Commonwealth involvement in education
THE PARLIAMENT OF THE COMMONWEALTH OF AUSTRALIA
BASIC PAPER N0.2 1981
Commonwealth Involvement In Education
LEGISLATIVE RESEARCH SERVICE DEPARTMENT OF THE PARLIAMENTARY LIBRARY
CONTENTS
INTRODUCTION
ADMINISTRATION
PRE-SCHOOLS
SCHOOLS
I. Assistance for Schools in the States, 1964-1974.
II. Recommendations of the Karmel Committee.
III. The Schools Commission.
IV. Nature of Schools Commission Grant Programs.
TERTIARY EDUCATION
I.
II.
Assistance for Tertiary Education to 1976. A. Universities B. Colleges of Advanced Education C. Teacher Education
D. TAFE
The Tertiary Education Commission and Subsequent Developments, 1977-1980. A. Establishment of the Commission B. Funding Arrangements
C. Nature of Grants
D. Assessment of Grants E. Major Inquiries since 1977 a. Study Leave b. Nurse Education
c. Non-Government Business Colleges d. Education, Training and Employment e. Teacher Education
STUDENT ASSISTANCE SCHEMES
I. Assistance for Tertiary Students. A. Commonwealth Scholarship Schemes B. Tertiary Education Assistance Scheme (TEAS) C. Post-graduate Awards
II. Assistance for School Students. A. Secondary Allowances Scheme (SAS) and its predecessors B. Adult Secondary Education Assistance Scheme (ASEAS)
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SPECIAL GROUPS
I. Assistance for Aboriginal Education. A. General
B. National Aboriginal Education Committee C. Aboriginal Study Grants Scheme D. Aboriginal Secondary Grants Scheme E. Overseas Study Grants for Aboriginals
II. Assistance for Isolated Children.
III. Soldiers' Children Education Scheme. IV. Migrant Education.
V. School to Work Transition Program.
RESEARCH AND DEVELOPMENT IN EDUCATION
I. Education Research and Development Committee CERDC).
II. Curriculum Development Centre (CDC).
III. Other Activities.
·EDUCATION IN THE TERRITORIES
I. Northern Territory.
II. Australian Capital Territory.
III. Commonwealth Teaching Servtce.
APPENDIX I: TEAS Provisions in 1981
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TABLES
1. Commonwealth Government Budget Outlays on Education, 1970-71 to 1980-81.
2. Full-time staff employed under the Public Service Act Education Authorities, 1967 to 1980.
3. Expenditure on Children's Services Program, 1973-74 to 1980-81.
4~ Estimated Expenditure on Schools Commission Programs, 1976-1981 (constant prices).
5. Approved Grants for Tertiary Education Programs, 1975-81 (constant prices).
6. Expenditure on TEAS 1974-75 to 1980-81.
7. Number of students receiving TEAS living allowance, 1974 to 1980.
8. Students receiving TEAS living allowance, by type of institution, 1974 to 1980.
9. Maximum TEAS living allowance and the adjusted family income at which the maximum living allowance was payable, 1974 to 1981.
10. Postgraduate Awards. Annual Stipend and Number of New Awards, 1974 to 1981.
11. Expenditure on Postgraduate Awards Scheme, 1974-75 to 1980-81.
12. Expenditure on the Secondary Allowances Scheme, 1973-74 to 1980-81.
13. Secondary Allowance Scheme: level of allowances and students receiving assistance, 1974 to 1981.
14. Expenditure on ASEAS and students receiving assistance, 1974-75 to 1980-81.
15.
16.
17.
Aboriginal Study Grants Scheme: level of allowances, 1974 to 1981.
Aboriginal Study Grants Scheme: total expenditure and students receiving ~ssistance, 1973-74 to 1980-81.
Aboriginal Secondary Grants Scheme: level of allowances, 1973 to 1981.
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18. Aboriginal Secondary Grants Scheme: total expenditure and students receiving assistance, 1973-74 to 1980-81. 32
19. Expenditure on Overseas Study Grants for Aboriginals, 1975-76 to 1980-81. 32
20. Assistance for isolated children: number receiving assistance, 1974 to 1979. 34
21. Assistance for isolated children: expenditure on program, 1973-74 to 1980-81. 34
22. Soldiers' Children Education Scheme: number of beneficiaries and total expenditure, 1973-74 to 1980-81. 35
23. Expenditure on Migrant Education, 1976-77 to 1"980-81. 36
24. Expenditure on School to Work Transition Program, 1979-80 to 1980-81. 37
25. Expenditure on Education Research and Development, 1970-71 to 1980-81. 38
26. Expenditure on t~e Curriculum Development Centre, 1974-75 to 1980-81. 39
27. Full-time Staff employed in the Commonwealth Teaching Service, 1975-79. 41
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INTRODUCTION
Before the Second World War, Commonwealth 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 Commonwealth 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
t~ained 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. Commonwealth 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 CxxiiiA) of the Constitution to be amended to give the
Commonwealth Government power to make laws "with respect to the provision of •••• benefits to students" in all States of Australia. Notwithstanding the absence · of the term "education" in the amendment, the wording of the
amendment has allowed the Commonwealth Government considerable scope for involvement in education.
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Table 1
Ccmnonwealth Govemnent Bu:lget Outlays on Educationi 1970-71 to 1980-81 (Sm)
1970-71 1971-72 1972-7!, 1973-74 1974-75 1975-76 1976-n 1977-78 1978-79 1979-80 1980-81 (est.)
lhiversities 108 126 143 ';94 504 541 642 711 730 794 BOS
Pdvanced Education 39 51 65 177 366 393 470 475 5CB 530 544
TAFE 14 9 18 34 55 81 100 118 146 168 190
Cost $twlementation of Tertiary Grants - - - - - - - - - - 8)
Schools Ca) 8) 93 121 230 583 fx,9 770 846 874 836 918
School to Work Transition - - - - - - - - - 5 34
Student Assistance Schemes Cb) 39 46 63 T!, w 133 161 174 182 182 191
Special GroLps Cc) 11 15 22 38 49 55 46 56 65 72 84
Other Outlays (net) Cd) 6 7 9 12 15 21 20 20 21 23 25
TOTAL EDUCATION 298 349 442 858 1663 1894 2?!:B 2401 2526 2&Jl 2~7
Education C>.Jtlays as a Proportion of Total Bu:Jget Outlays (per cent) 3.7 3.9 4.3 7.0 9.3 8.7 9.2 9.0 8.7 8.2 8.0
Source: 1980-81 Budget Paper No. 1, p.290. Ca) Inclu:les pre-schools and the Curriculun Developnent Centre. Cb) Incllrles TEAS, Postgraduate Awards, SAS and ASEAS. Cc) Inclu:les Aboriginals, Migrants, Soldier's Children and Isolated Children. (d) Inclu:les administrative expenditure of the Department, the Commonwealth Teaching Service, and the Tertiary Education Commission.
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ADMINISTRATION
A Commonwealth 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 Minister'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;
Australia's international relations in education.
The Department of Education has oversight of the following statutory authorities:
ACT Schools Authority
Australian Maritime College
Australian National University
Canberra College of Advanced Education
Commonweal th. Teaching Service
Curriculum Development Centre
Schools Commission
Student Assistance Review Tribunals
Tertiary Education Commission
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The Department is also responsible for the following committees:
Australian National Commission for UNESCO
OECD Advisory Committee
Australian Council on Awards in Advanced Education Cin conjunction with State education authorities>
Education Research and Development Committee
National Aboriginal Education Committee
Dept. of
June Education
1967 397
1968 765
1969 892
1970 1028
1971 1283
1972 1504
1973 2932
1974 2444
1975 2671
1976 3106
1977 2395
1978 2379
1979 2435
1980 1403
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Table 2
Full-time staff employed under the Public Service Act, Education authorities, 1967 to 1980
A.C.T. Curriculum Tertiary Commission
Schools Development Schools Education TAFE on Advanced Authority Centre Commission Commission Commission Education
14 27 39
123 18 43
20 125 21 38
682 32 117 90
788 35 125 92
803 33 117 89
831 37 115 84
Source: Public Service Board, Annual Reports.
