h e T e l e s c o p e O f f ic e s t a f f . T h e D e p a r t m e n t h a s

a l s o p r o v i d e d l i a i s o n s e r v i c e s w i t h t h e c o r r e s p o n d i n g U n i t e d

K i n g d o m G o v e r n m e n t d e s i g n a t e d a g e n c y , t h e S c i e n c e R e s e a r c h

C o u n c i l . T h e f u n d i n g o f t h e B o a r d ’s o p e r a t i o n is d o n e b y d i r e c t

c o n t r i b u t i o n o f h a l f t h e t o t a l c o s t b y e a c h G o v e r n m e n t . F o r

a d m i n i s t r a t i v e c o n v e n i e n c e t h e A u s t r a l i a n s h a r e h a s b e e n p a i d

t o t h e B o a r d t h r o u g h t h e D e p a r t m e n t o f E d u c a t i o n a n d S c ie n c e .

I n f o r m a t i o n c o n c e r n i n g p r o g r e s s o n t h e c o n s t r u c t i o n

o f t h e t e l e s c o p e a n d o n t h e a c t i v i t i e s o f t h e A n g l o - A u s t r a l i a n

T e l e s c o p e B o a r d is p r o v i d e d i n t h e B o a r d ’s a n n u a l r e p o r t s .

90

Administration and Management Services

Top Structure, Central Office

Science and Technology Division

Northern Territory Education Branch

Establishments Reviews A p r o p o s a l s i g n i f i c a n t l y a l t e r i n g t h e D e p a r t m e n t ’s C e n t r a l O f f ic e

t o p s t r u c t u r e w a s a p p r o v e d b y t h e P u b l i c S e r v i c e B o a r d d u r i n g

1 9 7 2 . T h e n u m b e r o f D i v i s i o n s w a s i n c r e a s e d f r o m f o u r t o fiv e

w i t h t h e c r e a t i o n o f a n e w E d u c a t i o n F a c i l i t i e s a n d M a n a g e m e n t

D i v i s i o n . A l e v e l t w o p o s i t i o n w a s p r o v i d e d t o h e a d t h e

D i v i s i o n . D i v i s i o n a l H e a d s w h o h a d p r e v i o u s l y b e e n c l a s s i f i e d

a t l e v e l t w o w e r e r e c l a s s i f i e d a t l e v e l t h r e e . A t t h e s a m e t i m e a

r e o r g a n i s a t i o n a t B r a n c h l e v e l t o o k p l a c e . A n e w E d u c a t i o n

R e s e a r c h B r a n c h i n t h e E d u c a t i o n P o l i c y a n d D e v e l o p m e n t

D i v i s i o n w a s f o r m e d t h r o u g h t h e s p l i t t i n g o f t h e f o r m e r P o l i c y

a n d R e s e a r c h B r a n c h . I n t h e T e r r i t o r i a l E d u c a t i o n D i v i s i o n t h e

T e r r i t o r i a l P l a n n i n g a n d A u s t r a l i a n C a p i t a l T e r r i t o r y E d u c a t i o n

S e r v i c e s B r a n c h w a s d i v i d e d i n t o A u s t r a l i a n C a p i t a l T e r r i t o r y

E d u c a t i o n S e r v i c e s B r a n c h a n d T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g

B r a n c h .

A n e x t e n s i v e r e o r g a n i s a t i o n o f t h e S c i e n c e D i v i s i o n w a s u n d e r ­

t a k e n l e a d i n g t o t h e e s t a b l i s h m e n t o f t h e S c i e n c e a n d T e c h n o l o g y

D i v i s i o n w i t h f o u r B r a n c h e s i n p l a c e o f t h e o r i g i n a l t h r e e . T h e

B r a n c h e s w e r e t i t l e d S c ie n ti f i c P o l i c y , S c i e n t i f i c S e r v i c e s , S c ie n ti f i c

R e s e a r c h G r a n t s a n d T e c h n o l o g i c a l P o l i c y w i t h a n A s s i s t a n t

S e c r e t a r y h e a d i n g e a c h .

F o l l o w i n g a c o m b i n e d E s t a b l i s h m e n t s a n d M e t h o d s r e v i e w o f t h e

a d m i n i s t r a t i v e a r e a o f t h e N o r t h e r n T e r r i t o r y E d u c a t i o n B r a n c h ,

a p r o p o s a l t o s t r e n g t h e n a n d r e o r g a n i s e t h i s a s p e c t o f t h e B r a n c h ’s

o p e r a t i o n s w a s s u b m i t t e d t o t h e P u b l i c S e r v i c e I n s p e c t o r . T h i s

p r o p o s a l r e c o g n i s e d a n e e d w h i c h h a d b e e n i n e v i d e n c e f o r s o m e

t i m e a n d p r o v i d e d a n i n t e r i m o r g a n i s a t i o n t o b e a u g m e n t e d a s

r e q u i r e d a s a r e s u l t o f t h e D e p a r t m e n t ’s a s s u m p t i o n o f f u ll

r e s p o n s i b i l i t y f o r e d u c a t i o n in t h e N o r t h e r n T e r r i t o r y .

91

Appendix 1 Department of Education and Science Secretary E m e r i t u s P r o f e s s o r S i r H u g h E n n o r , C . B . E . , D .S c . ( M e i b . ) , H o n . D .S c . ( N . S . W j

H o n . M . D . ( M o n a s h ) , F . A . A .

Education Policy and Development Division

F i r s t A s s i s t a n t S e c r e t a r y M r K . N . J o n e s , C . B . E . , B . C o r n .

Education Policy Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r ( G e n e r a l P o l i c y S e c t i o n )

Education Research Branch

M r J . J . W i l s o n , B . C o r n . , A . A . S . A .

M r C . J . B e a u m o n t , B . A . ( A c t i n g )

A s s i s t a n t S e c r e t a r y

D i r e c t o r ( R e s e a r c h S e c t i o n )

V a c a n t M r C . L . B e l t z , P o l . S o c . D r s . ( N i j m e g e n )

Education Development Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r ( P l a n n i n g S e c t i o n )

D i r e c t o r ( D e v e l o p m e n t S e c t i o n )

D i r e c t o r ( L a n g u a g e T e a c h i n g )

M r A . P . A n d e r s o n , M . A . , B . S c . , D i p . E d . ,

F . A . C . E .

M r E . P i c k e r i n g , B . A .

M r J . W . M a t h e r , B . A . , B . E c . , D i p . E d .

M r G . D . F o w l e r , B . A . , M . A . ( E d . ) ( L o n d . ) .

M . A . C . E .

Student Assistance and International Education Division F i r s t A s s i s t a n t S e c r e t a r y M r D . M . M o r r i s o n , B . A . ( H o n s . ) , D i p . E d . .

M . A . C . E .

International Education Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r ( I n t e r n a t i o n a l T r a i n i n g )

Student Assistance Branch

M r F . R . S m i t h , B . A . , B . E d . , M . A . C . E .

M r G . F . O 'R e g a n , B . A . ( H o n s . ) ( A c t i n g )

A s s i s t a n t S e c r e t a r y

D i r e c t o r ( U n i v e r s i t y a n d A d v a n c e d

E d u c a t i o n S c h o l a r s h i p s S e c t i o n )

M r E . S . R o l f e , B . S c . , D i p . E d . , M . A . C . E .

( A c t i n g )

M r s P . A . V . S c o t t , B . A . , D i p . E d .

D i r e c t o r ( P o s t - G r a d u a t e A w a r d s

S u b - S e c t i o n ) M i s s J . L . M i l l e r , B . A . , D i p . E d .

State Offices ( R e g i o n a l D i r e c t o r s )

S y d n e y

M e l b o u r n e

B r i s b a n e

A d e l a i d e

P e r t h

H o b a r t

A . C . T . S c h o l a r s h i p s O f f ic e

M r G . G r e e n , B . E c . , A . A . S . A .

M r W . J . P e r a z z o , B . C o r n ., F . A . S . A .

M r K . C a r p e n t e r , B . A . , M . A . C . E .

M r C . L . F i t z g e r a l d , B . A . , D i p . E d .

M r J . A s h u r s t , D . F . C . , B .A .

M r G . J . A u b e r t , B . A . , D i p . E d .

M r D . V . M a c D o n a l d , M . A . , D i p . E d . ,

D i p . E d . P s y c h . , M . A . C . E .

Education Liaison Officer ( A u s t r a l i a n H i g h C o m m i s s i o n , L o n d o n ) M r D . W . H o o d , B . A . , M . E d . , M . A . C . E .

92

Education Facilities and Management Division S e n i o r A s s i s t a n t S e c r e t a r y

Management Services Branch D i r e c t o r

Education Facilities No. 1 Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r ( S c i e n c e F a c i l i t i e s )

D i r e c t o r ( L i b r a r y F a c i l i t i e s )

Education Facilities No. 2 Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r ( G e n e r a l E d u c a t i o n F a c i l i t i e s

S e c t i o n )

M r H . E . H u g h e s , B . A . , M . A . C . E .

M r C . A . W e b s t e r , B . A . , A . A . S . A . ( S e n i o r ) ,

A . C . I . S . , A . F . A . L M .

M r P . B . K e a r n s , B . A . ( H o n s . )

M r H . B l a n k , B . A . ( A c t i n g )

M r J . C . C o b b

M r E . M . M c C o n c h i e , B . A . ( H o n s . )

M r R . F . W a r d , B . A . , D i p . E d .

Parliamentary Liaison and Information Branch A s s i s t a n t S e c r e t a r y M r J . M c C u s k e r , B . A . ( H o n s . ) , D i p . E d . , B . E d .

Territorial Education Division F i r s t A s s i s t a n t S e c r e t a r y

A.C.T. Education Services Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r ( A . C . T . E d u c a t i o n S e c t i o n )

Territorial Planning and Building Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r ( A d v i s o r y S e r v i c e s S e c t i o n )

Northern Territory Education Branch D i r e c t o r

Science and Technology Division F i r s t A s s i s t a n t S e c r e t a r y

Scientific Policy Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r

Technological Policy Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r

Scientific Services Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r

Scientific Research Grants Branch A s s i s t a n t S e c r e t a r y

D i r e c t o r

M r R . A . F o s k e t t , M . A . , M . A . C . E . ( A c t i n g )

M r P . J . B o w l e r , B . A . ( H o n s . ) , D i p . E d .

( A c t i n g )

V a c a n t

M r N . R . E d w a r d s , B . A . , M . E d . ( H o n s . ) ,

A . B . P s . S . , M . A . P s . S . , M . A . C . E . ( A c t i n g )

M r J . F . E . S h a r p e ( A c t i n g )

D r H . B e a r e , B . A . , M . E d . , E d . D . ( H a r v . ) ,

D i p . T . ( S e c . ) , M . A . C . E .

M r J . P . L o n e r g a n , B . S c . , M .S c .

M r A . F . R a i n b i r d , B .S c . , M .S . ( C o l o . S t a t e )

V a c a n t

M r P . B . F r e e , B .S c . ( H o n s . ) ( B i r r n . ) ,

F . I . R . E . E . , M . I . E . E .

V a c a n t

V a c a n t M r K . R . S . F u l l e r , B . E . , M . I . E . ( A u s t . )

M r K . L . J e n n i n g s , B . A . , M . E d . , M . A . C . E .

M r K . E . C r e e c h , B . A . , D i p . E d .

93

Appendix 2 Committees in Education and Science

Advisory Committee on Research into the Crown-of-Thorns Starfish P r o f e s s o r R . J . W a l s h , O . B . E . , F . R . A . C . P . , F . A . A . , D e p a r t m e n t o f H u m a n G e n e t i c s , U n i v e r s i t y

o f N e w S o u t h W a l e s ( C h a i r m a n )

D r G . M . H a r v e y , F . R . A . C . I . , D i r e c t o r - G e n e r a l , D e p a r t m e n t o f P r i m a r y I n d u s t r i e s .

Q u e e n s l a n d D r . W . G . H . M a x w e l l , D i r e c t o r , A p p r a i s a l s M i n i n g a n d G e o l o g i c a l , C h a t s w o o d , N e w S o u th

W a l e s P r o f e s s o r J . M . T h o m p s o n , D e p a r t m e n t o f Z o o l o g y , U n i v e r s i t y o f Q u e e n s l a n d

M r K . E . C r e e c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

Advisory Committee on Science and Technology S i r C o l i n S y m e , C h a i r m a n , T u b e m a k e r s o f A u s t r a l i a L t d ( C h a i r m a n )

M r P . B a i l l i e u , C h a i r m a n a n d M a n a g i n g D i r e c t o r , K i n g R a n c h P a s t o r a l C o m p a n y P t y L t d

P r o f e s s o r A . J . B i r c h , F . R . I . C . , F . R . A . C . I . , F . R . S . , F . A . A . , P r o f e s s o r o f O r g a n i c C h e m i s t r y ,

R e s e a r c h S c h o o l o f C h e m i s t r y , I n s t i t u t e o f A d v a n c e d S t u d i e s , A u s t r a l i a n N a t i o n a l U n i v e r s i t y

P r o f e s s o r C . M . D o n a l d , F . A . I . A . S . , F . A . A . , P r o f e s s o r o f A g r i c u l t u r e , U n i v e r s i t y o f A d e l a i d e

M r A . W . H a m e r , M a n a g i n g D i r e c t o r , I C I ( A u s t r a l i a ) L t d

M r B . T . L o t o n , G e n e r a l M a n a g e r , B . H . P . N e w c a s t l e S t e e l w o r k s

M r R . T . M a d i g a n , O . B . E . , F . S . A . S . M . , M a n a g i n g D i r e c t o r , H a m e r s l e y H o l d i n g s L t d

P r o f e s s o r S i r R u t h e r f o r d R o b e r t s o n , C . M . G . , F . R . S . , P r e s . A . A . , D i r e c t o r - D e s i g n a t e , R e s e a r c h

S c h o o l o f B i o l o g i c a l S c i e n c e s , I n s t i t u t e o f A d v a n c e d S t u d i e s , A u s t r a l i a n N a t i o n a l U n i v e r s i t y

P r o f e s s o r R . S t r e e t , M . I . E . E . , F . I n s t . P . , F . A . I . P . , P r o f e s s o r a n d C h a i r m a n , D e p a r t m e n t o f

P h y s i c s , M o n a s h U n i v e r s i t y

P r o f e s s o r B . R . W i l l i a m s , V i c e - C h a n c e l l o r a n d P r i n c i p a l , U n i v e r s i t y o f S y d n e y

M r J . G . W i l s o n , C . B . E . , M a n a g i n g D i r e c t o r , A u s t r a l i a n P a p e r M a n u f a c t u r e r s L t d

Australian Advisory Committee on Research and Development in Education P r o f e s s o r P . H . P a r t r i d g e , F . A . C . E . , P r o f e s s o r o f S o c i a l P h i l o s o p h y , A u s t r a l i a n N a t i o n a l

U n i v e r s i t y ( C h a i r m a n )

M r R . S . C o g g i n s , M . A . I . C . , M . A . C . E . , P r i n c i p a l , S a l i s b u r y T e a c h e r s C o l l e g e , S o u t h

A u s t r a l i a

P r o f e s s o r S .S . D u n n , F . A . C . E . , M . A . P s . S . , D e a n , F a c u l t y o f E d u c a t i o n , M o n a s h U n i v e r s i t y

M r K . L . J e n n i n g s , M . A . C . E . , A s s i s t a n t S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d S c ie n c e ,

C a n b e r r a ( f r o m 1 M a r c h 1 9 7 2 )

E m e r i t u s P r o f e s s o r A . G . M i t c h e l l , M . A . C . E . , M . A . A . H . , M . A . N . Z . A . A . S . , V i c e - C h a n c e l l o r ,

M a c q u a r i e U n i v e r s i t y

M r D . M . M o r r i s o n , M . A . C . E . , F i r s t A s s i s t a n t S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a ( t o 1 M a r c h 1 9 7 2 )

P r o f e s s o r E . A . R u s s e l l , P r o f e s s o r o f E c o n o m i c s , U n i v e r s i t y o f A d e l a i d e

M r D . J . A . V e r c o , A . B . P s . S . , F . A . C . E . , M o s m a n , N e w S o u t h W a l e s ( D e c e a s e d 1 8 A u g u s t

1 9 7 2 ) M r A . H . W e b s t e r , M . A . C . E . , D i r e c t o r o f P l a n n i n g , D e p a r t m e n t o f E d u c a t i o n , N e w S o u th

W a l e s M r L . W . W e i c k h a r d t , F . R . A . C . I . , C h a n c e l l o r , U n i v e r s i t y o f M e l b o u r n e

M r W . W o o d , F . A . C . E . , M . A . P s . S . , C h a i r m a n , B o a r d o f A d v a n c e d E d u c a t i o n , Q u e e n s l a n d

M r J . E . N . S u t h e r l a n d , M . A . P s . S . , M . A . C . E . , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

( S e c r e t a r y )

94

Australian Council on Awards in Advanced Education* M r H . J . B r o w n , F . I . E . A u s t . , F . I . R . E . E . , T e c h n i c a l D i r e c t o r , P h i l i p s I n d u s t r i e s H o l d i n g s

L t d ( C h a i r m a n )

M r L . A . B r a d d o c k , F . A . S . A . , C h a i r m a n , S o u t h A u s t r a l i a n B o a r d o f A d v a n c e d E d u c a t i o n

E m e r i t u s P r o f e s s o r H . B u r t o n , C . B . E . , F . A . C . E . , C h a i r m a n o f t h e A u s t r a l i a n C a p i t a l

T e r r i t o r y C o m m i t t e e o n A w a r d s i n A d v a n c e d E d u c a t i o n

B r i g a d i e r P . P . J a c k s o n , C . B . E . , F . I . E . A u s t . , F . I . M e c h . E . , F . A . I . M . , P r i n c i p a l , R o y a l

M e l b o u r n e I n s t i t u t e o f T e c h n o l o g y

M r J . H . K a y e , M . B . E . , F . A . I . M . , F . I . P . M . A . , H o n . F . S . T . C .

D r P . G . L a w , C . B . E . , F . A . I . P . , V i c e - P r e s i d e n t , V i c t o r i a I n s t i t u t e o f C o l l e g e s

B r i g a d i e r J . E . G . M a r t i n , C . B . E . , D . S . O . , F . I . E . A u s t . , F . A . I . M . , f o r m e r C h a i r m a n a n d C h i e f

E x e c u t i v e o f t h e S o u t h e r n E l e c t r i c A u t h o r i t y o f Q u e e n s l a n d

M r J . M c C u s k e r , A s s i s t a n t - S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d S c ie n c e , C a n b e r r a

E m e r i t u s P r o f e s s o r G . H . N e w s t e a d , M . E . E . , F . I . E . E . , M . I . E . A u s t . , A s s o c i a t e C o m m i s s i o n e r

o f t h e H y d r o - E l e c t r i c C o m m i s s i o n o f T a s m a n i a

D r D . C . P a u l , M . A . C . E . , V i c e - P r i n c i p a l , S a l i s b u r y T e a c h e r s C o l l e g e , S o u t h A u s t r a l i a

M r J . J . P r a t t , F . A . C . E . , C h a i r m a n , N e w S o u t h W a l e s A d v a n c e d E d u c a t i o n B o a r d

P r o f e s s o r T . A . P r i e s t , P r o f e s s o r o f E d u c a t i o n , U n i v e r s i t y o f W e s t e r n A u s t r a l i a

M r R . S e l b y S m i t h , F . A . C . E . , P r i n c i p a l , T a s m a n i a n C o l l e g e o f A d v a n c e d E d u c a t i o n

D r H .S . W i l l i a m s , F . I . P . M . A . , F . A . C . E . , F . A . I . M . , D i r e c t o r , W e s t e r n A u s t r a l i a n I n s t i t u t e

o f T e c h n o l o g y

M r W . W o o d , M . A . P s . S . , F . A . C . E . , C h a i r m a n , Q u e e n s l a n d B o a r d o f A d v a n c e d E d u c a t i o n

M r H . K . C l a r k e , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

* A C o m m o n w e a l t h - S t a t e B o d y .

