|
|
|
|
From time to time Council releases nationally-agreed guidelines and/or publications in the areas of education, employment, training and youth affairs. Council also oversees national reporting in various areas, for example in the area of school education. Details of selected reports are provided below.
New releases New releasesA Measurement Framework for National Key Performance Measures
(131 kb)
Released May 2007, supercedes that of 2006. Key Performance Measures, Benchmarks and Standards, Target Setting, Review of the Key Performance Measures, Changes to the Measurement Framework, Managing the Reporting Demands on Schools, The National Assessment Program, Assessment Cycle, Current Key Performance Measures and Agreed Assessment and Data Collection Cycle.
Last Updated: 29/8/2007
Successful Transition Programs from Prior-to-School to School for ATSI Children
(6362 kb)
"This report was commissioned by MCEETYA in 2004 to identify successful transition programs in indigenous communities. The findings support positive relationships utilising the set of guidelines that have been developed and the integration of programs. It encourages maximising of broad and flexible approaches and holistic engagement of families are some key principles to success in transition of Indigenous children." National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2006
(4303 kb)
National Report on Schooling in Australia 2006. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publication reflects the continuing development of the benchmark reporting process.
Last Updated: 1/2/2008
Education, Training and Indigenous Futures – CAEPR Policy Research: 1990–2007 During 2007, following an initiative of the Queensland Department of Education, Training and the Arts, MCEETYA through the Australian Education Systems Officials Committee (AESOC) commissioned a review of research undertaken by the Centre for Aboriginal Economic Policy Research (CAEPR) and CAEPR Research Associates over the period 1990–2007. Higher Education: Good Practice Principles for Credit Transfer and Articulation The report of the National Study on Credit Transfer from VET to higher education has now been released.
Last Updated: 20/4/2007
21st MCEETYA information statement
(73 kb)
Information statement from the 21st meeting
Last Updated: 16/4/2007
Assessing Student Achievement in Australia 2008 - Information for Parents and the Community
(942 kb)
Updated brochure for 2008. Information for Parents and the Community. Further related information available on National Assessment Program page of this website. National Education and the Arts Statement The National Education and the Arts Statement is the result of a joint resolve by both the Cultural Ministers’ Council (CMC) and MCEETYA in 2005 to set down a vision for the future of education and the arts in Australia. Australian Research Council (ARC) Linkage Grant LP0454080 Research Papers A suite of research papers developed by Professor David Andrich and Murdoch University to resolve a range of issues associated with the assessment of writing and, in particular, variation in marking and differences in the marking keys. The grant tested the hypothesis that, in the reporting of writing benchmark data, each year's test results caused variations to the length of the reporting scale. This resulted in considerable problems with equating and unexpected variations in the percentage of students reported as achieving the benchmark. Sampling for National Surveys in Education Sampling for National Surveys in Education. Martin Murphy and Wolfram Schulz, Australian Council of Educational Research (ACER), 2006. The paper does not necessarily present the views of either MCEETYA Ministers or PMRT members. Vocational Education and Traning in Schools 2005 data
(527 kb)
A report prepared by the National Centre for Vocational Education Research (NCVER) on VET in Schools activity in Australia in 2005.
Last Updated: 19/11/2007
Adult community educationThe Ministerial Declaration on Adult Community Education (2002)Cultural inclusion and indigenous educationSuccessful Transition Programs from Prior-to-School to School for ATSI Children
(6362 kb)
"This report was commissioned by MCEETYA in 2004 to identify successful transition programs in indigenous communities. The findings support positive relationships utilising the set of guidelines that have been developed and the integration of programs. It encourages maximising of broad and flexible approaches and holistic engagement of families are some key principles to success in transition of Indigenous children." Education, Training and Indigenous Futures – CAEPR Policy Research: 1990–2007 During 2007, following an initiative of the Queensland Department of Education, Training and the Arts, MCEETYA through the Australian Education Systems Officials Committee (AESOC) commissioned a review of research undertaken by the Centre for Aboriginal Economic Policy Research (CAEPR) and CAEPR Research Associates over the period 1990–2007. Australian Directions in Indigenous Education 2005-2008
(632 kb)
Report approved by State, Territory and Commonwealth Ministers for Education and Training at the 20th MCEETYA Meeting on July 6 & 7 2006. Education of Teachers of Indigenous Students in Early Childhood Services and Schools. MCEETYA Taskforce on Indigenous Education, Discussion Paper, June 2001
(344 kb)
Education of Teachers of Indigenous Students in Early Childhood Services and Schools. MCEETYA Taskforce on Indigenous Education, Discussion Paper, June 2001. Effective Learning Issues for Indigenous Children Aged 0 to 8 Years, MCEETYA Taskforce on Indigenous Education Discussion Paper, June 2001.