Notes: For staff employed in the Commonwealth Teaching Service, see Table 27.
Universitie Commission
25 25 28 30 30 38 40 37
The following notes outline some of the factors behind staff number variations in the Department.
1967-68 - assumption of responsibility for aspects of ACT and NT education - administration of Commonwealth University Scholarships Scheme (previously with Stat, Education Departments) 1968-69 - administration of postgraduate scholarship schemes (formerly the responsibility of th,
universities>
1970-71 - formation of Commonwealth Teaching Service CCTS) following decision of S.A. Government t, withdraw its teachers from the NT over the next five years - increase in the number and type of scholarships administered by the Department 1971-72 - appointment of NT teachers under the Public Service Act pending their appointment to th,
CTS
1972-73 - assumption of responsibility for teachers in ACT and NT from the governments of NSW and Si respectively 1973-74 - teachers in ACT and NT transferred from Public Service Act to Commonwealth Teacher: Service Act
- employment of 302 Aboriginals in NT formerly receiving the Training Allowance 1975-76 - ancillary staff (formerly recorded as part-time staff) come under Public Service Ac· coverage 1976-77 - establishment of ACT Schools Authority 1979-80 - transfer of staff to NT Government.
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PRE-SCHOOLS
In 1972 the ALP, as part of its election platform, promised that over a period of stx 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
re.commendations attracted considerable criticism. Genera L Ly, 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 fai Lure 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
Government instructed the Social Welfare Commission and the Priorities Review Staff to investigate the question further. After considering the reports of these two bodies, the Government 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 Chi Ld Care was established within the Department of Social Security, subsuming the functions of the Interim Committee.
The Office of Child Care is responsible for the administration of the Children's Services Program. The program consists of:
block grants to the States for recurrent assistance for pre schools
capital and recurrent grants for chi Ld 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:
1973-74 1974-75 1975-76 1976-77 1977-78 1978-79 1979-80 1980-81
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Table 3
Expenditure on Children's Services Program, 1973-74 to 1980-81 csm>
Other Children's
Pre-schools Services
6.5 2.5
37 .1 8.2
47.0 16.9
49.0 18.1
46.0 25.2
32.7 31.1
33.1 36.1
(est.) 33.1 36.1
Total
9.0 45.2 64.0 67 .1 71.2 63.8
69.2 69.2
Source: Department of Social Security, Annual Report 1979-80, p.145.
SCHOOLS
I. Assistance for Schools in the States, 1964-1974
Before the establishment of the Schools Commission Commonweal th assistance for schools in the States consisted of four programs of grants. These were:
Ca) 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 Training) Act 1964, and continued until mid 1975 with subsequent States Grants (Science Laboratories) Acts of 1965, 1967, 1968 and 1971.
Cb) grants for the construction of libraries in government and non-goverment secondary schools. These were made from 1969 to 1974 under the States Grants (Secondary School Libraries) Acts of 1969 and 1971.
Cc) 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 the beginning of 1970. These rates were increased to $50 and $68 respectively from the beginning of 1972 by the States Grants (Independent 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.
Cd) capital grants for government schools. These were provided from January 1972 to July 1973 by the States Grants (Capital Assistance) Act 1971-1972.
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II. Recommendations of the Karmel Committee
In December 1972 the Labor Government established the Interim Committee for the Australian Schools Commission under the chairmanship of Professor Peter Karmel. The Karmel Committee 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 economic disadvantages of individual pupils. The Committee constructed indices to enable measurement of the above needs and these formed the basis of most of its funding
recommendations. 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 Karmel Committee's recommendations were accepted by the Government and the States Grants (Schools) Act 1973 authorised grants for the programs during. the 1974-1975 biennium. Some controversy surrounded this legislation: the Committee had recommended 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 Schools Commission The Schools Commission was established as a statutory body by the Schools Commission Act 1973, which was assented to on 19 December 1973. Under Section 13 of the Act the functions of the Commission are to inquire
into, and to furnish information 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;
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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 educational needs of handicapped children and young persons;
the needs of disadvantaged schools and of students in all
schools who are disadvantaged in their education for 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 recommendations 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 Commission that its recommendations for the new triennium 1977-79 would be framed within the context of guidelines on expenditure developed by the Government. Liberal-National Country Party Governments have continued this procedure and since 1976 the Commission's annual recommendations on grants
have been made in response to guidelines issued by the Minister for
Education. However, the Commission also 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 trienni~l report was presented on 26 March 1981, and deals with the 1982-1984 triennium. It can thus be said that the
Commission 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 Commission also provides reports and discussion papers on particular aspects of primary and secondary education.
IV. Nature of the Schools Commission Grant Programs
The Schools Cammi ssion has maintained the Interim Committee's multi-program approach to funding which enables grants to be directed at broad areas while providing for State and non-government school authorities to make the specific decisions on expenditure within those areas. Payments
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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, non-government school programs, and joint programs .
Grants for government schools are divided into five programs (general recurrent, migrant education, disadvantaged schools, special education, capital grants). The States are obliged to spend their grants ori the programs as defined by the Act. For example, recurrent grants must
be used to meet recurrent expenditure in respect of government schools; migrant education grants must be used for the provision of educational programs and facilities for migrant children; capital grants must be spent on building and equipment projects in connection with government schools. 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 Government that determines which schools shall be classified as 'disadvantaged' or 'special' schools and which will receive grants.
Grants for non-government schools are divided into the same five programs as those for government schools. The distribution of Commonwealth grants to the non-government schools within each State is supervised by State Planning and Finance Committees (PFCs). The PFCs are comprised of a Chairman appointed by the Commonwealth 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 Schools Commission. For general recurrent grants non-government schools and school systems are ranked at present into six
subsidy levels, each with its rate of payment per· primary and secondary student. However, the Government has indicated that it will compress the existing six subsidy levels into three levels over the next three years.
The subsidies are expressed as percentages of average per student government school running costs, and they therefore increase as those costs rise. Non-government schools are ranked by the Commonwealth Education Minister on the recommendation of the Schools Commission, 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 equipment grants, and then make recommendations to the Schools Commission.
There are six joint programs: multi-cultural education,
disadvantaged country areas, residential institutions, services and development, education centres, and special projects. Most of these
programs are administered by committees established by the State Governments. The exceptions are education centres and special projects which receive grants on the recommendation of the Schools Commission.