Australian Research Grants Committee E m e r i t u s P r o f e s s o r W . M . O ’N e i l , F . A . S . S . A . , D e p u t y V i c e - C h a n c e l l o r , U n i v e r s i t y o f S y d n e y

( C h a i r m a n )

P r o f e s s o r R . S t r e e t , D e p a r t m e n t o f P h y s i c s , M o n a s h U n i v e r s i t y ( C h a i r m a n E l e c t )

P r o f e s s o r B . D . O . A n d e r s o n , D e p a r t m e n t o f E l e c t r i c a l E n g i n e e r i n g , U n i v e r s i t y o f N e w c a s t l e

P r o f e s s o r P . O . B i s h o p , F . A . A . , D e p a r t m e n t o f P h y s i o l o g y , A u s t r a l i a n N a t i o n a l U n i v e r s i t y

D r N . K . B o a r d m a n , D i v i s i o n o f P l a n t I n d u s t r y , C o m m o n w e a l t h S c i e n t i f i c a n d I n d u s t r i a l

R e s e a r c h O r g a n i z a t i o n

P r o f e s s o r G . W . K . C a v i l l , F . A . A . , S c h o o l o f C h e m i s t r y , U n i v e r s i t y o f N e w S o u t h W a l e s

P r o f e s s o r C . N . D o n a l d , F . A . A . , D e p a r t m e n t o f A g r o n o m y , W a i t e A g r i c u l t u r a l R e s e a r c h

I n s t i t u t e P r o f e s s o r C . W . E m m e n s , F . A . A . , D e p a r t m e n t o f V e t e r i n a r y P h y s i o l o g y , U n i v e r s i t y o f S y d n e y

P r o f e s s o r M . F . G l a e s s n e r , F . A . A . , D e p a r t m e n t o f G e o l o g y a n d M i n e r a l o g y , U n i v e r s i t y o f

A d e l a i d e P r o f e s s o r K . J . H a n c o c k , D e p a r t m e n t o f E c o n o m i c s , F l i n d e r s U n i v e r s i t y o f S o u t h A u s t r a l i a

P r o f e s s o r J . R . L a w l e r , D e p a r t m e n t o f F r e n c h , U n i v e r s i t y o f W e s t e r n A u s t r a l i a

P r o f e s s o r I . G . R o s s , D e p a r t m e n t o f C h e m i s t r y , A u s t r a l i a n N a t i o n a l U n i v e r s i t y

P r o f e s s o r R . N . S p a n n , D e p a r t m e n t o f G o v e r n m e n t a n d P u b l i c A d m i n i s t r a t i o n , U n i v e r s i t y o f

S y d n e y P r o f e s s o r R . H . S t o k e s , F . A . A . , D e p a r t m e n t o f P h y s i c a l a n d I n o r g a n i c C h e m i s t r y , U n i v e r s i t y

o f N e w E n g l a n d

P r o f e s s o r C . N . W a t s o n - M u n r o , O . B . E . , F . A . A . , D e p a r t m e n t o f P l a s m a P h y s i c s , U n i v e r s i t y o f

S y d n e y P r o f e s s o r R . L . W h i t m o r e , D e p a r t m e n t o f M i n i n g a n d M e t a l l u r g i c a l E n g i n e e r i n g , U n i v e r s i t y

o f Q u e e n s l a n d

P r o f e s s o r J . F . G . W i l k i n s o n , D e p a r t m e n t o f G e o l o g y , U n i v e r s i t y o f N e w E n g l a n d

95

Commonwealth Advisory Committee on Standards for Science Facilities in Independent Secondary Schools M r E . D . G a r d i n e r , C . M . G . , C . B . E . , F . A . C . E . , S e n i o r S c i e n c e M a s t e r , M e l b o u r n e G r a m m a r

S c h o o l ( C h a i r m a n )

D r J . R . d e L a e t e r , H e a d o f t h e D e p a r t m e n t o f P h y s i c s , W e s t e r n A u s t r a l i a n I n s t i t u t e o f

T e c h n o l o g y R e v e r e n d B r o t h e r P . F . D e n n y , H e a d m a s t e r , I g n a t i u s P a r k C o l l e g e , A i t k e n v a l e

D r T . W . F i e l d , M . A . C . E . , S e n i o r E e c t u r e r i n S c i e n c e , A r m i d a l e T e a c h e r s C o l l e g e

M r P . B . K e a r n s , A c t i n g A s s i s t a n t S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r R . S e l b y S m i t h , F . A . C . E . , P r i n c i p a l , T a s m a n i a n C o l l e g e o f A d v a n c e d E d u c a t i o n

M r R . T . S m i t h , F . A . C . E . , S e c o n d M a s t e r a n d S e n i o r S c i e n c e M a s t e r , P r i n c e A l f r e d C o l l e g e ,

K e n t T o w n

D r A l i c e W h i t l e y , M . B . E . , F . A . C . E . , f o r m e r l y H e a d m i s t r e s s , M e t h o d i s t L a d i e s ’ C o l le g e ,

B u r w o o d D r O . J . W o r d s w o r t h , Q u e e n s l a n d I n s t i t u t e o f T e c h n o l o g y

M r H . B l a n k , A c t i n g D i r e c t o r , S c i e n c e F a c i l i t i e s S e c t i o n , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a ( E x e c u t i v e O f f i c e r )

Commonwealth Scholarships Board M r D . M . M o r r i s o n , M . A . C . E . , F i r s t A s s i s t a n t S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a ( C h a i r m a n )

P r o f e s s o r E . M . C a m p b e l l , D e a n , F a c u l t y o f L a w , M o n a s h U n i v e r s i t y

D r A . M . F r a s e r , P r i n c i p a l , Q u e e n s l a n d I n s t i t u t e o f T e c h n o l o g y

M r J . H . K a y e , D i r e c t o r o f P e r s o n n e l , S t a n d a r d T e l e p h o n e s a n d C a b l e s P t y L i m i t e d , S y d n e y

M r s P . A . V . S c o t t , S t u d e n t A s s i s t a n c e B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e ,

C a n b e r r a ( S e c r e t a r y )

Commonwealth Secondary Schools Libraries Committee S i r B r i a n H o n e , O . B . E . , F . A . C . E . , f o r m e r l y H e a d m a s t e r , M e l b o u r n e C h u r c h o f E n g l a n d

G r a m m a r S c h o o l ( C h a i r m a n )

M r J . G . D w y e r , S u p e r v i s o r o f S c h o o l L i b r a r i e s , S o u t h A u s t r a l i a n E d u c a t i o n D e p a r t m e n t

M is s D . M . G o o d m a n , S e n i o r L e c t u r e r i n L i b r a r i a n s h i p , C a n b e r r a C o l l e g e o f A d v a n c e d

E d u c a t i o n M r C . A . H o u s d e n , f o r m e r l y O f f i c e r - i n - C h a r g e , S e n i o r L i b r a r y S e r v i c e s , V i c t o r i a n E d u c a t i o n

D e p a r t m e n t

M r P . W . H u g h e s , F . A . C . E . , H e a d o f t h e S c h o o l o f T e a c h e r E d u c a t i o n , C a n b e r r a C o l l e g e o f

A d v a n c e d E d u c a t i o n

M r P . B . K e a r n s , A c t i n g A s s i s t a n t S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r L . M c G r a t h , S u p e r i n t e n d e n t , L i b r a r y S e r v i c e s , W e s t e r n A u s t r a l i a n E d u c a t i o n D e p a r t m e n t

M r W . B . R u s s e l l , f o r m e r l y A s s i s t a n t D i r e c t o r - G e n e r a l , V i c t o r i a n E d u c a t i o n D e p a r t m e n t

M r s M . T r a s k , S e n i o r L e c t u r e r , S c h o o l o f L i b r a r i a n s h i p , U n i v e r s i t y o f N e w S o u t h W a le s

B r o t h e r J . E . V a n c e , S e n i o r L a n g u a g e M a s t e r , M a r i s t B r o t h e r s C o l l e g e , R o s a l i e , Q u e e n s l a n d

M r J . C . C o b b , D i r e c t o r , L i b r a r y F a c i l i t i e s , D e p a r t m e n t o f E d u c a t i o n a n d S c ie n c e , C a n b e r r a

( E x e c u t i v e O f f i c e r )

Commonwealth-States Co-ordinating Committee on the Teaching of Asian Languages and Cultures M r J . W . M a t h e r , D i r e c t o r , D e v e l o p m e n t S e c t i o n , D e p a r t m e n t o f E d u c a t i o n a n d S c ie n c e ,

C a n b e r r a ( C h a i r m a n )

M r K . E . B a r t e r , D i r e c t o r o f S e c o n d a r y E d u c a t i o n , E d u c a t i o n D e p a r t m e n t , S o u t h A u s t r a l i a

M r J . D o c k i n g , I n s p e c t o r o f M o d e r n L a n g u a g e s , D e p a r t m e n t o f E d u c a t i o n , N e w S o u t h W a l e s

96

M r W . G o o s s e n s , I n s p e c t o r o f S c h o o l s , D e p a r t m e n t o f E d u c a t i o n , Q u e e n s l a n d

M r G . H a u g h , I n s p e c t o r o f M o d e r n L a n g u a g e s , E d u c a t i o n D e p a r t m e n t , V i c t o r i a

D r D . M o s s e n s o n , D i r e c t o r o f S e c o n d a r y E d u c a t i o n , E d u c a t i o n D e p a r t m e n t , W e s t e r n A u s t r a l i a

D r V . d e R . O ’B r y n e , S u p e r v i s o r o f F o r e i g n L a n g u a g e s , E d u c a t i o n D e p a r t m e n t , T a s m a n i a

M r F . R . G r o t o w s k i , D e v e l o p m e n t S e c t i o n , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

( A c t i n g S e c r e t a r y )

General Committee on the Scheme of Commonwealth Co-operation in Education M r D . M . M o r r i s o n , M . A . C . E . , F i r s t A s s i s t a n t S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a ( C h a i r m a n )

P r o f e s s o r J . J . A u c h m u t y , F . R . H i s t . S . , F . I . A . L . . V i c e - C h a n c e l l o r , U n i v e r s i t y o f N e w c a s t l e

P r o f e s s o r G . M . B a d g e r , F . A . A . , V i c e - C h a n c e l l o r , U n i v e r s i t y o f A d e l a i d e

M r A . V . G o u g h , D i r e c t o r - G e n e r a l o f E d u c a t i o n , T a s m a n i a

M r A . E . G u y m e r , D i r e c t o r - G e n e r a l o f E d u c a t i o n , Q u e e n s l a n d

National Committee on Social Science Teaching P r o f e s s o r W . F . C o n n e l l , F . A . C . E . , P r o f e s s o r o f E d u c a t i o n , U n i v e r s i t y o f S y d n e y ( C h a i r m a n )

M r E . N . B a r k e r , D e p u t y D i r e c t o r o f S e c o n d a r y E d u c a t i o n , D e p a r t m e n t o f E d u c a t i o n , N e w

S o u t h W a l e s

M r R . T . F i t z g e r a l d , M . A . C . E . , C h i e f R e s e a r c h O f f i c e r , A u s t r a l i a n C o u n c i l f o r E d u c a t i o n a l

R e s e a r c h P r o f e s s o r K . J . H a n c o c k , P r o f e s s o r o f E c o n o m i c s , F l i n d e r s U n i v e r s i t y o f S o u t h A u s t r a l i a

M r T . J a c o b s , H i g h S c h o o l S u p e r i n t e n d e n t , E d u c a t i o n D e p a r t m e n t , T a s m a n i a

P r o f e s s o r J e a n M a r t i n , P r o f e s s o r o f S o c i o l o g y , L a T r o b e U n i v e r s i t y , a n d C h a i r m a n , V i c t o r i a n

C o m m i t t e e o f t h e S o c i a l S c i e n c e s

M r J . W . M a t h e r . D i r e c t o r , D e v e l o p m e n t S e c t i o n , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e ,

C a n b e r r a

M r P . J . M c K e o w n , M . A . C . E . , H e a d m a s t e r , C a n b e r r a G r a m m a r S c h o o l

D r D . M o s s e n s o n , D i r e c t o r o f S e c o n d a r y E d u c a t i o n , E d u c a t i o n D e p a r t m e n t , W e s t e r n

A u s t r a l i a

P r o f e s s o r R . S . P a r k e r , M . B . E . , H e a d , D e p a r t m e n t o f P o l i t i c a l S c i e n c e , R e s e a r c h S c h o o l o f

S o c i a l S c i e n c e s , A u s t r a l i a n N a t i o n a l U n i v e r s i t y , C a n b e r r a *

M r C . R . R o b e r t s , D i r e c t o r o f S e c o n d a r y E d u c a t i o n , D e p a r t m e n t o f E d u c a t i o n , Q u e e n s l a n d

M r G . F . S m i t h , D e p u t y H e a d m a s t e r , P e n o l a H i g h S c h o o l , S o u t h A u s t r a l i a

M r D . G . T u l l o c h , S o c i a l S t u d i e s C o n s u l t a n t , E d u c a t i o n D e p a r t m e n t , S o u t h A u s t r a l i a

M r F . W a t t s , F . A . C . E . , D i r e c t o r o f E d u c a t i o n , A u s t r a l i a n B r o a d c a s t i n g C o m m i s s i o n

M r F . R . G r o t o w s k i , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

* R e s i g n a t i o n e f f e c t i v e 1 2 O c t o b e r 1 9 7 2 . R e p l a c e m e n t n o t a p p o i n t e d b y 1 9 D e c e m b e r 1 9 7 2 .

Queen Elizabeth II Fellowships Committee E m e r i t u s P r o f e s s o r G . M . B a d g e r , F . A . A . , V i c e - C h a n c e l l o r , U n i v e r s i t y o f A d e l a i d e ( C h a i r m a n )

P r o f e s s o r S . J . A n g y a l , F . A . A . , S c h o o l o f C h e m i s t r y , U n i v e r s i t y o f N e w S o u t h W a l e s ( a b s e n t

i n 1 9 7 2 )

P r o f e s s o r L . C . B i r c h , F . A . A . , S c h o o l o f B i o l o g i c a l S c i e n c e s , U n i v e r s i t y o f S y d n e y ( r e p l a c e d

D r R e n d e l , J a n u a r y - A u g u s t 1 9 7 2 )

P r o f e s s o r D . G . C a t c h e s i d e , F . R . S . , F . A . A . , D i r e c t o r , R e s e a r c h S c h o o l o f B i o l o g i c a l S c i e n c e s ,

A u s t r a l i a n N a t i o n a l U n i v e r s i t y ( a b s e n t M a r c h - J u n e 1 9 7 2 )

P r o f e s s o r D . P . C r a i g , F . R . S . , F . A . A . , R e s e a r c h S c h o o l o f C h e m i s t r y , A u s t r a l i a n N a t i o n a l

U n i v e r s i t y ( r e p l a c e d P r o f e s s o r A n g y a l in 1 9 7 2 )

P r o f e s s o r D . R . C u r t i s , F . A . A . , D e p a r t m e n t o f P h y s i o l o g y , T h e J o h n C u r t i n S c h o o l o f M e d i c a l

R e s e a r c h , A u s t r a l i a n N a t i o n a l U n i v e r s i t y

97

D r L . T . E v a n s , F . A . A . , C h i e f , D i v i s i o n o f P l a n t I n d u s t r y , C o m m o n w e a l t h S c ie n ti f i c a n d

I n d u s t r i a l R e s e a r c h O r g a n i z a t i o n ( r e p l a c e d P r o f e s s o r C a t c h e s i d e M a r c h - J u n e 1 9 7 2 )

D r D . M e t c a l f , M . C . P . A . , F . A . A . , T h e W a l t e r a n d E l i z a H a l l I n s t i t u t e o f M e d i c a l R e s e a r c h

D r J . M . R e n d e l , F . A . A . , C h i e f , D i v i s i o n o f A n i m a l G e n e t i c s , C o m m o n w e a l t h S c i e n t i f i c a n d

I n d u s t r i a l R e s e a r c h O r g a n i z a t i o n ( a b s e n t J a n u a r y - A u g u s t 1 9 7 2 )

P r o f e s s o r S i r E r n e s t T i t t e r t o n , C . M . G . , F . A . A . , F . R . S . A . , D i r e c t o r , R e s e a r c h S c h o o l o f

P h y s i c a l S c i e n c e s , A u s t r a l i a n N a t i o n a l U n i v e r s i t y

D r A . W a l s h , F . R . S . , F . A . A . , D i v i s i o n o f C h e m i c a l P h y s i c s , C o m m o n w e a l t h S c i e n t i f i c a n d

I n d u s t r i a l R e s e a r c h O r g a n i z a t i o n

Queen's Fellowships Committee P r o f e s s o r S i r R u t h e r f o r d R o b e r t s o n , C . M . G . , F . R . S . , P r e s . A . A . , D i r e c t o r - D e s i g n a t e ,

R e s e a r c h S c h o o l o f B i o l o g i c a l S c i e n c e s , A u s t r a l i a n N a t i o n a l U n i v e r s i t y ( C h a i r m a n )

P r o f e s s o r C . B u r d o n - J o n e s , S c h o o l o f B i o l o g i c a l S c i e n c e s , J a m e s C o o k U n i v e r s i t y o f N o r t h

Q u e e n s l a n d M r R . C u l v e r , F . I . E . A u s t . , D e p a r t m e n t o f C i v i l E n g i n e e r i n g , U n i v e r s i t y o f A d e l a i d e

D r M . F . C . D a y , F . A . A . , C o m m o n w e a l t h S c i e n t i f i c a n d I n d u s t r i a l R e s e a r c h O r g a n i z a t i o n

E x e c u t i v e P r o f e s s o r D o r o t h y H i l l , C . B . E . , F . R . S . , F . A . A . , D e p a r t m e n t o f G e o l o g y , U n i v e r s i t y o f

Q u e e n s l a n d P r o f e s s o r B . R . M o r t o n , D e p a r t m e n t o f M a t h e m a t i c s , M o n a s h U n i v e r s i t y

D r C . H . B . P r i e s t l y , F . R . S . , F . A . A . , C h i e f , D i v i s i o n o f M e t e o r o l o g i c a l P h y s i c s , C o m m o n w e a l t h

S c i e n t i f i c a n d I n d u s t r i a l R e s e a r c h O r g a n i z a t i o n

P r o f e s s o r J . M . S w a n , F . A . A . , F . R . A . C . I . , P r o - V i c e - C h a n c e l l o r , M o n a s h U n i v e r s i t y

P r o f e s s o r R . J . W a l s h , F . R . A . C . P . , M . C . P . A . , F . A . A , D e p a r t m e n t o f H u m a n G e n e t i c s ,

U n i v e r s i t y o f N e w S o u t h W a l e s

98

Appendix 3 Committees in Education in the Australian Capital Territory and the Northern Territory

Australian Capital Territory Advisory Committee on Awards in Advanced Education E m e r i t u s P r o f e s s o r H . B u r t o n , C . B . E . , F . A . C . E . , C a n b e r r a ( C h a i r m a n )

D r P . G . L a w , C . B . E . , F . A . I . P . , V i c e - P r i n c i p a l , V i c t o r i a I n s t i t u t e o f C o l l e g e s

P r o f e s s o r R . E . V o w e l s , P r o - V i c e - C h a n c e l l o r , U n i v e r s i t y o f N e w S o u t h W a l e s

M r D . F o o k s . D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

M r J . M c C u s k e r , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a ( A d v i s e r )

Australian Capital Territory Apprenticeship Board M r R . A . S m a r t , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e ,

C a n b e r r a ( C h a i r m a n )

M r E . P . S w i n t o n . A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e ,

C a n b e r r a ( D e p u t y C h a i r m a n )

M r W . J . C o y l e , I n d u s t r i a l O f f i c e r , D e p a r t m e n t o f W o r k s , C a n b e r r a , r e p r e s e n t a t i v e o f

C o m m o n w e a l t h a s a n e m p l o y e r

M r J . F . D a l l a s , E x e c u t i v e D i r e c t o r , A . C . T . E m p l o y e r s F e d e r a t i o n , r e p r e s e n t i n g p r i v a t e

e m p l o y e r s M r F . J . M c C a u l e y , r e p r e s e n t a t i v e o f e m p l o y e e s

Deputy Members M r W . A . A n d r e w s , r e p r e s e n t a t i v e o f e m p l o y e e s

M r S. J o r d a n , r e p r e s e n t a t i v e o f e m p l o y e e s

M r P . M i l l e r , I n d u s t r i a l O f f i c e r , E m p l o y e r s F e d e r a t i o n

M r A . W a l k l a t e , I n s p e c t o r o f P e r s o n n e l , A u s t r a l i a n G o v e r n m e n t P u b l i s h i n g S e r v i c e ,

r e p r e s e n t a t i v e o f t h e C o m m o n w e a l t h a s a n e m p l o y e r

M r M . J . D o b u r n , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

Australian Capital Territory Education Planning Committee M r R . A . F o s k e t t , M . A . C . E . , A c t i n g F i r s t A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l E d u c a t i o n D i v i s i o n ,

D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a ( C h a i r m a n )

M r B . C . C a m p b e l l , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e ,

C a n b e r r a

M r K J . C u r t i s , M a n a g e m e n t D i v i s i o n , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r . K . D u f f , D i s t r i c t D e v e l o p m e n t D i v i s i o n , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r E . D u k e s , M . A . C . E . , S t a f f I n s p e c t o r o f S c h o o l s , N e w S o u t h W a l e s D e p a r t m e n t o f

E d u c a t i o n

M r N . R . E d w a r d s , A . B . P s . S . , M . A . P s . S . , M . A . C . E . , A c t i n g A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l

P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M o n s i g n o r J . P . K e l l y , D i r e c t o r , C a t h o l i c E d u c a t i o n O f f ic e , C a n b e r r a

M r R . L o p a t e n , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r C . N i c h o l a s , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r J . P a y n t e r , P l a n n i n g D i v i s i o n , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r R . F . W a r d , D i r e c t o r , G e n e r a l E d u c a t i o n a l F a c i l i t i e s B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a

99

M r B . R . W i l l i a m s , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a

M r P . J . T r a c e y , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a ( S e c r e t a r y )

Australian Capital Territory Pre-School Advisory Committee M r B . P . P e c k , A c t i n g A s s i s t a n t S e c r e t a r y , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t

o f E d u c a t i o n a n d S c ie n c e , C a n b e r r a ( C h a i r m a n )

D r . H . B e r e n t s , A . C . T . H e a l t h S e r v i c e s , D e p a r t m e n t o f H e a l t h

M i s s R . B l a n c h a r d , A . C . T . I n f a n t s M i s t r e s s e s A s s o c i a t i o n

D r E . C l e m e n t , C a n b e r r a M o t h e r c r a f t S o c i e t y

M r s M . D a r k e , A . C . T . P r e - S c h o o l T e a c h e r s A s s o c i a t i o n

D r B . D i x o n , A . C . T . H e a l t h S e r v i c e s , D e p a r t m e n t o f H e a l t h

M r s K . F i t z e l l , C a n b e r r a P r e - S c h o o l S o c i e t y

M r s M . F r a n c i s , C a n b e r r a P r e - S c h o o l S o c i e t y

M r s E . H u n t e r , A . C . T . P r e - S c h o o l T e a c h e r s A s s o c i a t i o n

M is s G . M c D o n a l d , A . C . T . P r e - S c h o o l T e a c h e r s A s s o c i a t i o n

M r s A . M u r r a y , P r e - S c h o o l O f f ic e r , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r s I . P r e n d e r g a s t , C a n b e r r a P r e - S c h o o l S o c i e t y

Australian Capital Territory Pre-School Standards Committee M r N . R . E d w a r d s , A . B . P s . S . , M . A . P s . S . , M . A . C . E . , A c t i n g A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l

P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

( C h a i r m a n )

D r H . B e r e n t s , A . C . T . H e a l t h S e r v i c e s , D e p a r t m e n t o f H e a l t h

M is s R . B l a n c h a r d , A . C . T . I n f a n t s M i s t r e s s e s A s s o c i a t i o n

M r K . D u f f , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r s E . H a l l e t t , A . C . T . P r e - S c h o o l T e a c h e r s A s s o c i a t i o n

M r H . H o l t , F . R . A . I . A . , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

D r H . S . H o u s t o n , M . A . C . E . , F . R . S . A . , C a n b e r r a C o l l e g e o f A d v a n c e d E d u c a t i o n

M r P . W . H u g h e s , F . A . C . E . , H e a d o f t h e S c h o o l o f T e a c h e r E d u c a t i o n , C a n b e r r a C o l le g e

o f A d v a n c e d E d u c a t i o n

M r D . K i n g , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r s R . M i l d r e n , C a n b e r r a P r e - S c h o o l S o c i e t y

M r s . A . M u r r a y , P r e - S c h o o l O f f i c e r , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t o f

E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r s L . R u d d u c k , A u s t r a l i a n P r e - S c h o o l A s s o c i a t i o n

M r J . F . E . S h a r p e , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a

M r s J . W e s t b r o o k , A . C . T . P r e - S c h o o l T e a c h e r s A s s o c i a t i o n

M r D . J . T h o m p s o n , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n

a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

Australian Capital Territory Primary Schools Standards Committee M r N . R . E d w a r d s , A . B . P s . S . , M . A . P s . S . , M . A . C . E . , A c t i n g A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l

P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

( C h a i r m a n )

M r T . M . B a d h a m , M . A . C . E . , A . C . T . P r i m a r y P r i n c i p a l s A s s o c i a t i o n ( A l t e r n a t e r e p r e s e n ­

t a t i v e )

M r s V . B a k e r , A . C . T . C o u n c i l o f P a r e n t s a n d C i t i z e n s A s s o c i a t i o n s

M r E . S . C a m p b e l l , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n

M i s s M . D e m p s t e r , A . C . T . T e a c h e r s A s s o c i a t i o n

100

M r K . D u f f , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r E . D u k e s , M . A . C . E . , S t a f f I n s p e c t o r o f S c h o o l s , N e w S o u t h W a l e s D e p a r t m e n t o f

