Teacher education courses and completions

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Teacher education courses and completions Initial teacher education courses and 1999, 2000 and 2001 completions Roy Ballantyne John D. Bain Barbara Preston

June 2002 Higher Education Group Department of Education, Science and Training

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© Commonwealth of Australia 2002 ISBN 0 642 77257 6 ISBN 0 642 77258 4 (Electronic Version) DEST No. 6769.HERC02A This work is copyright. It may be reproduced in whole or in part for study or training purposes subject to the inclusion of an acknowledgement of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above, require the prior written permission from the Commonwealth available from the Department of Communications, Information Technology and the Arts. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, GPO Box 2154, Canberra ACT 2601 or email [email protected]. This report is funded under the Evaluations and Investigations Programme of the Department of Education, Science and Training. The views expressed in this report do not necessarily reflect the views of the Department of Education, Science and Training.

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Teacher education courses and completions

Contents Abbreviations and acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiii Executive summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xv 1.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

2.

Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

3.

2.1

Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

2.2

Data collection difficulties . . . . . . . . . . . . . . . . . . . . . . . . . . .6

2.3

Participating institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

2.4

Data collected . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Results and discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 3.1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

3.2

Teacher education courses . . . . . . . . . . . . . . . . . . . . . . . . .14 3.2.1 Qualitative data on provision and developments by institution .14 3.2.2 Quantitative analysis of teacher education courses . . . . . . . . .40

3.3

Teacher education completions . . . . . . . . . . . . . . . . . . . . . .44 3.3.1 Completion numbers: qualification categories and course levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 3.3.2 Secondary specialisations . . . . . . . . . . . . . . . . . . . . . . . . . .58

4.

Challenges for ongoing data collection and management . . . .63 4.1

Inclusion of all programmes providing initial teacher education 64

4.2

Exclusion of programmes that do not provide initial teacher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66

4.3

The problem of double counting . . . . . . . . . . . . . . . . . . . . .67

4.4

Internal faculty data management . . . . . . . . . . . . . . . . . . . .69

4.5

Feasibility of maintaining the database . . . . . . . . . . . . . . . . .70

4.6

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 iii

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Appendix A Guidelines for data provision . . . . . . . . . . . . . . . . . . . .73 Appendix B Details of teacher education programmes . . . . . . . . . . .81 Appendix C Additional charts . . . . . . . . . . . . . . . . . . . . . . . . . . . .107 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131

List of Tables

iv

Table 1

List of participating institutions and campuses . . . . . . . . . . . . . . . . .8

Table 2

Teacher education courses by 2001 expected completion numbers (number and percentage of courses) . . . . . . . . . . . . . . . .42

Table 3

Teacher education courses by course duration (number and percentage of courses, excluding courses with 0 expected completions in 2001) . . . . . . . . . . . . . . . . . . . . . .42

Table 4

Teacher education courses by mode of delivery (number and percentage of courses, excluding courses with 0 expected completions in 2001) . . . . . . . . . . . . . . . . . . . . . .43

Table 5

Summary of completions numbers by state . . . . . . . . . . . . . . . . . .46

Table 6

Number of completions in each qualification category, summary by State (expected in 2001) . . . . . . . . . . . . . . . . . . . . . .51

Table 7

Number of completions in each qualification category and course level by institution (completions expected in 2001) . . . . .52

Table 8

Number of completions in each qualification category for 2000 . . . .55

Table 9

Number of completions in each qualification category for 1999 . . . .57

Table 10

Number of completions by specialisation; expressed as a percentage of all secondary completions (expected 2001) . . . .60

Table 11

Number of LOTE completions by specialisation; expressed as a percentage of all secondary completions (expected 2001) . . . .62

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The Organisation of the Academic Year

List of Figures Figure 1

Numbers of completions: trends (all Australia) . . . . . . . . . . . . . . . .47

Figure 2

Numbers of completions: trends (ACT) . . . . . . . . . . . . . . . . . . . . .47

Figure 3

Numbers of completions: trends (NSW) . . . . . . . . . . . . . . . . . . . . .48

Figure 4

Numbers of completions: trends (NT) . . . . . . . . . . . . . . . . . . . . . .48

Figure 5

Numbers of completions: trends (QLD) . . . . . . . . . . . . . . . . . . . . .49

Figure 6

Numbers of completions: trends (SA) . . . . . . . . . . . . . . . . . . . . . .49

Figure 7

Numbers of completions: trends (TAS) . . . . . . . . . . . . . . . . . . . . . .50

Figure 8

Numbers of completions: trends (VIC) . . . . . . . . . . . . . . . . . . . . . .50

Figure 9

Numbers of completions: trends (WA) . . . . . . . . . . . . . . . . . . . . . .51

Figure C1

Proportion of completions in each qualification category in ACT (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

Figure C2

Proportion of completions in each qualification category in NSW (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

Figure C3

Proportion of completions in each qualification category in NT (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

Figure C4

Proportion of completions in each qualification category in QLD (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

Figure C5

Proportion of completions in each qualification category in SA (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

Figure C6

Proportion of completions in each qualification category in TAS (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

Figure C7

Proportion of completions in each qualification category in VIC (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110

Figure C8

Proportion of completions in each qualification category in WA (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110

Figure C9

Proportion of Early Childhood completions from each level of course (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111

Figure C10

Proportion of Primary completions from each level of course (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111

Figure C11

Proportion of Secondary completions from each level of course (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112

Figure C12

Proportion of Adult completions from each level of course (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112

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Figure C13

Proportion of completions from each institution in ACT (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

Figure C14

Proportion of completions from each institution in NSW (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

Figure C15

Proportion of completions from each institution in QLD (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114

Figure C16

Proportion of completions from each institution in SA (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114

Figure C17

Proportion of completions from each institution in VIC (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115

Figure C18

Proportion of completions from each institution in WA (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115

Figure C19

Proportion of Physics completions from each institution in New South Wales (expected 2001) . . . . . . . . . . . . . . . . . . . . . .116

Figure C20

Proportion of Chemistry completions from each institution in New South Wales (expected 2001) . . . . . . . . . . . . . . . . . . . . . .116

Figure C21

Proportion of Maths completions from each institution in New South Wales (expected 2001) . . . . . . . . . . . . . . . . . . . . . .117

Figure C22

Proportion of English completions from each institution in New South Wales (expected 2001) . . . . . . . . . . . . . . . . . . . . . .117

Figure C23

Proportion of IT completions from each institution in New South Wales (expected 2001) . . . . . . . . . . . . . . . . . . . . . .118

Figure C24

Proportion of LOTE completions from each institution in New South Wales (expected 2001) . . . . . . . . . . . . . . . . . . . . . .118

Figure C25

Proportion of Physics completions from each institution in Queensland (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

Figure C26

Proportion of Chemistry completions from each institution in Queensland (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

Figure C27

Proportion of Mathematics completions from each institution in Queensland (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . .120

Figure C28

Proportion of English completions from each institution in Queensland (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120

Figure C29

Proportion of IT completions from each institution in Queensland (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121

Figure C30

Proportion of LOTE completions from each institution in Queensland (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121

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Figure C31

Proportion of Physics completions from each institution in South Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . .122

Figure C32

Proportion of Chemistry completions from each institution in South Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . .122

Figure C33

Proportion of Mathematics completions from each institution in South Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

Figure C34

Proportion of English completions from each institution in South Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . .123

Figure C35

Proportion of IT completions from each institution in South Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124

Figure C36

Proportion of LOTE completions from each institution in South Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . .124

Figure C37

Proportion of Physics completions from each institution in Victoria (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

Figure C38

Proportion of Chemistry completions from each institution in Victoria (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

Figure C39

Proportion of Mathematic completions from each institution in Victoria (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

Figure C40

Proportion of English completions from each institution in Victoria (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

Figure C41

Proportion of IT completions from each institution in Victoria (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127

Figure C42

Proportion of LOTE completions from each institution in Victoria (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127

Figure C43

Proportion of Physics completions from each institution in Western Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . .128

Figure C44

Proportion of Chemistry completions from each institution in Western Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . .128

Figure C45

Proportion of Mathematics completions from each institution in Western Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . .129

Figure C46

Proportion of English completions from each institution in Western Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129

Figure C47

Proportion of IT completions from each institution in Western Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . .130

Figure C48

Proportion of LOTE completions from each institution in Western Australia (expected 2001) . . . . . . . . . . . . . . . . . . . . . . .130