(478 kb)
Effective Learning Issues for Indigenous Children Aged 0 to 8 Years, MCEETYA Taskforce on Indigenous Education Discussion Paper, June 2001. Exploring Multiple Pathways for Indigenous Students - Discussion Paper, MCEETYA Taskforce on Indigenous Education, June 2001
(461 kb)
Exploring Multiple Pathways for Indigenous Students - Discussion Paper, MCEETYA Taskforce on Indigenous Education, June 2001. A Model of More Culturally Inclusive and Educationally Effective Schools
(98 kb)
A Model of More Culturally Inclusive and Educationally Effective Schools National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples (1997) The Taskforce for Education for Aboriginal and Torres Strait Islander Peoples began with the recommendations from the National Review for Aboriginal and Torres Strait Islander Peoples.Recommendations have been cross-referenced to the 21 goals of the National Aboriginal and Torres Strait Islander Education Policy (NATSIEP). Recommended reforms in the implementation, evaluation and arrangements across all of the goals. National Statement for Engaging Young Australians With Asia in Australian Schools
(2956 kb)
National statement of principles and standards for more culturally inclusive schooling in the 21st Century. MCEETYA, 2000
(102 kb)
National statement of principles and standards for more culturally inclusive schooling in the 21st Century. MCEETYA, 2000. Discussion Paper: Achieving Educational Equality for Australia's Aboriginal and Torres Strait Islander Peoples, 2000
(463 kb)
Discussion Paper: Achieving Educational Equality for Australia's Aboriginal and Torres Strait Islander Peoples. MCEETYA Taskforce on Indigenous Education, Revised April 2000. Report of MCEETYA Taskforce on Indigenous Education, 2000
(652 kb)
Report of MCEETYA Taskforce on Indigenous Education, March 2000. [The MCEETYA Taskforce Report on Indigenous Education (2000)] Solid Foundations: Health and Education Partnership for Indigenous Children Aged 0 to 8 Years, MCEETYA 2001
(483 kb)
Solid Foundations: Health and Education Partnership for Indigenous Children Aged 0 to 8 Years. MCEETYA Taskforce on Indigenous Education Discussion Paper, June 2001. Gender equityGender Equity: A Framework for Australian Schools (1997)National Action Plan for the Education of Girls 1993-97 (NAPEG) National Policy for the Education of Girls in Australian Schools (1987) Higher educationHigher Education: Good Practice Principles for Credit Transfer and Articulation, and Information ProvisionMCEETYA has endorsed a series of initiatives to improve Credit Transfer and Articulation from VET to higher education. In particular, Council adopted "Good Practice Principles for Credit Transfer and Articulation" at its May 2005 meeting, and more recently at its July 2006 Meeting, adopted "Principles for Good Practice Information Provision on Credit Transfer and Articulation from VTE to higher education". Independent Study of the Higher Education Review: Stage 2 Report, Volume 1, Executive Summary, 2003
(121 kb)
Independent Study of the Higher Education Review: Stage 2 Report. Volume 1 - The Current Situation in Australian Higher Education, Executive Summary, Phillips Curran Consulting, June 2003. Independent Study of the Higher Education Review: Stage 2 Report, Volume 2, Executive Summary, 2003
(120 kb)
Independent Study of the Higher Education Review: Stage 2 Report. Volume 2 - The Current Situation in Australian Higher Education, Executive Summary, Phillips Curran Consulting, June 2003. Independent Study of the Higher Education Review: Stage 2, Full Report. Volume 1, 2003
(619 kb)
Independent Study of the Higher Education Review: Stage 2 Full Report. Volume 1 - The Current Situation in Australian Higher Education, Phillips Curran Consulting, June 2003. Independent Study of the Higher Education Review: Stage 2 Full Report, Volume 2, 2003
(665 kb)
Independent Study of the Higher Education Review: Stage 2 Full Report. Volume 2 - Potential Impact of the Higher Education Review, Phillips Curran Consulting, June 2003. Higher Education: Good Practice Principles for Information Provision The (formerly Draft) Principles for Good Practice Information on credit transfer and articulation were approved by State, Territory and Commonwealth Ministers for Education and Training at the 20th MCEETYA meeting in Brisbane in July 2006. Revised National Protocols for Higher Education Approval Processes Information on the National Protocols and revision process to date, including a link to the Revised Protocols as approved by State, Territory and Commonwealth Ministers for Education and Training at the 20th MCEETYA meeting in Brisbane on 6 & 7 July 2006. These Revised Protocols commence operation in December 2007, until which time the current National Protocols remain in force. National Protocols for Higher Education Approval Processes � Submissions of Feedback A recent consultation process which informed the Joint Committee on Higher Education�s (JCHE) recommendations for changes to the National Protocols which were considered by the Ministerial Council on Education, Employment, Training and Youth Affairs in November 2005. Submissions of Feedback received have now been published online. National Protocols for Higher Education Approval Processes, 2000