E d u c a t i o n

M r R . E . H a i g h , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n

M r C . H a r r i s , A . C . T . C o u n c i l o f P a r e n t s a n d C i t i z e n s A s s o c i a t i o n s

M r H . H o l t , F . R . A . I . A . , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r P . W . H u g h e s , F . A . C . E . , H e a d o f t h e S c h o o l o f T e a c h e r E d u c a t i o n , C a n b e r r a C o l l e g e o f

A d v a n c e d E d u c a t i o n

M o n s i g n o r J . P . K e l l y , D i r e c t o r , C a t h o l i c E d u c a t i o n O f f ic e

M r D . K i n g , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r A . O . M c F a r l a n d , F . R . I . P . A . , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f

E d u c a t i o n

M r G . R . R i m e s , M . A . C . E . , A . C . T . T e a c h e r s A s s o c i a t i o n

M r J . F . E . S h a r p e , A c t i n g D i r e c t o r , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f

E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r W . H . S i m p s o n , A . C . T . P r i m a r y P r i n c i p a l s A s s o c i a t i o n

D r R . D . T r a i l l , M . A . C . E . , C a n b e r r a C o l l e g e o f A d v a n c e d E d u c a t i o n

M r C . V a n B r e u k e l e n , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n

a n d S c i e n c e , C a n b e r r a

M r K . W i l s o n , A . C . T . P r i m a r y P r i n c i p a l s A s s o c i a t i o n

M r D . J . T h o m p s o n , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n

a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

Australian Capital Territory Secondary Schools Standards Committee M r N . R . E d w a r d s , A . B . P s . S . , M . A . P s . S . , M . A . C . E . , A c t i n g A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l

P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

( C h a i r m a n )

M r J . R . B r e e n , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n

M r E . S . C a m p b e l l , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n

M r D . R . D r i s c o l l , A . R . A . C . I . , F . C . S . , C a n b e r r a C o l l e g e o f A d v a n c e d E d u c a t i o n

M r K . D u f f , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r E . D u k e s , M . A . C . E . , S t a f f I n s p e c t o r o f S c h o o l s , N e w S o u t h W a l e s D e p a r t m e n t o f

E d u c a t i o n

M r K . G o l l a n , A . C . T . S e c o n d a r y P r i n c i p a l s C o u n c i l

M r R . E . H a i g h , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n

M r H . H o l t , F . R . A . I . A . , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r P . W . H u g h e s , F . A . C . E . , H e a d o f t h e S c h o o l o f T e a c h e r E d u c a t i o n , C a n b e r r a C o l l e g e o f

A d v a n c e d E d u c a t i o n

M o n s i g n o r J . P . K e l l y , D i r e c t o r , C a t h o l i c E d u c a t i o n O f f ic e , C a n b e r r a

M r D . K i n g , N a t i o n a l C a p i t a l D e v e l o p m e n t C o m m i s s i o n

M r A . O . M c F a r l a n d , F . R . I . P . A . , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f

E d u c a t i o n

M r A . J . M c P h e r s o n , A . C . T . S e c o n d a r y P r i n c i p a l s C o u n c i l

M r M . M a r c h , A . C . T . S e c o n d a r y T e a c h e r s A s s o c i a t i o n

M r G . M o w b r a y , A . C . T . S e c o n d a r y T e a c h e r s A s s o c i a t i o n

M r R . P . S a d l e r , M . A . C . E . , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f

E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r . J . F . E . S h a r p e , A c t i n g D i r e c t o r , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f

E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r C . V a n B r e u k e l e n , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n

a n d S c i e n c e , C a n b e r r a

M r D . J . T h o m p s o n , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n

a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

101

Advisory Committee on the Viability of Proposed Independent Schools in the Australian Capital Territory and the Northern Territory S i r B r i a n H o n e , O . B . E . , F . A . C . E . , f o r m e r H e a d m a s t e r , M e l b o u r n e C h u r c h o f E n g l a n d

G r a m m a r S c h o o l ( C h a i r m a n )

M r H . K . C o u g h l a n , M . A . C . E . , S e n i o r A s s i s t a n t S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a ( D e p a r t m e n t a l A s s e s s o r )

M r J . M . D i x o n , D e p u t y G e n e r a l M a n a g e r , C o l o n i a l S u g a r R e f i n i n g C o m p a n y

M r R . F . W a r d , D i r e c t o r , G e n e r a l E d u c a t i o n a l F a c i l i t i e s B r a n c h , D e p a r t m e n t o f E d u c a t i o n

a n d S c ie n c e , C a n b e r r a ( S e c r e t a r y )

Canberra Technical College Advisory Council M r K . E . G r a i n g e r , C . B . E . , F . A . I . M . , M . I . P . A . ( C h a i r m a n )

Ex O f f ic io Members M r P . L . E d w a r d s , M . I . R . E . E . ( A u s t . ) , P r i n c i p a l , C a n b e r r a T e c h n i c a l C o l l e g e

M r R . A . F o s k e t t , M . A . C . E . , A c t i n g F i r s t A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l E d u c a t i o n D i v is io n ,

D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

D r S .S . R i c h a r d s o n , C . B . E . , P r i n c i p a l , C a n b e r r a C o l l e g e o f A d v a n c e d E d u c a t i o n

Appointed Members o f Canberra Organisations M r K . B i s h o p , C h a m b e r o f M a n u f a c t u r e s

M r S . G . E a s t , S e c r e t a r y , C a n b e r r a C h a m b e r o f C o m m e r c e

M r S . J . J o h n s o n , M a s t e r B u i l d e r s A s s o c i a t i o n o f t h e A . C . T .

M r S . J o r d a n , S e c r e t a r y , A . C . T . B r a n c h o f t h e P r i n t i n g a n d K i n d r e d I n d u s t r i e s U n i o n . V i c e ­

P r e s i d e n t , A . C . T . B r a n c h o f t h e T r a d e s a n d L a b o u r C o u n c i l

M r F . J . M c C a u l e y , A . C . T . A p p r e n t i c e s h i p B o a r d

M r B . M a r c u s , A . C . T . B r a n c h o f t h e T r a d e s a n d L a b o u r C o u n c i l , C h a i r m a n , T r a d e s

A d v i s o r y C o m m i t t e e

M r R . J . M i n n s , P u b l i c S e r v i c e B o a r d

M r J . O ’R e g a n , D e p a r t m e n t o f L a b o u r a n d N a t i o n a l S e r v i c e

Appointed individual Members M r s C . B l a k e r s

M r E . C a v a n a g h , M . B . E .

M r s H . R . P e i s l e y , A . L . A . A .

M r A . A . R o b e r t s o n

Liaison Committee on Changes in A.C.T. Education M r B . P . P e c k , A c t i n g A s s i s t a n t S e c r e t a r y , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t

o f E d u c a t i o n a n d S c ie n c e , C a n b e r r a ( C h a i r m a n )

M r M . B a d h a m , M . A . C . E . , A . C . T . P r i m a r y P r i n c i p a l s A s s o c i a t i o n

D r J . A . B a r n a r d , A . C . T . C o u n c i l o f P a r e n t s a n d C i t i z e n s A s s o c i a t i o n s

M r s C . B l a k e r s , W o r k i n g P a r t y o n A . C . T . E d u c a t i o n

M r E . S . C a m p b e l l , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n

M r N . J . D i l l e y , A . C . T . T e a c h e r s A s s o c i a t i o n

M r N . R . E d w a r d s , A . B . P s . S . , M . A . P s . S . , M . A . C . E . , A c t i n g A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l

P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r K . F r y , A . C . T . A d v i s o r y C o u n c i l

M r V . A . J u d d , A . C . T . S e c o n d a r y P r i n c i p a l s C o u n c i l

M r R . L e e , A . C . T . C o m m o n w e a l t h T e a c h e r s F e d e r a t i o n

M r J . L e n i h a n , C o m m o n w e a l t h T e a c h i n g S e r v i c e

M r P . W . O ’C o n n o r , A . C . T . S e c o n d a r y T e a c h e r s A s s o c i a t i o n

M r J . R . B r u m m e l l , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a ( S e c r e t a r y )

102

Working Committee on College Proposals for the Australian Capital Territory D r R . C a m p b e l l , L e c t u r e r , D e p a r t m e n t o f P h i l o s o p h y , S c h o o l o f G e n e r a l S t u d i e s , A u s t r a l i a n

N a t i o n a l U n i v e r s i t y ( C h a i r m a n )

M r R . B r e e n , M . A . C . E . , I n s p e c t o r , N e w S o u t h W a l e s D e p a r t m e n t o f E d u c a t i o n

M r B . C a m p b e l l , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e ,

C a n b e r r a

M r L . C h a p m a n , A . C . T . S e c o n d a r y T e a c h e r s A s s o c i a t i o n

M r B . D a v y , M . A . I . C . , C a n b e r r a T e c h n i c a l C o l l e g e

M r E. D u k e s , M . A . C . E . , S t a f f I n s p e c t o r o f S c h o o l s , N e w S o u t h W a l e s D e p a r t m e n t o f

E d u c a t i o n M r N . R . E d w a r d s , A . B . P s . S . , M . A . P s . S . , M . A . C . E . , A c t i n g A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l

P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r A . J u d d , A . C . T . S e c o n d a r y P r i n c i p a l s C o u n c i l

M r R . L e e , A . C . T . S e c o n d a r y T e a c h e r s A s s o c i a t i o n

M r A . M c P h e r s o n , A . C . T . S e c o n d a r y P r i n c i p a l s C o u n c i l

M r M . M a r c h , A . C . T . S e c o n d a r y T e a c h e r s A s s o c i a t i o n

M r B . P . P e c k , A c t i n g A s s i s t a n t S e c r e t a r y , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t o f

E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r J . R i d d e l l , A . C . T . C o u n c i l o f P a r e n t s a n d C i t i z e n s A s s o c i a t i o n s

M r R . P . S a d l e r , M . A . C . E . , T e r r i t o r i a l P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f

E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r K . T o w n l e y , M . A u s . I . M . M . , A . C . T . C o u n c i l o f P a r e n t s a n d C i t i z e n s A s s o c i a t i o n s

M r H . W a r i n g , A . C . T . C o u n c i l o f P a r e n t s a n d C i t i z e n s A s s o c i a t i o n s ( A l t e r n a t e r e p r e s e n t a ­

t i v e )

M r R . W h e e l e r , A . C . T . S e c o n d a r y P r i n c i p a l s C o u n c i l

M r s M . C u l l u m , A . C . T . E d u c a t i o n S e r v i c e s B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e ,

C a n b e r r a ( S e c r e t a r y )

Committee on the Education of Aboriginal and Disadvantaged Children in Northern Territory Community Schools D r H . B e a r e , M . A . C . E . , D i r e c t o r o f E d u c a t i o n , N o r t h e r n T e r r i t o r y E d u c a t i o n B r a n c h ,

D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , D a r w i n ( C h a i r m a n )

M r N . R . E d w a r d s , A . B . P s . S . , M . A . P s . S . , M . A . C . E . , A c t i n g A s s i s t a n t S e c r e t a r y , T e r r i t o r i a l

P l a n n i n g a n d B u i l d i n g B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a

M r J . D . G a l l a c h e r , D i r e c t o r o f A b o r i g i n a l E d u c a t i o n , W e l f a r e D i v i s i o n , N o r t h e r n T e r r i t o r y

A d m i n i s t r a t i o n , D e p a r t m e n t o f t h e I n t e r i o r

M r J . P . M . L o n g , A s s i s t a n t D i r e c t o r ( R e s e a r c h a n d P o l i c y ) , D e p a r t m e n t o f A b o r i g i n a l

A f f a i r s

M r J . B . M a c h i n , A s s i s t a n t S e c r e t a r y , W e l f a r e a n d S o c ia l S e r v i c e s B r a n c h , D e p a r t m e n t o f

t h e I n t e r i o r

M r J . W . M a t h e r , D i r e c t o r , D e v e l o p m e n t S e c t i o n , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e ,

C a n b e r r a

M r A . J . W h i t e l a w , M . A . C . E . , A s s i s t a n t S u p e r i n t e n d e n t , P r i m a r y E d u c a t i o n , S o u t h A u s t r a l i a n

E d u c a t i o n D e p a r t m e n t

M r R . M a c n a m a r a , I n s p e c t o r o f S c h o o l s , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , D a r w i n ,

( E x e c u t i v e S e c r e t a r y )

Darwin Community College Interim Council (as at December 1972) M r C . M . E b e r t , C h a i r m a n , f o r m e r l y A s s i s t a n t D i r e c t o r - G e n e r a l , D e p a r t m e n t o f E d u c a t i o n ,

N e w S o u t h W a l e s

D r H . B e a r e , D i r e c t o r , N o r t h e r n T e r r i t o r y E d u c a t i o n B r a n c h , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , D a r w i n

103

M r Μ . H . B o n e , D i r e c t o r , D e p a r t m e n t o f F u r t h e r E d u c a t i o n , S o u t h A u s t r a l i a

M r J . R . F l i n t , P r i n c i p a l , D a r w i n C o m m u n i t y C o l l e g e

M r J . D . G a l l a c h e r , D i r e c t o r o f A b o r i g i n a l E d u c a t i o n , W e l f a r e D i v is io n , N o r t h e r n T e r r i t o r y

A d m i n i s t r a t i o n , D e p a r t m e n t o f t h e I n t e r i o r

M r s N . G i e s e , M . B . E . , P r e s i d e n t , A r t s C o u n c i l o f A u s t r a l i a ( N o r t h e r n T e r r i t o r y D i v i s i o n )

M r J . P . M . L o n g , A s s i s t a n t D i r e c t o r ( R e s e a r c h a n d P o l i c y ) , D e p a r t m e n t o f A b o r i g i n a l

A f f a i r s

M r W .J . P a t e r s o n , D i r e c t o r o f T e c h n i c a l E d u c a t i o n , W e s t e r n A u s t r a l i a

M r L . G . R e d m o n d , I . S . O . , D i r e c t o r , N o r t h e r n T e r r i t o r y B r a n c h , D e p a r t m e n t o f W o r k s

M r R . C . W a r d , M e m b e r o f N o r t h e r n T e r r i t o r y L e g i s l a t i v e C o u n c i l

M r . K . C . W a l t e r s , D a r w i n b u s i n e s s m a n , A l d e r m a n , D e p u t y M a y o r

M i s s J . K l a v a , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , C a n b e r r a ( S e c r e t a r y )

Northern Territory Apprentices Board M r M .B . B r a s s i n g t o n , E x e c u t i v e O f f i c e r , N o r t h e r n T e r r i t o r y E d u c a t i o n B r a n c h , D e p a r t m e n t

o f E d u c a t i o n a n d S c i e n c e , D a r w i n ( C h a i r m a n )

M r R . F . B y r o n , A s s i s t a n t D i r e c t o r , D e p a r t m e n t o f W o r k s , D a r w i n

M r P . C a r r o l l , N o r t h A u s t r a l i a n W o r k e r s U n i o n

M r R . C i n c a i d , I n s p e c t o r o f A p p r e n t i c e s , D e p a r t m e n t o f E d u c a t i o n a n d S c ie n c e , D a r w i n

M r J . R . C o l e m a n , D a r w i n C h a m b e r o f C o m m e r c e

M r H . C o o k , r e s i d e n t o f T e n n a n t C r e e k

M r L . J . K i tt le , r e s i d e n t o f A l i c e S p r i n g s

M r A . C . K u b e , A m a l g a m a t e d M e t a l W o r k e r s U n i o n

M r K . P e n n e l l , M a s t e r B u i l d e r s A s s o c i a t i o n

M r D . D . M i l l a r , D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , D a r w i n ( S e c r e t a r y )

104

Appendix 4 Australian Participation in International Conferences and Meetings Sponsored by Unesco in 1972

Conference Date Participants

Seminar on Educational Planning (New May Zealand) (Sponsored by New Zealand Commission for Unesco and New Zealand Advisory Council on Educational Planning)

Man and the Biosphere (MAB) May

Meeting of Expert Panel MAB Project 3 (Paris)

Man and the Biosphere May

Meeting of Expert Panel MAB

Project 1 (Paris)

Seventeenth Session of the Unesco 17 October- General Conference (Paris) 21 November

Rostrum of Composers Meeting June

(Paris)

I.M.T. Workshop (Vienna) June

1.5. M.E. Seminar on Music and July

Technical Media (Lisbon)

1.5. M.E. General Conference July

(Tunisia)

Third Unesco International Conference July- 011 Adult Education (Tokyo) August

Mr A.E. Guymer, Director-General of Education, Queensland

Mr K.L. Jennings, Director, Research Section, Department of Education and Science, Canberra

Mr R. Perry, Commonwealth Scientific and Industrial Research Organization

Dr R. Hornabrook, Institute of Human Biology, Port Moresby

Professor J. Ovington, Australian National University

M r A.P. Renouf, Australian Ambassador to France and to Unesco

Mr A.W. Jones, Director-General of Education, South Australian Education Department (Member of the Australian Unesco Committee for Education)

Mr F.R. Smith, Assistant Secretary, International Education Branch, Department of Education and Science, Canberra

Professor J.L. Still, Professor of Biochemistry, University of Sydney (Chairman of the Australian Unesco Committee for Natural Sciences)

Dr W. Gardner Davies, Alternate Permanent Delegate to Unesco, Australian Embassy, Paris

Mr Ebia Olewale, Minister of Education. Papua New Guinea

Dr K. McKinnon, Director of Education, Papua New Guinea

Mr J. Hopkins, Director of Music, Australian Broadcasting Commission

Mr J. Hopkins

Mr J. Hopkins

Professor F. Callaway, Professor of Music, University of Western Australia

Mr M.H. Bone, Director of Further Education, South Australia

Mr P. Matthews, Education Officer, Australian Council of Trade Unions

Mr C. Cave, Director, Victorian Council of Adult Education

Dr Joan Allsop, Department of Adult Education, University of Sydney

105

Conference Date Participants

Asian Seminar on Learning and the Educational Process (Bangkok) August- September

Dr R.W. Rawlinson, Chief, Centre for Research in Learning and Instruction, New South Wales Department of Education

International Hydrological Decade (IHD) September Mr E.P. O’Driscoll, Mines Department of Western Australia

Working Group on Groundwater Studies (Paris) September Mr E.P. O’Driscoll

General Assembly of the International Council of Museums Conservation Committee (Madrid)

2-7 October Dr Colin Pearson, Curator in Charge,

Conservation Laboratory, Western Australian Museum

I.H.D. Working Group on Guidebook on the Preparation of Hydrological Maps (Paris)

November Mr T. Plumb, Department of National

Development

Unesco Science Education Conference (Tokyo)

November Mr H. Carey, New South Wales Department of Education

Meeting on Statistics of Science and Technology November- December

Mr K.R.S. Fuller, Scientific Services Branch, Department of Education and Science, Canberra

Meeting of Experts from More Developed Countries on Drug Education (Paris)

December Miss E. Guthrie, Inspector of Schools, New South Wales Department of Education

I.H.D. Working Group on Water Balances (Paris) December Professor T.G. Chapman, School of Engineering, Royal Military College,

Duntroon

106

Appendix 5 Australian Membership of Unesco Advisory Committees

Australian National Advisory Committee for Unesco .M r D . M . M o r r i s o n , M . A . C . E . , F i r s t A s s i s t a n t

S e c r e t a r y , D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e , C a n b e r r a ( C h a i r m a n )

P r o f e s s o r J . J . A u c h m u t y , F . R . H i s t . S .,

E . I . A . L . , V i c e - C h a n c e l l o r , U n i v e r s i t y o f

N e w c a s t l e P r o f e s s o r W . F . C o n n e l l , F . A . C . E . , D e p a r t m e n t

o f E d u c a t i o n , U n i v e r s i t y o f S y d n e y

D r A . F a b i n y i , P e r g a m o n P r e s s ( A u s t . )

P ty L t d

M r J . J . G r a n e e k , L i b r a r i a n , A u s t r a l i a n

N a t i o n a l U n i v e r s i t y

P r o f e s s o r R . Q u e n t i n , D e p a r t m e n t o f D r a m a ,

U n i v e r s i t y o f N e w S o u t h W a l e s

P r o f e s s o r J . L . S t il l , D e p a r t m e n t o f

B i o c h e m i s t r y , U n i v e r s i t y o f S y d n e y

A R e p r e s e n t a t i v e o f t h e D e p a r t m e n t o f

F o r e i g n A f f a i r s

F o r t h e t w o - y e a r p e r i o d f r o m 1 J a n u a r y 1 9 7

o f t h e N a t i o n a l A d v i s o r y C o m m i t t e e .

R e p r e s e n t i n g t h e D e p a r t m e n t o f

E d u c a t i o n a n d S c i e n c e

Representing the Specialist Committees for: S o c i a l a n d H u m a n S c i e n c e s

E d u c a t i o n

C o m m u n i c a t i o n

M u s e u m s a n d L i b r a r i e s

T h e A r t s

N a t u r a l S c i e n c e s

P r o f e s s o r J . J . A u c h m u t y w i l l b e C h a i r m a n

International Hydrological Decade Special Working Groups and Panels W o r k i n g G r o u p o n H y d r o l o g i c a l M a p s

W o r k i n g G r o u p o n W a t e r B a l a n c e s

W o r k i n g G r o u p o n G r o u n d w a t e r S t u d i e s

Man and the Biosphere Panel of Experts: E c o l o g i c a l E f f e c t s o f I n c r e a s i n g A c t i v i t i e s o n

T r o p i c a l a n d S u b - T r o p i c a l F o r e s t E c o s y s t e m s

I m p a c t o f H u m a n A c t i v i t i e s a n d L a n d U s e

P r a c t i c e s o n G r a z i n g L a n d s

I n t e r n a t i o n a l A d v i s o r y C o m m i t t e e o n

D o c u m e n t a t i o n , L i b r a r i e s a n d A r c h i v e s

M r T . W . P l u m b , O f f ic e r i n C h a r g e ,

G e o g r a p h i c S e c t i o n , D e p a r t m e n t o f N a t i o n a l

D e v e l o p m e n t

P r o f e s s o r T . G . C h a p m a n , S c h o o l o f

E n g i n e e r i n g , R o y a l M i l i t a r y C o l l e g e ,

D u n t r o o n M r E . P . O ’D r i s c o l l , C h i e f H y d r o g e o l o g i s t ,

M i n e s D e p a r t m e n t o f W e s t e r n A u s t r a l i a

D r R . H o r n a b r o o k , D i r e c t o r , I n s t i t u t e o f

H u m a n B i o l o g y , P o r t M o r e s b y

P r o f e s s o r J . O v i n g t o n , P r o f e s s o r o f

F o r e s t r y , A u s t r a l i a n N a t i o n a l U n i v e r s i t y

M r R . P e r r y , C o m m o n w e a l t h S c ie n ti f i c a n d

I n d u s t r i a l R e s e a r c h O r g a n i z a t i o n

D r A . F a b i n y i , C h a i r m a n , P e r g a m o n P r e s s ,

A u s t r a l i a

107

Appendix 6 Unesco Activities in Australia — Consultants and Visitors 1972

Australian Unesco Seminars and Visits by Overseas Consultants

Australian Unesco Seminar on Visual January Communication in Art and Science

Australian Unesco Seminar on Culture 15-19 May and the Counter-culture—A Seminar on Youth and the Arts

Australian Unesco Seminar on the Teaching of English

International Book Year Visitor June

Unesco Consultant on the Restoration October- and Preservation of Nineteenth November

Century Buildings

Australian Unesco Seminar on Drought 27 November-8 December

Professor R. Arnheim, Professor of the Psychology of Art, Carpenter Center for the Visual Arts, Harvard University (Sponsored by the Australian National

Advisory Committee for Unesco)

Mr J. English, Director, Midlands A rt Centre, Birmingham (Sponsored by Unesco, Paris)

Professor J. Britton, Goldsmiths Professor of Education, University of London (Sponsored by Unesco, Paris)

Professor R. Shuy, Director of the Socio­ Linguistics Program, Center for Applied Linguistics, Washington D.C. (Sponsored by the Australian-American Education

Foundation)

Mr F.O. Pala, Chief Librarian, K enya National Library Service (Sponsored by D epartm ent of Foreign Affairs)

Mr I.D. Grant, Architect (Sponsored by Unesco, Paris)

M r J. Schwarz, Hydrological D epartm ent, Tahal Consulting Engineers Ltd, Tel Aviv (Sponsored by Unesco, Paris)

28 M ay-2 June

108

Appendix 7 Supply of Educationists under the Scheme of Commonwealth Co-operation in Education

The assignments of Australian educationists in developing Commonwealth countries under this scheme which were current during 1972 are set cut below.

