Commonwealth involvement in education
THE PARLIAMENT OF THE COMMONWEALTH OF AUSTRALIA
BASIC PAPER
No. 15 1982
Commonwealth Involvement in Education
LEGISLATIVE RESEARCH SERVICE DEPARTMENT OF THE PARLIAMENTARY LIBRARY
THE PARLIAMENT OF THE COM'-10f'MEAL TH ,OF AUSTRALIA
BASIC PAPER NO. 15 1982
COMr-ON\.EAL TH INVOLVOENT IN EDUCATION
Kim Jackson
Education and Welfare Group LEGISLATIVE RESEARCH SERVICE
OCPARTMENT OF THE PARLIAMENTAAY LIBRAAY
The views ex pressed in this paper do not necessarily reflect those of the Legislative Research Service, or the Department of the Parliamentary
Library
c Commonwealth of Australia 1982
ISSN 0726-3406
Printed by C. J. THOMPSON, Commonwealth Government Printer. Canberra
.__,
CONTENTS
INTRODUCTION
ADMINISTRATION
PRE -SCHOOLS
SCHOOLS
PAGE
1
3
7
8
I. Assistance for Schools in the States, 1964-1974. 8
II. Recommendations of the Kannel Committee. 9
III. The Commonwealth Schools Conmission. 9
IV. Nature of Commonwealth Schools Commission Grant Programs . 11
TERTIARY EDUCATION 15
I. Assistance for Tertiary Education to 1976. 15
A. Universities 15
B. Colleges of Advanced Education 17
C. Teacher Education 18
D. TAFE 19
II. The Commonwealth Tertiary Education Comnission and Subsequent Developments, 1977-1982. 20
A. Establ istment of the Conmission 20
B. Funding Arrangements 21
C. Assessment of Grants 21
D. Major Inquiries since 1977 22
a. Study Leave 22
b. Nurse Education 23
c. Non-Governnent Business Colleges 23
d. Education, Training and Employment 23
e. Teacher Education 25
f. Management Education 25
STUDENT ASSISTANCE SCHEMES 28
28 28 29 32 34
I. Assistance for Tertiary Students. A. Commonwealth Scholarship Schan es B. Tertiary Education Assistance Sc heme (TEAS) C. Post-graduate Awards D. Tertiary Student Loans Scheme
II. Assistance for School Students. 35
A. Secondary Allowances Scheme (SAS) and its predecessors 35 B. Adult Secondary Education Assistance Scheme (ASEAS) 37
- ii -
S PE C IA L GR OU PS
I. Assistance for Aboriginal Education o A. General
B. National Aboriginal Education Conmittee C. Aboriginal Study Grants Scheme Do Aboriginal Secondary Grants Scheme E. Overseas Study Grants for Aboriginals
II. Assistance for Isolated Children .
III. Soldiers1 Children Education Scheme . IV. Migrant Education.
V. School to Work Transition Program .
EDUCATION IN THE TERRITORIES
I. Northern Territory
I I. Australian Capital Territory A. Schools
B. TAFE
THE REVIEW OF COMMONWEALTH FUNCTIONS AND EDUCATION
I. Genera 1
II. Specific Decisions A. ASEAS
B. Schools Commission C. School Building Costs D. Curriculum Develol)llent Centre E. Research Activities
F. International Education G. Student Loans H. Eligibility for TEAS I. Tertiary Tuition Fees
J . Rationalisation of Colleges of Advanced Education K. Proposed University in the Northern Territory L. ACT Education
M. Education Program for Unemployed Youth
38
38 38 39 40
41 43
44
46
47
49
51
51
51 51 52
52
52
53 54 54 55 55
57 58 58 59
59 60 63 63
64
TMLE NO.
- iii -
TABLES
1. Commonweal th Government Budget Outlays on Education, 1972-73 to 1982-83.
2. Full-time staff employed under the Public Service Act Education Authorities, 1967 to 1982.
3. Expenditure on Children's Services Program, 1973-74 to 1982-83.
4. Estimated Expenditure on Schools Commission Programs , 1976-1983 ( constant prices).
5. Approved Grants for Tertiary Education Programs, 1975-83 ( constant prices).
6. Expenditure on TEAS 1974-75 to 1982-83.
7. Number of students receiving TEAS 1 iv i ng a 11 owance, 197 4 to 1 981.
8. Students receiving TEAS 1 ivi ng allowance, by type of institution, 1974 to 1981.
9. Maximum TEAS 1 iving allowance and the adjusted family income at which the maximum 1 iving allowance was payable, 1974 to 1983.
10. Postgraduate Awards. Annual Stipend and Number of New Awards, 1974 to 1983.
11. Expenditure on Postgraduate Awards Scheme, 1974-75 to 1982-83.
12. Expenditure on the Secondary Allowances Scheme, 1973-74 to 1982-83.
13. Secondary Allowance Scheme: level of allowances and students receiving assistance, 1974 to 1983.
14. Expenditure on ASEAS and students receiving assistance, 1974-75 to 1982-83.
15. Aboriginal Study Grants Scheme: level of allowances, 1974 to 1983.
16. Aboriginal Study Grants Scheme: total expenditure and students receiving assistance, 1973-74 to 1982-83.
17. Aboriginal Secondary Grants Scheme: level of allowances,
PAGE
2
5-6
8
13-14
26-27
30
30
31
32
34
34
36
37
38
40
41
1973 to 1983. 42
- iv -
18. Aboriginal Secondary Grants Scheme: total expenditure and students receiving assistance, 1973-74 to 1982-83. 43
19. Expenditure on Overseas Study Grants for Aboriginals, 1975-76 to 1982-83. 44
20. Assistance for isolated children: number receiving assistance, 1974 to 1981. 46
21. Assistance for isolated children: expenditure on program, 1973-74 to 1982-83. 46
22. Soldiers• Children Education Scheme: number of beneficiaries and total expenditure, 1973-74 to 1982-83. 47
23. Expenditure on Migrant Education, 1976-77 to 1982-83. 49
24. Expenditure on School to Work Transition Program, 1979-80 to 1982-83. 50
25. Expenditure on Schools and TAFE in the A.C.T., 1977-78 to 1982-83. 52
26. Public Service Act Staff under Staff Ceiling Control: Education Authorities. 53
COMMONWEALTH INVOLVEMENT IN EDUCATION
INTRODUCTION
Before the Second World War, Corrrnonwealth Government educational activities were generally limited to administering the Soldiers' Children Education Scheme {1921) and the Canberra University College (1930), the latter chiefly to provide part-time courses for public
servants . Wartime exigencies led to the Corrrnonwealth Government assuming a more active role.
The war effort resulted in many potential university students enlisting in the armed forces or not enrolling at university for
financial reasons. An impending shortage of graduates in areas such as medicine and engineering led the Minister for War Organisation of Industry, who was also the Minister in Charge of the Council for
Scientific Research, to introduce federal financial support for universities and some of their students. Means-tested living allowances and payment of tuition fees were introduced from 1943.
The Commonwealth contributed to defence training in technical colleges in the States. By the end of the war 100,000 persons had
been trained in these institutions with Commonwealth funds .
The first Education Bill was introduced to Federal Parliament in 1945 . The Bill provided for an Office of Education, which was to
advise the Minister for Post-War Reconstruction, and a Universities Commission, which was to be responsible for the university training of former members of the armed forces. Corrrnonwealth financial assistance to university students was extended until 1950. Legislation to
establish the Australian National University was passed in 1946.
Uncertainty over the legality of Commonwealth education financing led the Government in 1946 to propose amendments to the
Constitution. Acceptance of the Government's proposals in a national referendum allowed Section 51 (xxiiiA) of the Constitution to be
amended to give the Commonwealth Government power to make laws II w i th respect to the provision of •••• benefits to students11 in all States
of Australia. Notwithstanding the absence of the term "education" in the amendment, the wording of the amendment has allowed the
Commonwealth Go vernment considerable scope for involvement in education .
- 1 -
N
Universities
Jldvanced Education
TJ'lfE
Cost Supplarentation of Tertiary Grants
CCMffi.EPJ...lli INVQVEM:NT IN Elll'..ATIOO
Table 1
Carrron.-.ealth Govemrent Budget Outlqys on Education, 1972-73 to 1982-83 ($m)
1972-73 1973-74 1974-75 1975-76 1976-77 1977-78 1978-79 1979-80 1980-81 1~1-82 1982-83 (est)
143 2<]3 ~ 541 642 711 T?JJ 794 873 1007 1024
65 176 365 393 470 475 508 530 585 616 651
18 34 55 81 100 118 146 168 l~ 224 239
110
SchooTs 1a.J -- - -- ~. -- 121 230 ~3 669 ---TIO 846 874 836 948 1139 1379
Scfool to vork Transition (b) - - - - 1 1 3 8 - 28 - - 34 -- -Lt3
Student~, stance~ ( c) 63 73 100 133 162 174 182 182 1~ 200 221
S~clal Broups ( d) zz---~ 49 55 46 56 65 12 oo 102 100
Other Outlays (net) (e) 9 13 l8 21 20 20 21 22 20 19 18
TOTAL moas:mw---
Educat"iorilJutlays as a Proportion of Total Budget Outlays (~r cent)
w-~ 4.3 7.0
1663 - · -189'+ -22w---2110z-· 2529 - 2611
9.3 8.7 9.2 9.0 8.7 8.2 8.1 8.1 8.1
~oorc:e:-!9e2:8Jlrucfget Paper No. I, po332. (afl"ncludes rre-schools and the Curriculun Developnent Centre. (b) Includes the Education Program for Uoorployed Youth. (c) Includes TEAS, Postgrocluate Awards, SPS and /1SfPS. (d) Includes Aboriginals, Migrants, Soldier's Childra, and Isolated Children. (e) Includes oclministrative e.xi:enditure of the Departrralt, the Camn~alth Teaching Service, and the Camonv.ealth Tertiary Education Carrnission.
COMMONWEALTH INVOLVEMENT IN EDUCATION
ADMINISTRATION
A Comnonwealth Office of Education was established in 1945 to assist the Commonwealth Government with its growing educational commitments, principally international relations in education, student training schemes, language teaching and research. In 1964 an Education
Division was established within the Department of Prime Minister and Cabinet, and Senator Gorton was appointed to assist the Prime Minister in education matters.
The Commonwealth Department of Education and Science was formally established on 13 December 1966, with Senator Gorton as the first Minister for Education and Science. The Department was an
amalgamation of the Education Division of the Prime Minister1 s Department and the Commonwealth Office of Education. In December 1972 the Department was divided into two new Departments: that of
Education and that of Science.
Currently, the broad responsibilities of the Department of Education are as follows:
policy and research activities;
administration of schemes of financial assistance to students;
advisory and executive activities in education in the Australian Capital Territory;
liaison with educational authorities and institutions within Australia;
Australia1 s international relations in education .
The Department of Education has oversight of the fo ll owing statutory authorities:
ACT Schools Authority
Australian Maritime College
Australian National University
Canberra College of Advanced Education
Commonwealth Schools Comnission
Commonwealth Tertiary Education Commission
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COMMONWEALTH INVOLVEMENT IN EDUCATION
Student Assistance Review Tribunals
The Department is also responsible for the following
comn i ttees:
Australian National Commission for UNESCO
OECD Advisory Comnittee
Australian Council on Awards in Advanced Education (in conjunction with State education authorities)
National Aboriginal Education Committee
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tJ1
COMMONWEALTH INVOLVEMENT IN EDUCATION
Tab 1 e 2
Full-time staff em12lo~ed under the Public Service Act, Education authorities 1 1967 to 1982
A.C.T. Curriculum Commonwealth Commonwealth Commission Dept. of Schools Devel o pn e nt Schools Tertiary TAFE on Advanced Universities
June Education Authority Cent re Commission Education Cammi ssi on Education Commission Cammi ssi on
1967 397
1968 765
1969 892 25
1970 1028 25
1971 1283 28
1972 1504 14 30
1973 2932 27 30
1974 2444 39 38
1975 2671 123 18 43 40
1976 3106 20 125 21 38 37
1977 2395 682 32 117 90
1978 2379 788 35 125 92
1979 2435 803 33 117 89
1980 1403 831 37 115 84
1981 1439 840 36 109 93
1982 1468 895 114 86
Notes: The following notes outline sane of the factors behind staff number variations in the
Department.