(58 kb)
National Protocols for Higher Education Approval Processes. The National Protocols for Higher Education Approval Processes were recommended by the Joint Committee on Higher Education and approved by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) on 31 March 2000. Information and communications technologiesAICTEC Learner Identity Management Framework Charter of Principles
(21 kb)
AICTEC has developed a Charter of Principles for the Management of Learner Information, which has recently been endorsed by MCEETYA and the Ministerial Council for Vocational and Technical Education (MCVTE) (2006). This Charter provides guidance for education and training providers in relation to the access, management and transfer of learner information. Building a Knowledge Culture
(402 kb)
An education and training action plan for the information economy 2005-2007 Learning in an Online World: Bandwidth Action Plan
(341 kb)
Bandwidth Action Plan: Learning in an Online World. National action is critical to achieving and managing the high bandwidth communication services fundamental to all schools realising the educational, management and administrative benefits of technological change. Learning in an online world 2003 – 06 requires a National Bandwidth Action Plan that addresses the provision of affordable high bandwidth data communication services to all Australian schools. Such provision is currently the main infrastructure priority. Learning in an Online World: Bandwidth Implementation Plan
(304 kb)
Bandwidth Implementation Plan 2004–05. The National Implementation Plan 2004–05 provides the detail critical to realising the intent of the action plan, including identification of opportunities for collaborative work with the other education sectors and Commonwealth agencies. Learning in an Online World: Contemporary Learning
(1008 kb)
Published 2005 Learning in an Online World: Content Specifications Framework
(2028 kb)
Published 2006, following approval by State, Territory and Commonwealth Ministers for Education and Training at the 20th MCEETYA meeting in Brisbane on 6 & 7 July 2006. Learning in an Online World: Leadership Strategy:
(345 kb)
Published 2006, following approval by State, Territory and Commonwealth Ministers for Education and Training at the 20th MCEETYA meeting in Brisbane on 6 & 7 July 2006 Learning in an Online World: Learning Architecture Framework
(969 kb)
Learning Architecture Framework: Learning in an online world. Learning in an online world 2003 – 06 articulates national priorities for action by schools and associated educational organisations. A key infrastructure priority is a Learning Architecture that supports teachers, students and administrators to effectively plan, design, deliver, assess and report. Learning in an Online World: Learning Spaces Framework
(1223 kb)
Published in April 2008 following out of session approval from State, Territory and Commonwealth Ministers for Education and Training Learning in an Online World: Pedagogy Strategy
(322 kb)
Pedagogy Strategy : Learning in an online world. Focuses on ICT as an enabler of good pedagogy. It highlights issues for consideration when planning for integration of ICT in the learning environment. MCEETYA, 2005. Learning in an Online World: Research Strategy
(195 kb)
Research Strategy: Learning in an online world. Learning in an online world 2003 – 06 articulates national priorities for action by schools and associated educational organisations. Innovative applications of technology will enable teachers and researchers to collaborate on advances in learning, and ensure that schooling sector research is easily accessible to teachers, parents and the community. MCEETYA Joint Statement on Education and Training in the Information Economy
(83 kb)
MCEETYA Joint Statement on Education and Training in the Information Economy. Open source software suitable for use in Australian and New Zealand schools
(4574 kb)
Report of the Trial of Open Source Software Conducted at Grant High School South Australia
(900 kb)
Total Cost of Ownership and Open Source Software: A Research paper
(1458 kb)
Languages EducationNALSAS Strategy Phase 2 Strategic Plan 1999-2000. MCEETYA - NALSAS Taskforce, 2000
(97 kb)