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Table 4
Estimated Expenditure on Schools Commission Programs, 1976 to 1981 Ca) <in estimated December 1980 prices> (Sm)
Program 1976 19n 1978 1979 1980(b) 1980
GOVERNMENT SCHOOL PROGRAMS
General recurrent 239.4 231.1 225.6 228.0 228.0 229.7
Migrant education 23.6 23.8 23.5 24.3 26.0 26.0
Disadvantaged schools 21. 7 21.8 21.8 21.8 21.8 21.9
Special education 13.2 13.5 14.2 14.2 14.2 14.3
Capital grants 175.5 194.2 185.1 171.8 116.7 118.7
473.4 484.4 470.2 460.1 406.7 410.6
NON-GOVERNMENT SCHOOL PROGRAMS
General recurrent 206.5 215.8 235.3 254.2 271.1 275.5
Emergency assistance 1.1 0.7 0.7 0.7 0.7
Migrant education 8.8 8.9 9.2 9.7 10.5 10.5
Disadvantaged schools 3.4 3.4 3.4 3.4 3.4 3.4
Special education 4.8 4.6 3.9 3.9 3.9 3.9
Capital grants 36.6 37.4 41.7 40.3 32.7 33.4
260.1 271.2 294.2 312.2 322.3 327.4
JOINT PROGRAMS
Multicultural education 0.6 1.6 1.6
Disadvantaged country areas 5.3 5.3 5.8 5.8 5.9
Children in institutions 1.5 1.5 1.6 1.6 1.6
Services and development 23.3 21.8 18.4 18.0 13.3 13.4
Education centres 2.0 2.1 1.8 1.7 1.6 1. 7
Special projects 5.8 5.9 4.9 4.7 3.6 3.5
31.1 36.6 31.9 32.4 27.5 27.8
ALL PROGRAMS 764.6 792.2 796.3 804.7 756.5 765.8
1981
229.7 28.5 21.9 14.3 118.7
413.2
317.3 0.7 11. 7 3.4
3.8 41.4Cc)
378.3
6.4(d) 5.9 4.8(e) 13.4
1.7 3.5
35.8
827.2
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Notes:
a) This table is based on the figures given in the Schools Commission,
Report for the Triennium 1982-84 (March, 1981), p.8; Report for 1981 (July, 1980), p.27; Report for 1980 (July, 1979), p.38. The figures have been adjusted to estimated December 1980 price levels through use of the Schools Commission's recurrent and capital price indices.
b) The Northern Territory Government assumed responsibility for schools in the Territory on 1 July 1979, and from 1980 the Schools Commission commenced to provide assistance for these schools on the same basis as that received by the States. For the purpose of comparison with 1979, this column excludes grants for the Northern Territory. The remaining
columns for 1980 and 1981 include these grants.
c) Includes S8m of the Government's announced $25m program for new places in non-government schools.
d) Includes S3m for ethnic schools.
e) Includes S1.1m for the integration of handicapped children into normal schools and $2.1m for the development of programs for the severely handicapped.
TERTIARY EDUCATION
I. Assistance for Tertiary Education to 1976 A. Universities
In March 1950 the Menzies Government appointed a committee under the chairmanship of Professor Mills to report on the finances of
universities. The Mills Committee recommended that the Commonwealth Government contribute towards the universities' recurrent expenditure. The Government accepted this recommendation 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 committee on Australian universities under the chairmanship of Sir Keith Murray. In response to the Committee's recommendations, the Government announced the establishment of a permanent Australian Universities Commission, greatly increased
Commonwealth recurrent grants and the introduction of capital grants for universities. This new program of financial assistance commenced in the 1958-60 triennium under the provisions of the States Grants (Universities) Act 1958, and in 1959 the Australian Universities Commission was
established by the Australian Universities Commission Act. The function of the Commission was to inquire into and make recommendations on financial assistance to the States for universities.
From 1958 to 1975 grants to the States for universities were
provided on a triennial basis. The Levels of grants generally reflected the recommendations of the Universities Commission, whose triennial reports were largely accepted by successive governments. In addition to reports on
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triennial finance, the Universities Commission was associated with a number of special investigations over the 1958-75 period. These included the following:
Ca> Tertiary Education in Australia: Report of the Committee on ihe 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 Chairman of the Committee. Sir Leslie was also Chairman of the Universities Commission. The Report's major recommendations concerned the deve Lopment of the advanced education sector; however, some of its 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.
Cb) Universities Commission and the Commission on Advanced Education, Report on the Location, Nature and Development of Institutions of Tertiary Education in Sydney, Melbourne and the Albury-Wodonga Region (March, 1973). This report
recommended the establishment of three new universities. Although it was accepted in principle by the Government, the proposals were Later deferred because of budgetary con st rai nts.
Cc) Universities Commission, Report on the Proposal of the Government of Victoria for a Fourth University in Geelong, Ballarat and Bendigo (December, 1973). This report recommended the establishment of a university at Gee long. It was accepted by the Government and Deakin University was subsequently founded.
Cd) Committee on Open University, Open Tertiary Education in Australia: Final Report of the Committee on Open Un1vers1ty to the Australian Universities Commission (December, 1974). This report recommended a variety of measures to increase
access to tertiary education, but did not support the
establishment of an Open University. Action was deferred by the Government because of financial stringencies. Open tertiary education became a responsibi L ity 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 from State Government grants and tuition fee income, and $1 in capital, equipment and special research
grants for every $1 State Government contribution. At the June 1973
Premiers Conference the Commonwealth and State Governments 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 Government 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 Commission presented its report to the Government recommending financial assistance for the 1976-1978
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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 determined guidelines within which the Commission was requested to review its recommendations for 1976. This was the first occasion on which guidelines had been given to the Commission.
During 1976 the new Commonweal th Government int reduced the 'rolling triennium' for the 1977-1979 period. Under this arrangement the Government issued firm 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 Commission 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 chairmanship of Sir Leslie Martin. The Committee was required to consider the pattern of tertiary education in Australia in
relation to the needs and resources of Australia and to make
recommendations on the future development 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 humanities courses and the establishment of standards
recognised throughout the country. The Government accepted most of these recommendations: it agreed to support financially a new system of colleges parallel to universities and to establish a Commonwealth advisory committee 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 promote the balanced development of institutions providing advanced education and to advise the Government on financial assistance for such institutions. The Government also agreed to provide
interim capital grants for the remainder of the 1964-1966 triennium. The recommendations of the First Report of the Advisory Committee were accepted by the Government and incorporated in the States Grants (Advanced Education) Act 1966. The Act provided capital and recurrent grants for the 1967-1969 triennium; in 1967 it was repealed and replaced by the States Grants (Advanced Education) Act 1967 which increased the Level of recurrent
grants for the tr,ennium.
In 1968 the Commonwealth Government, at the suggestion of the Advisory Committee, commissioned two further inquiries on aspects of advanced education. The Report of the inquiry into salaries of Lecturers and Senior Lecturers in Colleges of Advanced Education (May, 1969)
('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 agraed to meet its share of tne increase in salaries.
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The second investigation was the Committee of Inquiry into Awards in Colleges of Advanced Education (Wiltshire Committee) which reported in June 1969. The Committee's report, Academic Awards in Advanced Education, Led to the joint Commonwealth-State establishment in 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 nomenclature 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 Commission had broadly the same responsibilities as the old Committee: to advise the
Government on financial assistance for advanced education, and to promote the balanced development of the sector. The Commission was required to consult with the Universities Commission and the States in performing its functions.
From 1972 to 1977 developments in the financial arrangements for the advanced education sector paralleled 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 Government guidelines for Commission
recommendations and the announcement of a 'pause' in the triennial progression during 1976. In 1977 the Commission was abolished with the establishment of the Tertiary Education Commission.
C. Teacher Education
Commonwealth assistance to the States for teacher education was introduced in 1967-68. The States Grants (Teachers Colle es) Act 1967 provided unmatched grants for t e construction and equipping o colleges conducted by the States for the purpose of training teachers. The States Grants (Teachers Colleges) Act 1970 extended this scheme unti L mid 1973. The States Grants (Pre-School Teachers Colleges) Act 1968 provided capital
~rants 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 recommended that teachers' colleges be granted financial assistance under terms and conditions similar to colleges of advanced education. Following consultation with State Governments the
Commonwealth Government 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 Commonwealth assumed full financial responsibility for teachers' colleges as well as universities and colleges of advanced education.