I
°'
1967-68 -
1968-69 -1970-71
1971-72
1972-73 -1973-74
1975-76 -1976- 77 1979-80 -1981-82
C~MONWEALTH INVOLVEMENT IN EDUCATION
Table 2 - Notes (cont)
assumption of responsibility for aspects of ACT and NT education administration of Commonwealth University Scholarships Scheme (previously with State Education Departments) administration of postgraduate scholarship schemes (fonnerly the responsibility of the
universities) fonnation of Commonwealth Teaching Service (CTS) following decision of S.A. Government to withdraw its teachers from the NT over the next five years increase in the number and type of scholarships administered by the Department
appointment of NT teachers under the Public Service Act pending their appointment to the CTS assumption of responsibility for teachers in ACT and NT from the governments of NSW and SA respectively
teachers in ACT and NT transferred from Public Service Act to Commonweal th Teachers Service Act employment of 302 Aboriginals in NT fonnerly receiving the Training Allowance anci 11 ary staff ( fonnerl y recorded as part-time staff) cane under Public Service Act
coverage establishment of ACT Schools Authority transfer of staff to NT Governnent . transfer of Curriculum Development Centre staff to Department.
Source: Public Service Board, Annual Reports.
COMMONWEALTH INVOLVEMENT IN EDUCATION
PRE-SCHOOLS
In 1972 the ALP, as part of its election platfonn, pranised that over a period of six years all children would be given an opportunity to
undertake one year of pre-school education. The Labor Government appointed the Australian Pre-Schools Committee (Fry Committee) to recommend on the implementation of this undertaking, and on measures for the establishment of child care centres.
The Fry Committee reported in November 1973, but its
recommendations attracted considerable criticism. Generally, the Report was condemned for being too biased in favour of pre-schooling, for the insufficient attention it paid to child care, and for its
failure to present a framework to ensure that the most needy children were given top priority. In consequence of this criticism of the Fry Report, the Govermient instructed the Social Welfare Cammi ssi on and the Priorities Review Staff to investigate the question further. After considering the reports of these two bodies, the Goverrrnent
announced that it would establish a Children's Commission to be responsible for an integrated program of childhood education, health and care resources.
In October 1974 an Interim Committee was appointed pending the establishment of the Children's Commission as a statutory body. The Children's Commission Act 1975 received Royal Assent in June 1975, but was not proclaimed and the Interim Committee continued to
function. This situation persisted with the change of government in November 1975. However, in June 1976 the Office of Child Care was estab.l ished within the Department of Social Security, subsuming the functions of the Interim Committee.
The Office of Child
adninistration of the Children's consists of:
Ca re is
Services responsible for the
Program. The program
block grants to the States for recurrent assistance for pre- schools
capital and recurrent grants for child care projects
(provided both through State Governments and directly to organisations concerned with child care activities).
Expenditure on the Children's Services Program is given below:
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COMMONWEALTH INVOLVEMENT IN EDUCATION
Tab 1 e 3
Expenditure on Children's Services Program, 1973-74 to 1980-81
1973-74 1974-75 1975-76 1976-77
1977-78 1978-79 1979-80 1980-81
1981-82 1982-83 ( est)
($m)
Pre- schools
6.5 37.1 47. 0 49.0
46.0 32.7 33.1 31. 2
33.1 33.1
Other Children's Services
2n5 8.2 16.9 18.1
25.2 31.1 36 . 1 42.9 47. 4
70.1
Total
9.0 45.2 64.0 67.1
71. 2 63.8 69.2 74.0 80.5 103.2
Source: Department of Social Security, Annual Report 1980-81, p.142; 1982-83 Budget Papers .
SCHOOLS
I . Assistance for Schools in the States, 1964-1974
Before the establishment of the Schools Commission Commonwealth assistance for schools in the States consisted of four programs of
grants. These were:
( a) grants for science laboratories and equipment in
government and non- government secondary schools. These began in 1964 with the passage of the States Grants
Science Laboratories and Technical Trainin ct ,
an continued until mid wit subsequent States
Grants fScience Laboratories) Acts of 1965, 1967, 1968 and 197 •
(b) grants for the construction of libraries in government and non- goverrment secondary schools. These were made from 1969 to 197 4 under the States Grants (Secondary School Libraries) Acts of 1969 and 1971.
(c) recurrent grants for non-government schools. The States Grants (Independent Schools) Act 1969 authorised payments to non-government schools at the rates of $35 per primary student and $50 per secondary student from
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COMMONWEALTH INVOLVEMENT IN EDUCATION
the beginning of 1970. These rates were increased to $50 and $68 respectively from the beginning of 1972 by the States Grants Inde endent Schools Act 1972. The States Grants Schools Act 1972-1973 changed the system
of payment so that in 1973 non-government schools received grants equivalent to 20% of the cost of
educating a child in government schools.
( d) capital grants for government schools. These were
provided from January 1972 to July 1973 by the States Grants (Capital Assistance) Act 1971-1972.
II. Recommendations of the Kannel Coeunittee
In December 1972 the Labor Government established the Interim Committee for the Australian Schools Commission under the chairmanship of Professor Peter Kannel. The Kannel Conmittee was asked to examine the needs of schools, to work towards establishing acceptable
standards in schools, and to advise on school financing. The
Committee adopted a quantitative approach to these questions. It defined needs on two levels: the need for a minimum quantity of
resources in schools, and need as expressed by the cognitive,
physical, social or econanic disadvantages of individual pupils. The Committee constructed indices to enable measurement of the above needs and these fanned the basis of most of its funding recorrrnendations. Faced with setting priorities amongst competing needs, the Committee
adopted a multi-program approach: grants were allocated in seven programs, each with a distinct purpose and budget, but with as little prescription as possible within each program. The programs were general recurrent resources, general buildings, primary and secondary
libraries, disadvantaged schools, special education, teacher development, and innovations.
The Kannel Committee's recommendations were accepted by the Government and the States Grants (Schools) Act 1973 authorised grants for the programs during the 197 4-1975 biennium. Some controversy surrounded this legislation: the Comnittee had recomnended that funds for non-government schools with the most resources be phased out over two years, and the Government had subsequently decided to withdraw
these funds almost immediately. The Opposition amended the legislation so that these grants were maintained.
III. The Commonwealth Schools Commission
The Schools Comni ssi on was established as a statutory body by the Schools Commission Act 1973, which was assented to on 19 Dece1 11 ber
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COMMONWEALTH INVOLVEMENT IN EDUCATION
1973. Under Section 13 of the Act the functions of the Commission are to inquire into, and to furnish infonnation and advice to the Minister for Education with regard to:
(a) the establishing of acceptable standards in schools, and the means of attaining and maintaining those standards;
(b) the needs of schools, and the respective priorities to be given to the satisfying of those needs;
(c) matters in connection with the grant by the Commonwealth of financial assistance to the States for schools, and for schools in the Territories;
(d) any matter relating to primary or secondary education in education.
In exercising its functions the Commission is required to have regard to:
the need for improving primary and secondary educational facilities and for providing increased and equal opportunities for education in government and
non- government schools;
the need for ensuring that facilities in all schools are of the highest standard;
the primary obligation of governments to provide and maintain government school systems that are of the highest standard and are open without fees or religious tests to all children;
the prior right of parents to choose government or
non-government schooling for their children;
the educati anal needs of handicapped children and young persons;
the needs of disadvantaged schools and of students in all schools who are disudvantaged in their education for
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COMMONWEALTH INVOLVEMENT IN EDUCATION
social, economic, ethnic, geographical or other reasons;
the need to encourage diversity and innovation in
schooling;
the need to stimulate public interest in and support for improvements in education;
the desirability of providing special opportunities for students of demonstrated ability;
the economic use of resources.
The Commission'. s first set of financial recanmendations were contained in its Report for the Triennium 1976-1978 (June 1975). The Labor Government found itself unable to finance the full range of
proposals and decided on a one year pause in the triennial
progression. It provided funding for the calendar year 1976 that
would be sufficient to maintain recurrent standards but deferred
expenditure on new initiatives and restricted capital expenditure. In October 1975 the Government informed the Corrmission that its recommendations for the new triennium 1977-79 would be framed within the context of guidelines on expenditure developed by the Gover1111ent. Liberal-National Country Party Governments have continued this
procedure and since 1976 the Comnission's annual recomnendations on grants have been made in response to guidelines issued by the Minister for Education. However, the Comnission al so presents substantive triennial reports which are not affected by guidelines. These reports deal with the broader issues of primary and secondary education and
school finance, as well as setting out the Commission's view of
required funding levels over a triennium. The last triennial report was presented on 26 March 1981, and deals with the 1982-1984
triennium. It can thus be said that the Comnission now serves the
Government on two levels: as an independent assessor of needs (the triennial reports), and as an adviser on allocations within the total funds available (annual reports on grants in response to guidelines). The Corrmission also provides reports and discussion papers on
particular aspects of primary and secondary education.
IV. Nature of the Conmonwealth Schools Conmission Grant Programs
The Commonwealth Schools Commission (CSC) has maintained the Interim Comnittee's multi-program approach to funding which enables grants to be directed at broad areas while providing for State and
non- gover1111ent school authorities to mo.ke the specific deci si ans on
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COMMONWEALTH INVOLVEMENT IN EDUCATION
expenditure within those areas. Payments to the States are authorised by annual States Grants (Schools Assistance) Acts. The Acts divide the payments into three categories of programs: government school programs 9 non- governnent school programs, and joint programs.
Grants for government schools are divided into five programs: general recurrent , English as a second language (previously called migrant education), disadvantaged schools, special education, capital grants. The States are obliged to spend their grants on the programs
as defined by the Act. For example, recurrent grants must be used to meet recurrent expenditure in respect of goverrment . schools; English as a second language grants must be used for education in English as a second 1 anguage; capital grants must be spent . on building and
equipment projects in connection with government schools o Within these broad definitions, the States are free to allocate their grants to whatever schools or projects they consider fit. Thus it is the
State Gover1111ent that detennines which schools shall be classified as 'disadvantaged' or 'special' schools and \'A'lich will receive grants .
Grants for non-governnent schools are divided into the same five programs as those for government schools. The distribution of Comnonweal th grants to the non- goverrrnent schools within each State is supervised by State Planning and Finance Committees (PFCs). The PFCs
are conpri sed of a Chai nnan appointed by the ColTillonwealth Education Minister; nominees of the Catholic education authorities and of
non-Catholic non-government schools; appointees of the State Education Department, Commonwealth Education Department, and the CSC. For general recurrent grants non-goverrrnent schools and school systems are ranked into three subsidy groups, each with its rate of payment
per primary and secondary student. The subsidies are ex pressed as percentages of average per student government school running costs, and they therefore increase as those costs rise. Non- governnent
schools are ranked by the Commonwealth Education Minister on the reconmendation of the Conmission, which is in turn advised by the PFCs. The PFCs also advise the Commission on the schools which should be considered disadvantaged and thus eligible for disadvantaged
schools grants. The PFCs also consider applications for building and equ ipnent grants, and then make reconmendati ons to the Conmi ssi on.
There are five joint programs: multicultural education
(includes ethnic schools), country areas, special education (children in residential institutions and severely handicapped), professional development (includes education centres), and projects of national significance (includes special projects) o Most of these programs are
administered by comnittees representing both government and non-government education authorities and established by the State Goverrments. The exceptions are ethnic schools, education centres and projects of national significance which receive grants on the
reconmendation of the Conmission .
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I-'
v.J
I
COMMONWEALTH INVOLVEMENT IN EDUCATION
Table 4
Commonwealth Schools Commission Programs, 1976 to 1983 (a) 'in constant 1983 outturn prices' ($m)
Program 1976 1977 1978 1979 1980 ( b) 1981
GOVERNMENT SCHOOL PROGRAMS
General recurrent 328. 3 316. 9 309.4 312. 6 315. 6 315. 6
Engl i sh as a second
language 32. 4 32. 6 32. 2 33.3 35.8 45.1
Disadvantaged school s 29. 7 29.8 29.8 29. 8 30.0 30.0
Special education 18.0 18.4 19.4 19.4 19. 6 20. 8
Capital grants 223.6 247.7 236.0 219.1 150. 8 150. 8
632.0 645. 5 626. 8 614.2 551. 8 562.3
NON-GOVERf\MENT SCHOOL PROGRAMS
General recurrent 283 . 1 295.9 322. 6 348.6 387. 8 444.4
Emergency assistance - 1. 6 0.9 0.9 0.9 0.9
English as a second language 12.1 12.2 12. 7 13.3 14.4 16.3
Disadvantaged schools 4.6 4.6 4.6 4.6 4.7 4.7
Special education 6.6 6.3 5.4 5.4 5.4 5.6
Capital grants 46.6 47. 7 53.1 51. 4 42.4 52.6
353.0 368. 3 399.3 424.2 455.6 524.5
1982 1983
315. 6 321. 9
50. 2 51. 8
29. 8 29.4
20.9 20. 9
143.5 143. 5
560.0 567.5
506. 6 545. 4
0.9 0.6
18.9 19.1
5.0 5.3
5.6 5.6
51. 6 51. 4
588.6 627.4
I--'
"""
Program
JO I NT PROGRAMS
Multicultural education Country areas Special education Professional developnent Projects of national
significance and Special Projects
ALL PROGRAMS
1976
34.9
7.9
42.8
1027. 8
1977
7. 3
2.1 32.9
8.1
50. 4
1064. 2
Table 4 - (Cont)
1978 1979 1980 ( b) 1981
0.9 2. 2 8.6
7. 3 7. 9 8.1 8.1
2.1 2.2 2.2 5.1
27. 7 27.1 20.8 20.7
6.7 6.5 4.9 5.1
43. 8 44.6 38.2 47. 6
1069.9 1083. 0 1045. 6 1134. 4
(Individual items may not all to totals because of rounding)
Notes:
(a) This table is based on figure s given in the Minister for
Education's 'Guidelines for Education Comnissions 1983', 17 August 1982; the Commonwealth Schools Commission's Re 1 ort for 1980
(July, 1979), p.38 and Recommendations for 1983 March, 1982)
pp.30-31. Expenditure has been adjusted to 1981'" outturn prices through use of CSC's recurrent and capital price indices.
