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INSTITUTION TYPES & CREDENTIALS
Types of higher education
institutions:
University
Technical and
Further Education (TAFE) College
Private Training
Establishment
School leaving and higher education
credentials:
Junior Secondary
Certificate of Education (First Cycle)
Senior Secondary
Certificate of Education (Second Cycle)
Certificate I, II,
III and IV
Diploma
Advanced Diploma
Bachelor Degree
Bachelor Honours
Degree
Graduate Certificate
Graduate Diploma
Master Degree
Master Honours
Degree
Doctorate
Higher Doctorate
STRUCTURE OF EDUCATION SYSTEM
Pre-higher
education:
Duration
of compulsory education:
Age of
entry: 6
Age of
exit: 15
Structure of school system:
Primary
Type of
school providing this education: Government and Non-Government Primary Schools
Length
of program in years: 6
Age level from: 6 to: 12
Junior Secondary
Type of
school providing this education: Government or Non-Government Co-Educational
Comprehensive/Multi-Purpose High School
Length
of program in years: 4
Age
level from: 12 to: 16
Certificate/diploma awarded: Junior Secondary
Certificate of Education (Year 10 Certificate)
Senior Secondary
Type of
school providing this education: Government./Non-Government Co-Educational
Comprehensive/Multi-Purpose High School/Senior College
Length
of program in years: 2
Age
level from: 16 to: 18
Certificate/diploma
awarded: Senior Secondary Certificate of Education (Year 12 Certificate)
School
education:
Primary and Secondary education
in Australia is delivered through both government and non-government providers.
State and Territory governments have major responsibility for government school
education and contribute substantially to funds for non-government schools.
Most students are enrolled in government schools which operate under the direct
responsibility of the State or Territory Education Minister, while the rest
choose non-government schooling. The Federal Government's role with respect to schooling
includes the provision of significant supplementary financial support to
government and non-government school authorities to support agreed priorities
and strategies. Schooling is compulsory from age 6 to 15 in all States except
Tasmania, where it extends to 16. However, in most States, children start
primary school at the age of 5 when they enrol in preparatory or kindergarten
year, after which primary education continues for either six or seven years,
depending on the State. Secondary education is available for either five or six
years, depending on the State and the length of primary education. Students
usually commence their secondary schooling when aged 12 or 13, reaching year 12
at 17 or 18.Links between the education and training sectors have been
strengthened, partially through the introduction of the Australian
Qualifications Framework (www.aqf.edu.au) which is a unified system of twelve
national qualifications in schools, vocational education and training
(Technical And Further Education Colleges and private providers) and the higher
education sector (mainly universities). The Framework links together all these
qualifications and is a highly visible, quality-assured national system of
educational recognition, which promotes lifelong learning and a seamless and
diverse education and training system.
Higher
education:
The main purposes of Australian
higher education are to enable individuals to develop their capabilities for
effective participation in the workforce, for constructive contributions to
society and for personal growth and fulfilment; to advance knowledge and
understanding; aid the application of knowledge and understanding to the
benefit of the economy and the society; enable individuals to adapt and learn,
consistent with the needs of an adaptable knowledge-based economy at local,
regional and national levels; and contribute to a democratic, civilised
society. Australian universities are autonomous self-accredited institutions
established by Federal, State or Territory legislation. The first universities
were established in four of the original colonies - the University of Sydney in
1850; the University of Melbourne in 1853; the University of Adelaide in 1874
and the University of Tasmania in 1890. The University of Queensland and the
University of Western Australia were established soon after Federation in 1901,
while other universities and colleges were founded between the World Wars and
in the 1960s. Australia's first private university was established in 1987.In
1988, the Federal Government introduced sweeping changes that restructured and
reformed publicly-funded higher education, harnessing it more closely to the
needs of the economy. The previous structure of the higher education system
(with a division into two groups, universities and colleges of advanced
education was replaced by a single "Unified National System"
(UNS).There are currently 39 universities (including two private universities)
and 7 other higher education institutions funded by the Commonwealth Government.