Educationist Duties Institution and Period

Country

Miss M. Allwell (Vic.) Adviser in New Mathematics for infants schools

Apia, Western Samoa February 1970-

August 1972

Mr R.J. Anstey (S.A.) Lecturer in Primary- Education

Chalimbana National In-Service Training College, Zambia

July 1972- July 1974

Mr B.J. Brown (N.S.W.) Adviser in New Mathematics for primary schools

Apia, Western Samoa January 1970-

January 1973

Mrs R. Brown (N.S.W.)

Teachers College Lecturer Malifa Teachers Training College, Apia, Western Samoa

January 1972- January 1973

Mr R.R. Bryant (N.S.W.) Adviser to Primary School Inspectorate

Lusaka, Zambia July 1972-

July 1974

Mr D.N. Carvosso (VV.A.) Metalwork Teacher John Kennedy College,

Mauritius

February 1972- February 1974

Mr H. Cochrane (Vic.) Adviser to Primary School Inspectorate

Chipata, Zambia September 1967-

December 1973

Mr J. Fletcher (Qld) Adviser in Agricultural Education

Soche Hill College, Malawi

March 1970- October 1973

Mr A. Frazier (N.S.W.)

Adviser in Agricultural Education Blantyre, Malawi March 1970-

January 1972

Mr A. Goodieson (Vic.) Adviser in Agricultural Education

St John’s Teachers Training College, Malawi March 1970- April 1972

Mr F. Hilton (N.S.W.)

Headmaster, Crippled Children’s School C.W.M. Hospital, Suva, Fiji

March 1967- January 1974

Mr A.M. Jarman (A.C.T.) Lecturer in Public Administration

University of South Pacific, Fiji February 1972- February 1974

Mr K.L. Kirwan (N.S.W.) Head, School of Business Studies

Derrick Technical Institute, Suva, Fiji January 1971- December 1972

Mr I.R. Lowe (Vic.)

Adviser in Secondary Level Mathematics Apia, Western Samoa August 1972-

August 1974

Mr. T.H. MacDonald (A.C.T.) Lecturer in Teacher Education

University of South Pacific, Fiji January 1973- January 1975

Mr C. McCready (N.S.W.) Plumbing Instructor Honiara Technical Institute,

British Solomon Islands January 1972- January 1974

Miss B.A. McGair (S.A.) Adviser in Domestic Science Soche Hill College, Malawi

September 1971- September 1973

Mr E.J. Moore (N.S.W.) Bookkeeping Instructor Honiara Technical Institute, British Solomon Islands

January 1970- January 1973

Miss C. Mueller (Vic.) Secondary School Teacher King George VI Secondary School, British Solomon

Islands

February 1972- February 1974

Mr D. Scott (N.S.W.)

Automotive Engineering Instructor Derrick Technical Institute, Suva, Fiji

February 1971— December 1972

109

Appendix 8 Awards under the Scheme of Commonwealth Co-operation in Education

Visitors Award

Visitor Field of Study Period

G R O U P P R O G R A M

Sr (Rosemary Akuworo) Anselm (Uganda)

Secondary education and teacher education 11 April-

16 July 1972

Mr O.A. A ting (Nigeria)

Administration of higher institutes of learning 15 April-

16 July 1972

M r T.J. Gathungu (Kenya) Tertiary administration 18 April-

16 July 1972

M r V.B. Gwani (Nigeria)

Secondary education 15 April-

15 July 1972

M r W.E. Iweama (Nigeria) Secondary education 15 April -

15 July 1972

M r J. Kalinga (Malawi)

Primary school administration 9 M ay-

15 July 1972

M r D.S. Kwarlco (Ghana) Educational administration and organisation of secondary schools and teacher training colleges

13 April- 16 July 1972

M r A.K. Lavaly (Sierra Leone)

Secondary education 15 M ay-

15 July 1972

Chief J.B. Ojo (Nigeria)

Educational planning and curriculum development at the secondary level 15 April- 16 July 1972

M r J. Oklobia (Nigeria)

Administration and teaching of technical education 15 April- 16 July 1972

M r E.D. Toronibau (Fiji) Educational administration, and the organisation of in-service training programs at primary level

14 April- 16 July 1972

M r P. Tupouniua (Tonga) Secondary education 14 April-

7 July 1972

Mr I.S. Walia (Fiji)

Administration and inspection at the secondary level 14 April- 8 July 1972

IN D IV ID U A L P R O G R A M M r L. Best (Trinidad) Social Science 9 M ay-

16 May 1972

SENIOR AWARDS

Visitor Nature of Award Period

Professor J.M. Beer, Newton Drew Professor of Fuel Visiting Fellow Technology and Chemical Engineering and Head of the Department of Fuel Technology and Chemical Engineering at the University of Sheffield

Professor D.M. MacKay, Granada Research Professor Visiting Fellow of Communications, University of Keele, Staffordshire

3 April- 21 May 1972

4 February- 14 April 1972

110

V isitor Nature of Award Period

Mallam M. Tukur, Director of the Institute of Visiting Fellow

Administration, Ahmadu Bello University, Zaria, Nigeria

Professor H.W.R. Wade, Q.C., Professor of Law and Visiting Fellow Fellow of St John’s College, University of Oxford

17 June- 31 July 1972

2 October- 30 November 1972

Professor A. Brown, Professor of Library Studies and Director of the School of Library, Archives, and Information Studies, University College, University of London

Professor B. Hocking, Professor of Entomology, University of Alberta

Visiting Professorship June-December at University 1972

of Sydney

Visiting Professorship June-October at University 1972

of Queensland

111

Appendix 9

Statistics

Table Page

1 C o m m o n w e a l t h S c i e n c e F a c i l i t i e s P r o g r a m , A l l o c a t i o n s t o t h e S t a t e s : b e ­

t w e e n 1 J u l y 1 9 7 1 a n d 3 0 J u n e 1 9 7 5

1 1 5

2 C o m m o n w e a l t h S e c o n d a r y S c h o o l s L i b r a r i e s P r o g r a m , A l l o c a t i o n s t o t h e

S t a t e s : 1 J a n u a r y 1 9 7 2 t o 3 1 D e c e m b e r 1 9 7 4

1 1 5

3 S t a t e s G r a n t s t o I n d e p e n d e n t S c h o o l s f o r R e c u r r e n t E x p e n d i t u r e , 1 9 7 1 a n d

1 9 7 2

1 1 5

4 T e a c h e r s C o l l e g e s P r o g r a m , A l l o c a t i o n s t o S t a t e s f o r A p p r o v e d P r o j e c t s

1 9 6 7 - 7 0 a n d A l l o c a t i o n s b a s e d o n E s t i m a t e d C o s t s o f P r o j e c t s 1 9 7 0 - 7 3

1 1 6

5 P r e - S c h o o l T e a c h e r s C o l l e g e s P r o g r a m , A l l o c a t i o n s a n d A d v a n c e s t o C o l ­

l e g e s : b e t w e e n 1 J u l y 1 9 6 8 a n d 3 1 D e c e m b e r 1 9 7 2

1 1 7

6 P r e - S c h o o l T e a c h e r s C o l l e g e s P r o g r a m A c t u a l E n r o l m e n t s 1 9 6 7 a n d 1 9 7 0 ­

7 2 , a n d P o t e n t i a l E n r o l m e n t s

1 1 7

7 T e c h n i c a l T r a i n i n g P r o g r a m , A l l o c a t i o n s t o S t a t e s : b e t w e e n 1 J u l y 1 9 6 4

a n d 3 0 J u n e 1 9 7 4

1 1 8

8 A d v a n c e d E d u c a t i o n , C o m m o n w e a l t h G r a n t s t o t h e S t a t e s f o r C o l l e g e s

o f A d v a n c e d E d u c a t i o n : 1 9 6 5 - 6 6 , 1 9 6 7 - 6 9 , 1 9 7 0 - 7 2 a n d 1 9 7 3 - 7 5

1 1 8

9 C o m m o n w e a l t h S c h o l a r s h i p S c h e m e s , E x p e n d i t u r e b y S c h e m e :

( i ) F i n a n c i a l Y e a r s 1 9 6 7 - 6 8 t o 1 9 7 1 - 7 2

( i i ) C a l e n d a r Y e a r s 1 9 6 8 - 7 2

1 2 0

1 0 C o m m o n w e a l t h S c h o l a r s h i p S c h e m e s , N u m b e r o f N e w A w a r d s A v a i l a b l e :

1 9 6 9 - 7 3

1 2 1

11 C o m m o n w e a l t h S c h o l a r s h i p S c h e m e s , N u m b e r s o f S c h o l a r s i n T r a i n i n g b y

S c h e m e : 1 9 6 8 - 1 9 7 2

1 2 1

1 2 C o m m o n w e a l t h P o s t g r a d u a t e A w a r d s S c h e m e , N u m b e r s o f S c h o l a r s in

T r a i n i n g : 1 9 6 7 - 1 9 7 2

1 2 2

1 3 C o m m o n w e a l t h U n i v e r s i t y S c h o l a r s h i p S c h e m e , N u m b e r o f S c h o l a r s h i p s

A w a r d e d : 1 9 6 7 - 1 9 7 2

1 2 3

1 4 C o m m o n w e a l t h U n i v e r s i t y S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s i n

T r a i n i n g : 1 9 6 7 - 1 9 7 2

1 2 3

1 5 C o m m o n w e a l t h U n i v e r s i t y S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s in

T r a i n i n g b y F i e l d o f S t u d y : a s a t 3 0 J u n e 1 9 7 2

1 2 4

1 6 C o m m o n w e a l t h A d v a n c e d E d u c a t i o n S c h o l a r s h i p S c h e m e , N u m b e r s o f

S c h o l a r s h i p s A w a r d e d a n d N u m b e r s o f S c h o l a r s i n T r a i n i n g : 1 9 6 7 - 1 9 7 2

1 2 5

1 7 C o m m o n w e a l t h A d v a n c e d E d u c a t i o n S c h o l a r s h i p S c h e m e , N u m b e r s o f

S c h o l a r s i n T r a i n i n g b y F i e l d o f S t u d y : a s a t 3 0 J u n e 1 9 7 2

1 2 6

1 8 C o m m o n w e a l t h A d v a n c e d E d u c a t i o n S c h o l a r s h i p S c h e m e , N u m b e r s o f

S c h o l a r s i n T r a i n i n g b y T y p e o f I n s t i t u t i o n : a s a t 3 0 J u n e 1 9 7 2

1 2 7

1 9 C o m m o n w e a l t h S e c o n d a r y S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s h i p s

A w a r d e d b y T y p e o f S c h o o l A t t e n d e d a n d N u m b e r s o f S c h o l a r s i n T r a i n i n g :

1 9 6 7 - 1 9 7 2

1 2 8

112

Table

20

21

22

23

24

25

2 6

2 7

2 8

2 9

3 0

31

3 2

3 3

3 4

3 5

36

3 7

3 8

3 9

40

C o m m o n w e a l t h T e c h n i c a l S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s h i p s

A w a r d e d b y T y p e o f S c h o o l A t t e n d e d a n d N u m b e r s o f S c h o l a r s i n T r a i n i n g :

1 9 6 7 - 1 9 7 2

C o m m o n w e a l t h T e c h n i c a l S c h o l a r s h i p S c h e m e , N u m b e r s o f F u l l - T i m e a n d

P a r t - T i m e S c h o l a r s i n T r a i n i n g : 1 9 6 7 - 1 9 7 2

C o m m o n w e a l t h T e c h n i c a l S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s i n

T r a i n i n g b y F i e l d o f S t u d y : a s a t 3 0 J u n e 1 9 7 2

N a t i o n a l S e r v i c e V o c a t i o n a l T r a i n i n g S c h e m e , N u m b e r s o f S c h o l a r s i n

T r a i n i n g : 1 9 6 9 - 1 9 7 2

A b o r i g i n a l S t u d y G r a n t s S c h e m e , N u m b e r s o f S t u d e n t s i n T r a i n i n g :

1 9 6 9 - 1 9 7 2

A b o r i g i n a l S e c o n d a r y G r a n t s S c h e m e , N u m b e r s o f S c h o l a r s i n T r a i n i n g :

1 9 7 0 - 1 9 7 2

S p o n s o r e d O v e r s e a s S t u d e n t s , P r i n c i p a l S c h e m e s o f S p o n s o r s h i p , N u m b e r s o f

S t u d e n t s i n A u s t r a l i a b y L e v e l o f T r a i n i n g : a s a t 3 0 J u n e 1 9 7 2

S p o n s o r e d O v e r s e a s S t u d e n t s : C o l o m b o P l a n , S o u t h P a c i f i c A i d P r o g r a m ,

S p e c i a l C o m m o n w e a l t h A f r i c a n A s s i s t a n c e P l a n a n d H o m e G o v e r n m e n t

S p o n s o r e d N u m b e r o f D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e T r a i n e e s b y

C o u n t r y o f O r i g i n : 1 9 6 9 - 1 9 7 2

S p o n s o r e d O v e r s e a s S t u d e n t s , N u m b e r s o f D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e S t u d e n t s b y T y p e o f S p o n s o r s h i p a n d L e v e l o f T r a i n i n g : a s a t 3 0

J u n e 1 9 7 2

S p o n s o r e d O v e r s e a s S t u d e n t s , N u m b e r s o f D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e S t u d e n t s E n r o l l e d i n B a c h e l o r D e g r e e C o u r s e s a t A u s t r a l i a n

U n i v e r s i t i e s , b y U n i v e r s i t y a n d c o u r s e : a s a t 3 0 J u n e 1 9 7 2

E n g l i s h T e a c h i n g C e n t r e , N u m b e r s o f S t u d e n t s b y C o u n t r y o f O r i g i n :

1 9 6 9 - 1 9 7 2 a n d C u m u l a t i v e 1 9 6 3 - 1 9 7 2

P r i v a t e O v e r s e a s S t u d e n t s i n A u s t r a l i a , N u m b e r s o f S t u d e n t s b y L a s t P l a c e o f

R e s i d e n c e a n d T y p e o f C o u r s e : a s a t 3 0 J u n e 1 9 7 1

C o m m o n w e a l t h C o - o p e r a t i o n i n E d u c a t i o n A w a r d s b y A u s t r a l i a , N u m b e r o f

A w a r d s C u r r e n t : a s a t 3 0 J u n e 1 9 7 2

C o m m o n w e a l t h S c h o l a r s h i p a n d F e l l o w s h i p P l a n , S c h o l a r s h i p s A w a r d e d b y

A u s t r a l i a , A w a r d s T a k e n U p d u r i n g 1 9 7 2 a n d A w a r d s C u r r e n t : a s a t 3 0

J u n e 1 9 7 2

C o m m o n w e a l t h S c h o l a r s h i p a n d F e l l o w s h i p P l a n , N o m i n a t i o n s m a d e b y

A u s t r a l i a a n d A w a r d s o f f e r e d t o A u s t r a l i a n s

A u s t r a l i a n - A m e r i c a n E d u c a t i o n a l F o u n d a t i o n , T r a v e l G r a n t s f o r S t u d y i n t h e

U n i t e d S t a t e s o f A m e r i c a : 1 9 7 2

A u s t r a l i a n C a p i t a l T e r r i t o r y , N u m b e r o f S c h o o l s b y S i z e : 1 9 6 8 - 1 9 7 2

A u s t r a l i a n C a p i t a l T e r r i t o r y , E n r o l m e n t o f P u p i l s b y G r a d e s : 1 9 6 8 - 1 9 7 2

A u s t r a l i a n C a p i t a l T e r r i t o r y , N u m b e r o f T e a c h e r s : 1 9 6 8 - 1 9 7 2

A u s t r a l i a n C a p i t a l T e r r i t o r y , P r e - S c h o o l C e n t r e s , E n r o l m e n t s a n d S t a f f i n g

1 9 6 8 - 1 9 7 2

A u s t r a l i a n C a p i t a l T e r r i t o r y , E n r o l m e n t s a t C a n b e r r a T e c h n i c a l C o l l e g e a n d

C a n b e r r a S c h o o l o f M u s i c : 1 9 6 8 - 1 9 7 2

Page

1 2 8

1 2 9

1 2 9

1 3 0

1 3 0

1 3 0

1 3 1

1 3 1

1 3 3

1 3 3

1 3 4

1 3 4

1 3 5

1 3 6

1 3 6

1 3 7

1 3 7

1 3 8

1 4 0

1 4 1

1 4 1

113

EDUCATION GRANTS

T a b le 1 —C o m m o n w e a l t h S c ie n c e F a c ilitie s P ro g r a m , A llo c a tio n s t o t h e S t a t e s : b e t w e e n 1 J u l y 1971 a n d 30 J u n e 1975

( $ 000 )

G overnm ent

N o n-G overnm e nt Schools

State Total

S chools

Roman Catholic Other Total

S choo ls

N ew South W ales . . . . 9,472 4,120 1,221 5,341 14 ,813

V ic t o r ia ....................................... 8,036 3,139 2,298 5,437 13 ,473

Q u e e n s la n d ............................. 3,073 2,412 911 3,323 6 ,3 96

South A u s tr a lia ........................ 2,647 409 255 664 3,311

Western A u s t r a lia .................... 1,870 1,173 600 1,773 3,643

T a s m a n ia .................................. 990 427 242 669 1,659

Total 26,088 11,680 5,527 17,207 4 3 ,2 9 5

T a b l e 2— C o m m o n w e a l t h S e c o n d a r y S c h o o l s L ib r a r ie s P r o g r a m , A l l o c a t i o n s t o t h e S t a t e s :

1 J a n u a r y 197 2 t o 31 D e c e m b e r 1974

( $ '0 0 0)

N on -G overnm ent Schools

State

G overnm ent T otal

S chools

Roman C ath olic Other Total

S choo ls

N ew South W ales . . . . 8,210 2,122 565 2,687 10,897

V ic t o r ia ....................................... 6,947 1,595 750 2,345 9,292

Q u e e n s la n d ............................. 2,656 976 383 1,359 4,015

South A u s tr a lia ........................ 2,289 258 144 402 2,691

W estern A u s t r a lia .................... 1,617 298 133 431 2 ,0 48

T a s m a n ia .................................. 857 145 55 200 1,057

Total 22,576 5,394 2,030 7,424 30,000

T a b l e 3—S t a t e s G r a n t s t o I n d e p e n d e n t S c h o o l s f o r R e c u r r e n t E x p e n d i t u r e ,

1971 a n d 1972 ( $ '000)

State

1971

1972 A m o u n t Paid in Respect o f

Prim ary P upils Secondary Pupils Total

N ew South W ales . . . . 4,670 4,359 9,029 12,520

V ic t o r ia ....................................... 3,930 3,947 7,877 11,265

Q u e e n s la n d ............................. 1,937 1,718 3,655 5,195

South A u s tr a lia ........................ 793 752 1,545 2,166

Western A u s t r a lia ................... 855 811 1,666 2 ,4 18

T a s m a n ia .................................. 236 319 555 752

Total 12,421 11,906 24,827 34,316

115

T a b le 4—T e a c h e r s C o ll e g e s P r o g r a m , A l l o c a t i o n s t o S t a t e s f o r A p p r o v e d P r o j e c t s 1 9 6 7 -7 0 a n d A l l o c a t i o n s b a s e d o n E s t i m a t e d C o s t s o f P r o j e c t s 1970-73

P roject an d State 1 9 6 7 -7 0

$'000

N ew S outh W ales— W illia m Balmain Teachers College(a) New castle Teachers College(a) . . G oulburn Teachers C ollege(a) . .

3,601 964 2,935

Total— New South Wales 7,500

1 9 7 0 -7 3

Total 1 9 6 7 -7 3

$'000 $'000

2,200 5,801

5,400 6,364

2,300 5,235

9,900 17,400

V ictoria— Technical Teachers C o lle g e ........................

Secondary Teachers C o l l e g e ...................

Coburg Teachers C o l l e g e ........................

B urw oo d Teachers College ...................

M e lb ourne Teachers C o l l e g e ...................

M onash Teachers C o l l e g e ........................

Frankston Teachers College ....................

E q u ip m e n t.....................................................

T o tal—Victoria

Q ueensland— M o u n t Gravatt Teachers C o lle g e (a ). . . Kelvin Grove Teachers College . . . .

T o w n sville Teachers C o l l e g e ...................

Total— Queensland

South A ustralia— Salisbury Teachers College(a) . . . .

M urray Park Teachers College(a) . . .

R ayw ood In-Service Training Centre . .

Total— South Australia

Western A ustralia— N edlands Secondary Teachers College(a) . Churchlands Teachers College(a) . . . .

Total— Western Australia

Tasmania— Launceston Teachers C o lle g e (a )...................

T otal—Tasmania

Total—Australia

2,500 — 2,500

1,950 — 1,950

650 430 1,080

250 1,210 1,460

— 2,760 2,760

— 2,700 2,700

— 2,050 2,050

— 350 350

5,350 9,500 14,850

3,058 2,756 5,814

522 244 766

200 — 200

3,780 3,000 6,780

2,732 2,732

304 3,600 3,904

164 — 164

3,200 3,600 6,800

2,600 2,600

— 3,000 3,000

2,600 3,000 5.600

1,570 1,000 2,570

1,570 1,000 2,570

24,000 30,000 54,000

(a) Indicates new college being constructed w ith C om m onw e alth Grants.