NALSAS Strategy Phase 2 Strategic Plan 1999-2000. MCEETYA - NALSAS Taskforce, 2000. The plan for Phase 2 of the Strategy addresses these issues by focusing on the four strategic areas:Curriculum Delivery, Teacher Quality and Supply, Strategic Alliances and Outcomes and Accountability. National Statement and Plan for Languages Education in Australian Schools 2005-2008 Partnership for Change: the NALSAS Strategy (1999) National goals for schoolingAustralia's Common and Agreed Goals for Schooling in the Twenty-first CenturyA review of the 1989 Common and Agreed Goals for Schooling in Australia (The "Hobart Declaration") Common and Agreed National Goals for Schooling in Australia The Adelaide Declaration (1999) on National Goals for Schooling in the Twenty-First Century The Hobart Declaration (1989) Statements of LearningThe Statements of LearningIn August 2006, MCEETYA Ministers approved the release of the Statements of Learning for English, Mathematics, Science, Civics and Citizenship, and Information and Communication Technologies (ICT). Measuring and reporting student performanceA Measurement Framework for National Key Performance Measures
(131 kb)
Released May 2007, supercedes that of 2006. Key Performance Measures, Benchmarks and Standards, Target Setting, Review of the Key Performance Measures, Changes to the Measurement Framework, Managing the Reporting Demands on Schools, The National Assessment Program, Assessment Cycle, Current Key Performance Measures and Agreed Assessment and Data Collection Cycle. National Report on Schooling in Australia 2006 Information Framework
(189 kb)
This Information Framework specifies the areas to be reported in the National Report on Schooling in Australia (ANR) for 2006, focusing on the priority areas of performance measurement identified by Ministers. National Benchmark Results: Reading and Numeracy, Years 3 and 5, 2000
(303 kb)
National Report on Schooling in Australia 2000. Preliminary Paper: National Benchmark Results: Reading and Numeracy, Years 3 and 5. The publications reflect the continuing development of the benchmark reporting process. National Benchmark Results: Reading, Writing and Numeracy, Year 7, 2001
(507 kb)
National Report on Schooling in Australia 2001. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Year 7. The publications reflect the continuing development of the benchmark reporting process. This edition now adds data for year 7 reading, writing and numeracy. National Benchmark Results: Reading, Writing and Numeracy, Years 3 and 5, 2001
(190 kb)
National Report on Schooling in Australia 2001. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3 and 5. The publications reflect the continuing development of the benchmark reporting process. This edition now adds data for each of years 3 and 5, for reading, writing and numeracy. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2002
(951 kb)
National Report on Schooling in Australia 2002. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publications reflect the continuing development of the benchmark reporting process. This edition now adds data for each of years 3, 5 and 7, for all three areas, reading, writing and numeracy. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2003
(2039 kb)
National Report on Schooling in Australia 2003. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publications reflect the continuing development of the benchmark reporting process. This 2003 edition, like that for 2002, adds data for each of years 3, 5 and 7, for all three areas, reading, writing and numeracy and new data on the performance of students in metropolitan, provincial, remote and very remote areas. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2004
(1026 kb)
National Report on Schooling in Australia 2004. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publication reflects the continuing development of the benchmark reporting process. Release Date: 10 March 2006. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2005
(4267 kb)
National Report on Schooling in Australia 2005. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publication reflects the continuing development of the benchmark reporting process. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2006
(4303 kb)
National Report on Schooling in Australia 2006. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publication reflects the continuing development of the benchmark reporting process. Benefits of International Studies of Student Achievement
(21 kb)
Benefits of Participating in National Assessments
(101 kb)
Civics and Citizenship Years 6 and 10 Report 2004 The National Civics and Citizenship Sample Assessment for Year 6 and Year 10 students was conducted in October 2004, and results were released on 19 December 2006. Data Collection, Measurement and Reporting
(144 kb)