There is also a wide range of private higher education institutions, including
theological colleges and providers with specialist interests in particular
artistic and vocational fields. Comprehensive information on the institutions
and the courses they offer may be found at www.dest.gov.au/highered/ausunis.htm
and http://cricos.dest.gov.au.Publicly funded universities obtain their income
from a number of sources: government,
course fees, industry investment, bequests and commercial activity. The Federal
Government introduced the Higher Education Contribution Scheme (HECS) in 1989
in order to recover from students some of the cost of higher education
studies. HECS is administered by the
Department of Education, Science and Training and the actual amount that a student
contributes through HECS represents about 24% of average course costs. The HECS
contribution applies to Australian citizens, Australian permanent residents and
New Zealand citizens enrolled in a higher education course that has been funded
by the Federal Government.(Overseas students other than New Zealanders are
charged fees set at a full cost recovery level). Higher education is
administered at the Federal level through the Department of Education, Science
and Training which has responsibility for higher education policy development
and programme administration.
Main
laws/decrees governing higher education:
Decree: Higher Education
Funding Act Year: 1988
Concerns: Regulates Federal Government
provision of funding to universities
Decree: University Establishment
Acts
Concerns:
State
or Territory legislation to establish universities and regulate their name
Academic
year:
Classes
from: Mar to: Nov
Long
vacation from: 1 Dec to: 28 Feb
Languages
of instruction: English
Stages
of studies:
Non-university level post-secondary studies
(technical/vocational type):
Non-university
level:
Vocational education
and training (VET) is the term used in Australia to describe the sector which
prepares Australians of all ages for employment and to improve the knowledge
and skills of those already in the workforce.
Since the late 1990s VET has been available in all three sectors of the
education system—school, postsecondary and higher education—but the most
important of these is at the postsecondary level. VET is competency-based and is a flexible system that can be
undertaken through multiple pathways, allowing people to move between different
levels of education -including school, postsecondary and higher education and
the workplace. It is provided as institution-based training or workplace-based
training or a combination of both, and results in qualifications which are
nationally recognised. Programmes and assessment can be undertaken full-time in
preparation for employment, part-time, or in conjunction with employment. Entry
is based on the skills required to undertake the programme or assessment. VET
includes para-professional and professional level education across a wide
spectrum of occupations, a broad range of employment-specific skills, and craft
or trade training associated with the traditional apprenticeships.The
postsecondary vocational education and training sector is diverse and includes
government-funded Technical and Further Education (TAFE) colleges and other
Government providers (public registered training organisations), private
registered training organisations, and community-based registered training
organisations. These training
organisations provide a wide range of vocational training for trade, technical,
professional and para-professional occupations as well as a range of adult
education, leisure and general enrichment programmes. In general terms the
programmes offered lead to Australian Qualifications Framework (AQF) Advanced
Diplomas, Diplomas, and Certificates I-IV. Statements of Attainment, Certificates
of Proficiency and Certificates of Competency may also be issued.
Responsibility for Vocational Education and Training (VET) rests with the
Australian States and Territories. They
have responsibility for the administration and delivery of vocational education
and training within their jurisdictions, and have legislative responsibility
for issuing qualifications. The States and Territories allocate public funding
to the public TAFE colleges and registered community-based and private
providers of VET. They are also responsible for the administration of TAFE
colleges. As a national system, VET is
also supported by the Federal Government and major industry bodies. The
Ministerial Council (MINCO) of Federal, State and Territory Ministers
responsible for VET makes decisions on national objectives and priorities, and
strategic policy and planning (including funding). The Federal Government, through the Department of Education,
Science and Training (DEST), promotes national consistency and coherence in the
provision of VET and provides advice on national VET issues. The Australian
National Training Authority (ANTA), which commenced operations in 1994, is a
statutory authority established by agreement of the Federal, State and
Territory Governments to develop a national system of Vocational Education and
Training. ANTA works with governments, industry training advisory bodies, and
public and private VET providers to ensure the national Vocational Education
and Training system is responsive to industry and national needs. It provides
support for MINCO and is responsible for the development of and advice on
national policy, goals and objectives.ANTA is responsible for preparing the
national strategy for Vocational Education and Training, providing advice on the
distribution of Federal funding to the States and Territories, overseeing the
continuing development, management and promotion of the National Training
Framework, conducting policy reviews, evaluations and research on national
priorities, and administering programmes requiring national delivery. ANTA
administers Federal Government funding to the States and Territories for VET
and negotiates annual VET plans with each State and Territory Training
Authority for endorsement by MINCO. ANTA is overseen by an industry-based board
which is appointed by MINCO. Industry
Training Advisory Bodies (ITABs) provide links between industry and VET. They provide governments with advice from
industry and develop industry training plans. They develop and maintain Training
Packages to meet the needs of industry. There are some 23 national ITABs
recognised by ANTA as well as six industry-representative recognised bodies,
and about 130 State and Territory ITABs. The ANTA website
(http://www.anta.gov.au/) includes the National Training Information Service
(NTIS), a database of VET accredited courses, Registered Training Organisations
(RTOs), competency standards, Training Packages, and information on the VET
system.