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Abbreviations and acronyms ADCE

Australian Council of Deans of Education

ACU

Australian Catholic University

BECE

Bachelor of Early Childhood Education

BEd

Bachelor of Education

BTeach

Bachelor of Teaching

CAE

Colleges of Advanced Education

CQU

Central Queensland University

CSU

Charles Sturt University

DETYA

Department of Education, Training and Youth Affairs

DipEd

Diploma of Education

ECU

Edith Cowan University

FTE

Full-Time Equivalent

HECS

Higher Education Contribution Scheme

JCU

James Cook University

LOTE

Languages Other Than English

MACQT

NSW Ministerial Advisory Council on the Quality of Teaching

NTU

Northern Territory University

QUT

Queensland University of Technology

RMIT

Royal Melbourne Institute of Technology

TAFE

Technical and Further Education

UNE

University of New England

UNSW

University of New South Wales

UQ

University of Queensland

USQ

University of Southern Queensland

UTS

University of Technology, Sydney

UWA

University of Western Australia

UWS

University of Western Sydney

VET

Vocational Education and Training

WAAPA

Western Australian Academy of Performing Arts ix

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Acknowledgements This project was funded by the Evaluations and Investigations Programme of the Department of Education, Training and Youth Affairs. The project was coordinated by Associate Professor Roy Ballantyne from the Education Faculty at the Queensland University of Technology, Brisbane with assistance from Professor John Bain (Griffith University) and Professor Vi McLean (Queensland University of Technology). Ms. Barbara Preston was appointed as the expert consultant and research officer for the project. The advisory team for the project included: • Dr Elizabeth McDonald (DETYA Representative); • Mr David O’Brien (DETYA Representative) • Professor Mary Kalantzis, Dean of Education, RMIT University; • Professor Nerida Ellerton, Dean of Education, University of Southern Queensland; • Professor Jennifer Gore, Asst Dean of Education, University of Newcastle; • A/Professor Peter Sullivan, Head, School of Education, Australian Catholic University; • A/Professor Graham Dellar, Dean of Education, Curtin University of Technology; • Professor Alan Russell, Dean of Education, Flinders University; • A/Professor Joan Abbott-Chapman, Dean Of Education, University of Tasmania; • Dr Jim Cameron, School of Health, Education and Community Services, Northern Territory University; and • Ms Joan Livermore, Head, School of Teacher Education, University of Canberra. The project team acknowledges the invaluable research assistance of Ms Jan Packer. We also acknowledge the help of all participants who gave of their time to obtain and provide information on their institutions’ teacher education programmes and the numbers of completing students. We are particularly grateful to those whose institutions did not have the information readily available, and who manually collated information from diverse sources and worked with their colleagues to ensure as far as possible that we received the best quality data.

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Executive summary Teacher education is a large and complicated enterprise in Australia. These complexities lead to data management difficulties at the level of the faculty or school, the institution, DETYA, and other external agencies. Each of those stakeholders may have, from time to time, a need for data of adequate quality and appropriate detail to inform policy-useful labour market analyses. There has been a lack of such quality data that is also accessible and credible to all parties. This project was commissioned by the Evaluations and Investigations Programme, Higher Education Division of the Department of Education, Training and Youth Affairs (DETYA) with the following objectives: • to develop a classification system and database incorporating all programmes leading to teacher qualifications to inform the review and further development of DETYA's existing classification of teacher education courses, and to provide information for a range of policy and research purposes; and • to provide information on the numbers of initial teacher education graduates (1999 to 2001) by specialisation to inform policy, including decisions about future intakes so that damaging shortfalls or surpluses can be avoided. Two major tasks were envisaged: • to map teacher education programmes offered by educational institutions throughout Australia; and • to collect student completions numbers (1999 to 2001) for all programmes, and, where appropriate, for specialisations within programmes. The project has primary concern with data appropriate for informing teaching labour market considerations. This points to the need for accurate information in the following areas (paralleling the two major tasks): • classifications of courses according to whether or not they provide initial teacher education; and • classification of students completing according to relevant specialisation. This project addressed the issue of ensuring all (and only) initial teacher education courses were included by systematically collecting information from institution websites, checking against other relevant data sources, and utilising project team members’ knowledge of teacher education provision in Australia. In relation to subject specialisations, there is no sure and consistent way of collecting information. This is especially so for secondary specialisations that are at a level of detail not routinely maintained in any way by some institutions

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or DETYA—such as ‘physics’ within the category of ‘science’, or ‘Japanese’ within the category of ‘LOTE’. This project addressed this issue by collecting directly from institutions data on specific numbers of completions for each course, categorised by both the level at which graduates are qualified to teach, and, in the case of secondary teachers, by specified subject specialisations. Data were collected for this project using a Microsoft Access form attached to a database. Both had been designed in consultation with DETYA officers and referred to the Australian Council of Deans of Education Board for advice. Substantial descriptive information about each course was entered into the database from university websites and other sources. Alternative methods were available for those unable to use the Access file. Each institution/unit was sent the subset of the database pertaining to their courses, and was asked to check their programme details and to electronically enter additional required information or amendments. The returned data subsets were compiled into a complete database containing records of over 400 teacher education courses throughout Australia. The collection of data for this project was much more difficult than anticipated, even though members of the project team had previous experience gathering data from teacher education institutions. There are a number of reasons for the difficulties. The information was sought directly from the faculties or schools of education. This was appropriate because of the nature of much of the data sought, which included details not normally collected by DETYA from university administrations, and some problems in the data passed on by university administrations to DETYA. However, the faculties themselves often did not have data available in the appropriate form, and often did not have adequate staff resources. The unavailability of data reflected, in some cases, very poor data management systems; but more commonly resulted from the inherent difficulty in providing the data sought because of the nature of the courses or the particular specialisations. The difficulties at some institutions were such that accurate data could not be provided, and those in the institutions were asked to make a ‘best estimate’, rather than leave a blank or understated data. While a great deal of effort has gone into providing and checking the data, there is more that could have been done. The limits on the resources for this project meant that the line had to be drawn. We cannot be fully confident about the quality of the data, but hope that it is of sufficient quality to usefully inform some labour market analyses, and to provide a basis for improved data collection and management in the future.

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Much of this report contains detailed data obtained on initial teacher education courses and the students who have completed (or will complete in 2001) those courses. In section 3.2.1 there is a summary description of the initial teacher education provision of each institution, providing information on the geographic location, the faculties or units within the institution that provide the courses if there are two or more discrete units, as well as individual courses and completions numbers. In the main text and in the appendices is very detailed quantitative information about courses and completions. Analysis is at the level of the course, the institution and the State or Territory. There is analysis of courses by size, duration and mode of delivery. Completions are analysed by qualification category and specialisations. Data are provided in a form that is relevant to the needs of labour market analyses, and the complete database can be interrogated to provide additional data. Of the 410 teacher education courses listed in the database, 310 (76 per cent) were expecting fewer than 50 completions in 2001. Most of the larger courses were offered by eight major institutions, which together accounted for 43 per cent of teacher completions across the country (Table 1).

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Table 1: Number of expected completions in 2001 by institution Institution QUT Melbourne ACU UWS Newcastle CSU Deakin ECU UniSA Griffith UNE Monash Sydney LaTrobe Wollongong CQU Macquarie USQ UTS Utas JCU RMIT UQ VictoriaU Canberra Ballarat Murdoch Curtin UNSW Flinders UWA Southern Cross Adelaide NTU Notre Dame Avondale Christian Heritage Batchelor Totals

Number of graduates 1101 1020 903 754 694 667 643 588 567 530 510 455 453 422 358 350 347 324 302 287 278 255 245 238 215 204 186 173 169 163 160 152 140 98 56 33 33 0 14073

Share of total graduates 8% 7% 6% 5% 5% 5% 5% 4% 4% 4% 4% 3% 3% 3% 3% 2% 2% 2% 2% 2% 2% 2% 2% 2% 2% 1% 1% 1% 1% 1% 1% 1% 1% 1% 0% 0% 0% 0% 100%

Although a range of courses of various durations are included in the database, the majority are of four years duration. Seventeen institutions are offering external or mixed mode delivery of teacher education courses, accounting for 18 per cent of all active courses. External or mixed mode courses were most accessible in the Northern Territory, and least in the ACT and Victoria. A total of 14 073 new teachers are expected to complete courses in 2001, 80 per cent of these being in NSW, Victoria and Queensland. In all States, with the exception of Western Australia, the expected completions exceed those of 2000 (Graph 1). xvi