D. Technical and Further Educ~tion CTAFE)
The States Grants (Science Laboratories and Technical Training) Act 1964 provided grants for the building and equipment costs of technical
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schools and colleges. Subsequent States Grants (Technical Training) Acts of 1965, 1968, 1971 and 1973 continued this program.
In 1973 the Commonwealth Government established the Australian Committee on Technical and Further Education CACOTAFE) to advise the Government on the development of TAFE and to make recommendations for financial assistance to the States for that purpose. The Committee's
report, TAFE in Australia (the Kangan report) was submitted in April 1974. The report gave rise to a program of Commonwealth Government 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 recommended by ACOTAFE, the capital grants provided by the Legislation were substantially Less than those recommended. The TAFE recurrent grants provided to the States incorporated amounts to reimburse the States for the income foregone as a result of the abolition of fees.
The Commonwealth had abolished tuition fees at universities and colleges of advanced education from the beginning o.f 1974, when it accepted full financial responsibility for these institutions. The Commonwealth also 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 TAFE institutions. The States Grants (Technical Training Fees Reimbursement) Act 1974 provided reimbursement to the States for fees
foregone during the first six months of 1974. Thereafter this
reimbursement was included in TAFE recurrent grants.
In May 1975 ACOTAFE presented its second report to the Government recommending 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 Government's announcement of a pause in the
triennial progression for 1976 deferred the introduction of triennial funding for the TAFE sector.
On the 29 May 1975 ACOTAFE was replaced by the Technical and Further Education Commission CTAFECL As with the other education Commissions, TAFEC was given guidelines within which to frame its recommendations for the newly-introduced 'rolling' triennium, 1977-79. TAFEC presented its Report for the Triennium 1977-1979 in July 1976. This was the Commission's only report, as in the following year it was abolished
with the establishment of the Tertiary Education Commission.
II. The Tertiary Education Commission and Subsequent Developments, 1977-1980
A. Establishment of the Commission
The Tertiary Education Commission CTEC) 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 Commissions were repealed. In
addition to the TEC, the Act also established the Universities Council, the Advanced Education Council and the TAFE Council.
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 TEC is also empowered to inquire into and advise
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the Minister on any other matter relating to tertiary institutions that is referred by the Minister· or which the TEC itself considers requires
inquiry. It also performs, on behalf of the Commonwealth, administrative functions in relation to programs of financial assistance. The TEC is
required to consult with relevant State authorities and to perform its
functions with the object of promoting the balanced and co-ordinated development of tertiary education and the diversifying of opportunities for tertiary education.
The function of each Council is to inquire into and advise the
Minister and the Commission on matters relating to its sector and to
provide assistance to the TEC, in accordance with the TEC's directions, in matters relating to its sector.
B. Funding Arrangements
Since the establishment of the TEC 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 for 1979-81. Other classes of expenditure, namely university and CAE capital and equipment grants and all TAFE grants, were to be provided annually. In May 1980 the Government announced that it would consider providing TAFE
recurrent grants on a triennial basis for the 1982-84 triennium.
fol lows: The provisional timetable for the coming triennium (1982-84) is as
March 1981. The TEC presented its triennial report containing an overview of developments in tertiary education together with advice on financial provisions for 1982-84.
May 1981. The Government will issue its guidelines for recurrent expenditure for 1982-84 and capital expenditure for 1982.
August 1981. The TEC will present its recommendations on the allocation of recurrent expenditure (1982-84) and capital expenditure (1982) in the context of the guidelines.
In 1982 and 1983 the Government will issue its guidelines on capital
expenditure in May for the forthcoming year and the TEC wi LL make its
recommendations on allocations in August. If present arrangements continue, equipment expenditure will be treated as capital expenditure and allocated annually.
c. Nature of Grants
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 compensate 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
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improvement which are subject to TEC approval.
Capital grants for all three sectors are provided for specific
building projects approved and monitored by the Commission.
D. Assessment of Grants
The Universities Council assesses grants on the basis of
submissions from institutions, inspections of institutions and discussions ~ith 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 submissions from 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:
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 available 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 two Counci Ls because of the different funding arrangements in the TAFE sector. TAFE general purpose recurrent grants, which are designed to reimburse States for the cost of abolishing fees, are calculated according
to a formula which takes account of the estimated teaching effort in the T'AFE 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 recommend building programs for their sectors to the Commission after having received and considered proposals submitted to them by universities, State advanced education co-ordinating authorities and State TAFE departments.
E. Major Inquiries Since 1977
Since the establishment of the Commission there have been a number of major inqu1r1es concerning aspects of tertiary educatio~, although the TEC itself has not necessarily been involved in each investigation.
a) Study Leave in Universities and Colleges of Advanced Education: Report of the Tertiary 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 recommendations 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
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and greater accountability on the part of both institutions and
i ndi vidua ls. The Government accepted these recomm_ endat ions and universities and CAEs. were requested to modify their study leave arrangements from 1 January 1979.
b) Nurse Education and Training: Report of the Committee of Inquiry into Nurse Education and Training to the Tertiary Education Commission (August, 1978). C •sax Committee•>. The report proposed that nurse education and training should be available through a number of modes.
It recommended the upgrading and rationalisation of hospital-based courses, the development of co-operative arrangements between hospital schools and tertiary institutions, and the accreditation of the awards of hospital based schools where appropriate. The Government supported these proposals. The Committee also 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 places in CAE basic nursing courses.
c) Tertiary Education Commission, Report on Non-Government Business Colleges (October, 1978). Recommended that non-profit non-government business college 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 Government accepted the recommendations of the Report and the new scheme of assistance was introduced in 1979.
d) Education, Training and Employment. Report of the Committee of Inquiry into Education and Training (February, 1979). ('Williams Committee'). The Committee made 116 recommendations affecting all sectors of education. It identified its most important general recommendations 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 institutions;
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 provision for the granting of awards on the basis of credits earned in more than one
institution;
that plans for growth in the number of students should be
related to prospective growth in GOP, and that most of the expansion in numbers in our projection based on an assumed two per cent annual growth in productivity should be
accommodated 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
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Ci nc Ludi ng non-aw a rd 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 p~anning and the selection of the appropriate levels of study for their students;
that there should be a National Centre 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 pre-employment training in TAFE and also some provision for different
supplementary trade training on the broad Lines proposed by the. National Training Council.
The Government has announced that its response to the Williams Report will be guided by seven policy objectives:
1) qualitative improvement 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 information;
5) improving skills training arrangements;
6) strengthening and contentrating research in universities;
7) continuing monitoring and adjustments of the education system.
The Government has also indicated that it is willing to contribute to a National Research and Development Centre in TAFE. Many of the
Committee's recommendations are directed at State authorities and individual universities. The Commonwealth Government has also referred a Large number of recommendations affecting tertiary education to the TEC for comment. Details of the Government's reaction to all the
recommendations of the Williams Committee can be found in the booklet issued by the Minister for Education on 23 November 1979, entitled "The Government's Responses".
e) Report of the National Inquiry into Teacher Education (August, 1980). (Auchmuty Committee). The Committee's major recommendation 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 developments. The Government has not yet announced its response to the report.