(b) From 1980 onward s ex penditure includes grants to the Northern
Territory.
1982 1983
8.3 7.8
9. 9 9.9
5.1 5.8
20.7 20.7
1. 6 1. 6
45.8 46.0
-
1194. 3 1240.8
COMMONWEALTH INVOLVEMENT IN EDUCATION
TERTIARY EDUCATION
I. Assistance for Tertiary Education to 1976 A. Universities
In March 1950 the Menzies Government appointed a canmittee under the chairmanship of Professor Mills to report on the finances of
universities. The Mills Committee recanmended that the Commonwealth Govermient contribute towards the universities' recurrent ex pend iture. The Government accepted this recanmendation and under the States Grants (Universities) Acts of 1951, 1953, 1955, 1956 and 1957
financial assistance was provided to the States for the running
expenses of universities, on the condition that the level of
university income from State grants and fees reached, and was maintained at, certain basic levels.
Concern at the condition of the universities led the Prime Minister in December 1956 to establish a corrmittee on Australian universities under the chairmanship of Sir Keith Murray. In response to the Corrmi ttee' s recomnendati ans, the Govermient announced the establishment of a pennanent Australian Universities Commission,
greatly increased Commonwealth recurrent grants and the introduction of capital grants for universities. This new program of financial assistance corrmenced in the 1958-60 trienniun under the provisions of the States Grants (Universities) Act 1958, and in 1959 the Australian
Universities Corrmission was established by the Australian Universities Commission Act. The function of the Commission was to inquire into and make recomnendations on financial assistance to the States for universities.
From 1958 to 1975 grants to the States for universities were prov ided on a triennial basis. The levels of grants generally
reflected the recanmendations of the Universities Commission, whose triennial reports were largely accepted by successive goverrments. In addition to reports on triennial finance, the Universities Commission was associated with a number of special investigations over the
1958-75 period. These included the following:
( a ) Tertiary Education in Australia: Report of the Committee on the Future of Tertiary Education in Australia to the Australian Universities Commission (1964-65). This report . became known as the 'Martin
Report', after Sir Leslie Martin, the Chainnan of the Committee. Sir Leslie was al so Chairman of the
Universities Conmission. The Report's major
recommendat i ans concerned the dev e 1 opment of the advanced education sector; however, some of its
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COMMONWEALTH INVOLVEMENT IN EDUCATION
proposals concerning universities were accepted by the Government. These included additional grants for universities, the supplementation of triennial grants for certain cost increases, and stronger support for
research activity.
(b) Universities Commission and the Commission on Advanced Education, Report on the Location, Nature and
Development of Institutions of Tertiary Education in S dne Melbourne and the Albur -Wodon a Re ion (March, is report recanmen e t e es tab i shment of
three new universities. Although it was accepted in
principle by the Government, the proposals were later deferred because of budgetary constraints .
(c) Universities Commission, Report on the Proposal of the Government of Victoria for a Fourth University in Geelong, Ballarat and Bendigo (December, 1973). This report reconmended the establishment of a university at
Gee long. It was accepted by the Government and Deakin University was subsequently founded.
(d) Committee on Open University, Open Tertiary Education in Australia: Final Report of the Committee on Open Universit to the Australian Universities Commission (December, 1974 • This report reconmended a variety of
measures to increase access to tertiary education, but did not support the establ ishnent of an Open University. Action was deferred by the Government because of financial stringencies. Open tertiary education became
a responsibility of the Tertiary Education Commission when it was established in June 1977.
By 1973 the Commonwealth was contributing $1 in recurrent grants for every $1.85 available to universities fran State Goverrment grants and tuition fee income, and $1 in capital, equipment and
special research grants for every $1 State Goverrment contribution. At the June 1973 Premiers Conference the Commonweal th and State Governnents agreed that from 1 January 1974 the Commonwealth would take over the financial responsibility for universities and colleges
of advanced education. The Commonwealth would meet the State Goverrrnent contributions to the 1973-75 triennial program for 1974 and 1975 and the amounts thereby saved by the States would be deducted from the general financial assistance grants to the States.
In May 1975 the Universities Conmission presented its report to the Government recommending financial assistance for the 1976-1978
- 16 -
COMMONWEALTH INVOLVEMENT IN EDUCATION
triennium. However, during 1975 the Government decided that, due to the budgetary situation, 1976 was to be treated as a year outside the triennial progression. The Government then detennined guidelines within which the Conmission was requested to review its
recommendations for 1976. This was the first occasion on which
guidelines had been given to the Comnission.
During 1976 the new Commonwea 1th Government introduced the 'rolling triennium' for the 1977-1979 period. Under this arrangement the Government issued finn guidelines on expenditure for the first year {1977) together with planning amounts for the remaining two years. As each year was completed the plans for the remaining years
were to be reviewed and an additional year added. This was the
procedure operating when the Universities Commission was abolished and the Tertiary Education Comnission established in 1977 (see below).
B. Colleges of Advanced Education
In August 1961, at the request of the Universities Commission, the Government established the Committee on the Future of Tertiary Education in Australia under the chainnanship of Sir Leslie Martin. The Comnittee was required to consider the pattern of tertiary
education in Australia in relation to the needs and resources of
Australia and to make recomnendations on the future developnent of tertiary education. At that time the advanced education sector
(excluding teachers colleges) consisted of two main types of tertiary institutions: institutes of technology or technical colleges, and specialist or single purpose institutions (generally agricultural or paramedical). The Martin Committee considered that there was
insufficient diversity in tertiary education and that technical education was undervalued. It recommended an increase in financial support for colleges, the separation of recreational and trade courses from those concerned with general education and the technologies, an
expansion of hunanities courses and the establishment of standards recognised throughout the country. The Govermient accepted most of these recomnendations: it agreed to support financially a new system of colleges parallel to universities and to establish a Commonwealth
advisory comnittee on the new colleges, although they were to remain primarily a State responsiblity.
In 1965 a Commonwealth Advisory Committee on Advanced Education was established to pranote the balanced developnent of institutions providing advanced education and to advise the Goverrrnent on financial assistance for such institutions. The Governnent al so agreed to provide interim capital grants for the remainder of the
1964-1966 trienniun. The recomnendations of the First Report of the Advisory Committee were accepted by the Govermient and incorporated in the States Grants (Advanced Education) Act 1966. The Act provided capital and recurrent grants for the 1967-1969 trienniurn; in 1967 it
- 17 -
COMMONWEALTH INVOLVEM ENT IN EDUCATION
was repealed and replaced by the States Grants (Advanced Education) Act 1967 which increased the level of recurrent grants for the
triennium.
In 1968 the Commonwealth Government, at the suggestion of the Advisory Comnittee, comn i ssi oned two further in qui ri es on aspects of advanced education. The Report of the in uir into salaries of
Lecturers and Senior Lecturers 1 n Co e es o vance E ucat 1 on ay,
196 Sweeney Committee recommended that where work in a college was of like quality to that undertaken in a university, parity in
salaries with university salaries should be instituted. The Commonwealth Government agreed to meet its share of the increase in salaries.
The second investigation was the Committee of Inquiry into Awards in Colleges of Advanced Education (Wiltshire Comnittee) which reported in June 1969. The Committee's report, Academic Awards in Advanced Education, led to the joint Comnonwealth-State establishllent
,n 1971 of an independent national body responsible to the seven
Ministers of Education, the Australian Council on Awards in Advanced Education. The Council was responsible for devising general principles on the nanenclature of awards and course patterns.
In 1971 the Australian Commission on Advanced Education was established as a statutory body by the Australian Commission on Advanced Education Act 1971, to replace the Advisory Committee. The Comnission had broadly the same responsibilities as the 01d Comnittee:
t o ad v i s e t h e Gov er nm en t on f i n an c i a l as s i stance fo r adv an c e d
education, and to pranote the balanced develoµnent of the sector. The Commission was required to consult with the Universities Commission and the States in perfonning its functions .
From 1972 to 1977 develoi:xnents in the financial arrangements for the advanced education sector paralieled those for the
universities. The Commonwealth accepted full financial responsibility for advanced education from 1 January 1974 and funds were provided on a fixed triennial basis until 1976 with the introduction of Govermient guidelines for Comnission recomnendations and the announcanent of a
'pause' in the triennial progression during 1976 . In 1977 the
Comnission was abolished with the establisl"rnent of the Tertiary Education Commission.
C. Teacher Education
Commonwealth assistance to the States for teacher education was introduced in 1967-680 The States Grants (Teachers Colleges) Act 1967 provided unmatched grants for the construction and equipping of
- 18 -
COMMONWEALTH INVOLVEMENT IN EDUCATION
colleges conducted by the States for the purpose of training
teachers. The States Grants Teachers Colle es Act 1970 extended this scheme until m1 • e States rants re-School Teachers
Colleges) Act 1968 provided capital grants for pre-school teachers colleges up to mid 1971. Owing to difficulties experienced by some States in proceeding with their building programs subsequent Acts in 1971 and 1972 extended the period of operation of the program (though
not the funds available) to the end of 1973.
In February 1972 the Senate Standing Committee on Education, Science and the Arts presented its report, The Commonwealth's Role in Teacher Education. The report recanmended that teachers' colleges be granted financial assistance under tenns and conditions similar to colleges of advanced education. Following consultation with State Goverrments the ColTTllonwealth Goverrment announced in the 1972 Budget
debate that from July 1973 teachers' colleges would be funded on the same basis as universities and colleges of advanced education. The Advanced Education Commission was requested to advise the Government on a program of support for teacher education. From 1 January 1974
the Commonweal th assumed ful 1 financial responsibility for teachers' colleges as well as universities and colleges of advanced education.
D. Technical and Further Education (TAFE)
The States Grants (Science Laboratories and Technical Training) Act 1964 provided grants for the building and equipment costs of technical schools and colleges. Subsequent States Grants Technical Trainin Acts of 1965, 1968, 1971 and 1973 continue t 1s program.
In 1973 the Commonwealth Government established the Australian Committee on Technical and Further Education (ACOTAFE) to advise the Government on the development of TAFE and to make recommendations for financial assistance to the States for that
purpose. The Conmittee' s report, TAFE in Australia (the Kang an report) was submitted in April 1974. The report gave rise to a
program of ColTTllonwealth Goverrment financial assistance under the States Grants (Technical and Further Education) Act 1974, which provided recurrent and capital grants over the period 1 July 1974 to 30 June 1976. While the Government accepted the level of recurrent
grants recomnended by ACOTAFE, the capital grants provided by the legislation were substantially less than those recanmended. The TAFE recurrent grants provided to the States incorporated amounts to
reimburse the States for the i ncane foregone as a result of the
abolition of fees. The ColTTllonwealth had abolished tuition fees at universities and colleges of advanced education from the beginning of 1974, when it accepted full financial responsibility for these institutions. The Commonwealth al so came to an agreement with the States which guaranteed that they would not be financially
disadvantaged by the abolition of tuition fees for certain courses at
- 19 -
COMMONWEALTH INVOLVEMENT IN EDUCATION
TAFE institutions. The States Grants (Technical Training Fees Reimbursement) Act 1974 provided reimbursenent to the States for fees foregone during the first six months of 1974. Thereafter this
reimb ursenent was included in TAFE recurrent grants.
In May 1975 ACOTAFE presented its second report to the
Goverrment reconmend i ng financial programs for 1 July 1976 to 31 December 1978, thus bringing TAFE into line with the triennial
programs of the other education sectors. However, the Goverrment's announcement of a pause in the triennial progression for 1976 deferred the introduction of triennial funding for the TAFE secto,.
On the 29 May 1975 ACOTAFE was replaced by the Technical and Further Education Conmission (TAFEC). As with the other education Commissions, TAFEC was given guidelines within which to frame its recomnendations for the newly-introduced I roll ing 1 triennium, 1977-79.
TAFEC presented its Report for the Triennium 1977-1979 in July 1976. This was the Conmission's only report, as in the following year it was abolished with the establishment of the Tertiary Education Commission.