University level studies:
University
level first stage: Undergraduate Studies:
Access to undergraduate education is through the
Senior Secondary Certificate of Education. The main stage of university
education leads to the Bachelor's
Degree. Undergraduate studies last between three years (Arts, Science, Commerce),
four years (Education, Engineering), five years (Veterinary Science, Dentistry,
Architecture) and six years (Medicine and Surgery) full-time. Arts and Science
faculties usually offer either a Bachelor Degree (Pass) obtained in three years
or a Bachelor's Degree (Honours) obtained in four years; candidates for the
latter undertake extra work in their speciality. An Honours Degree is normally
required for access to higher degrees.
University
level second stage: Postgraduate Studies:
A graduate with a Bachelor's Degree can proceed to
a one- to two-year postgraduate course leading to a Postgraduate Diploma in a
particular subject. A student who has qualified for a Bachelor's Degree
(Honours) at a sufficiently high level may proceed to study for the Master's
Degree which constitutes the second stage of higher education. This Degree may
be obtained after one year (Pass Degree) or two years (Honours Degree) of
full-time study. It may be awarded either for full research-based activity or
for courses of study combining research, project and course-work in varying
proportions. In Medicine and Engineering, a period of practical training is
usually required before the student qualifies for the Master's Degree.
Alternatively, a student who has qualified for a Bachelor's Degree (Honours) at
a sufficiently high level may proceed to study for a Doctorate (usually PhD:
Doctor of Philosophy). The PhD is undertaken by thesis after research and
normally requires a minimum of three years of full-time study.
University
level third stage: Higher Doctorate:
Many faculties award
a Higher Doctorate in Science (DSsc) or Humanities (DLitt) upon submission of
published work representing a substantial contribution to knowledge in a
particular field.
Teacher education:
Training
of pre-primary and primary/basic school teachers
There are no national requirements for the
teaching profession in Australia. States and Territories have responsibility
for those universities within their jurisdictions that offer teacher education,
although the Federal Government is the main source of funding for those
institutions. The responsibility for school systems and the employment of
teachers lies with both government and non-government education authorities in
each State and Territory. Each of the
States and Territories has specific requirements for employment as a teacher in
primary and secondary schools under their jurisdiction.Programmes for
preparatory or pre-primary teachers are often referred to as early childhood
education/teaching programmes. They
provide education in the care and teaching of children from birth to 8 years of
age, or from age 3 to 8 years. They usually cover child care education,
preschool teacher education, preparatory/pre-primary teacher education and
education for the early years of primary school. Programmes may be at the
undergraduate or postgraduate level. The most common awards are a Bachelor
of Education (Early Childhood
Education) or a Bachelor of Early Childhood Education, both of which require 4
years of full-time study. Alternatively, students who have already completed a
3-year Bachelor degree in a discipline other than education may complete a 1-
or 2-year Graduate Diploma of Education (Early Childhood Education).Primary
teacher education programmes provide education to teach children from ages 5 to
12 in years 1 to 6 or 7 or primary school. The programmes generally offer a
balance of professional and curriculum studies to foster the intellectual,
physical and social development of children. Students follow a four-year course
leading to a Bachelor of Education (Primary). Alternatively, students who have
already completed a Bachelor degree in a field other than education may
complete a one- or two-year Graduate Diploma in Education (Primary) or a
two-year postgraduate Bachelor of Education (Primary). These programmes provide
a combination of professional studies in education and methodology and
supervised teaching practice in primary curriculum subjects. There are also a
number of four-year combined degrees such as the Bachelor of Arts/Bachelor of
Education (Primary) and Bachelor of Applied Science/Bachelor of Education
(Primary) which combine primary education studies with studies in a discipline
related to teaching. There are also some programmes which prepare teachers to
teach at both primary and secondary school - for example, the Bachelor of
Education (Upper Primary/Lower Secondary) and Bachelor of Education (Primary
and Secondary).