Sector
Universities Recurrent Equipment Capital TOTAL
Advanced Education Recurrent Capital and Equipment TOTAL
TAFE Recurrent Capital and Equipment TOTAL
All Sectors Recurrent Capital and Equipment Evaluative Studies TOTAL
Notes:
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Table 5
A~roved Grants for Tertiary Education, 1975 to~1 <in estimated December 1980 prices)Ca> {Sm)
1975 1976 19n 1978 1979
750.0 n8.o 792.8 805.6 814.2
34.8 22.1 34.4 38.2 37.6
88.8 46.2 49.1 34.2 24.8
873.6 846.3 876.3 878.0 876.6
444.6 479.2 505.9 517.5 521.8
184.1 125.1 113.8 91.5 70.9
628.7 604.3 619.7 609.0 592.7
50.3 59.5 53.7 57.8 62.6
49.4 46.0 56.6 68.4 88.0
99.7 105.5 110.3 126.2 150.6
1244.9 1316.7 1352.4 1380.9 1398.6
357.1 239.4 253.9 232.3 221.3
0.2
1602.0 1556.1 1606.3 1613.2 1620.1
1980 1981
814.6 818.5Cb> 37.6 37.9
21.4 10.7
873.6 867.1
524.7 520.8
53.5 43.7
578.2 564.5
66.3 68.1
104.8 104.8
171.1 172.9
1405.6 1407.4 217.3 197.1
0.4 0.4
1623.3 1604.9
Ca> This table has been taken from the Tertiary Education Commission, Report for 1982-84 Triennium Volume 1, Part 1 (February, 1981), p.65. Cb) Does not include $1.0m for special research centres in universities.
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STUDENT ASSISTANCE PROGRAMS
I. Assistance for Tertiary Students A. Commonwealth Scholarships
Commonwealth assistance for university students was introduced during the Second World War when the Government became concerned at the shortage of graduates in certain areas such as medicine and engineering.
Uncertainty over the Legality of Commonweal th financing Led the Government in 1946 to propose amendments to the Constitution, which were accepted in a national referendum. Section 51CxxiiiA) of the Constitution was amended to give the Federal Government power to make laws with respect
to the provision of benefits to students. An immediate use of the
Commonwealth's new power was the extension of the wartime scheme of financial assistance for students. A Commonwealth scholarship scheme announced by the Labor Government was endorsed by the new Menzies Government and came into operation on 1 January 1951. Three thousand means-tested scholarships were available annually on a competitive basis
from that year.
In 1966 the Commonwealth Scholarships Scheme was replaced by two Schemes, the Commonwealth 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-government schools received a disproportionate share of the scholarships, which paid their
compulsory fees regardless of their families' income. In 1973 some 56% of Commonwealth University Scholarships CCUS) expenditure was on fees. The means-tested component, living allowances, comprised the smaller part. In previous years, the imbalance of expenditure on fees had been even more marked (about 60%). Between 1966 and 1973 an average of only 42% of CUS
students received living allowances each year. Thus a majority of
scholarship holders were from families whose income exceeded SS,200 p.a. (where the student lived at home) or $9,930 (where the student lived away from home). As in 1973 average earnings per employed male unit were SS,678 p.a., it would appear that the majority of CUS students were from
comparatively well-off families.
Another criticism of the scholarship schemes concerned their limited scope. The numbers of awards available 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 Government, in conjunction with its decision to abolish tertiary tuition fees, was
designed to rectify the shortcomings of the old scholarship schemes. It would make available means-tested grants free of competition to all
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students undertaking approved courses in universities, colleges of advanced education and technical colleges.
B. Tertiary Education Assistance Scheme (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 commencement of the Student Assistance Act on 15 October 1974.
TEAS provides means-tested assistance to full-time students undertaking approved courses at universities, CAEs, TAFE institutions, and certain other Government and Non-Government institutions (e.g. Schools of Art and Music, Non-Government business and teachers colleges>.
Assistance under TEAS can include the following:
living 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 living allowances and modifications to the means test. The current (1981) conditions, benefits and means test are described in Appendix I.
Table 6
Expenditure on TEAS 1974-75 to 1980-81
1974-75 1975-76 1976-77 1977-78
1978-79 1979-80 1980-81
Sm 77.3 109.6 135.8 146.1 156.2
157.7 162.8 (proposed)
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Table 7
Number of students receiving TEAS living allowance at 30 June, 1974-1980
Ordinary Rate At Home Away from Home 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 (est.>
Total
56,975 67,173 82,922 86,271 88,719 83,617 81,915 88,825
<•> Includes 19,858 students holding Commqnwealth University and Advanced Education Scholarships.
1974 1975 1976 1977
1978 1979 1980
Table 8
Students receiving TEAS living allowance, by type of institution, 1974-1980
University
31,762 35,395 39,789 39,746 38,600 34,283 32,413
CAE
14,807 19,943 26,703 30,668 33,677 32,024 32,778
Technical College
8,284 9,519 11,472 12, 744
13,848 14,389 14,383
Other
2,122 2,316 4,958 3,113 2,594 2,921 2,341
*
1974 1975 1976 1977
1978 1979 1980 1981
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Table 9
Maximum TEAS living allowances and the adjusted family income at which the maximum living allowance for Ordinary Students was payable, 1974-1981 ($)
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
The Living allowance was raised $5.25 p.w. to compensate for the loss of family allowances.
Source: In format ion in Tab Les 6-9 has been taken from the Report on the Operation of the Student Assistance Act (annual>; Ministerial Statement, 20 August 1980; 1980-81 Budget Papers.
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 Commonwealth 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.
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 recommendation of the Australian Vice-Chancellor's Committee. There is also a small reserve quota allocated by a selection committee appointed by the Minister. Awards are granted to applications in accordance with
universities' Lists drawn up on the basis of academic merit.
Postgraduate Course Awards and Advanced Education Institution Awards are granted by selection committees appointed by the Minister from nominees of the Australian Vice-Chancellor's Committee and the Australian
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Conference of Principals of Colleges of Advanced Education.
fol lows: Benefits under the Postgraduate Awards Scheme in 1981 are as
an annual stipend of $4,620. Students may also undertake part-time work of up to 180 hours per year.
dependant's allowances of $2,220.40 p.a. (for a spouse) and $500 p.a. (for a child).
incidentals allowance of $100 p.a. CS70 p.a. in CAEs).
establishment . allowance of $100 ($200 if the award holder has dependants).
thesis allowance of up to $250 (Master's thesis> or $400 (Ph.D. thesis>.
The following table gives the level of the annual stipend, and the number of new awards, for the period 1974 to 1981.
Table 10
Postgraduate Awards. Annual Stipend and Number of New Awards, 1974 to 1981
Stipend No. of New Awards
$ p.a.
1974 3050 895
1975 3250 900
1976 3250 900
1977 4000 800
1978 4200 700
1979 4200 700
1980 4200 700
1981 4620 800
Source: Report on the Operation of the Student Assistance Act (annual); Ministerial Statement, 20 August 1980; 1980-81 Budget Papers.
Table 11
Expenditure on the Postgraduate Awards Scheme, 1974-75 to 1980-81
1974-75 1975-76 1976-77 1977-78 1978-79 1979-80 1980-81
Sm
8.12 7.78 8.60 9.63 8.97 8.48 8.96 (proposed)
Source: Report on the Operation of the Student Assistance Act 1980-81 Budget Papers. (annual>;
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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 complete the final two years of secondary school. The Commonwealth Secondary Scholarship Scheme was introduced in 1965, when 10,000 two-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 Commonwealth 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 former was seen by the Labor Government to favour the children of the wealthy.
The Secondary Allowance Scheme (SAS) is not based on competitive examinations. Instead, it offers means-tested annual allowances for the parents of children undertaking the final years of schooling. In 1981 the maximum allowance of $660 p.a. is paid for each eligible child if the
adjusted family income is $7,440 or less (after adjustments for other
dependent children). $2.50 is deducted from the allowance for every $10 in excess of $7,440.