II. The Conmonwealth Tertiary Education Comnission and Subsequent Developments, 1977-1982
A. Establishment of the Comnission
The Tertiary Education Commission was established on the 22 June 1977. On that date the Tertiary Education Commission Act 1977 was brought into operation and the separate Acts which had established the
Universities, Advanced Education and TAFE Conmissions were repealed. In addition to the Commission, the Act also established the
Universities Council, the Advanced Education Council and the TAFE Council. In 1981 the Commissi on1 s name was changed to the
Corrmonwealth Tertiary Education Conmission (CTEC).
The prime function of the Commission under its Act is to inquire into and advise the Minister on the necessity for, and the
conditions and allocation of, financial assistance in respect of
universities, CAEs and TAFE institutions. The CTEC is also empowered to inquire into and advise the Minister on any other matter relating to tertiary institutions that is referred by the Minister or which the CTEC itself considers requires inquiry. It also performs 1 on behalf of the Conmonwealth, administrative functions in relation to programs
of financial assistance. The CTEC is required to consult with
relevant State authorities and to perform its functions with the
object of promoting the balanced and co-ordinated develoµnent of tertiary education and the diversifying of opportunities for tertiary education .
- 20 -
COMMONWEALTH INVOLVEMENT IN EDUCATION
The function of each Council is to inquire into and advise
the Minister and the Corrmission on matters relating to its sector and to provide assistance to the CTEC, in accordance with the CTEC's directions, in matters relating to its sector.
B. Funding Arrangements
Since the establishment of the CTEC there has been a return to fixed triennial funding arrangements. In June 1978, in response to
proposals from the Commission, the Government decided to re- introduce fixed triennial funding for university and CAE recurrent expenditure. Other cl asses of expenditure, namely university and CAE capital and equipment grants and all TAFE grants, are provided annually.
Recurrent funds for universities and CAEs are provided for individual institutions, mostly in the form of block grants for
general purposes (teaching and research) and for certain classes of expenditure (special research, equipment). Only a very small proportion of recurrent grants are earmarked.
Recurrent grants for TAFE are provided on a State basis and not in respect of individual institutions. They either canpensate the States for the abolition of fees (in which case their disbursement is at the full discretion of the States), or they relate to specific
programs of quality improvement which are subject to CTEC approval .
Capital grants for all three sectors are provided for
specific building projects approved and monitored by the Corrmission .
C. Assessment of Grants
The Universities Council assesses grants on the basis of submissions fran institutions, inspections of institutions and discussions with administrators, governing body representatives, students, staff, and State co-ordinating authorities. For general recurrent grants, a
broad assessment is made based on the number of students, faculties, departments and the distribution of students through courses and levels of study.
The Advanced Education Council assesses grants on the basis of subnissions fran State co-ordinating authorities and discussions with these authorities and institutions. The Commonwealth and State Education Ministers, meeting as the Australian Education Council in June 1979, agreed on the following procedure for the allocation of
general recurrent grants:
- 21 -
COMMONWEALTH INVOLVEMENT IN EDUCATION
the total number of students and their mix in terms of institutions, fields and levels of study in a given
State will be determined by the Commission on the advice of the Council after consultation with State
authorities.
the Commission, on advice of the Council, will allocate avaiiable funds to individual colleges after advice from State authorities. The Council will generally follow this advice.
The TAFE Council provides advice on a different basis from the other t\\O Councils because of the different funding arrangements in the TAFE sector. TAFE general purpose recurrent grants, which are designed to reirrburse States for the cost of abolishing fees, are
calculated according to a formula which takes account of the estimated teaching effort in the TAFE sector. The distribution of the total of special purpose and particular purpose grants between the States is made according to the distribution of TAFE activity as measured by
teaching effort.
The three Councils recanmend building programs for their sectors to the Conmission after having received and considered proposals submitted to them by universities, State advanced education co-ordinating authorities and State TAFE departments .
D~ Major Inquiries Since 1977
Since the establishment of the Commission there have been a number of major inqu1r1es concerning aspects of tertiary education, although the CTEC itself has not necessarily been involved in each investigation.
a) Study Leave in Universities and Colleges of Advanced Education: Re ort of the Tertiar Education Commission August, 1978 • This report was preceded by a draft report which caused considerable discussion. The final report
endorsed the general principles of the draft report although some of the details of its recommendations were varied. The major reconmendations were that study leave should be more selective, restricted to academic staff, with time limits for
both institutions and individuals; there should be less
emphasis ·on overseas study leave and greater accountability on the part of both institutions and individuals. The
Goverm1ent accepted these rec001mendations and universities and CAEs were requested · to modify their study leave
arrangements from 1 January 1979.
- 22 -
CCJIMONWEALTH INVOLVENENT IN EDUCATION
b) Nurse Education and Training: Report of the Committee of In uir into Nurse Education and Trainin to the Tertiar Education Commission August, 1 Sax Committee The
report proposed that nurse education and training should be available through a number of modes. It reccrnmended the upgrading and rationalisation of hospita 1-based courses, the devel oµnent of co- operative arrangements between hospital
schools and tertiary i nsti tuti ons, and the a cc red i tati on of the awards of hospital based schools where appropriate. The Government supported these proposals. The Comnittee al so recommended some growth in enrolments in basic nursing courses in CAEs, but proposed that it should be restricted to
allow independent evaluation of existing programs. The Government has agreed to an increase of 350 pl aces in CAE basic nursing courses.
c) Tertiary Education Commission, Report on Non-Government Business Colleges (October, 1978). Recomnended that non profit non- goverrment business colleges receive per capita assistance in respect of full-time students taking approved
secretarial courses. Previously such colleges received fees subsidies which varied from college to college. The
Goverrment accepted the reccrnmendations of the Report and the new scheme of assistance was introduced in 1979.
d) Education, Training and Employment. Report of the Committee of In uir into Education and Trainin (February, 1979).
Wi iams Committee The Committee made 116
recomnendati ons affecting a 11 sectors of education. It
identified its most important general recanmendations in post-secondary education as the following:
that specialisation between sectors should be
maintained, but that access to education in areas too
small to sustain specialised institutions should be extended by contract arrangements between i nsti tuti ons;
that the range of educational opportunities should be extended by the planned integration of external study programs and other modes of study;
that State authorities should make prov1s1on for the granting of awards on the basis of credits earned in
more than one institution;
- 23 -
CCJIMONWEALTH INVOLVEMENT IN EDUCATION
that pians for growth in the number of students should be related to prospective growth in GDP, and that most of the expansion in numbers should be accanmodated in colleges of advanced education and TAFE;
that undergraduate entry to universities should be related more closely to the statistical probability of success in degree studies, and that in universities
there should be a greater concentration of honours and post-graduate activities (including non-award courses for graduates), and more research centres;
that in view of high attrition rates in advanced
education, colleges of advanced education should give greater attention to curriculum planning and the selection of the appropriate levels of study for their students;
that there should be a Nati anal Cent re for Research and Development in Technical and Further Education to analyse the skills required for various occupations in the middle level and trade fields, and to prepare
modular programs that could be used for original
training, retraining and further training;
that there should be greater provision for preÂ
ffilployment training in TAFE and al so sane provision for different supplementary trade training on the broad 1 ines proposed by the National Training Council.
The Govermient has announced that its response to the Wil 1 iams Report will be guided by seven pol icy objectives:
1) qualitative improvffilent in TAFE;
2) strengthening of the teaching of basic skills in
schools;
3) facilitating the transition of young people from school to work;
4) improving labour market infonnation;
- 24 -
C()IMONWEALTH INVOLVEMENT IN EDUCATION
5 ) improving skills training arrangenents;
6 ) strengthening and concentrating research in universities;
7 ) continuing monitoring and adjustments of the education systen.
The Government has al so contributed to a Nati anal Research and Development Centre in TAFE. Many of the Committee• s
recanmendations are directed at State authorities and individual universities. The Commonwealth Gov ernnent has al so ref erred a large number of recanmendations affecting tertiary education to the TEC for comnent. Details of the Government• s reaction to the
recanmendati ans of the Wil 1 iams Committee can be found in the reports issued by the · Minister for Education in November 1979, March 1981 and June 1982 .
e) Re~ort of the National Inquiry into Teacher Education (August, 19 0). (Auchmuty Committee). The Committee1 s major
recanmendation was that schoolteachers be allowed one term's study leave every seven years to enable them to keep up to date with
educational, technological, economic and social develop11ents. In the Statenent on Education Policy by the Minister on 4 June 1981, it was announced that the Commonwealth regarded the implementation of most of the Report's recomnendations as the responsibility of
employing authorities and tertiary institutions. The
Commonwealth's direct financial contribution in the area was to be continued in the form of the professional develop11ent programs of the Commonwealth Schools Comnission.
f) Inquiry Into Management Education Report (April 1982 ) ('Ralph Comnittee '). The Report's major recomn end a ti ans were that Master of Business Administration (MBA) courses be concentrated · at two national schools at the Universities of New South Wales and
Melbourne, and at regional schools at a university in each State; and that MBA courses at the CAEs and other universities be
discontinued. The Goverment announced its response to the Report on 9 September 1982. A graduate school of managenent wi 11 be established at the University of Melbourne and other programs of managenent education will be rati anal i sed after consul tati ans with State authorities and institutions .
- 25 -
Sector
Universiti es Recurrent Equipment Capital
N
TOTAL
°'
Advanced Education Recurrent Equipment Capital
TOTAL
TAFE Recurrent Equipment Capital
TOTAL
COMMONWEALTH INVOLVEMENT IN EDUCATION
Tab 1 e 5
Approved Grants for Tertiary Education, 1975 to 1983 (a) (in constant 1983 outturn prices) ($m)
1975 1976 1977 1978 1979 1980 1981
964.5 1000. 5 1019. 5 1036. 0 1047. 1 1047. 6 1052. 6
40.2 25.5 39. 7 44.1 43.4 43.4 43.8
113. 2 58. 9 62.6 43. 6 31. 6 27.3 13. 6
1117. 9 1084. 9 112L8 1123. 7 1122. 1 1118. 3 1110.0
575.8 620.6 655.1 670.2 675.7 679.5 674.4
234.7 159.5 145.1 116. 7 24.1 20.8 21.1 63.8 45.3 32. 4
810. 5 780.1 800.2 786. 9 763. 6 745.6 727. 9
69.1 81. 7 73. 7 79.4 85.9 91. 0 93. 5
- - - - - - -
63.0 58. 7 72. 2 87 . 2 112. 2 13 3. 6 133.6
132 .1 140.4 145.9 166.6 198.1 224.6 227.1
1982 . 1983
1052.7 1069.4
46.8 47.1
16.4 17.5
1115. 9 1134. 0
662.9 644.9
22.4 22.1
23.2 28. 7
708.5 695.7
101. 7 106.1
10. 4 10.4
127.6 117 0 1
239. 7 233.6
Sector
A 11 Sectors Recurrent( b) Equipment Capital
TOTAL
N Notes:
'-I --
COMMONWEAL TH INVOLVEMENT IN EDUCATION
1975 1976
1609.4 1702.8
451.1 302. 6
2060. 5 2005. 4
Table 5 - (Cont)
1977
1748.3 319. 6
2067.9
1978
1785.6 291. 6
2077. 2
1979
1808. 9 67.5 207.6
2084.0
1980
1818. 5 64.2 206.2
2088.9
1981
1820.9 64.9 179.6
2065. 4
1982
1817. 7 79. 6 167.2
2064.5
(a) These figures have been obtained from the CTEC, Report for 1982-84 Triennium, Volume 1 Part 1 (February, 1981) p.65, the Minister for Education's Press Statanent of 8/10/82 and the
statistics section of the CTEC. Expenditure has been adjusted to 1983 outturn prices through use of indices maintained by the CTEC.
( b) From 1979 onwards the "All Sectors - Recurrent" figures include grants for Evaluative Studies (0.2m in 1979; $0.4m in each subsequent year). The figure for 1983 al so includes $0.lm for
cultural awarness and ethnic language familiarisation courses in all tert i ary institutions, and $4.4m for superannuation adjustments in Universities and CAEs.
1983
1825. 3 79. 6 163.3
2068.2
COMMONWEALTH INVOLVEMENT IN EDUCATION
STUDENT ASSISTANCE PROGRAMS
I. Assistance for Tertiary Students
A. C011T1onwealth Scholarships
Commonwealth assistance for university students was introduced during the Second World War when the Governnent became concerned at the shortage of graduates in certain areas such as medicine and
engineering.