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Graph 1

Numbers of graduates by State/Territory

State/Territory

NSW VIC QLD WA SA TAS ACT NT 0

1000

2000

3000

4000

5000

Number of Graduates 1999

2000

2001

These larger states produce approximately equal proportions of primary and secondary qualified teachers; around 40 per cent of all teachers are qualified to teach primary and 40 per cent secondary (Graph 2). Graph 2

Numbers of completions expected in 2001 for each qualifications category by state/territory

NSW VIC QLD WA

Early childhood Primary

SA

Prim. & sec. or middle school Secondary

TAS

Adult

ACT NT 0

500

1000

1500

2000

2500

Number of Graduates

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The smaller states tend to produce more primary than secondary teachers. Trends indicate that the numbers of teacher education completions in Australia are increasing at approximately 11–14 per cent per year, with Queensland showing the greatest increase. Of the specific subject specialisations surveyed, senior English was found to be the most prevalent, with 19 per cent of secondary graduates qualified to teach this subject. Other specialisations were reported as having quite low frequencies, with only 4 per cent of graduates qualified to teach senior physics, 6 per cent senior chemistry, 7 per cent senior mathematics, 4 per cent secondary information technology and 8 per cent secondary LOTE subjects (Graph 3). Graph 3:

Completions expected in 2001 by specialisation as a percentage of all expected completions in each state/territory

NSW Physics Chemistry

VIC

Maths QLD

English IT

WA

LOTE

SA TAS ACT NT 0

10

20

30

40

50

Number of expected completions Whether the number of completions of teacher education students with the various specialist and generalist qualifications is appropriate to meet demand and avoid damaging surpluses or shortages must be assessed in terms of information about actual and anticipated demand for beginning teachers to work in government and non-government schools, and early childhood and adult education settings. Consideration of demand is outside the scope of this project.

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The final chapter of this report considers the challenges for ongoing data collection and management. Some challenges and problems are easily fixed, others seem intractable. The challenges are considered in the context of the further development of DETYA’s collection and statistical management; internal faculty of education data management, and the feasibility of maintaining the database developed for this project. The ‘Field of Study’ (FOS) classification, that includes seven initial teacher education sub-categories, has been used by DETYA for the purposes of classifying courses. This is being replaced by a ‘Field of Education’ (FOE) classification, which, in conjunction with a separate code to identify courses ‘providing initial teacher training’ (Element 312), provides largely comparable information. The classification systems are outlined, and some instances from the DETYA student statistical collection are discussed to illustrate problems with the collection and limitations of the classification systems. Problems for on-going data collection and maintenance include the needs to be certain that all relevant courses are included, and unwanted ones are excluded. The problem of double counting individuals, especially in the context of early exit points in courses is discussed. The discussion of the challenges for ongoing data collection and management point to difficulties and possible solutions in obtaining data for (a) generic level labour market analyses (for example, total primary and total secondary teachers), and (b) for analyses concerning specific secondary specialisations (that could be extended to other specialisations or attributes of teacher education students). Some possible solutions regarding data for generic level labour market analyses include: • Universities to ensure the correct classification of courses prior to submitting data to DETYA; • Consideration of appropriate ways to deal with issues related to early exit points (so that courses are appropriately classified and there is not doublecounting), and the preparation of relevant directions/guidelines for data collection; • Flagging of those courses that cannot clearly be placed in a useful subcategory under FOS 502 (that is, not 50201 or 50299)—such as a large graduate programme with both intending primary and intending secondary teachers. Consider the feasibility of collecting disaggregated data independently from regular data collections; • Not being concerned with the very large number of courses with very small numbers of students completing. Information about such courses may be vital for some purposes, but generally not for labour market analyses.

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For data collection and management for labour market analyses concerned with particular specialisations, it may be useful to support consultations about suitable data management systems at the faculty level, and provide any necessary further assistance. The database developed as part of this project may be a valuable resource for the development of some of these strategies, and for other purposes. Whether and how it is updated and refined will need to be considered in the context of these other matters of data management. The future of the database will also need to be considered in the light of its value in assisting the development of appropriate analyses of the teaching labour market and informing good evidence-based policy.

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1 Introduction Teacher education is a large and complicated enterprise in Australia. Its complexity arises out of a history of amalgamation of a very large number of institutions, and the current context of teacher education. In the late 1970s there were around 50,000 teacher education students in more than 30 Colleges of Advanced Education (CAEs) and several small private institutions, and several thousand more in 18 universities, almost all of which offered at least a graduate Diploma in Education. After the Commonwealth Government’s 1981 Review of Commonwealth Functions, which targeted the 30 CAEs that were predominantly concerned with teacher education for amalgamation or closure, a process of rationalisation began, hastened by the creation of the Unified National System of higher education in the late 1980s. The process of rationalisation continues. There are now only 38 institutions offering initial teacher education, including several small private institutions. While institutions have rationalised, it has taken time to rationalise individual courses. Many institutions still have a complexity of provision that would not exist if their institutional history had not been so complex. Within about three years most of this historically based complexity should be simplified. There are other reasons for complexity in teacher education provision. Sharp fluctuations in demand for initial teacher education, changes in school authority requirements, shifting pressures within institutions regarding total student load and financial provisions, and, not least, course innovation seeking the very best quality outcomes, have resulted in programmes with diverse structures and course length. These complexities lead to data management difficulties at the level of the faculty or school, the institution, DETYA, and other external agencies. Among those agencies external to the higher education sector are those at a State level seeking information on the future supply of teacher education graduates with particular specialist qualifications to inform their staffing and recruitment strategies, and their consultations with universities regarding future intakes and course development. Each of those stakeholders may have, from time to time, a need for data of adequate quality and appropriate detail to inform policyuseful labour market analyses. There has been a lack of such quality data that is also accessible and credible to all parties. This project was commissioned by the Evaluations and Investigations Programme, Higher Education Division of the Department of Education, Training and Youth Affairs (DETYA) with the following objectives:

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• to develop a classification system and database incorporating all programmes leading to teacher qualifications; to inform the review and further development of DETYA's existing classification of teacher education courses; and to provide information for a range of policy and research purposes; and • to provide information on the numbers of initial teacher education graduates (1999 to 2001) by specialisation and to inform policy, including decisions about future intakes so that damaging shortfalls or surpluses can be avoided. Two major tasks were envisaged: • to map teacher education programmes offered by educational institutions throughout Australia; and • to collect graduate numbers (1999 to 2001) for all programmes, and, where appropriate, for specialisations within programmes. The project has, as indicated in the brief, a primary concern with data appropriate for informing teaching labour market considerations. The brief noted that: An analysis of DETYA data on teacher education prepared for the Departmental annual meetings with the universities suggests that the types of teacher education programmes across Australia vary greatly. Further, as double degrees and other arrangements are developing, DETYA’s existing classification of teacher education courses does not give accurate information on student enrolments in teaching programmes. A fuller understanding of the types of courses, where they are offered and the numbers completing them would strengthen the ability of the Department to provide advice on labour market issues. Labour market issues in teaching are complex. Data are required on supply and demand by specialisation for the development of policy advice in areas of teacher shortage. While the Department’s annual higher education student statistical collection is useful for data analysis in the broad context of teacher education nationally, it does not provide the details of completing numbers in terms of specialisation.