February 2006. This paper documents the processes used by the various agencies that provide data for the Australian National Report on Schooling in collecting, managing, analysing and reporting on these data. Development of a framework for key performance measures of student participation, transition, retention and completion/attainment Development of a framework for key performance measures of student participation, transition, retention and completion/attainment - Reports to the NEPMT, December 1999, February 2000. Nigel Smart, Gerald Burke and Phillip McKenzie (Smart Consulting & Research and Monash University - ACER Centre for the Economics of Education and Training). Geographic location changes in the transition from school to work Geographic location changes in the transition from school to work, Roger Jones (Quantitative Evaluation and Design Pty Ltd), 2000. Does not necessarily represent the views of either MCEETYA Ministers or PMRT members. Development of a common definition of, and approach to data collection on, the geographic location of students to be used for nationally comparable reporting of outcomes of schooling within the context of the 'National Goals for Schooling in the Twenty-First Century' Development of a common definition of, and approach to data collection on, the geographic location of students to be used for nationally comparable reporting of outcomes of schooling within the context of the "National Goals for Schooling in the Twenty-First Century", Roger Jones (Quantitative Evaluation and Design Pty Ltd), 2000. Does not necessarily represent the views of either MCEETYA Ministers or PMRT members. Geolocation Questions and Coding Index (a report on Geocoding Secondary Students' Home Addresses) November 2004 One of a number of reports commissioned by MCEETYA's Performance Measurement and Reporting Taskforce (PMRT) or its predecessor the National Education Performance Monitoring Taskforce (NEPMT). Does not necessarily represent the views of either MCEETYA Ministers or PMRT members. Monitoring progress towards the National Goals for Schooling: Information and communication technology (ICT) skills and knowledge - Report to the NEPMT Monitoring progress towards the National Goals for Schooling: Information and communication technology (ICT) skills and knowledge - Report to the NEPMT, Peter Cuttance and Shirley Stokes, 2000. Does not necessarily represent the views of either MCEETYA Ministers or PMRT members. Key Performance Measures (KPMs) in Civics and Citizenship Education Key Performance Measures (KPMs) in Civics and Citizenship Education. Murray Print and John Hughes (Centre for Research and Teaching in Civics, University of Sydney), 2001. Does not necessarily represent the views of either MCEETYA Ministers or PMRT members. The Measurement of Language Background, Culture and Ethnicity for the Reporting of Nationally Comparable Outcomes of Schooling The Measurement of Language Background, Culture and Ethnicity for the Reporting of Nationally Comparable Outcomes of Schooling. John Ainley et al (Australian Council for Educational Research), 2000. Does not necessarily represent the views of either MCEETYA Ministers or PMRT members. Assessing Student Achievement in Australia 2008 - Information for Parents and the Community
(942 kb)
Updated brochure for 2008. Information for Parents and the Community. Further related information available on National Assessment Program page of this website. Parental Occupation Coding Parental Occupation Coding, Dr Roger Jones, 2003. PMRT commissioned consultancy to consider whether it would be possible to improve the accuracy of the coding of detailed parental occupation information by coding it to a higher level of aggregation of ASCO, and whether providing parents with a set of defined categories of occupation ('self-coding') would provide a satisfactory alternative to seeking detailed information. Results and tables. A Measurement Framework for National Key Performance Measures (2006)
(66 kb)
Released August 2006, supercedes that of 2005. Key Performance Measures, Benchmarks and Standards, Target Setting, Review of the Key Performance Measures, Changes to the Measurement Framework, Managing the Reporting Demands on Schools, Maximising Benefits of Participation in National and International Assessments Current Key Performance Measures and Agreed Assessment and Data Collection Cycle. A Measurement Framework for National Key Performance Measures (2005)
(291 kb)
Key Performance Measures, Benchmarks and Standards, Target Setting, Review of the Key PerformanceMeasures, Changes to the Measurement Framework, Managing the Reporting Demands on Schools, Maximising Benefits of Participation in National and International Assessments Current Key Performance Measures and Agreed Assessment and Data Collection Cycle. Released November 2005, supercedes that of 2003. Options for the assessment and reporting of primary students in the key learning area of science to be used for the reporting of nationally comparable outcomes of schooling within the context of the National Goals for Schooling in the Twenty-First Century.