116

T a b l e 5—P r e - S c h o o l T e a c h e r s C o ll e g e s P r o g r a m , A llo c a t io n a n d A d v a n c e s t o C o ll e g e s : b e t w e e n 1 J u l y 1968 a n d 31 D e c e m b e r 1972

State

Nam e o f P re -S ch o o l Teachers College

B ody or Trustees C ond ucting or O w n in g P roperty o f P re-S ch ool Teachers College A llo c a tio n

A dvance to

31 Decem ber 1972

N ew S outh W ales Nursery S chool Teachers The Sydney Day Nursery and

$

650,000

$

615,501

C ollege Nursery Schools Association

Sydney Kindergarten Teachers The Kindergarten Union of 225,000 202,754

C ollege New South Wales Inc.

V ic to r ia .................... M e lb ourne Kindergarten The Trustees of the M elbourne 210,000 94,235

Teachers College Kindergarten Teachers

College

Queensland . . Brisbane Kindergarten The Creche and Kindergarten 350,000 350,000

Teachers College Association of Queensland

South Australia The Kindergarten Teachers The Kindergarten Union of 670,000 657,500

C ollege S outh Australia Inc.

Western A ustralia . M e erilinga Kindergarten (indergarten A ssociation of 175,000 175,000

Teachers College Western Australia Inc.

Tasmania . . . . Launceston Teachers College 220,000 220,000

Total 2,500,000 2,314,990

T a b l e 6 —P r e - S c h o o l T e a c h e r s C o l l e g e s P r o g r a m : A c t u a l E n r o l m e n t s 196 7 a n d 1 9 7 0 - 7 2 , a n d P o t e n t i a l E n r o l m e n t s

State

Nam e o f C ollege

Total Enrolm ent

P o te n tia l Enrolm ents on C om pletion o f Assistance

Program

1967 1970 1971 1972

N ew South Wales . Nursery School

Teachers College

99 112 122 116 200

Sydney Kindergarten Teachers College

127 176 198 221 300

V ic t o r ia .................... M e lb ourne Kindergarten

Teachers College

193 315 386 427 45 0(a)

Queensland Brisbane Kindergarten

Teachers College

148 184 204 258 300

S outh Australia . . The Kindergarten

Teachers College

93 100 101 141 200

Western Australia . M eerilinga Kindergarten Teachers College 66 86 100 114 160

Tasmania . . . . Launceston Teachers College (b) — 59 52 n.a. 70

Total 726 1,032 1,163 1,277 1,680

(a) This also includes increased enrolm ents due to facilities provided by the State governm ent. (b) Estimate o f the num ber o f infant teacher trainees. Infant teachers in Tasmania are trained to teach children in the three to eight age group.

117

T a b le 7—T e c h n i c a l T raining P r o g r a m , A l l o c a t i o n s t o S t a t e s : b e t w e e n 1 J u l y 1964 a n d 30 J u n e 1974

State 1964-71 1 9 7 1 -7 4 1 9 6 4 -7 4

$'000 $'000 $'000

N ew S outh W a l e s ....................................... 26,103 13,320 39,423

V ic t o r ia ........................................................... 19,766 10,030 29,796

Q u e e n s la n d ................................................. 10,162 5 ,2 50 15,412

South A u s t r a lia ............................................ 6,601 3 ,3 90 9,991

W estern A u s t r a lia ....................................... 5,055 2,8 70 7,925

T a s m a n ia ...................................................... 2,313 1,140 3,453

Total 70,000 3 6 ,0 0 0 106,000

T a b l e 8—A d v a n c e d E d u c a tio n , C o m m o n w e a l t h G r a n t s t o t h e S t a t e s

f o r C o ll e g e s o f A d v a n c e d E d u c a t i o n :

1 9 6 5 - 6 6 , 1967-69, 1 9 7 0 - 7 2 a n d 1 9 7 3 - 7 5 ( $ '000)

C o m m o n w e a lth Funds A vailable under Legislation

C apita l

State Recurrent

Library M aterials

Other

Total

1 9 6 5 -6 6

N ew South W a le s ................................................. ___ 1,000 1,000

V ic t o r ia .................................................................... — — 1,600 1,600

Q u e e n s la n d .......................................................... — — 950 950

South A u s tr a lia ..................................................... — — 250 250

W estern A u s t r a lia ................................................ — — 1,000 1,000

T a s m a n ia ............................................................... — — — —

Total - — 4,800 4,800

19 67-6 9

N ew South W a le s ................................................. 2,540 160 7,834 10,534

V ictoria ............................................................... 9,452 180 6,312 15,944

Q u e e n s la n d .......................................................... 2,049 60 3,090 5,199

S outh A u s tr a lia ..................................................... 2,206 50 2,721 4,977

W estern A u s t r a lia ................................................. 3,036 40 2,743 5,819

T a s m a n ia ............................................................... 694 10 1,300 2,004

Total 19,977 500 24,000 44,477

1970-7 2

N ew South W a le s ................................................. 9,614 125 15,394 25,133

V ic t o r ia .......................................................... 20,564 198 15,000 35,762

Q u e e n s la n d .......................................................... 5,586 60 6,400 12,046

South A u s tr a lia ..................................................... 4,922 60 5,078 10,060

Western A u s t r a lia ................................................. 7,877 45 4,250 12,172

T a s m a n ia .......................................................... 2,363 12 3,250 5,625

Total 50,926 500 49,372 100,798

118

C o m m onw e alth Funds A va ila b le under Legislation

State C apita l

Total

R ecurrent (e x c lu d in g library

Library Other grant)

M aterials

1 9 7 3 -7 5

New S outh W a le s ................................................. 22,091 21,050 43,141

V ic t o r ia .................................................................... 33,333 25,500 58,833

Q u e e n s la n d .......................................................... 10,000 7,750 17,750

South A u s tr a lia ...................................................... 9,474 10,000 19,474

Western A u s t r a lia ................................................. 14,035 7,500 21,535

T a s m a n ia ................................................................ 4,211 3,900 8,111

T otal— Australia 93,144 5,000 (a) 75,700 168,844

Total includ ing library grant 17 3,84 4

(a) A llo cation s to individ ual States are yet to be determ ined.

119

SCHOLARSHIPS A N D A W A R D S FOR AUSTRALIAN STUDENTS

T a b le 9—C o m m o n w e a l t h S c h o l a r s h i p S c h e m e s , E x p e n d it u r e by S c h e m e : (i) F in a n c ia l Y e a r s 1 9 6 7 -6 8 t o 1971-72 (ii) C a le n d a r Y e a r s 1 9 6 8 -7 2 ( $ ' 000)

C o m m o n w e a lth Scholarship Schemes

Year

P o st­ graduate U n ive rsity A d va n ce d

E ducation S econdary Technical Total

F i n a n c i a l Y e a r s

1 9 6 7 - 68 ....................................

1 9 6 8 - 69 ....................................

1 9 6 9 - 70 ....................................

1 9 7 0 - 71 ....................................

2,899 3,588 4,526

5,209

13,383 16,268 18,160 22,519

754 1,001 1,628 2,793

6 .4 7 4 (a ) 6 .5 5 8 (a ) 6 .7 3 8 (a ) 6 .7 9 1 (a )

1,031 1,123 1,162 1,096

24.541(a) 28.539(a) 32.215(a) 38.408(a)

1 9 7 1 -7 2 — By S ta te s: N ew S outh W ales (b) ......................... 2,604 10,071 919 2,899 420 16,913

V i c t o r i a ...................................................... 1,520 8,211 1,130 1,798 319 12,978

Q ue enslan d................................................. 662 4,286 586 947 103 6,584

South A u s tr a lia ( c ) .................................. 691 2,556 452 596 102 4,397

W estern A u s t r a lia .................................. 268 2,218 384 501 82 3,453

T a s m a n ia ................................................. 141 785 80 183 21 1,210

T otal— Australia 5,888 28,127 3,552 6 .9 2 4 (a ) 1,048 45 .538 (a)

C a l e n d a r Y e a r s

1968 ...............................................................

1969 ...............................................................

1970 ...............................................................

1 9 7 1 ........................................................

3,063 4,276 4,635 5,718

14,542 16,361 20,280 25,169

872

1,233 2,130 2,887

6 .2 2 4 (a ) 6 .3 3 4 (a ) 6 .3 30(a) 6 .3 8 4 (a )

1,114 1,167 1,153 1,071

25 .815 (a) 29 .371 (a) 34 .528 (a) 41 .229 (a)

1972— By S ta te s : N ew S outh W ales ( b ) ........................ 2,639 10,885 1,012 2,374 440 17,350

V i c t o r i a ...................................................... 1,583 7,967 1,322 1,809 322 13,003

Q ue enslan d................................................. 686 4,529 611 932 92 6,850

South Australia (c) ............................. 722 2,725 481 599 97 4,624

W estern A u s t r a lia .................................. 265 2,261 417 479 81 3,503

T a s m a n ia ................................................. 148 803 92 178 17 1,238

Total— Australia 6,043 29,172 3,935 6 .3 7 3 (a ) 1,050 46 .573 (a)

NOTE: The figures fo r calendar years include o n ly expenditure on scholarship benefits, and exclude some adm inistrative costs, prin cipally those associated w ith the Secondary S cholarship selection exam ination. These costs are included in the expenditure figures fo r financial years.

(a) Includes paym ent o f benefits to parents tem porarily resident overseas. (b ) Includes Australian Capital Territory. (c) Includes Northern Territory.

120

T a b le 10—C o m m o n w e a l t h S c h o l a r s h i p S c h e m e s , N u m b e r o f N e w A w a r d s A vailab le: 1 9 6 9 -1 9 7 3

C om m o n w e a lth S cholarship Schem es

Postgraduate U niversity

A d va n ce d E ducation

Senior S econdary

Research Course Open Entrance Later

Year

an d

S econdary (a)

Technical Total

1969 .................................. 650 7,500 2,000 1,500 10,000 2,500 24,150

1970 .................................. 650 — 7,500 4,000 2,500 10,000 2,500 27,150

1 9 7 1 .................................. 700 100 8,500 4,000 2,500 10,000 2,500 28,300

1972 .................................. 700 100 8,500 4,000 4,000 10,000 2,500 29,800

1973 .................................. 70 0 100 9,500 5,000 6,000 25,000 2,500 48,800

(a) The C om m onw ealth Senior Secondary Scholarship Schem e is to be introduce d in 1973. The scheme replaces the C om m onw ealth Secondary Scholarship Scheme.

T a b l e 11 —C o m m o n w e a l t h S c h o l a r s h i p S c h e m e s , N u m b e r s o f S c h o l a r s in

T r a i n i n g by S c h e m e : 1 9 6 8 - 1 9 7 2

Year

C om m onw e alth S cholarship Schem es (a)

P ost­ graduate U niversity A d va n ce d

E ducation S econdary Technical Total

1968 ............................................................... 1,372 24,784 2,307 19,437 4,365 52,265

1969 ............................................................... 1,629 27,320 3,009 19,562 4,528 56,048

1970 ............................................................... 1,730 30,510 4,656 19,572 4,580 61,048

1 9 7 1 ............................................................... 1,955 34,168 5,866 19,576 4,348 65,913

1972— By S ta te s : New South Wales ( b ) ........................ 899 14,617 2,195 7,360 1,931 27,002

V i c t o r i a ..................................................... 535 10,208 2,734 5,262 1,268 20,007

Q ueensland................................................ 234 5,088 983 2,868 426 9,599

South Australia ( c ) ............................. 244 3,266 841 1,916 423 6,690

Western A u s t r a lia .................................. 91 2,530 765 1,536 324 5,246

T a s m a n ia ................................................ 52 918 221 556 93 1,840

Total—Australia 2,055 36,627 7,739 19,498 4,465 70,384

(a) Scholars in receipt o f C om m onw ealth teacher training awards not included. (b) Includes Australian Capital Territory. (c) Includes Northern Territory.

121

T a b l e 12—C o m m o n w e a l t h P o s t g r a d u a t e A w a r d s S c h e m e , N u m b e r s o f S c h o l a r s in T r a i n i n g : 1 96 7-1 9 7 2

Year

Scholars H o ld in g N e w A w a rd s

Scholars H o ld in g A w a rd s Granted in Previous Years

Total

Research Course Research Course Research Course

1967 ............................................ 500 679 1,179

1968 ............................................ 500 — 872 — 1,372 —

1969 ............................................ 640 — 989 — 1,629 —

1970 ............................................ 646 — 1,084 — 1,730 —

1971 ............................................ 694 98 1,163 — 1,857 98

1972— By U niversity and S ta te : Australian N ational U niversity 50 9 83 — 133 9

Sydney ....................................... 103 11 214 — 317 11

N ew South W a le s .................... 73 28 161 14 234 42

M a c q u a rie .................................. 20 1 39 1 59 2

N e w c a s tle .................................. 14 — 22 — 36 —

N ew E n g l a n d ........................ 20 2 34 — 54 2

T otal— N.S.W. and A.C.T. 280 51 553 15 833 66

M elbourne ............................. 102 18 168 1 270 19

M onash .................................. 78 9 106 2 184 11

La T r o b e .................................. 23 1 25 2 48 3

T otal— Victoria 203 28 299 5 502 33

Q u e e n s la n d ............................. 78 11 119 2 197 13

Jam es C o o k ............................. 9 3 12 — 21 3

T otal— Queensland 87 14 131 2 218 16

A d e l a i d e .................................. 65 2 106 2 171 4

F lin d e rs ....................................... 20 2 47 — 67 2

T otal— S outh Australia 85 4 153 2 238 6

Western A u s t r a lia ................... 25 2 62 2 87 4

Total— Western Australia 25 2 62 2 87 4

T a s m a n ia .................................. 16 — 36 — 52 —

Total—Tasmania 16 — 36 — 52 —

Total—Australia 696 99 1,234 26 1,930 125

122

T a b l e 13—C o m m o n w e a l t h U n i v e r s ity S c h o l a r s h i p S c h e m e , N u m b e r s of S c h o l a r s h i p s A w a r d e d : 1 9 67 -1 9 7 2

Year

N um ber o f S cholarships A w a rd e d

Open Entrance M ature Age Later Year Total

1967 ....................................... 4,004 514 3,172 7,690

1968 ............................................ 6,425 120 1,988 8,533

1969 ............................................ 7,399 248 1,990 9,637

1970 ....................................... 7,740 244 3,776 11,760

1971 .................................. 8,680 239 3,833 12,752

1972— By States : N ew South W ales (a) . . . 3,252 89 1,472 4,813

V ic t o r ia ....................................... 2,331 77 1,021 3,429

Q u e e n s la n d ............................. 1,233 52 599 1,884

South A ustralia .................... 926 19 372 1,317

Western A u s t r a lia .................... 722 16 258 996

T a s m a n ia .................................. 266 6 102 374

Total— Australia 8,730 259 3,824 12,813

(a) Includes the Australian Capital Territory.

T a b l e 14— C o m m o n w e a l t h U n i v e r s i t y S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s in T r a i n i n g : 1 9 6 7 - 1 9 7 2

N um b er o f S cholars in Training a t 3 0 Jun e

Year

S cholars H o ld in g N e w A w ards

S cholars H oldin g A w ards G ranted in Previous Years

Total

1967 ............................................ 7,234 15,498 22,732

1968 ............................................ 7,956 16,828 24,784

1969 ............................................ 8,948 18,372 27,320

1970 ............................................ 10,898 19,612 30,510

1971 ............................................ 11,793 22,375 34,168

1 972— By S ta te s :

14,617 N ew S outh W ales (a) . . . 4,614 10,003

V ic t o r ia ....................................... 3,169 7,039 10,208

Q u e e n s la n d ............................. 1,759 3,329 5,088

South Australia .................... 1,117 2,149 3,266

W estern A u s t r a lia .................... 876 1,654 2,530

T a s m a n ia .................................. 260 658 918

T otal— Australia 11,795 24,832 36,627

(a) Includes the Australian Capital Territory.

123

T a b le 15—C o m m o n w e a l t h U n i v e r s ity S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o la r s in T r a in i n g b y F ield o f S t u d y : a s a t 30 J u n e 1972

F ie ld o f S tudy

N.S.W .

(a)

Vic. Q /d S.A. W.A. Tas. Total

F u ll- t im e S c h o la r s

A g r i c u l t u r e .................................. 229 139 102 73 55 36 634

A r c h ite c tu r e .................................. 503 285 103 64 42 — 997

A r t s ................................................ 2,238 1,408 824 628 496 231 5,825

A rts /E c o n o m ic s ............................. 1 — — — — — 1

A r t s / L a w ....................................... 1,118 327 129 14 3 — 1,591

Commerce, Economics . . . . 1,331 1,016 309 189 224 71 3,140

C o m m e r c e / L a w ........................ 190 335 67 — — — 592

C om p uter/Info rm a tion Processing 7 — 25 2 5 — 39

D e n t is t r y ....................................... 286 167 99 124 32 — 708

E d u c a tio n ....................................... 234 151 142 40 55 17 639

E n g in e e rin g .................................. 1,247 1,026 566 271 272 76 3,458

L a w ................................................ 518 793 87 257 166 121 1,942

M e d ic in e ....................................... 1,942 1,794 891 577 430 137 5,771

M u s i c ............................................ 17 73 21 32 16 — 159

O ccupational Therapy . . . . — — 39 — — — 39

O ptom etry .................................. 36 52 — — — — 88

Pharmacy .................................. 273 — 103 5 — — 381

P h y s io th e ra p y ............................. — — 96 4 — — 100

Science ....................................... 2,298 1,709 601 866 508 178 6,160

S c i e n c e / L a w ............................. — 5 — — — — 5

Social Studies, Social W ork . . 362 175 216 — — — 753

Speech T h e r a p y ........................ — — 49 — — — 49

S u rv e y in g ....................................... 32 19 12 — — — 63

Veterinary S c i e n c e .................... 242 149 197 — — — 588

Total 13,104 9,623 4,678 3,146 2,304 867 33,722

P a r t - ti m e S ch o la rs

A g r i c u l t u r e .................................. 4 5 1 10

A r c h ite c tu r e .................................. 52 26 5 1 — — 84

A r t s ................................................. 310 149 122 47 82 22 732

A r t s / L a w ....................................... 5 17 41 1 — — 64

Commerce, Economics . . . . 422 143 73 26 37 12 713

C o m m e r c e / L a w ........................ 6 24 21 — — — 51

C om p uter/Info rm a tion Processing 4 — 7 — 4 — 15

E d u c a tio n ....................................... 102 42 52 13 43 9 261

E n g in e e rin g .................................. 334 1 1 9 2 2 349

L a w ................................................ 12 140 55 6 42 3 258

M u s i c ............................................ — 1 — 1 — — 2

Science ....................................... 243 31 24 11 16 2 327

Social Studies, Social W ork . . — 11 3 — — — 14

Speech T h e r a p y ........................ — — 2 — — — 2

S u rv e y in g ....................................... 23 — — — — — 23

Total 1,513 585 410 120 226 51 2,905

124

F ie ld o f S tudy

N.S. W. (a)

Vic. O ld S.A. W.A. Tas. Total

T o ta l S c h o la r s

A g r ic u lt u r e ........................ 229 139 106 78 55 37 644

A r c h ite c tu r e .................... 555 311 108 65 42 1,081

A r t s ............................................ 2,548 1,557 946 675 578 253 6,557

A rts/E co n o m ics.................... 1 1

A r t s / L a w ......................... 1,123 314 170 15 3 _ 1,655

Commerce, Econom ics . . . . 1,753 1,159 382 215 261 83 3,853

C o m m e r c e /L a w .................... 196 359 88 _ 643

C om p uter/Info rm a tion Processing 11 — 32 2 9 54

D e n t is t r y ....................................... 286 167 99 124 32 708

E d u c a tio n ....................................... 336 193 194 53 98 26 900

E n g in e e rin g ............................. 1,581 1,027 567 280 274 78 3,807

L a w ....................................... 530 933 142 263 208 124 2,200

M e d ic in e ....................................... 1,942 1,794 891 577 430 137 5,771

M u s i c ............................................ 17 74 21 33 16 161

O ccupational Therapy . . . . — — 39 — 39

O p t o m e t r y .................................. 36 52 — — 88

Pharmacy .................................. 273 — 103 5 381

P h y s io th e ra p y ............................. — — 96 4 100

Science ....................................... 2,541 1,740 625 877 524 180 6,487

S c i e n c e / L a w ............................. — 5 5

Social Studies, Social W ork . . 362 186 219 _ _ _ 767

Speech T h e ra p y............................. — — 51 — — — 51

S u rv e y in g ....................................... 55 19 12 — — — 86

Veterinary S c i e n c e .................... 242 149 197 — — — 588

Total 14,617 10,208 5,088 3,266 2,530 918 36,627

(a) Inclu des Australian Capital Territory.

T a b l e 16 —C o m m o n w e a l t h A d v a n c e d E d u c a t i o n S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s h i p s A w a r d e d a n d N u m b e r s o f S c h o l a r s in T r a i n i n g : 1 9 6 7 - 1 9 7 2

Year

N um ber o f Scholarships A w arded

N um ber o f Scholars in Training (a)

Open Entrance

Later Year

Total

H o ld in g N e w A wards

H o ld in g A wards G ranted in Previous

Years

Total

1967 ................................................. 486 326 812 847 1,016 1,863

1968 ................................................. 660 323 983 984 1,323 2,307

1969 ................................................. 803 668 1,471 1,541 1,468 3,009

1970 ................................................. 1,932 721 2,653 2,820 1,836 4,656

1 9 7 1 ................................................. 2,309 531 2,840 2,823 3,043 5,866

1972— By States : N ew S outh W ales (b) . . . . 1,025 201 1,226 1,028 1,167 2,195

V i c t o r i a ....................................... 1,125 381 1,506 1,375 1,359 2,734

Queensland ............................. 305 125 430 417 566 983

S outh A u s t r a l ia ......................... 302 104 406 384 457 841

W estern A u s t r a l i a .................... 334 99 433 369 396 765

Tasmania .................................. 98 30 128 108 113 221

Total— Australia 3,189 940 4,129 3,681 4,058 7,739

(a) As at 30 Jun e each year. (b ) Includes Australian C apital Territory

125

T a b l e 17—C o m m o n w e a l t h A d v a n c e d E d u c a t i o n S c h o l a r s h i p S c h e m e , N u m b e r s of S c h o l a r s in T r a i n i n g by F ield o f S t u d y : a s a t 30 J u n e 1972

F ie ld o f S tudy N.S.W .