Table 12
Expenditure on the Secondary Allowances Scheme, 1973-74 to 1980-81
1973-74 1974-75 1975-76 1976-77 1977-78
1978-79 1979-80 1980-81
Sm
1.16 2.47 5.60 6.88
9.01 9.58 10.49 14.18 (proposed)
Source: Department of Edu'cation, Annual Reports; 1980-81 Budget Papers.
The maximum allowance, the level of adjusted family income at which it is payable, and the number of students receiving allowances are given below.
'\
1974 1975 1976 1977
1978 1979 1980 1981
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Table 13
Secondary Allowance Scheme: Level of Allowances and Students Receiving Assistance, 1974 to 1981
Max. Allowance
$
304 450 450 550
550 550 550 660
Adjusted Family Income $
3100 3500 4300 5100
5800 5800 6200 7440
No. of Students
7274 6796 12369-12983 17632 19400
23100 25275 (est.)
Source: Department of Education, Annual Regorts; Ministerial Statement 20 August 198. 1980-81 Budget Papers;
B. Adult Secondary Education Assistance Scheme CASEAS)
This scheme was introduced in 1975. It provides assistance for mature students undertaking the final year of schooling full-time. Students must be 19 years of age or older and have had a substantial break from secondary schooling. The scheme provides the same benefits as TEAS.
Table 14
Expenditure on ASEAS and Students Receiving Assistance, 1974-75 to 1980-81
Expenditure Students
Sm No.
1974-75 0.76 1975 1021
1975-76 3.23 1976 2071
1976-77 4.60 1977 2115
1977-78 4.93 1978 2233
1978-79 4.73 1979 2149
1979-80 4.14 1980 2090
1980-81 4.21 (proposed) 1981 1940 (est.>
Source: Department of Education, Annual Reports; 1980-81 Budget Papers.
SPECIAL GROUPS
I. Assistance 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 Aboriginals within the
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overall cont~xt of that Department's policies and priorities for Aboriginal programs. It consults with the National Aboriginal Education Committee CNAEC) and provides 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 Scheme>.
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 government
education authorities (approx. 70%> since 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 the Department. Grants in aid are made directly to non-government organisations and institutions. The direct participation of Aboriginals in the planning, conduct and management of all projects is emphasized.
B. National Aboriginal Education Committee
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 comprised 17 members nominated by the National Aboriginal Consultative Committee at the request of the Schools Commission.
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 establishment of the National Aboriginal Education Committee with a wholly Aboriginal membership was announced by the Minister for Education on
17 March 1977. The Committee has a full-time Chairman with 18 part-time members selected from Aborigines throughout Australia who nominated for the Committee.
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 required;
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.
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(3) To assist the Department of Education and other agencies in monftoring existing programs and in developing new programs and policies.
(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 competitive basis. The Scheme pays full-time students a living allowance, dependants allowance, and allowances for clothing, books and equipment. For part-time students, a small allowance is paid to help meet expenses.
1974 1975 1976 1977 1978
1979 1980 1981
Table 15
Aboriginal Study Grants Scheme: Level of Allowances, 1974 to 1981
Single Under 18
27.0 32.0 32.0 45.0 47.25 47.25 47.25 51.98
($ p.w.)
Married and Over 18
33.0 - 40.0
38.50 - 45.0 38.50 - 45.0 54.50 57.27
57.27 57.27 62.98
Dependant Spouse Allowance
10 12 15 29 31.40 31.40 31.40 42.70
Since 1979 an additional $5.25 p.w. has been paid to unmarried students under 25 to compensate for the loss of family allowance.
Source: Department of Education, Annual Reports; Ministerial Statement 20 August 1980.
Table 16
Aboriginal Study Grants Scheme: Total Expenditure and Students Receiving Assistance, 1973-74 to 1980-81
'1 973-74
1974-75 1975-76 1976-77 1977-78 1978-79 1979-80 1980-81
$m
0.90 1.40 1. 72 2.28 3.58
5.11 7.38 9.46 (est.)
1973 1974 1975 1976 1977 1978 1979 1980
1981
No. Students
1113 1467 1875 2253 2451 4341 4449 5850 (prelim.) 7670 (est.)
Source: Department of Education, Annual Reports; 1980-81 Budget Papers.
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D. Aboriginal Secondary Grants Scheme
The scheme was introduced in 1970. It provides a living or
boari:ting allowance, a books arid equipment allowance and a small personal al_ lowance paid direct to the student. ·· Supportive care is provided by
Education Officers who have regular contact with individual grant holders and, where appropriate, with their families. The grants are nonÂ
competitive and are not subject to a means test.
Table 17
Aboriginal Secondary Grants Scheme Level of Allowances, 1973 to 1981 ($)
1973 1974 1975 1976 1977 1978 1979 1980 1981
Boarding School (p.a.> 780 975 1170 1260 1450 1600 1600 1600 1760
Hostels Cp.w.> 1a 20 24 26 28 30 30 30 33
Private Board Cp.w.) 16 20 20 20 20 22 22 22 24.20
Senior Living Allowance (p.a.) 300 300 300 300 440 440 440 440 484
Junior Living Allowance (p.a.) 240 240 240 240 308 308 308 308 338.80
Books and Clothing Allowance (p.a.) 200 200 200 200 250* 250* 250* 250* 300**
(* $300 for senior students **360 for senior students)
Source:
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Table 18
Aborigina l Secondary Grants Scheme: Tota l Expenditure and Students Receiving Assistance, 1973-74 to 1980-81
$m No. of Students
1973-74 6.09 1973 9,070
1974-75 7.20 1974 10,669
1975-76 8.62 1975 11, 762
1976-77 10.00 1976 12,816
1977-78 12.07 1977 12,862
1978-79 12.96 1978 13,627
1979-80 13.96 1979 14,543
1980-81 15.52 1980 15,560 Cprelim.)
1981 16,450 <est.>
Source: Tables 18 a,nd 19 use information obtained from Department of Education, Annual Reports; Ministerial Statement 20 August 1980; 1980-81 Budget Papers.
E. Overseas Study Grants for Aboriginals
This scheme, which commenced in January 1975, offers 10 awards each year to enable Leaders or potential Leaders of the Aboriginal
community, who already have considerable experience in their occupational or professional fi~Ld 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, equipment and travelling allowances and payment of compulsory fees.
Table 19
Expenditure on Overseas Study Grants for Aboriginals, 1975-76 to 1980-81
Source: Budget Papers.
1975-76 1976-77 1977-78 1978-79 1979-80
1980-81
II. Assistance for Isolated Children
$
53,013 61,097 54,667 93,072 95,782 113,000 (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 educa.tion allowance for isolated children .
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On 13 February 1973 the Government 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 government sch.ool offering courses of an appropriate level. The structure of the
scheme has remained basically unchanged since its introduction. Students who qualify for assistance are those who:
live in a geographically isolated area;
suffer from a disability or handicap which prevents them from living at home 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 live away from home to attend school.
b) Second Home Allowances - to help towards the cost of
maintaining a second home which gives the student daily access to school.
~) Correspondence Allowances - for students living at home and studying by correspondence.
The maximum level of allowances in 1981 is as follows:
Boarding Allowances
a> b)
c)
d)
basic additional (means tested) special supplementary (means tested) short term
Second Home Allowances
a> b)
c)
one child two children three or more children
Correspondence Allowances
a> b)
basic pre-school
$
780 p.a. 600 p.a.
660 p.a. 20 p.w.
780 p.a. 1440 p.a. 1990 p.a.
500 p.a. 120 p.a.