(81 kb)
Download the 2000 Summary, and the Report, here. Presented by Professor Samuel Ball, Principal Consultant and Professorial Fellow, University of Melbourne; Professor Ian Rae, Project Manager and Professorial Fellow, University of Melbourne and Professor Jim Tognolini, Consultant Science Testing, University of New South Wales. MCEETYA Performance Measurement and Reporting Taskforce: Protocols for Publishing PMRT Documents, 2004
(25 kb)
MCEETYA Performance Measurement and Reporting Taskforce: Protocols for Publishing PMRT Documents. May 2004. The purpose of these protocols is to assist in providing guidance to PMRT members and Sub-groups in relation to seeking approval for the publication of documents of the Performance Measurement and Reporting Taskforce (PMRT) or of its predecessor the National Education Performance Monitoring Taskforce (NEPMT). These protocols complement the MCEETYA Principles and Protocols Handling of MCEETYA documents and the AESOC Protocols for Publishing Research and Project Reports. Performance Measurement and Reporting Taskforce: National Sample Assessment Protocols
(108 kb)
MCEETYA Performance Measurement and Reporting Taskforce: National Sample Assessment Protocols. These protocols represent a working guide for planning and implementing national sample assessments in connection with the national Key Performance Measures (KPMs) and are intended for agencies involved in planning or conducting national sample assessments and personnel responsible for administering associated tenders or contracts. Sampling for National Surveys in Education Sampling for National Surveys in Education. Martin Murphy and Wolfram Schulz, Australian Council of Educational Research (ACER), 2006. The paper does not necessarily present the views of either MCEETYA Ministers or PMRT members. The Measurement of Socioeconomic Status for the reporting of Nationally Comparable Outcomes of Schooling The Measurement of Socioeconomic Status for the reporting of Nationally Comparable Outcomes of Schooling. Gary N Marks, Julie McMillan, Frank L Jones and John Ainley (ACER and Research School of Social Sciences, ANU), 2000. Does not necessarily represent the views of either MCEETYA Ministers or PMRT members. Measuring Student Well-Being in the Context of Australian Schooling
(729 kb)
Target setting in school education Target setting in school education - A discussion paper, Denis Muller (Denis Muller & Associates), 2001. Does not necessarily represent the views of either MCEETYA Ministers or PMRT members. Schools ResourcingFunding for English as a Second Language for New Arrival StudentsDiscussion Paper prepared by MCEETYA's Schools Resourcing Taskforce (SRT). Resourcing the National Goals For Schooling – Stage Two Report
(2970 kb)
May 2005. Prepared by the Schools Resourcing Taskforce Secretariat for MCEETYA. Resourcing the National Goals for Schooling. An Agreed Framework of Principles for Funding Schools
(426 kb)
Resourcing the National Goals for Schooling. An Agreed Framework of Principles for Funding Schools. Preamble, framework and detail of the five principles. 3 page pamphlet. School Socio-economic Density and its Effect on School Performance
(3812 kb)
Report from March 2006 by the Schools Resourcing Taskforce (SRT), released August 2006. National Report on Schooling in AustraliaNational Report on Schooling in Australia 2004This website, and the associated hard copy reports, informs the Australian people on progress towards the achievement of the National Goals for Schooling in Australia. National Benchmark Results: Reading, Writing and Numeracy, Year 7, 2001
(507 kb)
National Report on Schooling in Australia 2001. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Year 7. The publications reflect the continuing development of the benchmark reporting process. This edition now adds data for year 7 reading, writing and numeracy. National Benchmark Results: Reading, Writing and Numeracy, Years 3 and 5, 2001
(190 kb)
National Report on Schooling in Australia 2001. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3 and 5. The publications reflect the continuing development of the benchmark reporting process. This edition now adds data for each of years 3 and 5, for reading, writing and numeracy. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2002
(951 kb)
National Report on Schooling in Australia 2002. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publications reflect the continuing development of the benchmark reporting process. This edition now adds data for each of years 3, 5 and 7, for all three areas, reading, writing and numeracy. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2003
(2039 kb)