(a)

Vic. O ld S .A W.A. Tas. Total

A g r ic u ltu r e ....................................... 78 65

F u ll- t im e S c h o la r s

105 20 13 281

A rchitecture, B uilding . . . . 6 51 — 28 81 20 186

A r t ..................................................... 53 333 56 18 35 27 522

C h ir o p o d y ....................................... 11 — — 2 1 — 14

Commerce, Business Studies (b) 120 365 103 58 74 8 728

Dram atic A r t .................................. 29 — — — — — 29

E n g in e e r in g .................................. 112 576 186 76 66 20 1,036

Food T e c h n o lo g y ........................ 21 21 22 — — — 64

General, Liberal Studies . . . . 56 51 — — 29 — 136

Inform ation, Data Processing . . 36 65 — 18 31 — 150

L a w ................................................ — 15 — — — — 15

L ib r a r ia n s h ip .................................. 24 54 — 11 11 — 100

M anagem ent, Public A dm in. . . 29 35 17 — 11 — 92

Med. Records Librarianship . . 13 7 — — — — 20

Med. Lab. Technology . . . . — 8 37 27 15 2 89

M u s ic ................................................. 17 2 26 — — 24 69

N u r s in g ............................................ 2 7 3 — — — 12

O ccupational Therapy . . . . 95 65 — 16 46 — 222

O p t o m e t r y ....................................... — — 19 — — — 19

O r t h o p t ic s ....................................... 6 2 — — — — 8

P h a r m a c y ....................................... — 193 — 57 44 26 320

Physiotherapy ............................. 189 82 — 76 — — 347

Radiography, Radiotherapy . . — 31 — — 35 — 66

S c ie n c e ............................................ 169 252 154 77 75 1 728

Social Studies, Social W ork . . — 6 — 50 38 — 94

Speech S c ie n c e ............................. 43 34 — — — — 77

S u r v e y in g ....................................... 3 27 — 15 20 5 70

Kindergarten Teaching Training . 115 69 65 10 13 — 272

Other Teacher Training . . . . 156 79 59 42 7 9 352

O t h e r ................................................. 1 55 2 — 17 — 75

Total 1,384 2,550 854 601 662 142 6,193

A g r ic u ltu r e ....................................... 1

P a r t- tim e S c h o la r s

1

A rchitecture, B uilding . . . . 109 14 56 6 8 5 198

Art ................................................ — 4 — 1 — — 5

Commerce, Business Studies (b) 185 51 34 71 56 33 430

E n g in e e r in g .................................. 161 13 13 54 5 5 251

General, Liberal Studies . . . . 9 1 — — — — 10

Inform ation, Data Processing . . 11 12 — 4 3 — 30

L a w ................................................ 201 37 — — — — 238

L ib r a r ia n s h ip .................................. 34 12 — 4 7 — 57

M anagem ent, Public A dm in. . . 38 7 1 — 7 1 54

Med. Lab. Technology . . . . — 2 1 1 3 — 1 5 4 0

P h a r m a c y ....................................... — — — 3 — 6 9

Radiography, Radiotherapy . . — 2 — 32 2 1 37

S c ie n c e ............................................ 52 7 11 54 7 12 143

Social Studies, Social W ork . . — — — 2 5 — 7

S u r v e y in g ....................................... 7 2 5 2 3 1 20

O ther Teacher Training . . . . 4 — — 1 — — 5

O t h e r ................................................ — — 8 3 — — 11

Total 811 194 129 240 103 79 1,546

126

F ie ld o f S tudy N.S.W .

(a)

Vic. O ld S.A. W.A. Total

A g r ic u ltu r e .................... 78 66

A rchitecture, B uilding . . . . 115 65

Ar t .................................. 53 337

Commerce, Business Studies (b) 305 416

C h ir o p o d y .................... 11

D ram atic A r t .................... 29 _

E n g in e e r in g .................... 273 589

Food T e c h n o lo g y ......................... 21 21

General, Liberal Studies . 65 52

Inform ation, Data Processing . . 47 77

L a w .................................. 201 52

L ib r a r ia n s h ip ................................... 58 66

M anagem ent, Public A dm in. . 67 42

Med. Records Librarianship . . 13 7

Med. Lab. T e chno lo gy . . . . — 2 9

M u s ic ................................................. 17 2

N u r s in g ............................................ 2 7

O ccupational Therapy . . . . 95 65

O p t o m e t r y ........................................ — —

O r t h o p t ic s ........................................ 6 2

P h a r m a c y ........................................ — 193

Physiotherapy .............................. 189 82

Radiography, R a d io th e ra p y. . . — 33

S c ie n c e ............................................ 221 259

Social Studies, Social W ork . . — 6

Speech S c ie n c e .............................. 43 34

S u r v e y in g ....................................... 10 29

Kindergarten Teacher Training . 115 69

Other Teacher Training . . . . 160 79

O t h e r ................................................. 1 55

Total 2,195 2,734

105

T o t a l S c h o la r s

20 13 282

56 34 89 25 384

56 19 35 27 527

137 129 130 41 1,158

— 2 1 — 14

— — — — 29

199 130 71 25 1,287

22 — — — 64

— — 29 — 146

— 22 34 — 180

— — — — 253

— 15 18 — 157

18 — 18 1 146

— — — — 20

38 30 15 17 129

26 — — 24 69

3 — — — 12

— 16 46 — 222

19 — — — 19

8

— 60 44 32 329

— 76 — — 347

— 32 37 1 103

165 131 82 13 871

— 52 43 — 101

77

5 17 23 6 90

65 10 13 — 272

59 43 7 9 357

10 3 17 — 86

983 841 765 221 7,739

(a) Includes A ustralian Capital Territory. (b) Formerly Comm erce and A ccoun tancy.

T a b l e 18 —C o m m o n w e a l t h A d v a n c e d E d u c a t i o n S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s in T r a i n i n g b y T y p e o f I n s t i t u t i o n : a s a t 30 J u n e 1972

N.S.W .

(a)

Vic. Q ld S.A. W.A. Tas. Total

Coll e g e s o f Advan ce d E duca tion

F u ll-tim e ........................................................... 1,064 2,293 672 549 631 133 5,342

P art-tim e ........................................................... 570 146 129 239 103 79 1,266

Total Scholars 1,634 2,439 801 788 734 212 6,608

O th e r Colleg es

F u ll-tim e ........................................................... 320 257 182 52 31 9 851

Part-tim e ........................................................... 241 38 — 1 — — 280

Total Scholars 561 295 182 53 31 9 1,131

All Colleges

F u ll-tim e ........................................................... 1,384 2,550 854 601 662 142 6,193

Part-tim e ........................................................... 811 184 129 240 103 79 1,546

Total Scholars 2,195 2,734 983 841 765 221 7,739

(a) Includes Australian Capital Territory.

127

T a b le 19—C o m m o n w e a l t h S e c o n d a r y S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s h i p s A w a r d e d b y T y p e o f S c h o o l A t t e n d e d , a n d N u m b e r s o f S c h o l a r s in T r a in i n g : 19 67-1972

Year

N u m b e r o f S cholarships A w a rd e d to Candidates from

N um ber o f Scholars in Training (a)

G overnm ent S ch o o ls

N o n -G o ve rn m e n t S chools

Total—A ll Schools Roman Catholic O ther

1967 ............................................ 6,000 1,902 2,088 9,990 19,326

1968 ................................................ 5,968 1,872 2,155 9,995 19,437

1969 . ....................................... 5,863 2,067 2,074 10,004 19,562

1970 ............................................ 5,723 2,087 2.224 10,034 19,572

1 9 7 1 ............................. 5,614 2,210 2,171 9,995 19,576

1972 — By States : N ew South Wales ( b ) ........................ 2,337 827 598 3,762 7,360

V i c t o r i a ..................................................... 1,206 655 821 2,682 5,272

Q u e e n s la n d ............................................ 730 380 338 1,448 2,868

S outh Australia (c) ............................. 617 112 252 981 1,916

W estern A u s t r a lia .................................. 456 168 153 777 1,536

T a s m a n ia ............................................ 208 43 66 317 556

Total— Australia 5,554 2,185 2,228 9,967 19,498

(a) As at 30 Jun e each year. (b) Includes Australian Capital Territory. (c) Includes Northern Territory.

T a b l e 2 0 —C o m m o n w e a l t h T e c h n i c a l S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s h i p s A w a r d e d b y T y p e o f S c h o o l A t t e n d e d , a n d N u m b e r s o f S c h o l a r s in T r a i n i n g : 1 9 6 7 -1 9 7 2

Year

N um ber o f Scholarships A w a rd e d to Candidates from

N um ber of Scholars in Training (a)

G overnm ent Schools

N o n -G o ve rn m e n t Schools Other In stitu tio n s or N o

In stitu tio n

Total A warded R om an C ath olic Other

1967 ................................................ 1,440 167 104 605 2,316 3,754

1968 ................................................ 1,323 215 136 878 2,552 4,365

1969 ................................................ 1,457 240 152 699 2,548 4,528

1970 ................................................ 1,637 296 131 590 2,654 4,580

1 9 7 1 ................................................ 1,285 213 58 954 2,510 4,348

1972 — By S ta te s: N ew South Wales (b) . . . 513 154 51 536 1,254 1,931

V i c t o r i a ....................................... 491 8 3 175 677 1,268

Q u e e n s la n d ............................. 60 22 11 164 257 426

S outh Australia ( c ) ................... 163 17 14 81 275 423

Western A u s t r a lia ................... 86 26 11 96 219 324

T a s m a n ia .................................. 34 7 2 17 60 93

Total— Australia 1,347 234 92 1,069 2,742 4,465

(a) As at 30 Jun e each year. (b) Includes Australian Capital Territory. (c) Includes Northern Territory.

128

T a b l e 21—C o m m o n w e a l t h T e c h n i c a l S c h o l a r s h i p S c h e m e , N u m b e r s of F u l l - t i m e a n d P a r t - t i m e S c h o l a r s in T r a i n i n g : 1 9 6 7 -1 9 7 2

Scholars in Training 1967 1968 1969 1970 1971 1972

Full-tim e Part-time

2,742 1,012

3,008 1,357

3,127 1,401

3,076 1,504

2,728 1,620

2,476 1,989

Total Scholars 3,754 4,365 4,528 4,580 4,348 4,465

T a b l e 22 —C o m m o n w e a l t h T e c h n i c a l S c h o l a r s h i p S c h e m e , N u m b e r s o f S c h o l a r s in

T r a i n i n g b y F ie ld o f S t u d y : a s a t 30 J u n e 1972

F ie ld o f S tudy

N.S.W. (a)

Vic. O ld

S.A. (b)

W.A. Tas. Total

A ccountancy ....................................... 18 _ 36 — 54

A d v e r tis in g ............................................ 6 — — — — — 6

A g r ic u ltu r e ............................................ 17 36 20 20 1 — 94

A r t ........................................................... 135 9 51 77 43 11 326

Autom otive E n g in e e rin g .................... 3 12 — 14 — — 29

B a l l e t ...................................................... — 13 — 3 — — 16

B u ild in g ................................................. 92 20 2 19 — 17 150

Business S tu d ie s .................................. 267 59 59 42 12 8 447

Cartography ....................................... — — — 6 16 — 22

D e s ig n ...................................................... 45 5 — 5 1 — 56

D r a f t i n g ................................................. 102 37 37 4 55 1 236

Electronics and C om m unications . . 38 79 — 41 — — 158

E n g in e e rin g ............................................ 242 293 112 80 18 17 762

F a s h i o n ................................................. 204 6 — — 9 — 219

F o o d ...................................................... 10 3 3 — 2 — 18

Home E c o n o m ic s .............................. 38 — — — — — 38

L ib r a r ia n s h ip ....................................... 20 — — 1 — — 21

Med., Biol. Lab. T e chno lo gy . . . 99 1 39 33 — — 172

M inin g ................................................. 2 — — — — — 2

M u s ic ...................................................... 30 2 — — — — 32

R a d io g r a p h y ....................................... 15 1 — — 4 8 28

Rural S t u d i e s ....................................... 71 3 41 3 1 119

S e c r e t a r ia l............................................ 326 — 30 37 43 31 467

S c i e n c e ................................................. 121 116 27 17 73 — 354

S u rve yin g ................................................. 26 1 4 9 — — 40

Secondary S c h o o lin g ......................... — 538 — — — — 538

Teacher T r a in in g .................................. — — — — 5 — 5

T e x t i l e s ................................................. 2 4 — — — — 6

Youth L e a d e rs h ip .................................. — 4 — — — — 4

Other ...................................................... 2 26 1 12 5 46

Total 1,931 1,268 426 423 324 93 4,465

(a) Includes Australian Capital Territory

(b) Includes Northern Territory.

129

T a b le 23— N a tio n a l S e r v i c e V o c a t i o n a l T r a in i n g S c h e m e , N u m b e r s of S c h o l a r s in T r a i n i n g : 1 9 6 9 -1 9 7 2

State

N um b er in Training (a)

1969 1970 1971 1972

N ew South Wales ( b ) ....................................... 124 172 231 235

V ic t o r ia .................................................................... 20 48 78 102

Q u e e n s la n d .......................................................... 66 66 92 70

S outh A u s tra lia ..................................................... 49 39 37 57

W estern A u s tr a lia ................................................. 27 33 36 36

T a s m a n ia ............................................................... 7 15 18 16

Total— Australia 293 373 492 516

(a) As at 30 June.

(b ) Includes Australian Capital Territory.

T a b l e 24—A b o r ig i n a l S t u d y G r a n t s S c h e m e , N u m b e r s o f S t u d e n t s in T r a i n i n g : 1 9 6 9 -1 9 7 2

State

N um ber o f Grants Taken Up (a)

1969 1970 1971 1972

N ew S outh W ales ( b ) ....................................... 32 88 128 191

V ic t o r ia .................................................................... 4 15 35 73

Q u e e n s la n d .......................................................... 39 92 161 210

S outh A u s tr a lia ..................................................... 16 15 20 38

W estern A u s t r a lia ................................................. 24 96 151 169

T a s m a n ia ............................................................... — 2 3 5

Northern T e r r ito r y ................................................. — — 1 3

Total— Australia 115 308 499 689

(a) In receipt of benefits at some tim e during year.

(b ) Includes Australian Capital Territory.

T a b l e 25 —A b o r ig i n a l S e c o n d a r y G r a n t s S c h e m e , N u m b e r s o f S c h o l a r s in T r a i n i n g : 1 9 7 0 -1 9 7 2

State in w hich Grant Taken Up

N um ber in Training (a)

1970 1971 1972

N ew South W ales ( b ) ........................................................................

V ic t o r ia .....................................................................................................

Q u e e n s la n d ............................................................................................

S outh A u s tr a lia .......................................................................................

Western A u s t r a lia ..................................................................................

T a s m a n ia ................................................................................................

Northern T e r r ito r y ..................................................................................

Total— Australia

420 960 1,135

170 258 303

361 1,134 1,376

274 331 386

483 660 801

3 8 31

53 164 234

1,764 3,515 4,266

(a) In receipt of benefits at 30 June.

(b ) Includes Australian Capital Territory.

130

ASSISTANCE TO OVERSEAS STUDENTS

T a b le 26—S p o n s o r e d O v e r s e a s S t u d e n t s , P rincipal S c h e m e s o f S p o n s o r s h ip , N u m b e r s o f S t u d e n t s in A u s tr a lia by Level o f T ra in in g : a s a t 30 J u n e 1972

Schem e o f Sponsorship

Le vel o f Training

Total Students under the A u th o rity o f D epartm ent o f E ducation and

Science

H ighe r E ducation (a) Other

Total Students

C olom bo Plan ................................................. 1,347 340 1,687 1,312

C om m onw ealth C o-o peration in Education— C om m onw e alth Scholarship and F e llo w ship P l a n ............................................ 76 7 83 76

Other Educational Assistance .................... 65 29 94 94

Australian International A w ards Scheme . . 9 2 11 9

South Pacific A id P r o g r a m ............................. 18 20 38 16

Special C om m onw ealth African Assistance P l a n ................................................. 45 29 74 40

South East Asian Treaty O rganisation Scholarships and F e llo w s h ip s .................... 6 2 8 2

United N ations S c h e m e s .................................. 25 31 56 25

United N ations Educational S cientific and Cultural O r g a n is a tio n ............................. 3 1 4 3

Home G overnm ent S p o n s o r e d ........................ 184 99 283 211

A sian/P acific C o u n c i l ....................................... 1 1 2 1

Australian Asian U niversity C o-operation S c h e m e ................................................................ 6 — 6 6

South Pacific A ir Training C ouncil . . . . — 1 3 1 3 —

C om m onw ealth Practical Training Scheme— T.P.N .G ................................................ — 23 23 —

Total 1,785 597 2,382 1,795

(a) Includes courses in universities, colleges o f advanced education, teachers colleges and other tertiary institu tions

T a b l e 27— S p o n s o r e d O v e r s e a s S t u d e n t s : C o l o m b o P la n , S o u t h P a c i f i c Aid P r o g r a m ,

S p e c i a l C o m m o n w e a l t h A f r i c a n A s s i s t a n c e P la n a n d H o m e G o v e r n m e n t S p o n s o r e d ,

N u m b e r o f D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e T r a i n e e s by C o u n t r y o f O r ig i n :

1 9 6 9 - 1 9 7 2

C oun try 1969 1970 1971 1972

C o lo m b o P lan

A f g h a n is t a n ........................................................... 14 20 20 26

B a n g la d e s h ........................................................... — — — 12

B h u t a n .................................................................... — 7 12 13

B u r m a .................................................................... 31 37 40 58

C a m b o d ia ................................................................ 17 22 60 53

H ong Kong ........................................................... — — 1 —

I n d i a ......................................................................... 2 5 18 7

I n d o n e s ia ............................................................... 144 186 122 179

I r a n ......................................................................... — 1 1 5

Korea .................................................................... 21 22 24 31

L a o s ......................................................................... 46 54 50 72

M a la y s i a ............................................................... 390 336 287 287

M aidive Is la n d s ...................................................... 3 9 18 22

Nepal ....................................................................

Pakistan ................................................................

3

47

1

52

3

54

2

24

P h ilip p in e s ................................................................ 8 9 7 13

S in g a p o r e ............................................................... 106 105 111 114

Sri L a n k a ................................................................ 16 18 19 27

Thailand ............................................................... 173 200 201 185

V ie tn a m .................................................................... 143 168 190 182

Total 1,164 1,252 1,238 1,312

131

C ountry 1969 1970 1971 1972

S p e c ia l C o m m o n w e a lth A f r ic a n A s s is ta n c e P lan

B o ts w a n a ............................................................... 1

G a m b ia .................................................................... 6 7 8 2

G h a n a .................................................................... 8 10 8 7

K e n y a .................................................................... 1 2 3 2

L e s o th o .................................................................... 3 3 1 2

M a la w i .................................................................... 4 6 6 9

M a u r i t i u s ............................................................... — 2 1 1

N i g e r ia .................................................................... 2 5 4 5

R h o d e s ia ............................................................... 2 1 1 1

Sierra L e o n e .......................................................... 5 3 7 2

S w a z ila n d ............................................................... — — 2 1

Sudan .................................................................... — 2 1 —

T a n z a n ia ............................................................... 4 1 1 1

Uganda ............................................................... 1 1 1 2

Z a m b ia .................................................................... 5 8 2 5

Total 41 52 46 40

S o u th P a c ific A id P ro g ra m

F i j i .............................................................................. — 2 7 11

G ilbert and Ellice I s l a n d s .................................. 2 3 6 2

Tonga .................................................................... 2 2 2 2

Solom on I s l a n d s ................................................ — — — 1

W estern S a m o a ..................................................... — — 2 —

Total 4 7 17 16

Home G o v e rn m e n t S p o n so r e d

A r g e n t in a ............................................................... — — — 4

B r u n e i .................................................................... 2 2 2 2

F i j i .............................................................................. 2 5 4 2

G h a n a .................................................................... — 4 11 14

Hong Kong .......................................................... 6 10 13 11

I r a n ......................................................................... — 2 2 10

M a la y s i a ............................................................... 115 123 165 148

N ig e r ia .................................................................... — — — 5

Sierra L e o n e .......................................................... — — — 1

S in g a p o r e ............................................................... 1 — — —

Sri L a n k a ............................................................... — — — 1

T a iw a n .................................................................... — 12 6 —

T a n z a n ia ............................................................... — — — 1

Territory o f Papua and N ew Guinea . . . . 2 6 4 9

Tonga .................................................................... — — — 3

V ie tn a m .................................................................... 2 2 —

Total 130 166 207 211

132

T a b le 28 —S p o n s o r e d O v e r s e a s S t u d e n t s , N u m b e r s o f D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e S t u d e n t s (a) b y T y p e o f S p o n s o r s h i p a n d Level o f T r a i n i n g : a s a t 30 J u n e 1972

Schem e o f Sponsorship (b)

U niversity

Other Tertiary (e)

Secondary S ch o o l Other (f) Total

Ph.D. M a ster

P.G.

D iplom a (c) B achelor

Masters Q u a li­ fy in g

Other U niversity (d )

C olom bo Plan . . 51 135 113 608 29 77 242 50 7 1,312

C.C.E.— C.S.F.P. . 40 21 — 14 1 76

C.C.E.— O ther . . — 4 4 — 17 40 29 94

A.I.A.S..................... 1 1 3 4 — — _ 9

S.E.A.T.O. . . . — 2 — — — — _ 2

U.N........................... — 5 11 1 1 3 4 _ 25

S.C.A.A.P. . . . 2 10 6 12 — 2 7 1 _ 40

S.P.A.P.................... — — 4 5 ---- — 6 1 16

Home G overnm ent 1 13 9 120 3 1 20 40 4 211

U.N.E.S.C.O. . . — 2 — — — 1 — 3

A.A.U.C.S. . . . 1 3 1 — 1 — — 6

A.S.P.A.C. . . . — — — — — — 1 — — 1

Total 96 196 151 764 34 101 321 91 41 1,795

(a) Other sponsored students are under the tra ining au thority of the Departm ents o f Foreign Affairs, Labour and N ational Service, and Health. (b) For the fu ll description o f ab breviations used, see Table 26. (c) Of the to ta l 151 P.G. D iplom a students, 35 are undertaking courses fo r the D iplom a in Education. (d) Includes ad ho c courses, certificate courses, etc. (e) Includes Colleges o f A dvanced Education, Teachers Colleges, English Teaching Centre, Special English Language

and prelim inary courses. (f) Includes students at T echnical Colleges and Trainees.

T a b l e 29 —S p o n s o r e d O v e r s e a s S t u d e n t s , N u m b e r s o f D e p a r t m e n t o f E d u c a t i o n a n d

S c i e n c e S t u d e n t s ( a ) E n r o l l e d in B a c h e l o r D e g r e e C o u r s e s a t A u s t r a l i a n U n i v e r s i t i e s , by

U n i v e r s i t y a n d C o u r s e : a s a t 30 J u n e 1972

U niversity

H um a ni- Educa - Fine S o cia l N atu ral Eng in - M e d ica l A g ri-

ties tio n A rts { b) L a w Science Science eering Science culture Total

(C) (d ) (e)

Australian N ational U niversity U niversity o f Sydney . . .

U niversity of N ew S outh W ales U niversity of N ew England U niversity of N ewcastle M acquarie U niversity . U niversity of M elbourne M onash U niversity . .

La Trobe U niversity . .

U niversity of Queensland Jam es Cook U niversity U niversity o f Adelaide .

Flinders U niversity . .

U niversity o f W estern Australia U niversity o f Tasmania . .