Uncertainty over the legality of Commonwealth financing led the Governnent in 1946 to propose amenctnents to the Cons ti tuti on, which were accepted in a national referendl.61l. Section 51(xxiiiA) of the Constitution was amended to give the Federal Governnent power to
make laws with respect to the provision of benefits to students. An imned iate use of the Comnonweal th' s new power was the extension of the wartime scheme of financial assistance for students. A Commonwealth scholarship scheme announced by the Labor Governnent was endorsed by
the new Menzies Governnent and came into operation on 1 January 1951. Three thousand means-tested scholarships were available annually on a canpetitive basis from that year.
In 1966 the Commonwealth Scholarships Scheme was replaced by two Schemes, the Comnonwealth University Scholarship Scheme and the Commonwealth Advanced Education Scholarship Schemes. By 1973 40,760 students in universities and 10, 567 students in CAEs were receiving
these scholarships. However, in May 1973 the Minister for Education announced that these schemes would be replaced by a new system of financial support for students.
The major criticism of the old scholarship schemes was that they rewarded the affluent, rather than the needy, and did little to broaden access to tertiary education. Students from non- goverrment schools received a disproportionate share of the schola_ rships, which
paid their canpulsory fees regardless of their families' incane. In 1973 sane 56% of Commonwealth University Scholarships (CUS) expenditure was on fees. The means-tested component, living allowances, canprised the smaller part. In previous years, the
imba 1 ance of ex pend i ture on fees had been even more marked ( about 60%). Between 1966 and 1973 an average of only 42% of C US students received living allowances each yearo Thus a majority of scholarship holders were from fanilies whose incane exceeded $8,200 p.ao (where
the· student 1 ived at home) or $9, 930 (wiere the student 1 ived away from hone). As in 1973 average earnings per employed male unit were $5,678 p.a., it would appear that the majority of CUS students were fran canparatively well-off families.
- 28 -
CCJIMONWEALTH INVOLVEMENT IN EDUCATION
Another criticism of the scholarship schemes concerned their limited scope. The numbers of awards avail able was consistently well below the number of applicants, and the number of. students who were qualified to enter tertiary institutions. In 1973 there were in excess of 55,000 applications for some 15,000 CUS awards, and more than 60,000 applications for 6,000 Commonwealth Advanced Education Scholarships.
The tertiary allowance scheme proposed by the Labor Governnent, in conjunction with its decision to abolish tertiary tuition fees, was designed to rectify the shortccxnings of the old scholarship schemes. It would make available means-tested grants free of competition to all students undertaking approved courses in
universities, colleges of advanced education and technical colleges.
B. Tertiary Education Assistance Sche111e (TEAS)
The Tertiary Allowances Scheme was introduced in January 1974 and continued until 14 October 1974. This scheme anticipated the introduction of the Tertiary Education Assistance Scheme (TEAS) which was established upon the ccxnmencement of the Student Assistance Act on
15 October 1974.
TEAS provides means-tested assistance to ful 1-time students undertaking approved courses at universities, CAEs, TAFE institutions, and certain other Governnent and Non-Governnent institutions (e.g. Schools of Art and Music, Non-Government business and teachers colleges).
Assistance under TEAS can include the following :
1 iv i ng allowance incidentals allowance dependant's allowance fares allowance
The structure of TEAS has remained essentially unchanged since its inception, although there have been increases in the 1 iving allowances and modifications to the means test.
- 29 -
COMMONWEALTH INVOLVEMENT IN EDUCATION
Table 6
Expenditure on TEAS 1974-75 to 1982-83
1974-75 1975-76 1976-77 1977-78 1978-79
1979-80 1980-81 1981-82 1982-83
$m 77. 3 109. 6 135. 8 146.1
156.2 157.7 163. 4 169.4
179.3 ( proposed)
Source: the O eration of the Student Assistance Act
Budget Papers.
Table 7
Number of students receivin! TEAS living allowance at 30 June, 974-1981
Ordinary Rate
At Hane Away fran Hane Independent
1974 ( *) 28,542 15,206 13,227
1975 32, 416 18,560 16,197
1976 36,945 21,497 24,480
1977 34, 449 21, 864 29, 958
1978 33,984 23, 792 30,943
1979 31, 452 23, 381 28,784
1980 31,165 22,852 27,898
1981 30,134 22,245 27, 096
1982 n.a. n .a. n.a.
1983 (est) n.a. n .a. n .a.
Total
56,975
67,173 82,922
86, 271 88, 719
83,617 81, 915
79,475
86,200
88,700
(*) Includes 19,858 students holding Commonweal th University and Advanced Education Scholarships.
Source: eration of the Student Assistance Act
- 30 -
1974 1975
1976 1977
1978 1979
1980 1981
CCIIMONWEALTH INVOLVEMENT IN EDUCATION
Table 8
Students receiving TEAS living allowance, by type of institution, 1974-1981
University CAE Technical
College
31, 762 14,807 8,284
35,395 19, 943 9, 519
39,789 26, 703 11, 472
39,746 30, 668 12,744
38, 600 33, 677 13, 848
34,283 32,024 14, 389
32, 413 32, 778 14,383
31,152 31,616 14,445
Other
2,122 2,316
4,958 3, 113
2, 594 2,921
2,341 2,262
Source: Report on the Operation of the Student Assistance Act ( annual); 1982-83 Budget Papers.
- 31 -
1974 1975 1976
1977 1978 1979 1980 1981
1982 1983
COMMONWEALTH INVOLVEMENT IN EDUCATION
Table 9
Maximum TEAS living allowances and the adjusted family income at which the maximum living allowance for Ordinary Students was payable, 1974-1983 ($)
Maximum Allowances Adjusted
Ordinary Students Independent Family
At Home Away from Home Income
850 1,400 1, 400 5,300
1,000 1,600 1,600 6,300
1,000 1, 600 1,600 7, 600
1,250 1, 976 2,236 8,200
1,250 2,075 2, 348 8,700
1, 523 * 2, 348* 2,348 8,700
1, 523 2,348 2,348 9,400
1,675 2,583 2,583 10,312
1,675 2,010
2, 583 3, 100
2, 583 3, 100
11, 034 12,248
* The living allowance was raised $5.25 p. w. to canpensate for the loss of family allowances. J Source: Student Assistance Act
C. Postgraduate Awards
The Commonwealth Postgraduate Award Scheme was introduced in 1959, with 100 awards being made available for research in universities. Under the scheme, the Commonwealth Scholarship Board allocated a number of awards to each university, which in turn awarded the
scholarships to students. The administration of the scheme was undertaken by the universities until 1969, when the Department of Education and Science assumed responsibility. In 1971 an additional category of award, the Commonweal th Postgraduate Course Award, was
introduced. These were intended for students undertaking specialised courses at Masters level in universities. In 1974 Advanced Education Institution Awards were introduced for students undertaking masters courses in CAEs.
- 32 -
CCIIMONWEALTH INVOLVENENT IN EDUCATION
The legislative basis for postgraduate awards is the Student Assistance Act 1973, which replaced the provision of the Education Act 1945-1966 and with it the authority of the Commonwealth Scholarships Board. Currently, postgraduate research awards are allocated to each
university on the recanmendation of the Australian Vice-Chancellors' Comni ttee. There is al so a small reserve quota a 11 ocated by a
selection canmittee appointed by the Minister. Awards are granted to applications in accordance with universities' lists drawn up on the basis of academic merit.
Postgraduate Course !wards and Advanced Education Institution Awards are granted by selection comnittees appointed by the Minister from nominees of the Australian Vice-Chancellors' Committee and the Australian Conference of Principals of Colleges of Advanced Education.
fol lows: Benefits under the Postgraduate Awards Scheme in 1982 are as
an annual stipend of $4,620 ($6,850 in 1983). Students may al so undertake part-time work of up to 180 hours per year.
dependants ' allowances of $2,220.40 p.a. (for a spouse) and $520 p.a. ( for a child).
incidentals allowance of $100 p.a. ($70 p.a. in CAEs ) .
establ i stment allowance of $100 ($200 if the award holder has dependants).
thesis allowance of up to $250 (Master's thesis) or $400
(Ph. D. th es i s) •
The following table gives the level of the annual stipend, and the number of new awards, for the period 1974 to 1983.
- 33 -
CCJIMONWEALTH INVOLVEMENT IN EDUCATION
Table 10
Postgraduate Awards. A nnua 1 Stipend and Number of New Awards, 1974 to 1983
Stipend $ p.a.
No. of New Awards
1974 3050 895
1975 3250 900
1976 3250 900
1977 4000 800
1978 4200 700
1979 4200 700
1980 4200 700
1981 4620 800
1982 4620 800
1983 6850 900
Source: Report on the Operation of the Student Assistance Act 1982-83 Budget Papers.
Table 11
Expenditure on the Postgraduate Awards S chene, 1974-75 to 1982-83
$m
1974-75 8.12
1975-76 7. 78
1976-77 8.60
1977-78 9.63
1978-79 8. 97
1979-80 8. 48
1980-81 8. 71
1981-82 9. 58
1982-83 12. 70 ( proposed)
( annual);
Source: Re art on the O eration of the Student Assistance Act annual ; 1982-83 Budget Papers.
D. Tertiary Student Loans Scheme
The GoverrTI1ent has announced that it wil 1 introduce a student loans schene in 1983 for full-time tertiary students who are pennanent
residents of Australia. Loans of up to $1000 p.a. (and up to $8000 in total over the period of tertiary study) will be available to those
eligible for TEAS, ASEAS, Postgraduate Awards, Aboriginal Study Grants or other students who meet the re qui renents of a means test.
- 34 -
CCIIMONWEALTH INVOLVEMENT IN EDUCATION
Under the means test, applicants will qualify for a loan if:
a) they are single and 21 years or older, or an orphan or
divorced, with a taxable incane in the prevous financial year which was less than $5000;
b) they are married, with a total taxable incane (including that of the spouse) in the previous financial year of
less than $25000;
c) they are not covered by (a) or (b) and the total taxable
incane of both parents in the previous financial year
was less than $25000 (if the applicant is living at
hane) or $30000 ( if the af pl i cant has to live away from home to undertake studies and their own taxable incane was less than $5000.
The loans, which will be provided by the banks, will be
guaranteed by the Goverrment and an interest rate subsidy of 5 per cent wi 11 apply. Th ere wil l be a two-year period of grace from
canpletion of studies before repayments are required and repayment period wi 11 be up to ten years.
II. Assistance for School Students
A. The Secondary Allowances Scheme and its Predecessors
During the election campaign of 1963 Sir Robert Menzies undertook to introduce a scholarship scheme to assist able students to canplete the final two years of secondary school. The Corrmonweal th Secondary Scholarship Scheme was introduced in 1965, when 10,000 t\'.0-year
scholarships were made available to the States in proportion to State population. Selection was based on external competitive examinations. Scholarship holders received a $200 p.a. living allowance, $50 p.a. book and equipment allowance, and up to $150 p.a. reimbursement for
fees.
In 1973 the scheme was modified and renamed the Common~alth Senior Secondary Scheme. The scheme offered 25,000 scholarships each year. Benefits consisted of a basic allowance of $150 p.a., and an additional allowance of up to $250 p.a., subject to means test.
In 1974 the Senior Secondary Scheme was replaced by the Secondary Allowance Scheme, as the fonner was seen by the Labor Goverrment to favour the children of the weal thy.
- 35 -
CCJIMONWEALTH INVOLVEMENT IN EDUCATION
The Secondary Allowance Scheme (SAS) is not based on canpetitive . examinations. Instead, it offers means-tested annual allowances for the parents of children undertaking the final years of schooling. In 1983 the maximum allowance of $871 p.a. will be paid
for each eligible child if the adjusted family incane is $12,248 or
1 ess ( after adjustments for other dependent children). $2. 50 wi 11 be deducted from the allowance for every $10 in excess of $12,248.
Table 12
Expenditure on the Secondary Allowances Scheme, 1973-74 to 1982-83
$m
1.16 2.47 5.60 6. 88
9.01 9. 58 10. 49 12. 72 15.56
1973-74 197 4-75 1975-76 1976-77 1977-78
1978-79 1979-80 1980-81 1981-82
1982-83 22.61 (proposed)
Source: Department of Education, Annual Reports; Papers. 1982-83 Budget
The maximun allowance, the level of adjusted family incane at wtiich it is payable (MJlfI), and the number of students receiving allowances are given below.
•·
- 36 -
1974 1975 1976 1977 1978
1979 1980 1981 1982
1983
Source:
CCIIMONWEALTH INVOLVEIIENT IN EDUCATION
Table 13
Secondary Allowance Scheme: Level of Allowances and Students Receiving Assistance, 1974 to 1983
Max. Allowance Adjusted Family No. of Students
Incane
$ $
304 3100 7274
450 3500 6796
450 4300 12369
550 5100 12983
550 5800 17632
550 5800 19400
550 6200 23100
660 7440 25500
726 8482 25910
871 12248 33500 (est)
Department of Education, Papers. A nnua 1 Reports; 1982-83 Budget
B. Adult Secondary Education Assistance Scheme (ASEAS)
This scheme was introduced in 1975. It provides assistance for mature students undertaking the final year of schooling ful 1-time. Students must be 19 years of age or older and have had a substantial break from secondary schooling. The scheme provided the same benefits as TEAS up
to 1982. In 1983 the living allowances will be different: $1860 for
students 1 iv ing at home and $2867 for students 1 iv ing away from home and independent students. The MPfI, means test and dependant's allowances wil 1 reT1ain the same as for TEAS.