National Report on Schooling in Australia 2003. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publications reflect the continuing development of the benchmark reporting process. This 2003 edition, like that for 2002, adds data for each of years 3, 5 and 7, for all three areas, reading, writing and numeracy and new data on the performance of students in metropolitan, provincial, remote and very remote areas. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2004
(1026 kb)
National Report on Schooling in Australia 2004. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publication reflects the continuing development of the benchmark reporting process. Release Date: 10 March 2006. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2005
(4267 kb)
National Report on Schooling in Australia 2005. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publication reflects the continuing development of the benchmark reporting process. National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7, 2006
(4303 kb)
National Report on Schooling in Australia 2006. Preliminary Paper: National Benchmark Results: Reading, Writing and Numeracy, Years 3, 5 and 7. The publication reflects the continuing development of the benchmark reporting process. National Year 6 Science Assessment Report 2003 Ms Katy Gallagher MLA, Minister for Education and Training, ACT, released on Thursday 1 September 2005 the 2003 National Science Assessment results for Year 6 students on behalf of the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). National Report on Schooling in Australia 2000 National Report on Schooling in Australia 2001 This website, and the associated hard copy reports, informs the Australian people on progress towards the achievement of the National Goals for Schooling in Australia. 'National Report on Schooling in Australia 2001. National Report on Schooling in Australia 2002 This website, and the associated hard copy reports, informs the Australian people on progress towards the achievement of the National Goals for Schooling in Australia. 'National Report on Schooling in Australia 2002. National Report on Schooling in Australia 2003 This website, and the associated hard copy reports, informs the Australian people on progress towards the achievement of the National Goals for Schooling in Australia. Includes 2003 National Literacy and Numeracy Benchmarks year 3, 5 and 7. 'National Report on Schooling in Australia 2003' National Report on Schooling in Australia 1989 - 1995 National Report on Schooling in Australia 1996 National Report on Schooling in Australia 1997 National Report on Schooling in Australia 1998 National Report on Schooling in Australia 1999 Rural and remote educationNational Framework for Rural and Remote Education
(73 kb)
National Framework for Rural and Remote Education, Developed by the MCEETYA Task Force on Rural and Remote Education, Training, Employment and Children's Services. Introduction, The Nation Framework for Rural and Remote Education, Conclusion. Safe school environmentNational Safe Schools Framework, 2003
(219 kb)
National Safe Schools Framework, Prepared by the Student Learning and Support Services Taskforce, 2003. The National Safe Schools Framework incorporates existing good practice and provides an agreed national approach to help schools and their communities address issues of bullying, harassment, violence, and child abuse and neglect. Teachers and teachingDemand and Supply of Primary and Secondary School Teachers in Australia (2004) - full report
(6843 kb)
The state of the teacher labour market in selected overseas countries
(99 kb)
The state of the teacher labour market in selected overseas countries: United Kingdom, United States of America, New Zealand, Canada. School Teacher Demand and Supply: Primary and Secondary (1999) The first national report on teacher supply and demand titled "School Teacher Demand and Supply: Primary and Secondary" provides an overview of national teacher supply and demand issues affecting both government and non-government sectors. July 1998. Demand and Supply of Primary and Secondary School Teachers in Australia (2001) The second national report on teacher supply and demand titled "Demand and Supply of Primary and Secondary School Teachers in Australia" provides an overview of national teacher supply and demand issues affecting both government and non-government sectors. July 2001. Demand and Supply of Primary and Secondary School Teachers in Australia (2003) Demand and supply of primary and secondary school teachers in Australia, 2003. Consideration of issues around the supply and demand for teachers now falls under the terms of reference of the Teacher Quality and Educational Leadership Taskforce (TQELT), established at the twelfth MCEETYA meeting in July 2001. Draft. School Teacher Demand and Supply Primary and Secondary, 1998