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The concern with teaching labour market matters points to the need for accurate (or, at least, reasonably accurate) information in the following areas: • classifications of courses according to whether or not they provide initial teacher education; and • classification of students completing according to relevant specialisation. For the majority of major courses, classification as to whether or not they provide initial teacher education should not be a problem. However, there are some misclassifications and problems of long standing, and there are recent developments that create some new difficulties. The appropriate classification of courses is important for general level teaching labour market analyses as well as consideration of particular actual or potential shortage specialisations. The brief points to the lack of data by specialisation, but indicates the usefulness of the Department’s annual higher education student statistical collection ‘for data analysis in the broad context of teacher education nationally’. However, the collection has some erroneous classifications (made by university administrations prior to submitting the data to DETYA) and other problems (some inherent in the nature of the courses or the students enrolled) that limit its value for overall labour market analysis. This is apparent in the analysis of graduate supply in South Australia, where the graduate Diploma in Education (DipEd) programme for intending secondary teachers at the University of Adelaide is not classified as ‘initial secondary teacher education’ but as ‘education—general’. As this programme accounts for around half the secondary teacher education graduates in the State its misclassification makes any useful estimation of secondary teacher supply based on the DETYA ‘initial teacher education’ data impossible. This and other difficulties with the DETYA collection are considered later in this report. This project addressed the issue of ensuring all (and only) initial teacher education courses were included by systematically collecting information from institution websites, checking against other relevant data sources, and utilising project team members’ knowledge of teacher education provision in Australia. In many cases, especially at the primary, early childhood, or general secondary level, the course name and its accurate classification according to the DETYA ‘Education FOS’ code should be sufficient to determine the relevant qualifications of graduates. However, increasingly individual courses enrol students preparing for teaching at different levels (for example, a twoyear graduate programme may include students who will obtain a qualification in early childhood, primary, secondary, P–12 or adult education). Students preparing to be secondary teachers generally enrol together, whatever method specialisation they plan to take out. Even within common method

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classifications, such as ‘science’ or ‘LOTE’ (languages other than English), the crucial data on particular sciences (such as physics or biology) or LOTEs (French or Chinese) are not routinely available. This project addressed this issue by collecting specific numbers of completions for each course, categorised by both the level at which graduates are qualified to teach, and, in the case of secondary teachers, by important subject specialisations. The method used to gather information from institutions is outlined in chapter 2. The project outcomes are set out in chapter 3, where the teacher education provision in each institution is summarised, and statistical data and analysis are provided on both courses and completions. In most cases, the discussion of results focuses on projected completions for 2001. Finally, chapter 4 presents some observations regarding the challenges for the ongoing collection of data on teacher education courses and completions.

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2 Method 2.1 Procedure All deans of faculties of education, heads of schools of education, and other responsible personnel were initially contacted in early 2001 regarding this project and its objectives. Each institution or unit was asked to nominate the people most suitable to act as representatives in relation to the data collection procedures. Responses were received from all Australian universities providing initial teacher education programmes. University web sites and handbooks were consulted regarding the range of teacher education programmes available at each institution. In consultation with DETYA officers, a Microsoft Access database and data entry form were designed to collect information on teacher education courses, major specialisations and completions in 1999, 2000 and 2001. The electronic form was accompanied by detailed guidelines for completion. The questionnaire also provided an opportunity for institutions to indicate planned changes in programme provision, subjection specialisation options and teacher education pathways. Alternative methods of providing the information sought were available for those unable to use the Access file. The data entry form and guidelines were referred to members of the Australian Council of Deans of Education (ACDE) Board for advice and comments and were pilot tested at QUT. The database was refined in the light of these responses and prepared for the major data collection phase which began in May 2001. A copy of the guidelines for data entry is contained in Appendix A. Each institution/unit was sent the subset of the database pertaining to their courses, with as much information as possible already entered from website and handbook data. The institution's representative was asked to check their course details and to electronically enter additional required information or amendments. In particular, the numbers of graduates completing in each year were collected, according to specified major qualifications and specialisations. Extensive follow-up work was undertaken to assist institution representatives to complete the task and ensure the quality of the data returned. Where necessary, the task was split or redirected to other staff members according to the administrative location of information. Data provision proved t

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o be a difficult task for some institutions, especially for those with complex programmes and those undergoing significant change. Even for those who had data systems able to straightforwardly provide most of the information sought, the completion of the Access form for each of the individual courses took time. All returns were checked for internal consistency and were compared with DETYA and other data to assist verification. The data subsets provided by each respondent were compiled into a complete database containing records of over 400 teacher education courses throughout Australia. The data contained in Section 3 of this report summarise relevant sections of this database. Comprehensive information on each teacher education course is provided in Appendix B and an electronic copy of the database is contained on the enclosed disk.

2.2 Data collection difficulties The collection of data for this project was much more difficult than anticipated, even though members of the project team had previous experience gathering data from teacher education institutions. There are several reasons for the difficulties. First, the information was sought directly from the faculties or schools of education. This was appropriate because of the nature of much of the data sought, which included details not normally collected by DETYA from university administrations, and some problems in the data passed on by university administrations to DETYA. However, the faculties themselves often did not have data available in the appropriate form and did not have the administrative staff available to assist. Many academic staff spent long hours finding the information and entering it in the survey format. In other cases, the task was completed by administrative staff who were not in a position themselves to enter data about the qualitative nature of courses and course developments. There were difficulties with the use of MS Access. A number of individuals given the task of completing the survey could not use Access because their platform was Macintosh, not PC, or for other reasons they could not open the Access file. In such cases, an Excel file was provided on request, but the Excel file was relatively cumbersome for those entering the data. There were some other difficulties, especially when respondents attempted to enter information for additional courses without first obtaining a course code from the project team.

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The major difficulties centred on the unavailability of data requested for this project, and the workloads of academic and administrative staff that made giving the necessary time to this project difficult. The unavailability of data reflected, in some cases, very poor data management systems; but more commonly resulted from the inherent difficulty in providing the data sought because of the nature of the courses or the particular specialisations. In particular, approximately half the respondents with secondary programmes had difficulty providing the information sought on secondary specialisation because such information is not routinely kept. For those with a large number of students, providing the necessary data was a laborious exercise. In a number of cases there had to be several iterations of the data, and lengthy and repeated communication between the institutions and the project team. The difficulties at some institutions were such that accurate data could not be provided, and those in the institutions were asked to make a ‘best estimate’, rather than leave a blank or understated data. While a great deal of effort has gone into providing and checking the data, there is more that could have been done. The limits on the resources for this project meant that the line had to be drawn. We cannot be fully confident about the quality of the data, but hope that it is of sufficient quality to usefully inform some labour market analyses, and to provide a basis for improved data collection and management in the future.

2.3 Participating institutions Participating institutions and campuses are listed in Table 1. All institutions with teacher education programmes listed in their handbook or website were included in the project.

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Table 1

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List of participating institutions and campuses

Institutions

Campuses

Australian Capital Territory Australian Catholic University University of Canberra

Canberra Canberra

New South Wales Australian Catholic University Avondale College Charles Sturt University Macquarie University University of Newcastle University of New England University of New South Wales Southern Cross University University of Sydney University of Technology, Sydney University of Western Sydney University of Wollongong

Strathfield Cooranbong Albury-Wodonga, Bathurst, Dubbo, Wagga North Ryde Callaghan, Central Coast, Wollongong Armidale Kensington, Paddington Lismore, Coffs Harbour Sydney Sydney City, Kuring-gai Bankstown, Penrith Wollongong

Northern Territory Batchelor NTU

Batchelor Casuarina

Queensland ACU Christian Heritage CQU Griffith JCU QUT UQ USQ

Brisbane Mansfield Rockhampton Mt Gravatt, Logan, Nathan, Gold Coast Townsville, Cairns Kelvin Grove St Lucia, Ipswich Toowoomba

South Australia Adelaide Flinders UniSA

Adelaide Adelaide Magill, Underdale

Tasmania UTas

Launceston, Hobart

Victoria Australian Catholic University University of Ballarat Deakin University La Trobe University University of Melbourne Monash University RMIT University Victoria University

Ballarat, Fitzroy Ballarat Melbourne, Geelong Bendigo, Bundoora, Wodonga Parkville Clayton, Peninsula, Gippsland Bundoora Melton, Footscray Park, Echuca

Western Australia Curtin ECU Murdoch Notre Dame UWA

Perth Mt Lawley, Churchlands, WAAPA, Bunbury Murdoch Fremantle, Broome Perth



2.4 Data collected Institutions were asked to complete the following information for each nominated course (i.e., initial teacher education courses providing preservice teacher education for teachers in schools, early childhood, vocational education and training (VET), adult and tertiary education): • Course level This was based on DETYA standard categories, with additional categories to account for the nature of the actual courses encountered. The options for course level were: – Bachelors undergraduate – Bachelors graduate entry – Bachelors undergraduate double degree – Graduate diploma – Masters (initial) • Course duration in full-time academic year equivalents • Initial or post-initial students Whether the course caters for post-initial students who already have teaching qualifications, as well as students gaining their initial qualification (courses catering ONLY for post-initial students were not included in the database.) • Early exit Whether the course allows early exit with a recognised teaching qualification. • Mode of delivery – Internal – External – Mixed • Prerequisites Whether a prerequisite higher education award (undergraduate degree, graduate diploma or degree) is required. Prerequisite TAFE diplomas were also noted, especially for a number of early childhood and adult/VET teacher education programmes. • Course completions