Total

8 4

2

10 5 6 2

21 1 1 1 2 2

8 5

7 1 1

12 4

2

10 7

6 8 4

1

12 7 6 5

6

14 10

10 80

2

53

22 28 23 1

46 51

362

1

27

28 4

7

2

14

1

14

11 10

24 26 96 27 71

7

15

130 13 73 41 48

5

91 97

764

(a) Other sponsored students are under the tra ining au thority o f the Departm ents o f Foreign Affairs, Labour and N ational Service, and Health. (b ) Includes A rchitecture, T o w n and Regional Planning, and Music. (c) Includes Comm erce and Econom ics, G eography and Political Science. (d) Includes Dentistry, Pharm acy and Physiotherapy. (e) Includes Forestry and V eterinary M edicine.

133

T a b le 30— E n g lish T e a c h i n g C e n t r e , N u m b e r s o f S t u d e n t s by C o u n t r y o f O rig in : 1 9 6 9 -1 9 7 2 a n d C u m u l a t i v e 1 9 6 3 -1 9 7 2

Country 1969

A f g h a n is t a n .......................................

B h u t a n .....................................................

B o ts w a n a ................................................

B u r m a .....................................................

G ilbert and Ellice I s l a n d s ...................

I n d o n e s ia ................................................

I r a n ..........................................................

Khmer Republic (form erly Cam bodia) Korea .....................................................

L a o s ..........................................................

M a la w i .....................................................

M aidive Is la n d s .......................................

N ew C a le d o n ia .......................................

N ew H e b r id e s .......................................

Sabah ( M a la y s ia ) ..................................

S e n e g a l......................................................

S in g a p o r e .................................................

S olom on I s l a n d s ..................................

Territory o f Papua and N ew Guinea . Thailand .................................................

V ie tn a m ......................................................

W estern S a m o a .......................................

11

1

3

15

6 5 4

1

15

4

17

Total 82

1970 1971

17 22

3 3

2 —

— 1

3 7

19 22

4 1 6

1 4

10

8 7

29 15

— 6

87 103

1972

20 6

39 2 1 6 9

6

1

1 8

14

113

C um ulative Total 1 9 6 3 -7 2

127 12 3

9

17 104 2 54

77 96 4

25 1

10 72 1 1 18

9

47

107 6

802

T a b l e 31— P r i v a t e O v e r s e a s S t u d e n t s in A u s t r a l i a , N u m b e r s o f S t u d e n t s b y L a s t P la c e

o f R e s i d e n c e a n d T y p e o f C o u r s e : a t 30 J u n e 1971

C ountry or Group S ch o o l

Trade and Certificate Course

S u b ­ Graduate D iplom a Bachelor

Degree H igher Degree Other

Tertiary

P ractical and Specialised Training

Other Courses

Total

E u ro p e ............................. 5 1 1 4 1 2 2 16

A f r i c a ............................. 14 2 12 12 4 5 4 — 53

A m e r ic a ........................ 90 — 3 13 10 2 2 5 125

Asia— Hong Kong . . . . 204 120 148 459 56 42 144 183 1,356

India ........................ 6 6 12 3 43 7 17 15 109

In d o n e s ia ................... 86 42 48 93 17 3 17 23 329

M a la y s ia ................... 1,410 879 936 1,861 118 126 276 296 5,902

Philippines . . . . 54 247 4 8 4 1 20 11 349

Singapore . . . . 143 88 157 263 43 23 89 78 884

T h a ila n d ................... 80 44 49 31 15 4 13 34 270

O ther Asia . . . . 108 23 38 68 67 10 36 32 382

T otal— Asia 2,091 1,449 1,392 2,786 363 216 612 672 9,581

Oceania— F i j i ............................. 41 19 28 59 5 3 23 35 213

N a u r u ........................ 93 11 5 4 — — 3 6 122

S olom on Islands . . 36 5 2 3 — 1 2 2 51

Tonga ........................ 3 41 3 2 — 3 4 13 69

O ther Oceania 83 26 14 31 16 2 10 28 210

T otal— Oceania 256 102 52 99 21 9 42 84 665

Total 2,456 1,554 1,460 2,910 402 233 662 763 10,440

Source : Departm ent of Im m igration.

134

C O M M O N W E A L T H CO-OPERATION IN EDUCATION

T a b le 32—C o m m o n w e a l t h C o - o p e r a t io n in E d u c a tio n A w a r d s by A u stra lia , N u m b e r o f A w a r d s C u r r e n t : a t 30 J u n e 1972

Specialisation C ountry A w a rd s Current

at 3 0 J u n e 1972

New M athem atics W o r k s h o p .................... F iji...................................................... 1

G ilbert and Ellice Islands . 1

J a m a i c a ....................................... 1

Kenya ............................................ 3

M a u r it iu s ....................................... 1

St L u c i a ....................................... 1

T a n z a n ia ....................................... 1

Tonga ............................................ 1

Uganda ....................................... 2

W estern Samoa ........................ 2

Zambia ....................................... 2

Primary E d u c a tio n ................................................. G ilbert and Ellice Islands . . . 2

Guyana ....................................... 1

Kenya ............................................ 1

N ew H e b r id e s ............................. 2

N ig e r ia ............................................ 3

T a n z a n ia ....................................... 1

Tonga ............................................ 2

Western Samoa ........................ 1

Zambia ....................................... 1

Infant Education ................................................. F iji...................................................... 3

G a m b ia ............................................ 1

Lesotho ....................................... 1

Tonga ............................................ 2

Uganda ....................................... 10

W estern Samoa ........................ 1

School I n s p e c tio n ................................................. M a u r it iu s ....................................... 2

N ig e r ia ............................................ 1

T a n z a n ia ....................................... 2

Uganda ....................................... 1

Zambia ....................................... 2

Teaching English as a Foreign Language . . F iji..................................................... 2

M a u r it iu s ....................................... 1

Western Samoa ........................ 1

Master o f E d u c a t io n ............................................ G h a n a ........................................... 3

Education A d m in is t r a t io n .................................. N ig e r ia ........................................... 1

Education O b s e r v a t io n ....................................... S olom on I s l a n d s ........................ 8

Pre-School E d u c a t i o n ....................................... G h a n a ........................................... 1

N ig e r ia ........................................... 1

Industrial A rts /T ra d e s ............................................ F iji..................................................... 2

Zambia ....................................... 1

Arts and C r a f t s ...................................................... F iji..................................................... 1

Kenya ........................................... 1

D om estic S c ie n c e ................................................. T a n z a n ia ....................................... 1

D iplom a in Education ....................................... Gambia ...................................... 1

Physical E d u c a tio n ................................................. T a n z a n ia ....................................... 1

Total ........................................................... 82

135

T a b le 33—C o m m o n w e a l t h S c h o l a r s h i p a n d F e ll o w s h ip Plan, S c h o l a r s h i p s A w a r d e d b y A u s t r a l i a , A w a r d s T a k e n Up d u r i n g 1972 a n d A w a r d s C u r r e n t : a t 30 J u n e 1972

C ountry

A w a rd s Taken U p d u rin g 1972 A w ards Current a t 30 Jun e 1972

P o st­ graduate

U nde r­ graduate

Total

P ost­ graduate

U nder­ graduate

Total

Canada .................................. 3 3 15 _ 15

C y p r u s .................................. 1 — 1 1 — 1

F iji............................................ — 3 3 2 6 8

G h a n a .................................. — — 3 — 3

H ong Kong ........................ 1 — 1 3 — 3

I n d ia ....................................... — — — 3 — 3

M a la w i.................................. 1 — 1 1 __ 1

M a la y s ia ............................. 1 — 1 1 — 1

M a l t a .................................. — — — 1 — 1

M a u r it iu s ............................. — — — 1 1 2

N ew H e b r id e s ................... — 1 1 — 1 1

N ew Z e a la n d ........................ 1 — 1 5 — 5

N ig e r ia .................................. 1 — 1 2 — 2

P a k i s t a n ............................. — — — 3 — 3

S in g a p o re ............................. 1 — 1 1 — 1

Sri L a n k a ............................. 1 — 1 2 — 2

T a n z a n ia ............................. 1 — 1 1 — 1

Tonga .................................. — 1 1 1 5 6

T rin id a d .................................. 1 1 1 1

Uganda ............................. 1 — 1 2 — 2

U nited Kingdom . . . . 4 — 4 15 — 15

W estern Samoa . . . . — 1 1 — 1 1

Zambia ............................. 1 — 1 1 — 1

Total 19 6 25 65 14 79

T a b l e 34 —C o m m o n w e a l t h S c h o l a r s h i p a n d F e l l o w s h i p P la n , N o m i n a t i o n s M a d e by A u s t r a l i a a n d A w a r d s O f f e r e d t o A u s t r a l i a n s

A w a rd in g C ountry

N um ber o f N um ber o f

N om in ation s A w ards Taken Up

Canada ........................

C e y lo n ........................

G h a n a ........................

H ong Kong . . . .

I n d ia .............................

J a m a i c a ...................

N ig e r ia ........................

P a k is t a n ...................

Trinidad and T o b a g o . U nited Kingdom . .

Canada ........................

G h a n a ........................

Hong Kong . . . .

I n d ia .............................

J a m a i c a ...................

M a la y s ia ...................

N ig e r ia ........................

Sri L a n k a ...................

Trinidad and T o b a g o . U nited Kingdom . .

A w a r d s T e n a b le in 1972

11 5

1 1 3

1

1

2 1

1

46 20

A w a r d s T e n a b le in 1973

................. 22

................. 2

................. 2

................. 2

................. 2

........................ 3

........................ 3

................. 2

................. 1

........................ 45

136

EDUCATIONAL EXCHANGES

T a b le 35—A u s tr a lia n - A m e r i c a n E d u c a tio n a l F o u n d a ti o n , T ravel G r a n ts f o r S tu d y in t h e U n ite d S t a t e s o f A m e ric a : 1972

Category o f Grantees A p p lica tio n s

Received

A wards A cce p te d (a)

Senior S c h o l a r s ...........................................................

Postdoctoral F e llo w s ......................................................

Postgraduate Students ......................................................

41 21

34 10

66 12

(a) Preliminary.

E D U C A T IO N IN THE A U S T R A LIA N CAPITAL TERRITORY

T a b l e 36 —A u s t r a l i a n C a p i t a l T e r r i t o r y , N u m b e r o f S c h o o l s by S i z e : 1 9 6 8 - 1 9 7 2

Size

N um ber o f S chools as a t A ugu st

(N u m b e r o f P upils)

1968 1969 1970 1971 1972

G o v e rn m e n t S c h o o ls

Under 2 1 ...................................................... 1 1 2 __ 1

2 1 - 3 5 ........................................................... 2 — — 2 1

3 6 -1 0 0 ...................................................... 2 4 4 4 4

1 0 1 -2 0 0 ...................................................... 3 2 2 1 2

2 0 1 -3 0 0 ...................................................... 1 — 2 — —

3 0 1 -4 0 0 ...................................................... 4 5 3 3 3

4 0 1 -6 0 0 ...................................................... 7 8 14 17 25

6 0 1 -8 0 0 ...................................................... 11 12 10 12 9

8 0 1 -1 ,0 0 0 ................................................. 7 7 7 9 9

1 0 0 1 -2 ,0 0 0 ................................................. 1 2 3 1

Total 39 41 47 49 54

N o n - G o v e r n m e n t S c h o o ls

Under 2 1 ...................................................... — — — — —

2 1 - 3 5 ........................................................... — — — — 1

3 6 -1 0 0 ...................................................... 2 1 1 1 1

1 0 1 -2 0 0 ...................................................... — 1 3 4 4

2 0 1 -3 0 0 ...................................................... 6 6 5 4 5

3 0 1 -4 0 0 ...................................................... 3 2 5 3 3

4 0 1 -6 0 0 ...................................................... 4 5 3 5 3

6 0 1 -8 0 0 ...................................................... 3 3 3 4 6

8 0 1 -1 ,0 0 0 ................................................. 2 2 1 1 1

1 ,0 0 1 -2 ,0 0 0 ................................................. --- . — 1 1 1

Total 20 20 22 23 25

A ll S c h o o ls

Under 2 1 ...................................................... 1 1 2 — 1

21 3 5 ........................................................... 2 — — 2 2

36 100 ...................................................... 4 5 5 5 5

101 200 ..................................................... 3 3 5 5 6

201 300 ...................................................... 7 6 7 4 5

301 400 ...................................................... 7 7 8 6 6

401 600 ...................................................... 11 13 17 22 28

601 800 ...................................................... 14 15 13 16 15

801 1,000 ................................................. 9 9 8 10 10

1,001 2,000 ................................................. 1 2 4 2 1

Total 59 61 69 72 79

137

T a b le 37—A u s t r a l i a n C a p ita l T e r r i t o r y , E n r o l m e n t o f P u p ils by G r a d e s : 1968-19 72

Grade or Form

A s at A ugu st

1968 1969 1970 1971 1972

G o v e r n m e n t S c h o o ls

Infants— K in d e r g a r te n ....................................... 2,242 2,284 2,450 2,412 2,671

Grade 1 ................................................ 2,226 2,482 2,640 2,808 2,839

Grade 2 ................................................ 2,120 2,286 2,502 2,530 2,632

Primary— Grade 3 ................................................ 1,898 2,187 2,328 2,524 2,618

Grade 4 ................................................ 1,874 1,964 2.309 2,511 2,634

Grade 5 ................................................ 1,735 2,025 2,131 2,414 2,571

Grade 6 ................................................. 1,688 1,859 2,216 2,283 2,521

Special Primary Grades ........................ 163 216 250 273 283

Total Primary 13,946 15,303 16,826 17,755 18,769

Secondary— Form I ................................................ 1,616 1,714 1,823 2,068 2,217

Form II ................................................ 1,454 1,714 1,835 1,861 2,141

Form I I I ................................................ 1,266 1,395 1,630 1,756 1,817

Form I V ................................................ 1,114 1,220 1,346 1,507 1,657

Form V ................................................ 658 835 817 968 1,032

Form V I ................................................ 532 681 770 755 864

Special Secondary G r a d e s ................... — — 6 39 44

Total Secondary 6,640 7,559 8,227 8,954 9,772

Total Enrolm ent 20,586 22,862 25,053 26,709 28,541

N o n - G o v e r n m e n t S c h o o ls

Infants— K in d e r g a r te n ....................................... 782 828 800 896 893

Grade 1 ................................................ 824 781 846 825 921

Grade 2 ................................................ 823 831 812 886 900

Primary— Grade 3 ................................................ 757 795 842 845 919

Grade 4 ................................................ 688 756 803 852 877

Grade 5 ................................................ 670 703 789 839 921

Grade 6 ................................................ 690 687 732 842 914

Total Primary 5,234 5,381 5,624 5,985 6,345

Secondary— Form I ................................................ 722 764 815 889 931

Form I I ................................................ 654 652 747 826 855

Form I I I ................................................ 591 617 644 747 829

Form IV ................................................ 542 561 582 637 701

Form V ................................................ 335 386 408 435 519

Form VI ................................................ 279 320 361 369 409

Total Secondary 3,123 3,300 3,557 3,903 4,244

Total Enrolment 8,357 8,681 9,181 9,888 10,589

138

Grade or Form

/4s at A u g u st

1968 1969 1970 1971 1972

A ll S c h o o ls

Infants— K in d e r g a r te n ....................................... 3,024 3,112 3,250 3,308 3,564

Grade 1 ................................................. 3,050 3,263 3,486 3,633 3,760

Grade 2 ................................................. 2,943 3,117 3,314 3,416 3,532

Primary— Grade 3 ................................................. 2,655 2,982 3,170 3,369 3,537

Grade 4 ................................................. 2,562 2,720 3,112 3,363 3,511

Grade 5 ................................................. 2,405 2,728 2,920 3,253 3,492

Grade 6 ................................................. 2,378 2,546 2,948 3,125 3,435

Special Primary Grades ........................ 163 216 250 273 283

Total Primary 19,180 20,684 22,450 23,740 25,114

Secondary— Form I ................................................. 2,338 2,478 2,638 2,957 3,148

Form II ................................................. 2,108 2,366 2,582 2,687 2,996

Form I I I ................................................. 1,857 2,012 2,274 2,503 2,646

Form I V ................................................. 1,656 1,781 1,928 2,144 2,358

Form V ................................................. 993 1,221 1,225 1,403 1,551

Form V I ................................................. 811 1,001 1,131 1,124 1,273

Special Secondary G r a d e s .................... — — 6 39 44

Total Secondary 9,763 10,859 11,784 12,857 14,016

Total Enrolm ent 28,943 31,543 34,234 36,597 39,130

139

T a b le 38—A u s t r a l i a n C a p it a l T e r r i t o r y , N u m b e r o f T e a c h e r s : 1968-19 72

1971 1972

Category o f Teachers 1968 1969 1970

Prim ary Secondary Primary Secondary

G o v e r n m e n t S c h o o ls

F u ll-tim e Teachers — Males . . . .

— Females . . .

— Persons . . .

292 554

304 641

328 639

129 470

222 275

141 497

268 277

846 945 1,017 599 497 638 545

Part-tim e Teachers Nos — Males . . . . — — 3 — 4 — 1

— Females . . . 34 58 82 42 36 51 32

— Persons . . . 34 58 85 42 42 51 33

F.T.E. — Males . . . . 2 2 1

(a) — Females . . . 14 29 44 28 17 31 15

— Persons . . . 14 29 46 28 19 31 16

N o n -G o v e r n m e n t S ch o o ls

F ull-tim e Teachers — Males . . . .

— Females . . .

90

213

103 220

107 240

21

171

96 82

26

184

115 93

— Persons . . . 303 323 347 192 178 210 208

Part-tim e Teachers Nos — Males . . . . 13 22 19 6 7 2 4

— Females . . . 51 62 88 48 51 47 43

— Persons . . . 64 84 107 54 58 49 47

F.T.E. — Males . . . . 4 7 5 2 3 2

— Females . . . 20 33 27 11 27 12 22

— Persons . . . 24 40 32 13 30 12 24

All S c h o o ls

F u ll-tim e Teachers — Males . . . .

— Females . . .

382 767

407 861

435 929

150 641

318 357

167 681

383 370

— Persons . . . 1,149 1,268 1,364 791 675 848 753

Part-tim e Teachers Nos — Males . . . . 13 22 22 6 11 2 5

— Females . . . 85 120 170 90 87 98 75

— Persons . . . 98 142 192 96 98 100 80

F.T.E. — Males . . . . 4 7 7 2 5 _ 3

— Females . . . 34 62 71 39 44 43 37

— Persons . . . 38 69 78 41 49 43 40

(a) F u ll-tim e equivalent.

140

T ab le 39—A u s t r a l i a n C a p i t a l T e r r i t o r y , P r e - S c h o o l C e n t r e s , E n r o l m e n t s a n d S t a f f i n g : 19 68 -1 97 2

Number of Centres . . .

M obile U nits ....................

Staff — Q ualified Teachers . Assistants . . . .

E n r o lm e n ts ........................

(a) As at A ugust.

A s at Ju n e

1968 1969 1970 1971 1972(a)

36 40 47 47 53

1 1 1 1 1

40 41 53 54 60

40 46 51 54 60

2,561 2,669 3,081 3,229 3,722

T a b l e 40—A u s t r a l i a n C a p i t a l T e r r i t o r y , E n r o l m e n t s a t C a n b e r r a T e c h n i c a l C o ll e g e

a n d C a n b e r r a S c h o o l o f M u s i c : 1 9 6 8 - 1 9 7 2

A s a t N ovem ber

1968 1969 1970 1971 1972

Canberra Technical C o lle g e ............................................ 5,798 6,105 6,877 7,512 8,640

Canberra School of M u s i c ............................................ 439 577 600 624 694

T a b l e 41 —A u s t r a l i a n C a p i t a l T e r r i t o r y , E n r o l m e n t s a t C a n b e r r a E v e n in g

C o l l e g e by C o u r s e : 1 9 6 8 - 1 9 7 2

S ubject Enrolm ents

A s at A u g u st

1968 1969 1970 1971 1972

Higher School C ertificate S u b j e c t s .............................

School C ertificate S u b je c t s ............................................

Public Service S u b je c ts ......................................................

M iscellaneous S u b je cts......................................................

1,194 248 539 193

1,246 228 524 178

1,310 159 366 201

1,577 151 482 238

1,531 190 359 238

Total S ubject Enrolm ents 2,174 2,176 2,036 2,448 2,318

T a b l e 4 2 —C o m m o n w e a l t h G r a n t s t o t h e A u s t r a l i a n N a t i o n a l U n i v e r s i t y a n d

t h e C a n b e r r a C o l l e g e o f A d v a n c e d E d u c a t i o n : 1 9 6 8 - 1 9 6 9 t o 1 9 7 2 - 1 9 7 3 ( E s t . )

Ite m o f Expenditure 1 9 6 8 -6 9 1 9 6 9 -7 0 1970-7 1 1 9 7 1 -7 2 19 7 2 -7 3 (E st.)

A u s tr a lia n N a tio n a l U n iv e r s ity

Australian N ational U niversity — $'000 $'000 $'000 $'000 $'000

R e c u r r e n t ............................................ 18,860 21,314 26,202 29,784 32,590

C a p i t a l ................................................. 5,500 4,326 4,700 4,960 3,543

Australian Research Grants Com m ittee g r a n ts ........................ 73 92 157 196 179

A ffilia te d Colleges — R e c u r r e n t ............................................ 21 24 29 37 40

C a p i t a l ................................................. 428 196 990 88 —

Total 24,882 25,952 32,078 35,065 36,352

C a n b e rra C o lle g e o f A d v a n c e d E d u c a tio n

R e c u r r e n t ............................................ 323 1,100 1,678 2,296 3,355

C a p i t a l ................................................. 940 1,400 3,310 3,233 2,778

Total 1,263 2,500 4,988 5,529 6,133

T a b le 43—A u s t r a l i a n N a t i o n a l U n iv e rs ity , E n r o l m e n t s a n d D e g r e e s C o n f e r r e d : 1968-19 72

Type o f Degree 1968 1969 1970 1971 1972

A ll S tu d e n ts

H igher degree — Higher D o c to r ...................................................... — — — — —

Ph.D......................................................................... 479 532 533 546 533

M a s te r.................................................................... 139 146 172 187 207

Bachelor d e g r e e ............................................................... 3,014 3,329 3,682 3,859 3,968

N e w S tu d e n ts

H igher degree — H igher D o c to r ...................................................... — — — — —

Ph.D.................................................................... 141 150 154 131 129

M a s te r.................................................................... 34 33 53 86 90

Bachelor d e g r e e ............................................................... 1,065 1,096 1,100 920 849

D e g re e s C o n fe rre d

H igher degree — Higher D o c to r ...................................................... 2 1 2 — —

Ph.D......................................................................... 93 62 108 81 127

M a s te r.................................................................... 41 21 24 39 54

Bachelor d e g r e e ............................................................... 397 414 423 495 609

E D U C A T IO N IN THE N O R TH E R N TERRITORY

T a b l e 44— N o r t h e r n T e r r i t o r y , N u m b e r o f S c h o o l s by S iz e : 1 9 6 8 -1 9 7 2

Size

N um ber o f S chools as at A ugu st

(N um ber o f P upils)

1968 1969 1970 1971(a) 1972(a)

G o v e rn m e n t S ch o o ls

Under 21 .