Training
of secondary school teachers
Secondary teacher
education programmes provide education to teach pupils of around 12 to 18 in
Years 6 or 7 to Year 12 of secondary school. Students follow programmes that
provide a balance of integrated professional studies and curriculum studies in
one or two disciplines in key learning areas appropriate for both the lower and
upper years of secondary schooling. Programmes may be at the undergraduate or
graduate levels. The most common undergraduate award is the Bachelor of
Education (Secondary) which requires four years of full-time study. Students who
have already completed a Bachelor degree in a relevant curriculum area may
complete a two-year full-time Graduate Diploma of Education (Secondary) or a
two-year full-time Bachelor of Education (Secondary). These programmes provide
a combination of professional studies in education and methodology and
supervised teaching practice in subjects appropriate to the first degree. There
are also a number of combined degrees such as the Bachelor of Arts/Bachelor of
Education which combine secondary teaching education studies with study in a
discipline relevant to secondary school.Teachers of Vocational Education and
Training (VET) courses in schools are expected to be competent to conduct
education and training programmes and to assess skills based on the industry-endorsed
competency standards in the Training Packages developed by Australian industry
bodies and endorsed under the National Training Framework (NTF). Teachers
usually have qualifications and substantial employment experience in a
specialised field covered by the NTF and hold the minimum of an Australian
Quality Framework Certificate IV in Assessment and Workplace Training.
Educational authorities also require teaching qualifications up to Bachelor
degree level. The establishment of Vocational Education and Training in schools
is relatively recent and only a few courses are currently available.
Non-traditional studies:
Distance
higher education
Distance education has been a feature of higher
education in Australia for at least 80 years.
The geographic size of Australia and the relatively few large population
centres in early years meant that for many distance education provided the only
opportunity they had to gain a university degree. Traditionally, distance education was text-based, but Australia
has been an early adopter of new education technologies and while text is still
important, universities use a range of delivery modes, including on-line
courses, email, telephone, video-conferencing, web TV, radio and television. Many courses are multi-modal in terms of
delivery and with increasing numbers of metropolitan students, the term
flexible delivery is more commonly used than distance education.In 2000, there
were a total of 95,360 students studying at Australian universities through
distance education arrangements, and of these 85,284 resided in Australia. Distance education students represent just
under 14% of the total university enrolment in Australia. With the growth of
on-line services, on-campus and distance education students can enrol in courses,
receive lectures and tutorial materials, gain access to libraries and other
university services and submit assignments on-line. Students studying via
distance education at Australian universities receive the same degrees as their
on-campus counterparts and degrees obtained following study in this mode
receive the same level of recognition by employers and from other universities
as the basis of admission to further study.Open Learning Australia (OLA) is an
alternative way of providing higher education and vocational education and
training courses. It is owned and operated by a consortium of universities and
acts as a broker between students and provider institutions in Australia. It
arranges bridging units, vocational education and training/TAFE units, undergraduate
units and postgraduate units leading to formal qualifications in the Australian
Qualifications Framework. Units are delivered in a variety of methods including
print-based subject materials, on-line services, video cassettes, CD-ROMs and
television and radio programmes.
NATIONAL BODIES
Administration
& co-ordination:
Responsible
authorities:
Department of
Education, Science and Training
Head: Brendan Nelson, Minister
Administrative officer: Peter
Shergold, Secretary
GPO Box
9880
14-16 Mort Street
Canberra
ACT 2601
Australia
Tel: +61(2) 6240-8111
Fax: +61(2) 6240-9783
WWW: http://www.dest.gov.au
Role of governing
body: The
Department is the main source of funding for publicly funded Australian
Universities. It is also responsible for the Federal Government's higher
education policy development and programme administration. It has divisions
responsible for schools, higher education, vocational education and training,
science and matters relating to the international perspective on education,
science and training.
Australian
Vice-Chancellors' Committee (AVCC)
Head: Deryck Schreuder, President
Administrative officer: John
Mullarvey, Chief Executive Officer
International relations: Bob Goddard,
Director, International Relations
GPO Box
1142
Canberra
ACT 2601
Australia
Tel: +61(2) 6285-8200
Fax: +61(2) 6285-8211
EMail: enquiries@avcc.edu.au
WWW: http://www.avcc.edu.au
Role of governing
body: Body
representing higher education Institutions nationally and internationally. AVCC
seeks to advance higher education through voluntary, cooperative and
coordinated action.