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Total numbers of graduates completing in 1999, 2000, and expected to complete in 2001. Overseas students and students with previous teaching qualifications are not included in the data collected. • Course completions by major qualification categories – early childhood (subdivided into ‘0/3–8’, ‘0/3–5’ and ‘5–8’ so that eligibility for school and nonschool settings can be retrieved) – primary – secondary – primary and secondary – middle school – adult It should be noted that these categories were designed to be mutually exclusive, i.e., any one student could be counted only once. The totals of these categories should therefore equal the total course completions. There are some anomalies involving a small number of students with unusual combinations (such as early childhood combined with adult education), which have been divided among the main categories. • Course completions by selected secondary specialisations Numbers of graduates qualified to teach – senior physics – senior chemistry – senior advanced mathematics – senior English – secondary information technology (IT) – a range of specified LOTE subjects in secondary schools. In the case of subject specialisations, it should be noted that students were counted in as many categories as were relevant. These categories cannot, therefore, be meaningfully combined as no estimate is available of the extent of duplication between categories (e.g., the number of students qualified to teach both mathematics and senior physics). This was done to streamline the data collection process. To attempt to give a full-time equivalent (FTE) value to each specialisation completion (for example, a student with both physics and chemistry being given a 0.5 value in each category) was considered too cumbersome and difficult for those providing the data. Data collection was limited to the subject specialisations listed above as the total number of different subject specialisations and possible combinations of these was so large that gathering comprehensive subject specialisation data would have compromised the other aspects of the project. 10



The particular subject specialisations included were selected in consultation with DETYA officials to provide the information of highest priority for labour market analysis purposes. • Other comments Optional additional comments regarding course features, specialisations, proposed developments and proposed new courses. The guidelines for data provision are contained in Appendix A.

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3 Results and discussion 3.1 Introduction All institutions in Australia providing recognised initial teacher education are included in the database. Approximately 400 initial teacher education courses are listed in Appendix B and in the electronic database, with details provided by the institutions. It should be noted, however, that over 100 of these have no data provided on student completions for the past three years. In many cases this reflects the reality. However, in some cases, especially regarding double degree programmes, data for individual courses are not available, and they are aggregated under the teacher education component of the double degree programme, or a simple listing of all the separate double degree courses. Comprehensive data regarding teacher education courses and completions are presented and discussed in the two major sections below: Section 3.2 Teacher education courses; and Section 3.3 Teacher education completions. Section 3.2.1 provides a comprehensive description of all teacher education courses offered in Australia, by state and institution. This description is followed in Section 3.2.2 by a quantitative analysis of courses offered according to course size, course duration and mode of delivery. A complete list of all courses, by state and institution, with relevant programme descriptors, is provided in Appendix B. Section 3.3.1 provides quantitative information on the numbers of student completions from each state and institution in the five major qualification categories (early childhood; primary; secondary; primary & secondary/middle school; and adult) and three major course levels (undergraduate, graduate and double degree). Trends over the three years from 1999 to 2001 are also presented. Section 3.3.2 focuses on secondary specialisations and presents the numbers and percentages of graduates qualified to teach selected secondary subjects by state and institution.

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3.2 Teacher education courses 3.2.1 Qualitative data on provision and developments by institution In this section, a summary of the nature of provision and proposed developments in each institution is provided, listed in State and alphabetical order. The Australian Catholic University campuses are listed according to the States in which they are located. The comments on completions are to give an indication of the size of courses, and are based on 2001 expected completions, qualified by completions in previous years, plans for the future, and information from other sources, if appropriate. There are also some comments on general State-wide requirements and provision at the beginning of each State or Territory section. Before the individual State sections, there is background to the current complexity in teacher education provision.

National context of teacher education provision In the Introduction it was noted that the complex pattern of programmes with diverse structures and course length has resulted in part from fluctuations in demand for initial teacher education, changes in school authority requirements, shifting pressures within institutions regarding total student load and financial provisions, and, not least, course innovation seeking the very best quality outcomes. Key issues are the minimum length of the initial teacher education programme as a whole, and the minimum length of the actual ‘professional preparation’ aspects of the programme. In Queensland the Board of Teacher Registration requires a minimum of four years higher education in the total programme, and a minimum of two years of professional preparation. This is consistent with the broad professional consensus among teacher educators and other stakeholders expressed in Preparing a Profession, the report of the National Standards and Guidelines for Initial Teacher Education Project (Adey 1998). Professional support for a minimum of four years is of long standing. For decades the debate was between a four year preservice model and the four year total ‘3 + e + 1’ model. While the latter model had a firm basis in theory, in practice it essentially did not and could not exist, and thus attempts to implement it generally resulted in a simple three-year model (Preston 2001). New South Wales is the only large jurisdiction that does not generally require at least four years of initial teacher education.

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Support for a minimum of two years of professional preparation is more recent and more contested. The main focus is a critique of one year, end-on graduate DipEd programmes. The main alternatives developed have been twoyear graduate programmes, and a great deal has been invested in the development of such courses at institutions such as the Universities of Sydney and Melbourne. The two-year graduate programmes (following an undergraduate degree in an appropriate field) were not only a response to the perceived inadequacy of professional preparation in traditional DipEd courses, but also to the perceived inadequacy of discipline (subject content) preparation in many traditional four year secondary Bachelor of Education (BEd) programmes. In the mid to late 1990s many institutions in NSW (and some elsewhere) planned to phase out three-year programmes and the three-year exit point in four year programmes. This was because of the belief in the inadequacy of the three-year programme of professional preparation, and because graduates of three-year programmes had at that time some difficulty gaining employment in the generally over-supplied teaching labour market, and so there appeared to be strong potential student demand for the extended programmes. Similar reasons were behind the development of the two-year graduate programmes around the country (for an outline of developments in NSW at the time see MACQT 1999, p. 38–41). However, since then, the increasing demand for teachers has resulted in those with three-year qualifications more readily gaining employment, so the three-year qualifications have been retained in a number of institutions in response to student demand. Similar dynamics have occurred in relation to two-year graduate programmes and other longer courses. Plans to replace graduate DipEd and undergraduate BEd programmes with two-year graduate programmes have been scaled down or shelved as student demand (in response to employer demand) has focussed on minimum length courses more than anticipated by teacher educators. Thus the situation developed of continuation of the administratively difficult (from a data management perspective) four year programmes with a threeyear exit point. The one year graduate programmes have continued, and the two-year programmes now often have an early exit point after one year or 18 months—resulting in the same administrative difficulties as the four year courses with an early exit point (see comments later regarding the University of Sydney BTeach and MTeach qualifications). The direct and opportunity costs for students undertaking courses of greater length than that normally required by their prospective employers cannot be denied, especially in the context of increased HECS levels as well as a tight teaching labour market. New structures for initial teacher education, such as double degree programmes, have now been developing in response to this

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and to new thinking about how to achieve the best quality professional preparation of teachers. In many institutions this has only been possible because of the stronger negotiating position that many faculties or schools of education now have within universities.

Australian Capital Territory A four year teacher education programme is required for teaching in government schools in the ACT. There is no qualification barrier regarding whether a teacher can teach in primary or secondary schools—in fact the Department of Education and Community Service sees advantages in planned teacher exchanges between primary and secondary schools. Australian Catholic University (Signadou campus) The Australian Catholic University’s Signadou campus, in the northern Canberra suburb of Watson, has only one initial teacher education programme. That programme is a four year undergraduate primary BEd, completions of which have increased from 60 in 1999 to an anticipated 70 in 2001. University of Canberra The University of Canberra, in the north-western Canberra area of Belconnen, has early childhood, primary and secondary teacher education programmes. The four year undergraduate BEd in early childhood teaching has 29 completions anticipated for 2001. The four year degree is now a joint course with Canberra Institute of Technology (CIT) whereby early childhood students subsume the Diploma of Community Services (Children’s Services) after two years. The course as now structured with CIT commenced in 1998, and 2001 is the first year of graduates. There are both four year undergraduate and two-year graduate primary BEd programmes. The undergraduate programme has increased completions from 50 in 1999 to an anticipated 84 in 2001. The graduate entry primary BEd is anticipated to have 14 completions in 2001, well below the 50 planned for several years ago. The major secondary teacher education programme is the one year graduate DipEd, with 84 completions anticipated in 2001. The two-year graduate secondary BEd has dropped completion numbers from 9 in 1999 to 4 anticipated in 2001. The number of completions had initially been planned to stabilise around 20.