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Table 20
Assistance for Isolated Children: Number Receiving Assistance, 1974 to 1979
· 1974 1975 1976 1977 1978
Boarding Allowance 14270 11528 11059 10880 11949
Correspondence Allowance Second Home Allowance Total
1986 1207 2016 2401 2892
882 1174 851 908 941
17138 13909 13926 14189 15782
Table 21
Assistance for Isolated Children: Expenditure on Program, .1973-74 to 1980-81
1973-74 1974-75 1975-76 1976-77
1977-78 1978-79 1979-80 1980-81
Sm
8.19 9.54 10.40 11.69 14.10 13.11 12.19
14.32 (proposed)
1979
11350
2892
818
15060
Source: Tables 20 and 21 use information from Department of Education, Annual Reports; Ministerial Statement 20 August 1980; 1980-81 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 who are either blind or permanently
incapacitated. Benefits are generally free of means test although a
student's own earnings may be taken into account.
The scheme is the responsibility of the Minister for Veterans' Affairs and the Repatriation Commission. On the State level,
administration is undertaken by Soldiers' Children Education Boards which comprise representatives of various organisations such as Legacy and State education authorities. Members of these boards act in an honorary
capacity.
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Table 22
Soldiers' Children Education Scheme: Total Expenditure and Number of Beneficiaries, 1973-74 to 1980-81
1973-74 1974-75 .1975-76 1976-77
1977-78 1978-79 1979-80 1980-81
Expenditure Sm
3.46 3.67 3.55 3.47
3.39 2.94 2.56 2.49 (proposed)
Source: Budget Papers.
IV. Migrant Education
1974 1975 1976
1977 1978 1979 1980 1981
No. of beneficiaries
5952 5327 4678 4068 3348
2770 2308 2045 (est.>
Before 1969 the only opportunities available 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 development of methods, materials and courses.
In 1969 full-time intensive language courses were introduced, and in April 1970 the Government announced expanded measures for the education bf 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:
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 difficulties in the schools.
Under the program for child migrant education the Commonwealth provided financial assistance to government and non-government schools to meet the salary costs of ESL teachers and the cost of language-laboratory type equipment. Training courses for special teachers and the production and distribution of learning materials were also provided under the
program.
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In June 1974 responsibility for the administration of the Immigration (Education) Act 1971-1973 was transferred to the Department of Education.
In its Report· for the Triennium 1976-78 (June 1975), the Schools Commission recommended that the recurrent costs of the child migrant education program should be provided under the Schools Commission's General Recurrent Grants Program rather than under the authority of the Immigration
(Education) Act 1971-1973. This recommendation was accepted by the Government and took effect from 1 January 1976. The Department of
Education continued to be responsible for policy development and coordination of child migrant education as part of its overall
responsibility for migrant education generally.
From 20 December 1977 the Department of Immigration and Ethnic Affairs assumed responsibility for the Adult Migrant Education Program. At present, the Department of Education provides advice and services to the Department of Immigration and Ethnic Affairs for the Adult Migrant Education Program, and shares responsibility for the Child Migrant Education Program with the Schools Commission, State, Territory and nonÂ
government education authorities.
Table 23
Expenditure on Migrant Education, 1976-77 to 1980-81
(These figures exclude the programs of the Schools Commission>.
Source: Budget Papers.
1976-77 1977-78 1978-79 1979-80 1980-81
V. School to Work Transition Program
Sm
10.3 14.0 21.4 26.9 32.3 (est.>
In 1979 the Government 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 them
better to move into the work force. Grants are provided to non-government and government schools and TAFE institutions in the States and Territories.
At present, the Commonwealth is meeting the full cost of the
program, although it is envisaged that from 1982 the States will also
provide contributions. Grants are provided for the following purposes:
Expand and develop special transition courses in TAFE colleges, including pre-apprenticeship, pre-vocational, and pre-employment courses;
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Expand the number of places available in the Education
Program for Unemployed Youth CEPUY);
Expand school counsellor, vocational education, and guidance services for 'students at risk';
Develop alternative school courses for 'students at risk'.
The Government has also introduced, from 1 February this year, a transition allowance equivalent to the level of the unemployment benefit plus $6 per week. This wi LL be payable to young people aged 15-19 years who have been unemployed and away from full-time education for at Least
four months in the last twelve months and who take part in approved full time Commonwealth funded school to work transition program courses. The same allowance will be made available to young people under 25 years who have been unemployed and away from full.;..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 employment.
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 operation of the Program and examines and makes
recommendations to the State Education Minister on transition projects developed by TAFE and submitted for Commonwealth funding. These Committees generally include representatives of the State Education and Labour Departments, the Commonwealth Departments of Education and Employment and Youth Affairs, and employer and employee organisations.
Final approval of course funding is the joint responsibility of the Commonwealth Ministers for Education and Employment and Youth Affairs.
The administration of the transition allowances is the
responsibility of the Commonwea L th Employment Service, with fortnight Ly payments being made to trainees by the Department of Social Security.
Table 24
Expenditure on School to Work Transition Program, 1979-80 to 1980-81
(Does not include expenditure on Living allowances).
Source: Budget Papers.
1979-80 1980-81
Sm
4.Sm 32.9m (proposed)
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RESEARCH AND DEVELOPMENT IN EDUCATION
1. Education Research and Development Committee CERDC)
In 1969 a Conference convened by the Minister for Education and Science examined the problems confronting educati.onal research in Australia. The report arising out of the conference recommended the
establishment of a national committee to advise the Minister and to make recommendations concerning priorities in educational research and development, research projects in need of support, training of research personnel and dissemination of research information and results.
The Government acted on these recommendations and in 1970 the Australian Advisory Committee on Research and Development in Education was established. In 1976 the Committee's name was changed to the ERDC.
The ERDC advises the Minister on priorities in education research and makes recommendations on financial support for research projects proposed to it or commissioned by it. Grants for research and research training are made under the provisions of the Education R~search Act 1970.
Table 25
Expenditure on Education Research and Development, 1970-71 to 1980-81
Source: Budget Papers.
1970-71 1971-72 1972-73 1973-74
1974-75 1975-76 1976-77 1977-78 1978-79
1979-80 1980-81
II. Curriculum Development Centre (CDC)
$'000
100 248 300 349 703 896
1,092 968 1,040 1,025 1,173 (proposed)
In 1973 the Minister for Education announced the Government's decision to establish the Curriculum Development Cent re (CDC). Pending l~gislation to establish the CDC as a statutory body, the Minister
appointed an Interim Council. This Council functioned until 1 July 1975, when the Curriculum Development Centre Act 1975 took effect.
The functions of the CDC outlined in the Act are:
Ca) to devise and develop, and to promote and assist in the
devising and development of, school curricula and school educational materials;
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Cb) to undertake, promote and assist in research into matters
related to school curricula and school educational materials;
Cc) to make . avai Lab le or supply school curricula and school
educational materials;
Cd) to collect, assess and disseminate, and to promote and assist in the collection, assessment and dissemination of,
information relating to school curricula and school
educational materials;
Ce) to do anything incidental or conducive to the performance of any of the foregoing functions;
Cf) to arrange for the printing and publication of, and of
information relating to, school curricula and school educational materials.
Table 26
Expenditure on the Curriculum Development Centre, 1974-75 to 1980-81
Source:· Budget Papers.
III. Other Activities
1974-75 1975-76 1976-77 1977-78 1978-79
1979-80 1980-81
Sm
0.64 1.86 2.00 1.93 2.11 2.36
2.48 (proposed)
In addition to the activities of the ERDC and the CDC the
Commonwealth undertakes and sponsors research and development in education through departmental projects (in-house and commissioned) and grants-in aid.
Current Ly, the Department is undertaking review and evaluation studies of TEAS, the Isolated Childrens Scheme, the Refugee Childrens Contingency Program and aboriginal education.