- 37 -
1974-75 1975-76 1976-77 1977-78
1978-79 1979-80 1980-81 1981-82
1982-83
CCIIMONWEALTH INVOLVEIIENT IN EDUCATION
Table 14
Expenditure on ASEAS and Students Receiving Assistance, 1974-75 to 1982-83
Expenditure $m
0.76 3.23 4.60 4. 93
4. 73 4.14 4.34 4.51
4. ~ (proposed)
1975 1976 1977 1978
1979 1980 1981 1982
1983
Students No.
1021 2071 2115 2233
2149 2090 2040 2050
2100 ( est)
Source: Department of Education, Annual Reports; Papers . 1980-81 Budget
SPECIAL 910UPS
I . Ass i stance for Aboriginal Education
A. General
The Department of Education and the Department of Aboriginal Affairs share responsibility for Aboriginal education.
The Department of Education advises the Department of Aboriginal Affairs on matters relating to the education of Abo'riginal s within the overall context of that Department's policies and priorities for Aboriginal programs. It consults with the National
Aboriginal Education Committee (NAEC) and prov ides support for that Committee . It administers National programs of Assistance for Aboriginal Students {the Aboriginal Secondary Grants Scheme, the Aboriginal Study Grants Scheme and the Aboriginal Overseas Study Award
Sc heme) •
The Department of Aboriginal Affairs is responsible for the allocation of Federal funds for Aboriginal education in grants to the States and grants in aid. The bulk of the funds go to State
governnent education authorities ( approx o 70%) si nee most Aboriginals participate in the general school system. The regional offices of the Department of Aboriginal Affairs maintain a continuing liaison with State Education Departments each of which has senior officers
supervising and developing programs of Aboriginal education funded by
- 38 -
CCJIMONWEALTH INVOLVEMENT IN EDUCATION
the Department. Grants in aid are made directly to non-gover1111ent organisations and institutions. The direct participation of Aboriginals· in the planning, conduct and management of all projects is emphasized.
B. National Aboriginal Education Connittee
In order that Aboriginals should have a voice in educational planning, the Schools Commission in December 1974 formed an Aboriginal Consultative Group chosen by Aboriginals from all over Australia. The Group canprised 17 members nominated by the National Aboriginal
Consultative Conmittee at the request of the Schools Conmission.
Following a report of the Aboriginal Consultative Group, the Department of Education, the Department of Aboriginal Affairs and the Schools Commission agreed that a permanent advisory group should be set up. The establistment of the National Aboriginal Education
Committee with a \'810lly Aboriginal membership was announced by the Minister for Education on 17 March 1977. The Conmittee has a
full-time Chairman with 18 part-time members selected from Aborigines throughout Australia who naninated for the Conmittee.
The Committee's functions are:
(1) To be responsible for providing the Minister and the
Department of Education with a reliable expression of informed Aboriginal views on:
the educational needs of Aboriginal people;
appropriate methods of meeting these needs;
the suitability of particular Aboriginal education proposals, as re qui red;
the effectiveness of particular Aboriginal education projects and programs, as required.
(2) To consult with various elements of the Education
portfolio, other Australian Government agencies, and education authorities in the States and Territories, as necessary.
(3) To assist the Department of Education and other agencies in monitoring existing programs and in developing new programs and policies.
- 39 -
CCMMONWEALTH INVOLVEIIENT IN EDUCATION
(4 ) To undertake or promote investigations, studies, and projects relevant to these responsibilities.
C. Aboriginal Study Grants Scheme
This scheme was introduced in 1969. It provides grants to persons of Aboriginal descent to undertake full-time or part-time courses of training or study after leaving school. The grants are available on a non-canpeti tive basis. The Scheme pays full-time students a 1 iv i ng
allowance, dependants allowance, and allowances for clothing, books and equiJlllent. For part-time students, a small allowance is paid to
help meet expenses.
1974 1975 1976 1977
1978 1979 1980 1981
1982 1983
Table 15
Aboriginal Study Grants Scheme : Level of A 11 owances. 1974 to 1983 ($ p.w.)
Single Under 18 Dependant Married or Over 18 S i:x> use A 11 owance
27.00 32. 00 32.00 45.00
47. 25 47. 25 47.25 51. ~
57. 25 64. 00
33. 00 - 40. 00
38. 50 - 45. 00
38. 50 - 45. 00
54. 50 57. 27 57.27
57. 27 62. ~
68. 25 76. 00
10. 00 12.00 15.00 29.00
31.40 31. 40 31.40 42. 70
42. 70 42. 70
Since 1979 an additional $5.25 p.w. has been paid to unnarried
students under 25 to ccmpensate for the lass of family allowance.
Source: Department of Education, Annual Reports; Ministerial Statements 17 August 1982.
- 40 -
C<JIMONWEALTH INVOLVEMENT IN EDUCATION
Table 16
Aboriginal Study Grants Scheme: Total Expenditure and Students Receiving Assistance, 1973-74 to 1982-83
$m No. Students
1973-74 o. 90 1973 1113
1974-75 1.40 1974 1467
1975-76 1. 72 1975 1875
1976-77 2. 28 1976 2253
1977-78 3.58 1977 2451
1978-79 5.11 1978 4341
1979-80 7.38 1979 6348
1980-81 10.11 1980 10857
1981-82 11. 63 1981 11502
1982-83 13. 16 1982 12000 ( est)
1983 12500 ( est)
Source: Department of Education, Annual Reports; 1982-83 Budget Papers; Department of Aboriginal Affairs, Annual Report.
D. Aboriginal Secondary Grants Scheme
The scheme was introduced in 1970. It provides a living or boarding allowance, a books and equip11ent allowance and a small personal
allowance paid direct to the student. Supportive care is provided by Education Officers who have regular contact with individual grant holders and, where appropriate, with their families. The grants are non-canpetitive and are not subject to a means test.
- 41 -
CCIIMONWEALTH INVOLVENENT IN EDUCATION
Table 17
Aboriginal Secondary Grants Scheme : Level of Allowances, 1973 to 1983 ($)
1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983
Boarding School (p.a.) 780 975 1170 1260 1450 1600 1600 1600 1760 1760 1954
Hostels ( p. w.) 16
Private Board (p.w.) 16
Living Allowance (P.a.)
20
20
24 26 28
20 20 20
30 30 30 33 33 ( a)
22 22 22 24.20 24.20 27
Senior 300 300 300 300 440 440 440 440 484 484 537
Junior 240 240 240 240 308 308 308 308 338.80 338.30 376
Books and Clothing Allowance (p.a.)
Senior 200 200 200 200 300 300 300 300 360 360 400
Junior 200 200 200 200 250 250 250 250 300 300 330
( a) In 1983 the maximum hostel rate will be raised to the level
of the maximum boarding school rate tci form a single
institutional rate.
Source: Department of Education, Annual Reports; Department of Aboriginal Affairs, Annual Reports; Ministerial Statenents, 17 August 1982.
- 42 -
C<JIMONWEALTH INVOLVEMENT IN EDUCATION
Table 18
Aboriginal Secondary Grants Scheme: Total Expenditure and Students Receiving Assistance, 1973-74 to 1982-83
1973-74 1974-75 1975-76 1976-77 1977-78
1978-79 1979-80 1980-81 1981-82
1982-83 (proposed)
$m
6. 09 7.20 8. 62 10. 00 12.07
12. 96 13. 96 17. 43 19. 15
22. 07
1973 1974 1975 1976
1977 1978 1979 1980 1981
1982 1983
No. of Students (at 30 June)
9,070 10, 669 11, 762 12,469 12,862
13,627 14,543 15, 592
17,616 18,300 (prelim. ) 19,625 (est.)
Source: Department of Education, Annual Reports; Ministerial Statement 17 August 1982; Department of Aboriginal Affairs, Annual Reports.
E. Overseas Study Grants for Aboriginals
This schane, which conmenced in January 1975, offers 10 awards each year to enable leaders or potential leaders of the Aboriginal
conmunity, who already have considerable experience in their occupational or professional field within Australia, to add to their existing skills and experience through overseas study, observation and discussion. Benefits under the scheme include payment of fares,
living allowance, dependants' allowances, equiµnent and travelling allowances and payment of canpulsory fees.
- 43 -
C<JIMONWEALTH INVOLVEMENT IN EDUCATION
Table 19
Expenditure on Overseas Study Grants for Aboriginals, 1975-76 to 1982-83
Source: Budget Papers.
1975-76 1976-77 1977-78 1978~79
1979-80 1980-81 1981-82 1982-83
II. Assistance for Isolated Children
$
53,013 61, 097 54,667 93, 072
95, 782 85, 215 132, 288 159,500 ( proposed)
The question of assistance for children in remote areas had been under consideration for some time before the scheme was announced in
February 1973. In September 1972 the issue was referred to the Senate Standing Committee on Education, Science and the Arts, and in the
election campaign of the same year the Prime Minister, the Hon. W. MacMahon, undertook to introduce an education allowance for isolated children.
On 13 February 1973 the Governnent announced details of a program of assistance for parents of children who, because of the
geographical isolation of their homes~ did not have reasonable access to a goverrment school offering courses of an appropriate 1 evel.
Students who qualify for assistance are those who:
live in a geographically isolated area;
suffer from a disability or handicap which prevents them fran living at hane and attending school daily;
must live away from home to undertake a remedial or
special type of course;
are from itinerant families.
The scheme offers three types of assistance. These are:
a) Boarding Allowances - for students who must 1 ive away
from hane to attend school.
- 44 -
CCIIMONWEALTH INVOLVENENT IN EDUCATION
b) Second Home Allowances - to help towards the cost of
maintaining a second hane which gives the student daily access to school.
c) Correspondence Allowances - for students living at home and studying by correspondence.
The maximum level of allowances in 1983will be as follows:
Boarding Allowances
basic a) b) additional (means tested): senior secondary j uni or secondary
d)
primary short term
Second Home A 11 owances
one child two children three children
Correspondence Allowances
a) b)
basic pre- school
- 45 -
1983 $
866 p.a.
1537 p.a. 1266 p.a. 1066 p.a. 22 p. w.
866 p.a. 1598 p.a. 2209 p.a.
500 p.a. 120p.a.
Boarding
CCJIMONWEALTH INVOLVENENT IN EDUCATION
Table 20
Assistance for Isolated Children: Number Receiving Assistance, 1974 to 1980
197 4 1975 1976 1977 1978 1979 1980 1981
Allowance 14270 11528 11059 10880 11949 11350 11210 12214
Correspond ence Allowance 1986 1207
Second Hane Allowance 882 1174
2016 2401
851 908
2892 2892 2895 3207
941 818 794 804
Total 17138 13909 13926 14189 15782 15060 14899 16225
Table 21
Assistance for Isolated Children: Expenditure on Program, 1973-74 to 1982-83
1973-74 197 4-75 1975-76 1976-77
1977-78 1978-79 1979-80 1980-81
1981-82 1982-83
$m
8.19 9. 54 10.40 11. 69 14.10
13.11 12.19 14.49 l 7e 83
19. 59 (proposed )
Source: Tables 20 and 21 use infonnation from Department of
Education, Annual Reports; 1982-83 Budget Papers.
III. Soldiers' Children Education Scheme This scheme provides living allowances and other benefits for the schooling, tertiary education and training of children of veterans who died as a result of war service or ....+lo are either blind or pennanently
incapacitated. Benefits are generally free of means test although a student I s own earnings may be taken into account.
- 46 -
CCIIMONWEALTH INVOLVEMENT IN EDUCATION
Th e s c hem e i s t he res po n s i b i 1 i t y of t he Mi n i st er fo r
Veterans' Affairs and the Repatriation Corrmi ssi on. .On the State
level, administration is undertaken by Soldiers' Children Education Boards. which can prise representatives of various organisations such as Legacy and State education authorities. Members of these boards act in an honorary capacity.
Table 22
Soldiers' Children Education Scheme : Total Expenditure and Number of Beneficiaries, 1973-74 to 1982-83
Ex pend i t ure No. of benef i ci a ri es
$m
1973-74 3.46 1974 5952
1974-75 3. 6 7 1975 5327
1975-76 3.55 1976 4678
1976-77 3.47 1977 4068
1977-78 3.39 1978 3348
1978-79 2.94 1979 2770
1979-80 2.56 1980 2308
1980-81 2. 36 1981 2045
1981-82 2.25 1982 2190
1982-83 2. 32 ( proposed) 1983 1900 ( est.)