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New South Wales The New South Wales Department of Education and Training requires applicants for teaching positions in government schools to have appropriate disciple studies (for secondary specialisations) and content and teaching method. Initial teacher education programmes must be of at least three years full time equivalent duration. Graduates of primary and early childhood teacher education programmes are required to have completed content and method studies that prepare them for teaching across the primary key learning areas. In addition, since 1994 all graduates must have satisfactorily completed a unit in special education, and since 2000 all graduates must have demonstrated minimum proficiency in the educational use of computers, and primary graduates are required to have satisfactorily completed 2 units of English and mathematics in the Higher School Certificate (or equivalent tertiary study). The Department’s Teacher Qualifications Advisory Panel (TQAP) assesses teacher education programmes for employment purposes in New South Wales government schools, and determines the subjects or teaching areas for which all graduates of these programmes will be accredited. The requirements of other major employers of teachers in NSW are generally consistent with the Department’s requirements. Australian Catholic University (Mount Saint Mary) The ACU Mount Saint Mary Campus is in Strathfield, an inner western suburb of Sydney. Primary and secondary initial teacher education courses are offered. The secondary graduate Diploma in Education has completions of around 75 students, and covers a standard range of secondary specialisations. Students wishing to undertake LOTE Curriculum need to do so cross-institutionally. A new specialisation was added in 1998 for Technology and Applied Studies (TAS), and consequently numbers in other specialisations reduced. Low numbers in science are addressed by more project and field based work. The four year double undergraduate degree BA/BEd has completions of about 85 students a year. A science method is not offered because of low applications (there were 13 chemistry completions in 1999, none in 2001), and LOTE method is only available on a cross-institutional level. English method completions have almost doubled between 1999 and 2001 to 31. The primary undergraduate four year BEd has about 115 completions. There is the option for exit after three years with a BTeach qualification. A revised course commenced in 2001.

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Small BEd (Indigenous Studies) programmes are offered for both intending primary and secondary teachers in mixed mode. The primary course has been operating for some years, although 2000 was the first cohort graduating with the BEd—previously students were able to complete a BTeach only (early exit with a BTeach is still an option). In 2001, six completions are anticipated. Normally the course is offered over two years for students who already have a diploma or equivalent. The secondary programme will have its first graduates in 2003, when 9 students are expected to complete. Avondale College Avondale College is a private Seventh Day Adventist institution located at Cooranbong, south of Newcastle. Intending primary teachers undertake a four year BEd course, in which there is no early exit after three years, and honours is available. About 16 completions are expect in 2001. For intending secondary teachers a number of different programmes are available, though the total number of graduates is similar to the primary teacher education programme. There is a BEd programme similar to that for primary teachers, double degree programmes of BA/BTeach, BBus/BTeach and BSc/BTeach, each of four years with honours available, and a graduate entry two-year BTeach. Charles Sturt University Charles Sturt University offers approximately fifteen different initial teacher education programmes at Bathurst, Wagga Wagga, Dubbo and Albury in rural New South Wales. There is a strong external studies component. There has recently been substantial course expansion and introduction of new courses. The two-year graduate programme in external mode for intending primary teachers with relevant studies in an undergraduate degree, the Bachelor of Primary Education Studies, is expected to have 107 completions in 2001, up from fewer than 30 in 1999 and 2000. The secondary graduate DipEd, offered at Bathurst and Wagga Wagga has increased from 155 completions in 1999 to an expected 230 in 2001. The course has a strong science component, with more than 20 anticipated completions in both senior physics and senior chemistry. There are also a number of Indonesian LOTE completions. At Bathurst (and Dubbo) four year BEd programmes for early childhood (0-8) and primary teachers have replaced three-year programmes, and had their first completions in 2000. In 2001, completions of 37 and 56 respectively are anticipated. Honours is available, and there is no early exit option. 18



The four year BEd programmes for early childhood (0–8) at Albury and primary teachers at Wagga Wagga are of longer standing. The expected 2001 completions for those programmes are 38 and 59 respectively—little changed since 1999. Honours is available, and there is no early exit option. A one year BTeach for early childhood (0–5) teachers in external mode will have its first completions (75 anticipated) in 2001. This is an undergraduate level course with a prerequisite being a relevant TAFE diploma (or equivalent). At the Wagga Wagga campus the secondary BEd (Technical and Applied Studies) will have its second cohort of completions (anticipated at 16) in 2001. Double degree programmes at Wagga Wagga for intending science, mathematics and information technology teachers will have their first completions in 2004 (initially only small numbers are anticipated). Other new double degree programmes at the Bathurst campus are for secondary human movement specialists (19 completions anticipated in 2003), and primary and secondary BSocSc(Psychology)/BTeach with anticipated completions of 35 in 2003 and 20 in 2004 respectively. A four year double degree course in early childhood teaching (0–5) and nursing at the Bathurst campus is being introduced, and is anticipated to have 20 completions in 2005. Teachers of vocational and adult education are prepared at the Bathurst campus in a one year graduate BEd(Vocational Education), which is anticipated to have 9 completions in 2001, and an undergraduate BVocEd&Training, which is a one year course for those who already have a relevant TAFE diploma, and is anticipated to have 40 completions in 2001. Overall, in 2001 Charles Sturt University anticipates having 75 completions in each of 0–5 and 0–8 early childhood programmes, 222 primary, 246 secondary, and 49 adult and vocational teacher education completions. Macquarie University Macquarie University, at North Ryde, a northern Sydney suburb, has two major programmes that originated in separate institutions. The early childhood programmes originated at the Institute of Early Childhood Studies, which was located in the inner southeast suburb of Waverley. A few years after amalgamation in the early 1990s, the early childhood programmes moved to North Ryde. Completions in the BEd (Early Childhood) have declined from 159 in 1999 to an estimated 114 in 2001. There apparently is also a BTeach(ECE 0–5) course which is ‘an Aboriginal and Islander identified programme’, according to the Macquarie University website (accessed 8 March 19



2001). While DETYA 2001 data indicate that 28 non-overseas students completed the course in 1999, there is no record of the course in DETYA 2000 commencements data, and completions data for the course were not provided to this project. Macquarie has offered concurrent undergraduate Bachelor degree/ DipEd courses for intending primary and secondary teachers for many years. The DipEd is also offered as a standard graduate entry programme. It is difficult to get accurate data on enrolments and completions in the individual courses —something noted in the 1989 report of the Discipline Review of Teacher Education in Mathematics and Science. Two year graduate BEd programmes are now also offered for intending primary and secondary teachers. Overall, Macquarie completions at the secondary level have declined between 1999 and anticipated 2001 from 153 to 127, and at early the childhood level from 159 to 114, while at the primary level there has been an increase from 89 to 105. Secondary specialisations are relatively strong in chemistry (14), senior mathematics (10), and LOTEs (at least 5 in each of Modern Greek, Italian, French and Japanese). University of Newcastle The University of Newcastle’s initial teacher education programme has its origins in the former Hunter Institute of Higher Education’s large teacher education programme, and the University’s long-standing graduate DipEd. The major, and expanding, programmes are four year undergraduate double degree programmes. Between 1999 and anticipated for 2001, early childhood completions will increase from 76 to 96, primary from 65 to 121, and secondary from 150 to 294. The graduate DipEd programme continues, but with declining completions at the secondary level (from 115 to 75), and a relatively small increase at the primary level (from 34 to 44). An innovative programme has been introduced to retrain as school teachers former industrial workers, providing appropriate recognition of prior learning (RPL) for existing qualifications and experience. The programme commenced on a full fee basis for former Newcastle BHP steel workers, with BHP funding the students. The programme is now expanding to accept other students (on a HECS or fee basis). The programme is also operating at Wollongong, located at a school site, and with participation by University of Wollongong academic staff, and it is planned to commence in a western Sydney site for science and mathematics teacher education for former industrial workers with