Australian
Universities Quality Agency (AUQA)
Head: David Woodhouse, Executive
Director
Administrative officer: Judy Duffy,
Academic Audit Officer
Level
10, 123 Lonsdale Street
Melbourne
VIC 3000
Australia
Tel: +61(3) 9639-1100
Fax: +61(3) 9639-7377
EMail: admin@auqa.edu.au
IDP Education
Australia
Head: Lindy Hyam, Chief Executive
Administrative officer: Neil Owens,
Company Secretary
GPO Box
2006
Canberra
ACT 2601
Australia
Tel: +61(2) 6285-8222
Fax: +61(2) 6285-3036
EMail: info@idp.com
WWW: http://www.idp.com
Role of governing
body: Promote
the Australian higher education sector to overseas students; manage offshore
projects/activities; through a subsidiary company, manage and conduct IELTS
testing
ADMISSIONS TO HIGHER EDUCATION
Admission
to non university higher education studies
Name of
secondary school credential required: Senior Secondary Certificate of Education (Second
Cycle)
Minimum
score/requirement: According to course and institution, student's age, whether student has
disabilities or special needs
For
entry to: For Certificate IV, Diploma and Advanced Diploma courses
Admission
to university-level studies
Name of
secondary school credential required: Senior Secondary Certificate of Education (Second
Cycle)
Minimum
score/requirement: Varies according to course and institution, student's age, whether
student has disabilities or special needs
For
entry to: All institutions/programmes.
Alternatives
to credentials: Entry may be based on prior experience or other learning.
Numerus
clausus/restrictions: Entry to a higher education course is normally
determined by the student’s tertiary entrance score, rank or index (referred to
here as the tertiary entrance score) which is calculated on the basis of
results in the senior secondary school certificate. Tertiary admissions centres
in New South Wales, Queensland, South Australia, Victoria and Western Australia
coordinate admissions for those States.
The New South Wales tertiary admission centre also coordinates
admissions to institutions in the Australian Capital Territory, while the
University of Tasmania and the Northern Territory University coordinate their
own admissions. Links to each of the tertiary admissions centres can be found
on the website www.avcc.edu.au.
Other
admission requirements: Other criteria such as a portfolio, interview, audition
or questionnaire may also be taken into account in conjunction with the
tertiary entrance score for certain courses. There are also alternative schemes
for mature age students, students with disabilities, students with special
needs, and so on. Some universities
that offer programmes by distance education have flexible admission
policies. Admission to the open
learning programmes of Open Learning Australia (www.ola.edu.au) does not
require any educational pre-requisites.
Foreign
students admission
Definition
of foreign student: "Person who
enters Australia on a student visa and attends a course on a fee paying
basis".
Admission
requirements: In general, applicants must be eligible for entry to a tertiary
institution of good standing in their home country.
Entry
regulations: Students require confirmation of enrolment, a student visa and sufficient
funds to support themselves.
Health
requirements: Students must undergo a medical examination as part of their visa
application and must have Overseas Students Health Cover for the period covered
by their visa.
Language
requirements: Students should have a good command of the English language and may be
required to pass an English test. Full-time courses are offered by accredited
English language institutions in all Australian States and in the Australian
Capital Territory.
Application
procedures:
Apply to
individual institution for entry to: All institutions.
Recognition
of studies & qualifications:
Studies
pursued in home country (System of recognition/accreditation): Australian
universities are self-accrediting bodies. However, the higher education sector
also includes non-university institutions – while some of these are
self-accrediting, most of them are not.