Source: Budget Papers.
IV. Migrant Education
Before 1969 the only opportunities avail able in Australia for migrants to learn English and about Australia were through part-time
continuation classes (held mainly in the evening) and basic
correspondence courses. Opportunities for English language and orientation instruction, however, were also available in Europe for persons accepted as migrants and on board ships bringing migrants to Australia. Responsibility for the development, management and financial control of the migrant education program rested with the Department of Immigration, with the Commonwealth Office of Education
(after December 1966, the Department of Education and Science) being responsible for providing professional advice and assisting in the develoJlllent of methods, materials and courses.
In 1969 full-time intensive 1 ang uage courses were introduced, and in April 1970 the Governnent announced expanded measures for the education of child and adult migrants. The new program was given legislative authority by the Immigration (Education) Act 1971 which came into force in May of that year. The essential features of the
new program were:
- 47 -
C~MONWEALTH INVOLVEMENT IN EDUCATION
development and improvement of facilities for the instruction of adult migrants;
greater provision of full - time intensive courses for better qualified migrants;
special instruction for migrant children who were experiencing language difficuities in the schools .
Under the program for child migrant education the
Comnonweal th provided financial assistance to governnent and non goverrment schools to meet the salary costs of English as a second 1 ang uage (ESL) teachers and the cost of 1 ang uage- 1 aboratory type equi pmenL Training courses for special teachers and the production
and distribution of learning materials were al so provided under the program .
In June 1974 responsibility for the administration of the I mm i gr at i on ( E du c at i on ) A ct 1 9 71 -1 9 7 3 was t r a n sf erred t o t he
Department of Education.
However, since that time there have been a number of
significant changes affecting the Department=s responsibilities, namely :
from i January 1976 the recurrent costs of the child
migrant education program were provided under the Schools Commission's General Recurrent Grants Program rather than under. the authority of the Immigration (Education) Act 1971-73;
from 20 December 1977 the Department of Immigration and Ethnic Affairs assuned responsibility for the Adult Mi grant Education Program;
from 1 January 1982 the Contingency Program for Refugee Children was transferred to the Common~alth Schools Comnission. This program provides special assistance to education authorities to enable then to provide
1 anguage and orientation programs for newly-arrived refugee children. The program has operated since 1975.
Although the Department no longer administers these programs it maintains the responsibility for pol icy development and
coordination with regard to - child migrant education, and provides advice and services to the Department of Immigration and Ethnic Affairs for the Adult Migrant Education Program. It al so continues to be responsible for the developnent and production of teaching and
learning materials for migrant education. - 48 -
CCJIMONWEALTH INVOLVENENT IN EDUCATION
Table 23
Expenditure on Migrant Education, 1976-77 to 1982-83
(These figures exclude the programs of the Commonwealth Schools Cornn i ssi on).
Source: Budget Papers.
1976-77 1977-78 1978-79 1979-80 1980-81
1981-82 1982-83
V. School to Work Transition Program
$m
10.3 14. 0 21.4 26. 9 33.6 37. 8
36.5 ( proposed)
In 1979 the Governnent decided that it would provide up to $150m during the five years from the beginning of 1980 for a · range of
education, training and counselling activities in schools and TAFE institutions. These activities are directed particularly towards young people who have left or are likely to leave school early, and are intended to equip than better to move into the work force. Grants
are provided to non-government and government schools and TAFE institutions in the States and Territories for the following purposes:
Expand and develop special transition courses in TAFE colleges, including pre- apprenticeship, pre-vocati anal , and pre-anployment courses;
Expand the mnnber of places available in the Education Program for Unanployed Youth (E PUY);
Expand school counsellor, vocational education, and guidance services for 'students at risk';
Develop alternative school courses for I students at risk 1 •
The Government also introduced, from 1 February 1981, a transition allowance equiv a 1 ent to the 1 evel of the unanployment benefit pl us $ 6 per week. This is payable to young people aged 15-19 years who have been unanployed and away from full-time education for
at least four months in the last twelve months and \>Alo take part in
- 49 -
CCJIMONWEALTH INVOLVEMENT IN EDUCATION
approved ful 1- time Common~al th funded school to work transition program courses. The sane allowance is made available to young people under 25 years \'610 have been unemployed and away from ful 1-time education for eight of the previous twelve months and who participate
in an approved full-time TAFE course of up to 12 month's duration
which is likely to lead to enployment.
The School to .Work Transition program is jointly administered by the Departments of Education and Employment and Youth Affairs. A Central Committee, on which both Departments, the Schools Commission and the TAFE Council are represented, oversights the program and
advises the Ministers on policy aspects.
In each State and Territory, a Transition Co-ordinating
Committee oversights the opera ti on of the Program and examines and makes recomnendati ans to the State Education Minister on transition projects developed by TAFE and submitted for Common~alth funding. These Comnittees generally include representatives of the State
Education and Labour Departments, the Common~al th Departments of Education and Employment and Youth Affairs, and enployer and enployee organisations.
Final approval of course funding is the joint responsibility of the Comnonwealth Ministers for Education and Employment and Youth Affairs.
The administration of the transition allowances is the responsibility of the Commonwealth Employment Service, with fortnightly payments being made to trainees by the Department of Social Security.
Table 24
Expenditure on School to Work Transition Program, 1979-80 to 1982-83
(Excludes expenditure on living allowances).
$m
Source: Budget Papers.
1979-80 1980-81 1981-82 1982-83
- 50 -
8.2 27. 8 34.3 43. 3 (proposed)
CCJIMONWEALTH INVOLVEJIENT IN EDUCATION
EDUCATION IN THE TERRITORIES
I. Northern Territory Education in the Northern Territory was the responsibility of the South Australian Goverrment until 1970, when it was announced that this responsibility would be transferred to the Commonwealth. A
Northern Territory Education Branch was subsequently established within the Department of Education and. Science to assume
responsibility for the administration of pre-schools, primary and secondary schools, technical and adult education. Responsibility for education in Aboriginal settlements and mission schools remained with the Welfare Branch of the Northern Territory Administration. However,
in 1973 the corrmunity school system and the special schools for
Aboriginals were amalgamated into a single education system administered by the Commonwealth Department of Education.
From 1 July 1979 the Northern Territory Goverrment assumed responsibility for education in the Territory. The Commonwealth now provides assistance on the same basis as that received by the States.
lI. Australian Capital Territory A. Schools
From 1913 the NSW Department of Education staffed schools in the ACT. In July 1972 the Minister for Education and Science announced that the Commonwealth would assume responsibility for staffing ACT schools and that a Statutory Authority would be established to administer
goverrment schools and pre-schools.
In March 1973 the Minister for Education announced that a Departmental working paper on the form, operations and
responsibilities of the new Authority would be released. Comment and sutmissions on the paper would be assessed by a panel which would report to the Minister. Many of the subsequent report's
recorrmendations were explicitly accepted when the Goverrment announced the establishment of a statutory authority, with an interim council, to contribute to the planning and developnent of the pennanent body.
The Interim ACT Schools Authority met first in October 1973 and from 1974 becc111e directly involved in the administration of ACT schools. From 1 January 1977 the Interim Authority was replaced by the ACT Schools Authority set up under the Schools Authority Ordinance. The function of the Authority is to establish and conduct,
on behalf of the Commonwealth, pre- schools, primary schools, high schools and secondary colleges in the ACT, and to perfonn such other educational services as the Minister approves or directs.
- 51 -
C<JIMONWEALTH INVOLVEMENT IN EDUCATION
B. TAFE
Prior to September 1975 technical education in the ACT was
administered jointly by the Conmonweal th Department of Education and the NSW Department of Technical Education. Resulting from proposals sutmitted to the Governnent by a Comni ttee of Inquiry into TAFE in the ACT, an Interim TAFE Authority was es tab 1 i shed in September 1975 to
plan, co-ordinate and adninister TAFE in the ACT. The operations of the Interim Authority ended on 31 December 1976, and in 1977 a new systan was established. TAFE in the ACT became the responsibility of a newly created ACT Further Education Branch within the Department of
Education. In 1979 the Office of ACT Further Education was created. The Office is responsible for the three TAFE colleges (Canber,a, Bruce and Woden) and for the Canberra School of Music and Canberra School of Art, the operation of the apprenticeship system and the provision of
adult migrant education.
TAFE
1977-78 17.7
1978-79 19. 3
1979-80 24. 8
1980-81 25. 8
1981-82 24.8
1982-83 (est.) 27.6
Source: Budget
Table 25
Expenditure on Schools and TAFE in the A .c .T •• 1977-78 to 1982-83 $m
Schools and Pre-Schools Govt. Non~ Schoo 1 Total
Govt. Transport
75.4 12.0 1. 9 89. 2
77. 8 120 9 2. 1 92. 7
77.1 14.4 2.1 93.7
85.7 17.2 2.6 105. 6
95.1 17.9 3. 6 116. 6
107. 0 25.2 3.9 136.1
Papers.
The Review of Commonlft!alth Functions and Education
I. General On 6 Novanber 1980 the Prime Minister announced a I
Review of the
Functions of Governnent and of Public Service Staffing Levels', to be carried out by a canmittee of senior Ministers. The Governnent's decisions on the reconmendati ons of the Review of Commonweal th Functions (RCF) were announced by the Prime Minister on 30 April 1981.
- 52 -
C<JIMONWEALTH INVOLVEMENT IN EDUCATION
In addition to the staff savings resulting from the
abolition or reduction of specific functions, the Government decided that it would \'K>rk towards a reduction of 2 per cent in Common~alth Government anployees over two years. According to the Public Service Board, this translates into a reduction of 5.5 per cent in Public
Service Act anployment. The Board expected that 3.5 per cent of the reduction would occur in 1981-82 and the remainder in 1982-83. Staff ceilings for 30 June 1982 were set in the context of these decisions. The June 1981 and June 1982 staff, together with June 1982 and June
1983 staff ceilings in the education authorities are given in the
table be 1 ow.
Table 26
Public Service Act Staff under Staff Ceiling Control: Education Authorities
Full Time operative Part.;.time operative
staff staff
Staff Staff Staff Staff
Ceilings Ceilings
June June June June June June June June
1981 1982 1982 1983 1981 1982 1982 1983
Dept. of Education
- core 1332 1350 1300 1325 75 86 87 102
- apprentices 1 1 1 1
ACT Schools Authority 802 863 862 862 77 12 12 12
Conmonweal th Schools Commission 101 102 96 101 11 10 12 15
Conmonweal th Tertiary Education Commission 90 79 83 84 7 7 7 10
Source: Public Service Board, A nnua 1 R e12orts.
II. Specific Decisions
The Prime Minister stated that I the Common\\eal th believes that the States have a primary responsibility for the administration and
- 53 -
CCJIMONWEALTH INVOLVEMENT IN EDUCATION
delivery of educational services. Accordingly, it proposes to reduce significantly its involvanent in this area' (House of Representatives, Hansard, 30 April 1981, p.1835). The Prime Minister then gave
details of decisions in thirteen areas of CoJTTnonwealth educational activity. These decisions, together with "'1at action that has been ta ken, are listed be low.
A. Adult Secondary Education Assistance Scheme.
El igiblity to be restricted to those needing qualifications for
empl O.YJTient.
This has been implemented. Applicants for ASEAS are not eligible for assistance if matriculation study is not essential or
highly desirable for proposed future anplo}1Tlent. However, applicants are eligible if matriculation-level study is a . requiranent for a
tertiary course they plan to undertake. It should be noted that as
ASEAS participants receive the same benefits as TEAS, they are al so subject to the changes in conditions to that scheme resulting from the RCF ( see below) .
B. Schools Colllnission.
Direct involvanent of Schools Comnission in program administration in the States and infonnation collection to be reduced.
State Offices to be sealed down accordingly.
Buildings Unit in central office to be abolished.
Both of these decisions have been implanented. The Minister for Education gave details of the modifications to program
administration of the Commonwealth Schools Co111T1ission in his 'Statement on Commonwealth Education Policy' (4 June 1981), Attadvnent V. In general, the Commonwealth, with the assistance of the
Commission, will define the aims of programs and set out indicative rather than prescriptive guidelines on the activities which might be supported. State and non- goverrment authorities wil ·1 be able to
implanent programs as they see fit according to local needs and
ci re um stances. They wi 11 al so provide the Commonweal th with educational and financial accountability statenents to indicate the level and purposes and, if possible, the effects of expenditure of
Conmonweal th funds.
The effects of this decision on staffing have been as
follows:
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CCIIMONWEALTH INVOLVEIIENT IN EDUCATION
Average Employment
State Offices Bu i l d i ng Un i t
1980-81 Actual
35 3
C. School Bu;lding Costs
1981-82 Actual
31
1982-83 Estimate
36
Subsidies for school buildings and other capital facilities to be
based on an amount equal to the mean of average costs for each sector (e.g. government schools and non-government, primary and secondary).