(489 kb)
Draft. School Teacher Demand and Supply Primary and Secondary, prepared by National Teacher Supply and Demand Working Party Conference of Education System Chief Executive Officers. July 1998 A National Framework for Professional Standards for Teaching, 2003
(166 kb)
This current National Framework for Professional Standards for Teaching provides an architecture within which generic, specialist and subject-area specific professional standards can be developed at National, and State and Territory levels. Teachers for the Future - The Changing Nature of Society and Related Issues for the Teaching Workforce
(3424 kb)
Teachers for the Future - The Changing Nature of Society and Related Issues for the Teaching Workforce. September 2004. Transition from schoolsCareer and Transition Services Framework: An Effective National Approach to Youth Transitions (2003)Stepping Forward: Improving Pathways for all Young People (2003) Vocational education and trainingNew framework for vocational education in schools - Implementation, MCEETYA, 2001
(105 kb)
New framework for vocational education in schools - Implementation, MCEETYA, 2001. National Data on Participation in VET in Schools Programs & School-based New Apprenticeships - Data Reports for School Years 2002, 2003 & 2004 National Women's Vocational Education and Training Strategy (March 1996) New framework for vocational education in schools. MCEETYA, 2001
(194 kb)
New framework for vocational education in schools. A comprehensive guide about pathways for young Australians in transition. POLICY DIRECTIONS. MCEETYA, 2001. Vocational Education and Traning in Schools 2005 data
(527 kb)
A report prepared by the National Centre for Vocational Education Research (NCVER) on VET in Schools activity in Australia in 2005. Youth AffairsContributing and Changing: Young People's Involvement in Government Planning and Decision MakingMiscellaneousAICTEC Learner Identity Management Framework Charter of Principles
(21 kb)
AICTEC has developed a Charter of Principles for the Management of Learner Information, which has recently been endorsed by MCEETYA and the Ministerial Council for Vocational and Technical Education (MCVTE) (2006). This Charter provides guidance for education and training providers in relation to the access, management and transfer of learner information. Common School Starting Age Report The Common School Starting Age Project was commissioned to investigate the costs, benefits, risks and opportunities associated with implementing a common school starting age. This Report was approved for publication at the July 2006 MCEETYA Meeting. Data Implementation Manual 2007 Complete
(1573 kb)
The 2007 edition of the manual is to be used by schools and school systems when enrolling students for the first time in the 2007 school year or when collecting information, via special data collection forms, on those students who are involved in national testing in 2007. Financial Literacy Framework The National Consumer and Financial Literacy Framework has been developed for MCEETYA to articulate further the learning needed to fulfil the National Goals of Schooling 1999. Designed to inform the Statements of Learning, provide guidance to states and territories in the development of their Years K-10 curricula, support materials and professional development. Developing Lifelong Learners in the Middle Years of Schooling
(4705 kb)
A report about the practices, processes, strategies and structures that best promote 'lifelong learning' and the development of 'lifelong learners' in the middle years of schooling. National Code on Commercial Sponsorship and Promotion in School Education (1992) National Education and the Arts Statement The National Education and the Arts Statement is the result of a joint resolve by both the Cultural Ministers’ Council (CMC) and MCEETYA in 2005 to set down a vision for the future of education and the arts in Australia. National Statement for Engaging Young Australians With Asia in Australian Schools
(2956 kb)
Staying on at school: Improving student retention in Australia, 2004
(950 kb)
Staying on at school: Improving student retention in Australia. Report for the Queensland Department of Education and the Arts by Stephen Lamb, Anne Walstab, Richard Teese, Margaret Vickers & Russ Rumberger. Centre for Post-compulsory Education and Lifelong Learning, The University of Melbourne. August 2004. Staying on at school: Improving student retention in Australia, 2004 (Summary Report)
(516 kb)
Staying on at school: Improving student retention in Australia. Summary report by Stephen Lamb, Anne Walstab, Richard Teese, Margaret Vickers & Russ Rumberger. Centre for Post-compulsory Education and Lifelong Learning, The University of Melbourne. August 2004.
|