Programmes and degrees offered by non-university institutions often have
an applied focus and are most commonly in fields such as art, business, drama,
hospitality, music, religion and theology, and teacher education. Higher education programmes and awards
offered by non-self-accrediting institutions are accredited by the relevant
State or Territory higher education accreditation authority.The accrediting
authorities are listed in the Register of Authorities Empowered by Government
to Accredit Post-Compulsory Education and Training Courses and may be found on
the Australian Qualifications Framework website at www.aqf.edu.auIn addition, professional bodies and associations
play a significant role as external arbiters in the quality assurance framework
through their accreditation of professional courses in areas such as nursing
and medicine, law, accounting, engineering and architecture. These bodies and
associations also have an on-going role in monitoring the quality of such
courses. The Australian Universities Quality Agency (AUQA) was established by
the Commonwealth and State and Territory Ministers responsible for higher
education on 7 April 2000 as an independent national quality assurance agency
to monitor, audit and report on quality assurance in Australian higher
education. The AUQA will conduct quality assurance audits of self-accrediting
institutions (mainly universities) and State/Territory accreditation
authorities on a five-yearly basis. The audits will be undertaken by panels of
expert people with substantial senior academic and administrative experience in
higher education. The outcomes of the audits will be made public. The first
full audits are scheduled to take place in 2002.More than 150,000 students from
overseas attend education institutions in Australia each year. The Federal Government recognises the value
of its international education industry and seeks to protect and enhance its
reputation and integrity, while also offering
protection to overseas students studying in Australia. The Education Services for Overseas Students
(ESOS) Act 2000 requires that providers of education and training to overseas
students be registered on the Commonwealth Register of Institutions and Courses
for Overseas Students (CRICOS). The ESOS Act and its National Code provide
nationally consistent standards for registration and the subsequent conduct of
CRICOS-registered providers. It requires that providers: meet quality assurance
standards; comply with tuition and financial assurance requirements; and
encourage overseas students recruited to study in Australia to comply with the
conditions of their visas, and report those who do not.Breaches of the Act and
the Code can lead to the imposition of sanctions, including their suspension or
cancellation from CRICOS. Further
information and the full text of the ESOS Act 2000 can be found at the
following website: http://www.dest.gov.au/esos/ESOSguide/foreword.htm
Studies
pursued in foreign countries (bodies dealing with recognition of foreign
credentials):
National Office of
Overseas Skills Recognition (NOOSR)
Head: Margaret Pearce, Director
Administrative officer: Heather
Gregory, Assistant Director
International relations: Adam Carlon,
International Policy Officer
GPO Box
1407
Canberra
ACT 2601
Australia
Tel: +61(2)
6240-7662 +61(2) 6240-7013
Fax: +61(2) 6240-7636
EMail: margaret.pearce@dest.gov.au;
noosr@dest.gov.au
WWW: http://www.dest.gov.au/noosr
Deals
with credential recognition for entry to: University and Profession
Services
provided & students dealt with: NOOSR publishes its assessment guidelines for
mainstream postsecondary qualifications in some 90 countries; provides a
written assessment service for individuals on a fee-for-service basis; and
offers informal advice by telephone, e-mail and fax to institutions seeking
information about foreign qualifications and education systems
Other
information sources on recognition of foreign studies: Individual institutions
determine the acceptability of foreign qualifications and studies for the
purpose of admission or advanced standing (credit). In general, NOOSR's assessment guidelines and advice
inform university decisions where relevant. ( NOOSR does not assess academic
secondary qualifications).
Special
provisions for recognition:
For
access to non-university post-secondary studies: Applicants for the recognition
of studies and credentials obtained abroad can be directed in the first
instance to NOOSR. The same provisions apply for Australian nationals and
permanent residents as for foreigners, but a higher assessment fee applies to
foreigners.
Multilateral
agreements concerning recognition of foreign studies
Name of
agreement: Convention on the recognition of qualifications concerning higher
education in the European region. Lisbon Convention
Year of signature: 2000
Name of
agreement: Convention on the Recognition of Studies, Diplomas and Degrees in Higher
Education in Asia and the Pacific
Year of signature: 1985
Name of
agreement: Convention on the Recognition of Studies, Diplomas and Degrees in Higher
Education in Europe
Year of
signature: 1986
Bilateral
agreements concerning recognition of foreign credentials
Name of
agreement: Trans-Tasman Mutual Recognition Arrangement (a Non-Treaty Instrument)
Year of
signature: 1996
Country/state
involved: New Zealand
References
to further information on foreign student admissions and recognition of studies
Title: Directory of
Postgraduate Courses (Annual)
Publisher: Australian Vice-Chancellors'
Committee
Title: The Directory of
Higher Education Courses (Annual)
Author: Catherine Etteridge
(ed.)
Publisher: New Hobsons Press
Title: The Good
Universities Guide (Annual)
Author: Dean Ashenden and
Sandra Milligan
Publisher:
Ashenden
Milligan Pty Ltd
STUDENT LIFE
National
student associations and unions
National Union of
Students (NUS)
Suite 64, Trades
Hall, 54 Victoria Street, Carlton South
Melbourne
Victoria 3053
Australia
Tel: +61(3) 9650-8908
EMail: nus@nus.asn.au
Health/social
provisions
Social
security for foreign students: Yes
Cost/fee
(per year): 295 (Australian Dollar)
Foreign student
social security provisions: Overseas students are required by the Australian
Government to take out a health insurance to cover the duration of their visa.