Conmonwealth funding will not be available for Government school buildings in States \'Alich exceed this average cost level in the building of new facilities.
The Commonwealth Schools Commission is currently conducting a review and expects to make a final report on this matter in February 1983.
D. Curricult.n11 Development Centre
Centre to be abolished (unless the States agree to contribute 50 per cent of operating costs).
In future only curriculum projects requested by the
Australian Education Council and cost shared 50-50 by the States to be undertaken. This decision has been implemented.
The Curriculum DeveloJlllent Centre (CDC) was established by the Curriculum Development Centre Act 1975. Under this Act the functions of the CDC were to develop, produce and disseninate school curricula and school educati·onal materials.
Ex pend i tures on the CDC during the period of its existence was as follows:
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C(JIMONWEALTH INVOLVEMENT IN EDUCATION
1974-75 1975-76 1976-77 1977-78
1978-79 197 9-80 1980-81 1981-82
$m
0.64 1. 86 2.00 1. 93
2.11 2.36 2. 48 2. 04
The act iv i t ,i es of the CDC were wound down in 1981-82. In the Centre's Interim Annual Report for 1980-81 the following areas were specified:
Areas to be maintained in 1981-82
Aboriginal Education Ma than at i cs International/Intercultural Education Language Develoµnent Project Multicultural Education
Areas to be wound down and tel'Wlinated in 1981-82
Arts Core Curriculum, School based Curriculun DeveloJlTlent, Teachers as Ev al uators Cultural, Social and Personal Education
Envi ronnental Education Primary Curricul l.111 Studies Special Education Science Education
0th er mi nor projects
The Curriculum Deve1oµnent Centre still exists in name, as its establishing act has not been re pea 1 ed o However, it has ceased to exist as an independent organisation. On 30 November 1981 the
Minister for Education announced that as the States had not been prepared to meet half the operating costs of the Cent re it would be replaced by a unit within the Department of Educationo The remaining staff of the Centre would be transferred to this unit. The Minister
stated that sane national projects, such as those in Aboriginal and migrant/multicultural areas, would be undertaken by the Departmental curriculum unit. He also said that he would be willing to take up
with the States any proposals they had for joint curriculum
develoµnent projects on a 50:50 cost sharing basiso
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CCJIMONWEALTH INVOLVEMENT IN EDUCATION
E. Research Activities
Special support for educational research to be tenn inated.
Education Research and Develojlllent Comnittee to be abolished.
In- house and contracted research act iv iti es of the Department of
Education to be scaled down.
The Australian Advisory Committee on Research and Developnent in Education was established in 1970. In 1976 the Comni ttee' s name was changed to the ERDC.
The ERDC advised the Minister on priorities in education
research and made recommendations on financial support for research projects proposed to it or canmissioned by it. Grants for research
and research trainiing were made under the provisions of the Education Research Act 1970.
Expenditure on education research and development from 1970-71 to 1982-83 has been as follows:
1970-71 1971-72 1972-73 1973-74 1974-75
1975-76 1976-77 1977-78 1978-79
1979-80 1980-81 1981-82 1982-83 ( proposed)
$'000
100 248 300 349
703 896
1, 092 968 1,040 1,025
1, 171 780 188
The current expenditure is for the canpletion of research projects and fellowships awarded before the RCF decision. The ERDC was not a statutory authority, and thus legislation was not required for its abolition.
The other major research activities of the Department of
Education are funded under Division 270.3.09 - 'Education review and
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C(JIMONWEALTH INVOLVEMENT IN EDUCATION
evaluation studies'. Current projects include an evaluation of the Aboriginal Secondary Grants Schane and assessments of ad ult secondary education in the ACT and the language needs of newly arrived
adolescent migrants. ·
Expenditure under Division 270.3.09 in recent financial years has been as follows:
1980-81 1981-82 1982 -83 ( proposed)
F. International Education
$
139, 954 70,314 124,000
Participation in international education activities, particularly UNESCO and OECO, to be scaled down.
Expenditure under Division 270.3.03 'Australian
participation in educational program of UNESCO and OECD', in recent financial years has been as follows:
G. Student Loans
1980-81 1981-82 1982-83 (proposed)
$
116, 936 102, 354 115, 000
A loan schane, administered by tertiary institutions, to be introduced from the beginning of 1982 as a supplanent to TEAS.
Changes to TEAS rates to be considered in the 1 ight of this additional form of assistance.
The Governnent hopes to introduce a loans schane in 1983. Details of the proposed schane are given on p.34-35. The Student Assistance Loans Guarantee and Subsid Bill 1982 which will provide or t e mt r uc , on o e sc ane as een ref erred by the Senate to
the Standing Committee on Education and the Arts for inquiry and report by 16 November 1982. The Opposition has indicated that it will not oppose the legislation.
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CCJIMONWEALTH INVOLVEMENT IN EDUCATION
H. Eligibility for TEAS
Eligibility for living away from home allowance for those aged 21 to 25 to be restricted to those required to 1 ive away from hone by reason of geography or home conditions.
De facto relationships no longer to be an acceptable qualification for independent status.
Periods of registration for employment, with or without receipt of Unemployment Benefits, to be taken into account in detennining the 2 year qualifying period for independent status.
These decisions were implemented by Statutory Rule No. 341 of 1981 amending the Student Assistance Regulations.
I. Tertiary Tuition Fees
Tuition fees to be introduced in universities and CAEs for students undertaking degrees and diplanas subsequent to an initial tertiary qualification, except for recognised double degree or diploma combinations.
Fees to apply to new enrolments from 1982.
The scale of fees to be announced in the Budget context.
Postgraduate students receiving Common~alth Government Postgraduate Awards to be exempted fran fees.
Grants to universities and colleges to be offset to take account of
fee i ncane.
On 15 October 1981 the Government introduced three bil 1 s which '.«luld have introduced fees for second degrees. The Senate
amended two of the bills (the States Grants (Tertiary Education Assistance Bill and the Australian National University Amendment Bill to delete the fees provisions. The third bill, the Canberra
o ege of Advanced Education Bi 11 , was rejected.
The deleted fees provisions ~re subsequently incorporated in two new bills, the States Grants Tertiar Education Assistance Bill (No. 2) and the Australian National Universit Amendment Bill No. 3 which were introduce on 1 s were a so
rejected by the Senate.
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CCIIMONWEALTH INVOLVENENT IN EDUCATION
J. Rationalisation of Colleges of Advanced Education
Consideration to be given to funding activities of single purpose CAEs wiere they have been amalgamated with or into larger institutions to the satisfaction of the Conmonweal th by the end of 1981.
Common\\ealth funding for thirty single-purpose CAEs to cease as single purpose i nsti tuti ans from the end of 1981.
The consolidation of institutions is to result in genuine
amalgamations with one governing body and a real saving of resources.
The States to be given the option of taking over affected colleges
after 1981 on the basis that they provide the full funding involved.
An amount of $5m to be earmarked within total funds made available for universities and colleges in 1982 and 1983 to facilitate this rationalisation of activities through expansion of technological and business studies.
The engineering schools at Preston and Bendigo CAEs and at Deakin University to be run down with no new students accepted after 1981.
The future of the engineering school at Caul field CAE to be examined.
Funding for the University of Western Australia and Murdoch University to be based on a greater sharing of resources and collaboration.
These decisions have been implenented. The list below gives details of the amalgamations that have been proposed since the RCF decision. The institutions marked with an asterisk (*) are the thirty referred to in the RCF decision.
Proposed Consolidations
New South Wales
Catholic College of Education Sydney
Riverina College of Advanced Education
Existing CAEs
* Polding College * Catholic Teachers College Mount Saint Mary College of Education
Riverina College of Advanced Education * Goul burn Co 11 ege of Advanced Ed uca ti on
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CCJIMONWEALTH INVOLVEMENT IN EDUCATION
Sydney College of Advanced Education
University of New England
University of Newcastle
University of Wollongong
Not Yet Krown
Victoria -Chisholm Institute of Technology
Melbourne State College/Early Childhood Development
Phillip Institute of Technology
Victoria Co 11 ege
Institute of Catholic Education
* Alexander Mackie College of Advanced Education * Nursery School Teachers College * Sydney Kindergarten Teachers
College * Sydney Teachers College * The Guild Teachers College
* Ann ida le Co 11 ege of Advanced Education
* Newcastle College of Advanced Education
* Wollongong Institute of Education
* The Mil perra Co 11 ege of Advanced Education
Caul field Institute of Technology * State College of Victoria, Frankston
* Melbourne State Co 11 ege * State Co 11 ege of Victoria, Institute of Early Childhood Development
Preston Institute of Technology * State College of Victoria, Coo urg
* State College of Victoria, Bur\l.Ood * State College of Victoria, Toorak * State Co 11 ege of Victoria,
Rusden Prahran College of Advanced Education
* SCV Institute of Catholic Education
- 61 -
CCIIMONWEALTH INVOLVEIIENT IN EDUCATION
Not Yet Known
Queensland -Brisbane College of Advanced Education
James Cook University of North Queensland
South Australia -South Australian College of Advanced Education
Western Australia -Western Australian College of Advanced Education
* Hawthorn Institute of Education
* Brisbane Kindergarten Teachers College *Kelvin Grove College of Advanced Education * MJunt Gravatt College of
Advanced Education North Brisbane College of Advanced Education
* Townsv il 1 e Co 11 ege of Advanced Education
Adelaide College of the Arts and Education *Hartley College of Advanced Education
*Salisbury College of Advanced Education St urt Co 11 eg e of Advanced Education
Churchl ands College 1 'r Cl arenont Teachers College
* Mount Lawley College * Nedlands College
The Goverrment has not yet received acceptable proposals from four institutions - Newcastle CAE, Armidale CAE, Mil perra CAE and Hawthorn IE. Funding for these institutions in 1983 will not be made available unless agreenents on consolidation are reached.
A sum of ,$5m has been made av_ailable for each of 1982 and 1983 as a tem!X)rary develoµnent grant to assist institutions in
expanding science/technology and business studies courses .
- 62 -
C<JIMONWEALTH INVOLVEMENT IN EDUCATION
The Common\\ealth Tertiary Education Commission has stated that the following shift in teaching effort, measured in tenns of
student load, will occur .during the 1982-84 triennium .
Teacher education - 9. CB%
Science-based courses + 14.4% Business/social . science/1 iberal studies courses + 1. 8%
The engineering schools at the Preston and Bendigo CAEs and Deakin University are being run down. Students fran Bendigo and Geelong wishing to undertake engineering courses have been urged to do a year of Applied Science at Bendigo or Deakin and then to canplete
the remaining three years at engineering schools at other institutions in Victoria. The Conmonwealth Tertiary Education Conmission has approved an allocation of $129,000 in 1982 to meet the costs of
establishing a Staffing I nfonnati on Exchange and a Staff Pl acenent Service in Victoria to assist those facing redundancy as a result of the closures and amalganations .
Caulfield CE and Monash University are discussing "ways in which their professional engineering activities might canplenent each other". (CTEC Report for 1982-84. Vol.2, Pt.2, p.220) The Advanced Education Council is to advise CTEC on this matter. (Ibid, Vol.2,
Pt.I, p.21). -
Funds provided for the University of Western Australia and Murdoch University for the 1982-84 triennium have been provided on the basis that collaboration between the institutions will be increased. The funds are "less than they \\Ould otherwise have been" (ibid, p.32).
K. Proposed University in the Northern Territory
Conmonwealth funding is not to be provided for the establishnent of a University in the Northern Territory in the 1982-84 Triennium.
The States Grants (Tertiary Education Assistance) Act 1981 makes no provisions for the establishment of a University in the
Northern Territory.
L. ACT Education
The Common\\ealth Teaching Service Commissioner to be abolished and the functions to be absorbed by the Public Service Board, the ACT Schools Authority and the Department of Education .
- 63 -
CCJIMONWEALTH INVOLVEMENT IN EDUCATION
The ACT Schools Authority is to be restructured.
ftrnencinents to the Conmonweal th Teaching Service Act were promulgated on 10 August 1981. These abolished the statutory office of Conmissioner of the Commonwealth Teaching Service, and consequently, the Commissioner's Office. The functions of the Office
devolved upon the Department of Education, the ACT Schools Authority, the Northern Territory Teaching Service and the Public Service Board.
The structure of the ACT Schools Authority was reviewed and it was decided that no changes would be made. See Ministerial
Statanent 110/81 (8/12/81).
M. Education Program for Unemployed Youth
Administration of program to be transferred to the School to Work Transition Program.
This decision has been implemented.
5 Nov ember 1 982
- 64 -
Dr. K.B. Jackson, Education and Welfare Group LEGISLATIVE RESEARCH SERVICE