2 1 -3 5 . .

3 6 -1 0 0 . .

101 -2 0 0 .

2 0 1 -3 0 0 .

3 0 1 -4 0 0 .

4 0 1 -6 0 0 .

6 0 1 -8 0 0 .

8 0 1 -1 ,0 0 0 1,001 - 2,000

3 5 3

2 2 5 4

1

2 6 3

2 3 6 3

1

3 4 6

5 7 8

4 5 3

2 1 2

1 2 —

4 1 3

7 11 12

4 3 1

— 1 1

1 1 —

Total 25 26 31 36 36

N o n - G o v e r n m e n t S c h o o ls

U nder 21 . . . . — — — 5 5

2 1 -3 5 ................... — — — — —

3 6 - 1 0 0 ................... 1 1 1 2 2

1 0 1 -2 0 0 . . . 2 1 1 — —

2 0 1 -3 0 0 . . . . 1 2 1 2 —

3 0 1 -4 0 0 . . . . — — 1 1 3

4 0 1 -6 0 0 . . . . 1 1 1 1 —

6 0 1 -8 0 0 . . . . — — — — —

8 0 1 -1 ,0 0 0 . . . — — — — —

1 ,0 0 1 -2 ,0 0 0 . . . — — — — —

Total 5 5 5 11 10

142

N um b er o f S choo ls as a t A u g u s t

Size

(N um ber o f P upils)

Under 21 .

2 1 -3 5 . .

3 6 -1 0 0 . .

101-200 . 2 0 1 -3 0 0 .

3 0 1 -4 0 0 .

4 0 1 -6 0 0 .

6 0 1 -8 0 0 .

8 0 1 -1 ,0 0 0 1,001- 2,000

Total

1968 1969 1970 1971(a) 1972(a)

I I S c h o o ls

3 2 3 9 11

5 6 5 7 8

4 4 5 7 5

2 1 3 1 2

3 4 2 4 —

2 3 5 2 6

6 7 8 12 12

4 3 4 3 1

1 1

1 1 1 1 —

30 31 36 47 46

(a) Includes 2 governm ent scho ols o f the air in 1971 and 1972 and 5 n o n -go vern m en t subsidised schools in 1971 and 4 in 1972 not included prio r to 1971,

T a b le 45 —N o r t h e r n T e r r i t o r y , E n r o l m e n t o f P u p i l s by G r a d e s : 1 9 6 8 - 1 9 7 2

Grade or Year

A s a t A u g u st

1968 1969 1970 1971(a) 1972(a)

G o v e rn m e n t S c h o o ls

Primary — P re p a ra to ry .................................................................... 304 387 340 497 581

I ....................................................................................... 1,092 1,126 1,216 1,236 1,444

I I ....................................................................................... 964 1,054 1,166 1,177 1,304

I l l ....................................................................................... 867 973 1,111 1,131 1,293

IV ....................................................................................... 803 879 1,065 1,149 1,190

V ......................................................................................... 689 829 945 1,103 1,249

V I ....................................................................................... 709 710 886 975 1,122

V I I .................................................................................. 611 700 735 864 1,007

Ungraded Prim ary............................................................... 82 90 66 97 53

Total Primary 6,121 6,748 7,530 8,229 9,243

Secondary — VIII or 1 s t .................................................................... 564 627 788 808 985

IX or 2 n d ........................................................................ 461 525 589 715 743

X or 3rd ......................................................................... 349 404 458 501 658

XI or 4th ........................................................................ 114 197 288 330 388

XII or 5th .................................................................... 45 41 84 99 137

Ungraded S e c o n d a r y ...................................................... 25 19 31 38 25

Total S econdary 1,558 1,813 2,238 2,491 2,936

Total Enrolm ent 7,679 8,561 9,768 10,720 12,179

143

Grade or Year

As a t A u g u st

1968 1969 1970 1971(a) 1972(a)

N o n -G o v e r n m e n t S c h o o ls

Primary — P re p a ra to ry .................................................................... — — — 17 38

1 ........................................................................................ 199 224 183 234 208

I I ........................................................................................ 153 178 210 181 213

I l l ........................................................................................ 152 168 168 199 167

IV ........................................................................................ 145 148 160 142 179

V ........................................................................................ 109 128 153 158 157

V I ....................................................................................... 126 128 145 153 150

V I I ................................................................................... 86 125 125 138 122

Total Primary 970 1,099 1,144 1,222 1,234

S econdary — V III or 1 s t .................................................................... 76 58 88 92 108

IX or 2 n d ......................................................................... 43 54 43 71 85

X or 3rd ......................................................................... 27 34 30 42 62

XI or 4th ......................................................................... — 11 5 9 26

XII or 5th .................................................................... — — — — —

Total Secondary 146 157 166 214 281

Total Enrolm ent 1,116 1,256 1.310 1,436 1,515

All S c h o o ls

Primary — Preparatory .................................................................... 304 387 340 514 619

I ....................................................................................... 1,291 1,350 1,399 1,470 1,652

I I ....................................................................................... 1,117 1,232 1,376 1,358 1,517

I l l ....................................................................................... 1,019 1,141 1,279 1,330 1,460

IV ....................................................................................... 948 1,027 1,225 1,291 1,369

V ....................................................................................... 798 957 1,098 1,261 1,406

V I ....................................................................................... 835 838 1,031 1,128 1,272

V I I ................................................................................... 697 825 860 1,002 1,129

Ungraded Primary .......................................................... 82 90 66 97 53

Total Primary 7,091 7,847 8,674 9,451 10,477

S econdary — VIII or 1 s t .................................................................... 640 685 876 900 1,093

IX or 2 n d ......................................................................... 504 579 632 786 828

X or 3rd ......................................................................... 376 438 488 543 720

XI or 4th ......................................................................... 114 208 293 339 414

XII or 5th .................................................................... 45 41 84 99 137

Ungraded S e c o n d a r y ..................................................... 25 19 31 38 25

Total Secondary 1,704 1,970 2,404 2,705 3,217

Total Enrolm ent 8,795 9,817 11,078 12,156 13,694

(a) Includes 91 pupils in 1971 and 97 in 1972 in prim ary grades w h o are pupils of governm ent schools o f the air and 37 pupils in 1971 and 26 in 1972 in prim ary grades w h o attend no n-go vern m en t subsidised schools not included prior to 1971.

144

T a b l e 4 6 — N o r t h e r n T e r r i t o r y , N u m b e r o f T e a c h e r s : 1 9 6 8 -1 9 7 2

Year

1968 1969 1970

1971 1972

Total

Prim ary {a) S econdary Prim ary {a) S econ dary

G o v e rn m e n t S c h o o ls

Full-tim e Teachers — M a le s .................... 117 138 176 100 91 95 103 198

— Females . . . . 193 223 253 218 74 274 98 372

— Persons . . . . 310 361 429 318 165 369 201 570

Part-tim e Teachers Nos — Males . . . . — — 2 3 1 1

— Females . . . . 3 6 13 10 11 10 12 22

— Persons . . . . 3 6 15 10 14 10 13 23

F. T. E.— M a le s .................... _ _ 1 2 _

(b) — Females . . . . 1 3 8 4 6 4 6 10

— Persons . . . . 1 3 9 4 8 4 6 10

N o n -G o v e r n m e n t S c h o o ls

Full-tim e Teachers — M a le s .................... 5 7 9 4 7 3 8 11

— Females . . . . 27 27 33 36 5 40 9 49

— Persons . . . . 32 34 42 40 12 43 17 60

Part-tim e Teachers Nos — M a le s .................... 1 — — — — — 1 1

— Females . . . . 2 2 5 3 3 3 3 6

— Persons . . . . 3 2 5 3 3 3 4 7

F.T.E.— M a le s ................... _ _ _ —

— Females . . . . 1 1 1 1 2 2 1 3

— Persons . . . . 1 1 1 1 2 2 1 3

All S c h o o ls

F u ll-tim e Teachers — M a le s ................... 122 145 185 104 98 98 111 209

— Females . . . . 220 250 286 254 79 314 107 421

— Persons . . . . 342 395 471 358 177 412 218 630

Part-tim e Teachers Nos — M a le s ................... 1 — 2 — 3 — 2 2

— Females . . . . 5 8 18 13 14 13 15 28

— Persons . . . . 6 8 20 13 17 13 17 30

F.T.E. — M a l e s .................... 1 2 — — —

— Females . . . . 2 4 9 5 8 6 7 13

— Persons . . . . 2 4 10 5 10 6 7 13

(a) Includes 7 fu ll-tim e teachers in 1971 and 8 in 1972 at schools o f the air and subsidised non-governm ent schools no t includ ed prior to 1971.

(b ) F u ll-tim e equivalent.

145

T a b l e 47—N o r t h e r n T e r r i t o r y , P r e - S c h o o l C e n t r e s , E n r o l m e n t s a n d S t a f f i n g : 1968-1972

A s a t 30 Jun e

1968 1969 1970 1971 1972

Num ber o f governm ent pre-school centres (a) S taff— 14 14 14 19 21

Q ualified te a c h e r s ....................................... 18 22 22 29 42

A s s is ta n ts ..................................................... 16 16 16 23 26

E n r o lm e n ts .......................................................... 828 917 903 979 1,172

(a) 1968 to 1972 there w as one no n-go vern m en t pre-scho ol centre, average enrolm ent 20.

A U S T R A LIA N RESEARCH G R A N T S C O M M IT T E E

T a b l e 48—A u s t r a l i a n R e s e a r c h G r a n t s C o m m i t t e e , A p p l i c a t i o n s R e c e i v e d a n d A p p r o v e d b y C a t e g o r y : 1972 a n d 1973

Category

Grant Year

Requests A pprovals

N e w R enewals Total N e w Renewals Total

Physical S c ie n c e s ....................................... 1972 36 65 101 21 65 86

1973 41 77 118 26 69 95

Chem ical S c ie n c e s .................................. 1972 72 137 209 35 133 168

1973 72 143 215 38 139 177

B iological S c ie n c e s .................................. 1972 150 196 346 50 182 232

1973 140 202 342 62 191 253

Earth S c ie n c e s ........................................... 1972 35 37 72 14 36 50

1973 43 42 85 13 44 57

Engineering and Applied Sciences . . 1972 75 72 147 34 73 107

1973 99 75 174 30 72 102

H um anities and Social Sciences . . . 1972 145 72 217 76 68 144

1973 132 85 217 67 89 156

Upper Atm osphere Sciences (a) . . . 1972

1973 — — — — 5 5

Marine Sciences ( a ) .................................. 1972 — — — — —

1973 — — — 7 12 19

Total 1972 513 579 1,092 230 557 787

1973 527 624 1,151 243 621 864

(a) These categories were first awarded in 1973. Requests fo r support were received under the previously existing categories and extracted after support was recommended.

NOTE: The grants fo r a particular year are announced in the preceding year.

146

T a b le 4 9 —A u s t r a l i a n R e s e a r c h G r a n t s C o m m i t t e e , A l l o c a t i o n s by C a t e g o r y o f P r o j e c t S u p p o r t e d : 1 9 6 9 -1 9 7 3

Category 1969 1970 1971 1972 1973

$'000 $'000 $'000 $'000 $'000

Physical S c ie n c e s ........................................ 704 990 770 915 882

Chemical S c ie n c e s .................................. 573 852 864 1,132 1,099

Biological S c ie n c e s .................................. 930 1,205 1,241 1,584 1,617

Earth Sciences ( a ) .................................. — — 251 323 282

Engineering and A pplied Sciences . . 379 517 526 677 674

Hum anities and Social Sciences . . 373 536 549 625 662

Upper Atm osphere Sciences (b ) . . . — — — — 87

Marine Sciences (b) .............................. — — — — 144

T otal 2,959 4,100 4,201 5,255 5,447

(a) N ew category included in 1971 grants, previously included in Physical Sciences. (b) N ew categories included in 1973 grants fo r research previously included in oth er categories. N O TE : The grants fo r a pa rticular year are announced in the preceding year.

T a b l e 50—A u s t r a l i a n R e s e a r c h G r a n t s C o m m i t t e e , A l l o c a t i o n s by S t a t e s

a n d I n s t i t u t i o n s : 197 2 a n d 1973

In s titu tio n an d State 1972

1

1973

New South W ales— U niversity o f S y d n e y ........................................................................................

U niversity o f N ew S outh W a l e s ....................................................................

W o llo n g o n g U niversity C o l l e g e ....................................................................

Royal M ilitary College ...................................................................................

U niversity o f N ew E n g la n d ..............................................................................

U niversity o f N e w c a s t le ...................................................................................

M acquarie U n iv e r s it y ........................................................................................

Australian M u s e u m .............................................................................................

Avondale College .............................................................................................

A .W .A. L a b o ra to rie s .............................................................................................

N ew South W ales In stitu te o f T e c h n o lo g y .................................................

Private C a p a c it y .................................................................................................

Riverina College o f A dvanced Education .................................................

Royal North Shore H o s p ita l..............................................................................

$

887,914 456,497 85,211

167,469 72,206 81,350 24,924

900

10,554 13,344 2,211

44,218

$

865,645 562,803 55,047 25,248 142,829

80,071 91,671 29,718 2,600

12,824 1,600 2,004 1,000 2,470

Total— N ew South W ales 1,846,798 1,875,530

V ictoria— U niversity o f M e lb o u r n e ...................................................................................

M onash U n iv e r s it y ............................................................................................

La Trobe U n iv e r s ity ............................................................................................

Australian Council fo r Educational R e s e a r c h ............................................

B endigo Institute o f T e c h n o lo g y ....................................................................

Caulfield Institute o f T e c h n o lo g y ....................................................................

Dookie A gricultu ral C o lle g e ..............................................................................

S w in burne College o f T e c h n o lo g y ...............................................................

W alter and Eliza Hall Institute o f M edical Research .............................

500,681 589,490 156,777 5,800

1,000

6,366 75,065

582,004 560,487 134,301

5,995 1,035 3,640 902 73,435

Total— Victoria 1,335,179 1,361,799

Queensland— U niversity o f Queensland ..............................................................................

Jam es C ook U niversity o f North Q u e e n s la n d ............................................

Colonial Sugar R efining C o m p a n y ...............................................................

D arling D ow ns In stitu te of Advanced E d u c a tio n .......................................

489,619 69,547 (a)

599,972 64,400 (a) 846

T otal— Queensland ............................................ 559,166 665,218

South A ustralia— U niversity of A d e la id e .......................................................................................

Flinders U niversity o f S outh A u s tr a lia ..........................................................

Australian W ine Research I n s t it u t e ...............................................................

S outh Australian In stitu te of Technology ................................................

578,988 250,771 1,322 2,450

593,207 200,746

3,925

Total— South Australia 833,531 797,878

147

In s titu tio n a n d State 1972 1973

W estern A ustralia— U niversity o f W estern A u s t r a l i a ......................................................................

Western A ustralian Institute o f T e chno lo gy .............................................

Western A ustralian M u s e u m ................................................................................

Private C a p a c it y ...................................................................................................

$

338,837 4,476 4,996

$

365,036 1,216 13,890 3,000

T otal— W estern A ustra lia 348,309 383,142

Tasmania— U niversity o f Tasmania .................................................................................... 177,741 166,552

T otal— Tasmania 177,741 166,552

Australian Capital Territory— Australian N ational University, School o f General S t u d i e s ....................

A cadem y o f Social Science in A u s t r a lia ......................................................

Canberra C ollege o f A dvanced E d u c a t io n ..................................................

152,915 1,643

194,814

2,414

Total— A ustralian Capital Territory 154,558 197,228

Total Grants 5,2 55,2 82 5,447,347

(a) Use o f equipm ent granted to a previous investigator. N O T E : The grants fo r a particular year are an nounced in the preceding year.

T a b l e 51—A d v i s o r y C o m m i t t e e o n R e s e a r c h i n t o t h e C r o w n - o f - T h o r n s S t a r f i s h , R e s e a r c h

G r a n t s b y I n s t i t u t i o n s : 197 2 a n d 1973

In s titu tio n

1972 1973

N um b er o f Grants

$

N um b er o f Grants

$

Jam es Cook U niversity o f North Q u e e n s la n d ........................

U niversity o f Q u e e n s la n d ................................................................

Queensland M u s e u m .....................................................................

Departm ent o f Primary Industries, Queensland ....................

U niversity o f S y d n e y ..........................................................................

M acquarie U n iv e r s it y .....................................................................

Western Australian M useum ......................................................

T o ta l...................................................................................

3 11,904

2 8,144

5 37,725

1 5,160

1 3,500

1 3,790

3 15,968

1 11,036

1 5,050

3 28,277

1 5,724

2 10,673

1 6,557

13 70,223 12 83,285

E S T A B L IS H M E N T S A N D A D M I N I S T R A T IV E EXPENDITURE

T a b l e 52 —D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e E s t a b l i s h m e n t s :

J u n e 1 9 6 8 t o N o v e m b e r 1972

Ju n e 1968 Dec. 1969 Dec. 1970 Dec. 1971 N ov. 1972

Central O f f i c e ............................................

Regional O f f i c e s .......................................

Total (a)

4 7 6 610 673 831 985

289 4 4 4 545 570 595

765 1.054 1,218 1,401 1,580

(a) includes tem porary positions.

148

T a b le 53— D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , E s t a b l i s h m e n t s : a s a t N o v e m b e r 1972

E stablishm ent

Central O ffice— Executive ...................................................................................

Policy and D evelopm ent D ivisio n : Education Policy Branch .................................................

Education D evelopm ent B r a n c h .......................................

Education Research B r a n c h ............................................

Student Assistance and International Education D ivisio n : S tudent Assistance B r a n c h .................................................

International Education Branch ..................................

Territorial Education D ivisio n : A.C.T. Education Services B r a n c h ..................................

Territorial Planning and B uildings B r a n c h ....................

Northern Territory Education B r a n c h .............................

C om m onw ealth Teaching S e r v i c e .......................................

Education Facilities and M anagem ent D ivision : M anagem ent Services B r a n c h .......................................

Education Facilities No. 1 B r a n c h ..................................

Education Facilities No. 2 B r a n c h ..................................

Parliamentary Liaison and Inform ation Branch . . . Science and T e chno lo gy D ivision : Science Policy B r a n c h ......................................................

S cientific Research Grants B r a n c h ..................................

T echnological Policy B r a n c h ............................................

S cientific Services B r a n c h .................................................

T otal— Central O ffice

Regional O ffices— Sydney ........................................................................................

M e lb o u r n e ...................................................................................

B r is b a n e .......................................................................................

A d e la id e .......................................................................................

P e r t h ............................................................................................

F lo b a r t............................................................................................

C a n b e rr a .......................................................................................

Total— Regional O ffices

Total— Establishm ent

(a) Includes 1 p o s itio n 'b a s e d jn London.

N um ber o f P ositions

Perm anent Tem porary Total

16 (a) — 16

8 8

37 — 37

31 — 31

29 29

46 — 46

153 68 221

14 — 14

64 42 106

200 — 200

185 — 185

15 — 15

5 — 5

27 — 27

11 11

15 — 15

4 — 4

15 — 15

875 110 985

231 231

158 — 158

77 — 77

56 — 56

47 — 47

15 — 15

11 — 11

595 — 595

1,470 110 1,580

T a b l e 54— D e p a r t m e n t o f E d u c a t i o n a n d S c i e n c e , A d m i n i s t r a t i v e E x p e n d i t u r e : 1 9 6 9 - 1 9 7 0 t o 1 9 7 2 - 1 9 7 3

Type o f Expenditure 1 9 6 9 -7 0 1 9 70-7 1 1 9 7 1 -7 2

1 9 7 2 -7 3 (Estim ates)

$ $ $ $

Salaries and payments in the nature of salary 3,300,634 4,368,224 5,414,069 6,239,800

Travelling, office requisites, postage, publications, in c id e n t a ls ............................. 990,228 1,313,709 1,425,329 1,757,000

Total A dm inistrative Expenditure 4,290,862 5.681,933 6,839,398 7,996,800

149

EXPENDITURE ON M A JO R ED UCATIO N PROGRAM S

T a b le 55—E x p e n d itu re on M ajo r E d u c a ti o n P r o g r a m s C u rre n tly u n d e r t h e C o n tro l o f t h e D e p a r t m e n t o f E d u c a tio n a n d S c ie n c e , 1 9 6 8 -1 9 6 9 t o 1972-1973 ( E s t i m a t e s ) ($■0 0 0)

79 6 8 -6 9 1 9 6 9 -7 0 1 9 7 0 -7 1 1 9 7 1 -7 2

1 9 7 2 -7 3 (Est.)

Primary, secondary and tech nical— S econdary Science L a b o r a t o r ie s .................... 11,762 12,898 13,062 10,824 10 824

Secondary School L ib r a r ie s ............................. 1,703 7,540 13,257 9,780 9,707

G overnm ent Schools— C a p i t a l ........................

Independent Schools—

6,660 13,340

Per capita recurrent g r a n t s ........................ — 12,177 24,253 29,594 41,100

Technical tra ining facilities .............................

Tertiary—

7,587 9,878 12,535 7,411 12,176

P re-school teachers c o lle g e s ............................. 170 309 856 631 534

Teacher training c o l l e g e s ..................................

Colleges o f Advanced Education (a )— 6,322 13 160 2,470 11,153 16,378

R e c u r re n t.......................................................... 6,605 11,758 17,421 20,668 27.905

C a p it a l............................................................... 9,020 10,886 18,147 18,874 21,721

Total 15,625 22,644 35,568 39,542 49,626

Universities (b )— R e c u r re n t.......................................................... 62,415 71,774 85,108 97,417 107,104

C a p it a l............................................................... 25,025 21,755 22,037 28,050 24,045

Total 87,440 93,529 107,145 125,467 131,149

A ustralian Research Grants Com m ittee Grants ( b ) ............................................

Scholarships and A llo w ance s—

2,952 3,538 4,327 4,537 5,954

C om m onw ealth Scholarship Schem es— Postgraduate ................................................ 3,588 4,526 5,209 5,887 6,750

U niversity ...................................................... 16,268 18,160 22,519 28,127 34,170

Advanced Education .................................. 1,001 1,628 2,793 3,552 5,425

Teacher T r a i n i n g ............................................ — — 12 138 378

S e c o n d a r y ...................................................... 6,558 6,739 6,791 6,924 4,450

Senior S e c o n d a ry ............................................ — — — — 3,900

T e c h n ic a l.......................................................... 1,124 1,162 1,096 1,048 1,045

Total 28,539 32,215 38,420 45,676 56,118

A bo rig in a l— Secondary school g r a n t s .................................. — 522 2,201 2,536 3,010

S tudy g r a n t s .......................................................... 62 190 326 474 720

(a) Includes Canberra College o f Advanced Education. (b) Includes grants to the 'A u stralian N ational U niversity and its affiliated colleges.

R72/2287