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appropriate qualifications and experience. Around 64 students are anticipated to complete the programme at the Newcastle and Wollongong sites in 2001. University of New England The University of New England is located in Armidale, on the New England Tableland of northern New South Wales. It is an institution with a strong external studies programme, and, with the exception of the BEd (primary), all initial teacher education courses are provided in mixed or external mode. The graduate DipEd remains the largest programme, with completions anticipated to increase from 210 in 1999 to 260 in 2001. The primary specialisation is being phased out (falling from 90 completions in 1999 to 45 in 2001), and now intending primary teachers undertake the two-year graduate BTeach (Primary) which has its first 20 completions anticipated for 2001. The three-year undergraduate BTeach (Primary) has been replaced by a four year BEd. There were 34 BTeach completions in 1999, and 97 anticipated BEd completions in 2001. There is a large BTeach (Early Childhood) external mode one year course for students with an appropriate TAFE diploma. This course prepares students to be teachers of children aged 0 to 5 years. There are anticipated to be 110 completions in 2001. The course articulates with a fourth year BEd (also external) that provides an option of 5-8 preparation, and thus an accepted school teaching qualification. There were 10 commencing students in the 4th year BEd (EC) in 2000 according to DETYA data, some of whom may already have school teaching qualifications from a different programme. A number of primary and secondary undergraduate double degree programmes are offered, but completions are few (less than 20 altogether). From 2002 a BEd in Technical and Applied Studies, will be offered for intending secondary teachers, provided in conjunction with the New England Institute of TAFE. An undergraduate BEd (Adult Education and Training) is offered in external mode, with a high level of RPL. The number of students is small, with only 2 anticipated completions in 2001. University of New South Wales The University of New South Wales offers teacher education through four quite autonomous and diverse entities. The School of Education at the Kensington campus offers a graduate Diploma of education (68 completions anticipated in 2001), a double degree BA/BEd (33 2001 completions) and a double degree BSc/BEd (6 2001 completions).

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Only secondary teachers are prepared, and the programmes have a strong science element, with 18 senior physics, 18 senior chemistry and 19 senior advanced mathematics completions in 2001. There are also a number of Japanese LOTE completions. The School of Music and Music Education, also at Kensington, offers an undergraduate double degree programme BMus/BEd for intending secondary teachers, with 10 2001 completions. The College of Fine Arts at Paddington offers two programmes. The undergraduate BArtEd is anticipated to have 39 secondary completions in 2001. The five year, undergraduate double degree BDesign/BArtEd had one completion in 2000, and none anticipated for 2001. The School of Theatre, Film and Dance (also at Kensington) offers a four year undergraduate double degree BA(Dance)/BEd, with 13 secondary completions anticipated for 2001. All UNSW undergraduate programmes offer honours in an additional year. Southern Cross University Southern Cross University, with its major campus in Lismore, on the NSW north coast, developed out of the Northern Rivers CAE, and for several years was part of the University of New England. There is a secondary graduate DipEd, with completions increasing from 56 to 75 between 1999 and 2001. It has a relatively strong science stream, with 13 anticipated completions in 2001 in both senior physics and senior chemistry specialisations. The four year primary undergraduate BEd developed out of the three-year BTeach (there is no three-year exit point). An honours programme is available within the four years. Completions have increased from 55 in 1999 to 77 in 2001. A number of new courses have been introduced. A secondary BTechEd is anticipated to have its first 36 completions in 2003. Five undergraduate double degree programmes are anticipated to have their first completions in 2004: BA/BEd—12 anticipated completions; BContemporary Music/BEd—13 anticipated completions; BHumMovt/BEd—27 anticipated completions; B Visual Arts/BEd—14 anticipated completions; and BAppSc/BEd —9 anticipated completions. University of Sydney Most initial teacher education programmes at the University of Sydney are offered by the Faculty of Education.

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The largest programme is the two-year, graduate MTeach programme. In 2001, 62 primary and 113 secondary completions are anticipated. There is an exit point at 18 months, with a BTeach qualification, but only around ten students exit at this point each year. The programme is relatively strong in the secondary specialisations of Japanese, Chinese, and senior chemistry. The four year undergraduate BEd(Primary) is anticipated to have 98 completions in 2001, including 32 specialist LOTE teachers. There are also drama and special education options. There are a number of four year undergraduate secondary BEd and five year double degree programmes offered – in arts, science and mathematics. The BEd (Secondary: Humanities and Social Science) has 64 anticipated completions in 2001, with a strong LOTE element, especially Japanese. The BEd (Secondary: Mathematics) has 16 anticipated completions in 2001. Other courses will not have any completions for some years, and even then numbers will be small, with the MTeach being the preferred offering for intending science and other teachers. However, a Psychology component in both BEd/BA and BEd/BSc programmes will prepare school counsellors. In addition to the Faculty of Education programmes, the Sydney Conservatorium of Music offers a four year undergraduate BMus (MusEd), with 25 anticipated to complete in 2001, who are qualified to teach in primary and secondary schools. Honours is offered within the four years. University of Technology, Sydney University of Technology, Sydney, has a strong adult and vocational education programme originating in the former Institute of Technical and Adult Teacher Education in inner Sydney. The school teacher programmes originated in the former Kuring-gai College of Advanced Education in the northern Sydney suburb of Lindfield. The largest programme is the three-year undergraduate BEd(Adult Education), with 114 anticipated completions in 2001. This is down from 230 in 1999, and there are plans to revise the course. There has been a drop in student demand resulting from changed employer requirements. A five year double degree BEd in Adult Education/BA in International Studies will have its first completions (2 anticipated) in 2005. Other adult teacher education programmes are one year graduate diplomas in language teaching, teaching English as a second language, and LOTE teaching, with 27, 12, and 4 anticipated completions in 2001.

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The four year undergraduate BEd (Teacher Librarianship) that prepares primary specialist teacher librarians has been reducing completions from 16 in 1999 to 7 anticipated in 2001. The four year undergraduate primary BEd has replaced a three-year BTeach, and it has anticipated completions of 58 in 2001. It is provided in mixed mode, and honours is available in additional time. The four year undergraduate special education BEd has anticipated completions of 18 in 2001. It is offered internally, and honours is available in additional time. Secondary graduate DipEd programmes are offered in science (19 anticipated 2001 completions), mathematics (no 2001 completions), and personal development and human movement (35 anticipated 2001 completions). A DipEd in technical and applied studies will commence in 2002. University of Western Sydney The University of Western Sydney has, until recently, operated with two autonomous teacher education units, one at the Nepean campus at Penrith, at the foot of the Blue Mountains west of Sydney, and one at the Macarthur campus, in the south west Sydney suburb of Bankstown. There were a large number of courses offered on each campus, and the amalgamation of the two has created some administrative complexity. This is being responded to. As well as new administrative arrangements, a revised structure of the primary and early childhood BEd programmes will be introduced in 2002 to reflect a common programme across the two campuses. In this report the courses on the two campuses are treated separately. On the Penrith campus the largest single course is the four year (with a threeyear exit point) undergraduate primary BEd. Completions from it have increased from 182 in 2001 to an anticipated 204 in 2001. It is the only UWS teacher education programme for which honours is available—with additional time. The similarly structured early childhood (0-8) BEd has increased completions from 84 to 120 anticipated in 2001. The graduate DipEd has separate programmes for early childhood (increased completions from 4 to 14), primary (increased completions from 50 to 74), and secondary (stable completions at 150, relatively strong senior science and mathematics). A two-year MTeach is also offered, but it appears that student demand has stayed with the DipEd programmes.

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The four year undergraduate special education BEd has increased completions from 9 to 27. There is no three-year exit point. The BAdultEd is a three-year programme in which completions have fallen from 20 in 1999 to 4 anticipated for 2001. Several new secondary teacher education programmes have been introduced at the Penrith campus. A double degree BA/BTeach is expected to have its first completions (2) in 2004; a BEd (Secondary: Technology) is expected to have its first completions (6) in 2005; and a double degree BSc/BTeach is expected to also have its first completions (4) in 2005. At the Bankstown campus the largest course is the one year graduate secondary BTeach, with a consistent 55 completions. Some students may continue on to the MTeach, but no MTeach completions data have been provided to this project. There is a small graduate DipEd programme, with 9 secondary and 30 primary completions anticipated for 2001. The early childhood and primary undergraduate BEd programmes have reduced from 60 to 12 and 67 to 44 completions respectively. A three-year undergraduate BTeach (Primary) AREP (Aboriginal Rural Education Program) course for Indigenous students is available on a full or part time basis, with a strong school-based approach. Anticipated completions have increased slightly to 11. University of Wollongong Programs at the University of Wollongong appear relatively stable, with no dramatic changes in enrolments, and no reported new courses or recently terminated courses. The largest programme is the three-year undergraduate primary BTeach, with 122 completions anticipated for 2001. The similar early childhood BTeach has 43 anticipated 2001 completions. A primary graduate entry one year BEd is for both initial and post initial teacher education. There are 49 reported initial teacher education completions for 2001, but it is possible that this involves double counting of 2000 (or 1999) BTeach completions. A secondary four year undergraduate BEd in Physical and Health Education is anticipated to have 50 2001 completions. Honours is available for all the bachelors courses, to be undertaken in additional time.