The Commonwealth provides an annual grant-in-aid to the Australian Council of Educational Research (ACER). This helps support a professional research staff engaged on a core research program agreed to by the
Australian Education· Council, which comprises the State and Commonwealth Education Ministers. The Commonwealth grant to ACER is matched by an equivalent grant from the States. ACER is a national independent
organisation, established in 1930, concerned with research and development services in education. It is currently conducting the National Survey of Literacy and Numeracy in Australian Schools.
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EDUCATION IN THE TERRITORIES
I. Northern Territory
Education in the Northern Territory was the responsibility of the South Australian Government 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 community 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 Government assumed responsibility for education in the Territory. The Commonwealth now provides assistance on the same basis as that received by the States.
II. 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 government 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 submissions on the paper would be assessed by a panel which would report to the Minister. Many of the subsequent report's recommendations were explicitly accepted when the Government announced the establishment of a statutory authority, with an
interim council, to contribute to the planning and development of the
'permanent body.
The Interim ACT Schools Authority met first in October 1973 and from 1974 became 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 perform such other educational services as the Minister
approves or directs.
Ba TAFE
Prior to September 1975 technical education in the ACT was
administered jointly by the Commonwealth Department of Education and the NSW Department of Technical Education. Resulting from proposals submitted
to the Government by a Committee of Inquiry into TAFE in the ACT, an
Interim TAFE Authority was established in September 1975 to plan, co ordinate and administer TAFE in the ACT. The operations of the Interim Authority ended on 31 December 1976, and in 1977 a new system was
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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 (Canberra, 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.
Ill. Commonwealth Teaching Service Following the South Australian Government's decision to withdraw its teachers from the Northern Territory, the Commonwealth . Government announced that it would establish a Commonwealth Teaching Service (CTS). The CTS was eventually established in 1972 under the Commonwealth Teaching Service Act.
The CTS provides teachers for Commonwealth Government education authorities supervising schools within the Australian Territories. It is responsible for the recruitment and appointment of teachers. It is also responsible for the organisation and oversight of the assessment of
teachers, their promotion and transfer between the school systems which depend upon it for staff.
The major authorities employing members of the CTS are the ACT Schools Authority and the Department of Education's Northern Territory Division and Office of ACT Further Education. However, the Commonwealth Teaching Service Amendment Bill 1980 currently before Parliament will provide for the transfer of the Northern Territory CTS personnel to a
Northern Territory Teaching Service.
Table 27
Full-time staff employed in the Commonwealth Teaching Service, 1975 to 1979
ACT NT
June Schools Division Other
Authority(a)
1975 (b) 2463 1376 185
1976 2629 1401 154
1977 Cc) 2837 1616 263
1978 2948 1673 381
1979 3022 1772 384
Ca) For 1976 and 1975, the Interim ACT Schools Authority. Cb) 1975 figures do not include 165 temporary staff. Cc) 1977 figures are for the month of October.
Source: Commonwealth Teaching Service, Annual Reports.
Dr. K.B. Jackson,
Total
4024 4184 4716 5002 5178
30 March 1981
Education and Welfare Group LEGISLATIVE RESEARCH SERVICE
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APPENDIX I - TEAS Provisions in 1981
TEAS provides assistance for full time students undertaking approved courses. Approved courses are as follows:
university undergraduate and postgraduate bachelor degree courses; postgraduate dip Lomas; and master's qualifying courses.
CAE undergraduate bachelor degree courses; associate diploma, and graduate diploma courses; and advanced certificate courses.
diploma, certificate
TAFE diploma courses; certificate, advanced certificate, technician and higher technician courses; certain preÂ
apprenticeship and pre-employment courses; secretarial courses.
at certain other Government and non-Government institutions: legal training; paramedical courses; drama, art, ballet and music courses; agricultural courses; teacher education courses; secretarial courses.
Assistance under TEAS includes the following allowances.
a> Living Allowance
Students are classed as 'Ordinary' or 'Independent'. Ordinary Students have the means test applied to parental income and may receive living allowance at one of the following rates.
Ci) At Home Rate. For students living with their parents the
maximum rate is $32.21 p.w. or $1,675 p.a. (made up of $1,402 basic allowance and $273 family allowance transfer>.
(ii) Living Away From Home Rate. The maximum rate for students living away from home is $49.67 PuW• or $2,583 p.a. (made up of $2,310 basic allowance and $273 family allowance
transfer>.
Living allowances are calculated by taking the gross income of both parents and subtracting:
Ci) losses and outgoings incurred in producing assessable income as permitted under sections 51-54 of the Income Tax
Assessment Act.
Cii) the sum of $450 for each dependent child under 16 years of age or between 16 and 25 years and in full-time education.
If the resultant figure is equal to or less than $10,312 the student
receives the maximum allowance. If the figure is above $10,312 the living allowance is reduced by $2.50 for every $10 in excess of $10,312.
The means test is relaxed where the student has a sibling who is enrolled full-time in an approved course at a tertiary institution, is not party to a training agreement and is not eligible to have independent
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status. For one such sibling, the living allowance is reduced at half the normal rate Ci .e. $1.25 for every $10 in excess of $10,312). For two
siblings the rate of reduction is one third of the normal rate and so on.
Living allowances are also affected by the student's personal income. The allowance is reduced by $1 for every $2 of student's personal income in excess of $2,000 p.a. This amount can include up to $500 p.a. from other awards.
The m,n,mum TEAS living allowance for Independent Students is $300 p.a. and for ordinary students is $50 p.a. plus up to $273 family allowance transfer.
Independent Students are those who
Ci) have reached or will be 25 years of age in 1981
(ii) are orphans or wards of State
(iii) are married or have been married, or who have been living in a de facto relationship for 2 years
(iv) have been employed full-time in the workforce for periods totalling 2 years out of the previous 5 years.
For Independent Students, the means test is applied to the student's income only or, where married, to the income of both student and spouse.
Single Independent Students without dependants can receive a maximum allowance of $2,583 p.a. ($49.67 per week). The allowance is reduced by $1 for every $2 of the student's income in excess of $2,000 p.a.
Single Independent Students with dependants (sole parents) receive the same maximum allowance, but may have income of up to $5,100 p.a. The allowance is reduced by $1 for every $2 in excess of $5,100 p.a.
Married students are subject to the same provisions as single
Independent Students without dependants but in addition, the means test is applied to the spouse's income. The living allowance is reduced by $1 for every $2 by which the spouse's income exceeds $10,312.
b) Incidentals Allowance
Students qualifying for living allowances receive an incidentals allowance (for fees, books and equipment) of $100 p.a. for university students; $70 p.a. for students in CAE, teachers colleges and similar
institutions; $30 p.a. for students in technical colleges and similar
institutions. These rates have remained unchanged since 1974.
c) Dependant's Allowance
Students qualifying for living allowance may also receive an
allowance of $42.70 p.w. ($2,220.40 p.a.) for a spouse who is wholly
dependent, and $10 p.w. ($520 p.a.) for each child under 16 years of age or aged between 16 and 25 providing the child is a full-time unbonded student with no separate income.
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d) Fares Allowance
Ordinary Students who qualify for living allowance at the away from home rate and Independent Students who live away from their permanent home in order to undertake their course of study may be reimbursed annually for single journeys at the beginning and end of studies, and up to two
return journeys (depending on the length of the course) between the
institution and home. This allowance will be provided only for students who qualify for assistance under the means test and will normally be
restricted to the cost of travelling by economy class rail except where other means of transport are approved.
Printed by C. J. TltoMPS<·>,. Commonweahh Government J>rintt:r, Canberra