Health insurance available from Overseas Student Health Cover (OSHC) covers
basic medical & hospital care will cost $295 per year for a single person
and $590 for a family.
Special
student travel fares:
By road:
Yes
By rail:
Yes
By air: Yes
Available
to foreign students: Yes
Student
expenses and financial aid
Student
costs:
Average
living costs: 12716 (Australian Dollar)
Foreign
students tuition fees: Minimum: 12500 (Australian Dollar)
Maximum:
30000
(Australian Dollar)
Bodies
providing information on student financial aid:
Australian Agency
for International Development (AusAID)
PO Box 887
62 Northbourne Avenue
Canberra
ACT 2600
Australia
Tel: +61(2) 6206-4000
Fax: +61(2) 6206-4800
EMail: infoausaid@ausaid.gov.au
WWW: http://www.ausaid.gov.au
Deals
with: Grants
Category
of students: Australian Development Scholarships helps students from developing
countries.
Australian-American
Educational Foundation (AAEF)
PO Box 1559,
Canberra, 1st floor Garden Wing, University House, Balmain Crescent
Acton
ACT 2601
Australia
Tel: +61(2) 6247-9331 +61(2) 6247-9332
Fax: +61(2) 6247-6554
EMail: fulbright@aaef.anu.edu.au
WWW: http://sunsite.anu.edu.au/education/fulbright
Deals
with: Grants
Category
of students: United States and Australian citizens for lecturing and research.
Publications
on student services and financial aid:
Title: Awards for
Postgraduate Study at Commonwealth Universities
Publisher: Association of Commonwealth
Universities, London
Title: Financial Aid for
first Degree Study at Commonwealth Universities
Publisher: Association of Commonwealth
Universities, London
Title: Study Abroad
2000-2001
Author: UNESCO/IBE
Year of publication: 1999
Title: The 2001 Good
Universities Guide to Australian Universities
Author: Dean Ashenden,
Sandra Milligan and Tania Clarke
Publisher:
Ashenden
Milligan Pty Ltd
Year of
publication: 2000
INTERNATIONAL COOPERATION & EXCHANGES
Principal
national bodies responsible for dealing with international cooperation and
exchanges in higher education:
Australian
Vice-Chancellors Committee (AVCC)
GPO Box 1142
Canberra
ACT 2601
Australia
Tel: +61(2) 6285-8200
Fax: +61(2) 6285-8211
EMail: enquiries@avcc.edu.au
WWW: http://www.avcc.edu.au
Participation
of country in multilateral or bilateral higher education programmes
Name of
exchange programme: Australia-Britain Society, Sydney (tel: +61(2)
9261-0546)
Name of
exchange programme: Australia-China International Exchange Centre, Sydney
(tel: +61(2) 9281-9098)
Name of
exchange programme: Australian-American Educational Foundation, Canberra
(tel: +61(2) 6247-9331, +61(2) 6247-9332)
GRADING SYSTEM
Usual
grading system in secondary school
Full
Description: The Senior School Certificates (e.g. the Higher School Certificate in New
South Wales and the Victorian Certificate of Education in Victoria) are issued
on successful completion of courses/programmes of study in both Years 11and 12
or in Year 12 only. Each State and Territory has its own grading system.
Highest
on scale: A
Lowest
on scale: E
Main
grading system used by higher education institutions
Full
Description: In 1988, the Australian Vice-Chancellors Committee (AVCC) reviewed Grades
of pass for undergraduate degree subjects. Generally High Distinction (HD),
Distinction (D), Credit (C), Pass (P) and Fail (F).
Highest
on scale: High Distinction (HD) 80-100%
Pass/fail
level: Pass
(P) 50-60%
Lowest
on scale: Fail (F) Below 50%
Other
main grading systems
Most postgraduate
awards which are issued on the basis of the completion of a thesis are
unclassified.
NOTES ON HIGHER EDUCATION SYSTEM
Individual Australian higher
education institutions offer a wide range of support services to help students
enter and complete their studies. These include learning support services (e.g.
study skills), survival services (counselling, disabilities, loans, health and
student employment), advisory services (careers, equity, student union welfare,
accommodation, HECS offices and international student programmes) and
recreational services (fitness centre and campus sporting facilities).
Data for
academic year: 2001-2002
Source: Department of Education, Science and Training, Canberra, 2002