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The graduate DipEd (Primary) is anticipated to have 34 completions, the DipEd (Secondary) 60 completions. The secondary DipEd has a relatively strong science and maths component, with 16 anticipated 2001 completions qualified to teach senior physics and senior chemistry (down marginally from previous years), and 13 qualified to teach senior advanced mathematics.

Northern Territory The majority of teachers in the Northern Territory gain their qualifications outside the Territory. Batchelor Institute of Indigenous Tertiary Education Batchelor Institute of Indigenous Tertiary Education offers three advanced diplomas in initial teacher education—in primary teaching, adult education and training, and early childhood education. The completion numbers are small—the largest is the primary course with around 10 completions a year. The courses have been re-accredited in 2001 as degree programmes (BTeach and BEd). Northern Territory University The Northern Territory University at Darwin offers a range of courses with relatively small enrolments. The graduate secondary DipEd has an anticipated 25 completions in 2001, slightly more than previous years. The primary DipEd anticipates 8 completions. The undergraduate BEd is being considered for re-accreditation. It is anticipated to have 19 completions in 2001 in its first cohort. The three-year undergraduate early childhood and primary BTeach is expected to be phased out. Its anticipated completions have fallen from 30 in 2000 to 21 in 2001. Also offered are double degree programmes: BA/BTeach and BSc/BTeach. The AdvDipVoc & Adult Ed has consistent completions of 14 a year. It is offered over two years in mixed mode to those with an appropriate TAFE diploma. The BTeach in adult and vocational education has had a decline in completions from 18 in 1999 to an anticipated 11 in 2001.

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Queensland All school teachers in Queensland government and non-government schools must, by law, be registered with the Queensland Board of Teacher Registration. The Board issues Guidelines on the Acceptability of Teacher Education Programs for the Purposes of Teacher Registration. In order to meet the guidelines, preservice programmes should represent at least four years of full time academic study at a higher education institution, and should include professional studies amounting to the equivalent of not less than two years fulltime academic study. Thus, in Queensland, there are no longer any undergraduate teacher education programmes with three-year exit points, and all graduate programmes are of at least two years duration (with no early exit points). Australian Catholic University (Brisbane campus) The Australian Catholic University Brisbane campus (McAuley) offers a four year undergraduate primary BEd, completions of which are anticipated to increase from 60 in 1999 to 100 in 2001. Primary and secondary two-year graduate BEd programmes (5 and 30 anticipated completions in 2001 respectively) are also offered. A primary BEd (Indigenous Studies) is available in mixed mode. The first 5 completions are anticipated for 2002. This course is also offered by the Sydney Mount Saint Mary campus. Christian Heritage College Christian Heritage College, in Mansfield near Brisbane, is a small private institution, the students at which are not eligible for HECS. The major programme is a four year undergraduate primary and early childhood BEd. In 2001, 24 students are anticipated to complete, up from 14 in 1999. A new course is being introduced, and completions are anticipated to increase to 35 in 2004. The secondary BA/BEd double degree is anticipated to have 7 completions in 2001. A four year undergraduate secondary BEd, and a two-year graduate entry secondary BEd are also offered, but completions numbers are small. Central Queensland University Central Queensland University is at Rockhampton. The major offering is a four year undergraduate primary BEd, completions of which have increased from around 75 in 1999 to an anticipated 220 in 2001.

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An early childhood undergraduate BEd currently appears to have large and fluctuating completion numbers. Also provided are secondary undergraduate and two-year graduate BEd programmes (around 60 and 25 completions respectively). A BEd (LOTE) is offered, graduates of which are qualified as generalist primary teachers, and as LOTE teachers of Japanese (K-12). A BEd (Music) qualifies graduates as specialist primary music teachers and generalist primary teachers. A very large number of secondary undergraduate double degree programmes are offered. Griffith University Griffith University provides teacher education at campuses at Mt Gravatt, Nathan, and Logan in the Brisbane metropolitan area, and at the Gold Coast. The major programmes are at Mt Gravatt, where the undergraduate primary BEd is anticipated to have 160 completions in 2001, an increase from 102 in 1999. That BEd has been replaced by a new BEd programme, which is anticipated to have 150 in the first cohort of completions in 2002. A new undergraduate secondary BEd programme had its first completions (60) in 2000, up from 52 in the last cohort of the previous secondary BEd in 1999. The new course is anticipated to have 70 completions in 2001. An undergraduate BEd in special education is anticipated to have 62 completions in 2001, up from 43 in 1999. An undergraduate BTechEd is anticipated to have 45 completions in 2001, up from 21 in 1999. Secondary and primary two-year graduate BEd programmes are anticipated to have 30 and 3 completions in 2001 respectively. A 4.5 year double degree BA in Languages and Applied Linguistics/BEd secondary is anticipated to have 6 in the first cohort of completions in 2002. A similar BA/BEd is anticipated to have 10 completions in 2002. At the Logan campus a new primary undergraduate BEd is anticipated to have 50 in the first cohort of completions in 2002. The Gold Coast campus also has a strong primary teacher education programme. The undergraduate primary BEd is anticipated to have 110 completions in 2001, and the two-year graduate entry BEd is anticipated to have 28 completions.

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A recently introduced double degree BExercise Science/BEd is anticipated to have 17 completions in 2001. A primary BA (Psych)/BEd is anticipated to have 12 in its first cohort of completions in 2004. James Cook University James Cook University is in Townsville in north Queensland. Teacher education programmes are also offered in Cairns. The major programme is the four year undergraduate BEd. Completions of this course are anticipated to increase from 134 in 1999 to 199 in 2001. In 2001 the early childhood, primary and secondary completions are anticipated to be, respectively: 57, 112, and 30. The two-year graduate BEd has also expanded, with completions anticipated to increase from 39 to 66. In 2001 the early childhood, primary and secondary completions are anticipated to be, respectively: 9, 28, and 29. The University has a well-regarded programme geared to the needs of Indigenous primary teacher education students in remote communities. The BEd (RATEP) (Remote Area Teacher Education Program) is anticipated to have 11 completions in 2001. However, the respondents to the survey commented that: ‘this programme, which has been very successful over an extended number of years, is at risk because of the lack of flow through of funding to the School of Education to support what is a costly operation’. The university also offers a range of double degree programmes, with, as yet, small completion numbers. University of Queensland The University of Queensland offers initial teacher education through the School of Education and the School of Human Movement Studies. The School of Education offers a very wide range of four and five year double degree programmes involving an undergraduate degree and the BEd. The twoyear graduate BEd can also be entered directly (with an appropriate undergraduate degree). It was not possible for disaggregated completions data to be provided except with regard to some secondary specialisations. Overall, completions are anticipated to increase from 186 in 1999 to an anticipated 201 in 2001. The School of Human Movement Studies offers the BScAPP (HMS-Ed). Graduates are qualified to teach heath and physical education at both primary and secondary levels, and be primary classroom teachers. Completion numbers have been stable around 44.

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Queensland University of Technology The Queensland University of Technology is the largest provider of initial teacher education in Australia at its Kelvin Grove campus in inner west of Brisbane. Four types of programmes are offered: undergraduate four year BEd courses; two-year graduate MTeach (offered internally, with no early exit); two-year graduate BEd (available in mixed mode, with an acceleration option); and a wide range of double degree programmes. There are two early childhood undergraduate BEd programmes. One, offered internally, is anticipated to have 129 completions in 2001. The other, offered externally, is a two-year course following a TAFE diploma (total equivalent to four years), and is anticipated to have 87 completions in 2001, up from 43 in 1999. The undergraduate primary BEd is anticipated to have 263 completions in 2001, up from 191 in 1999, and the undergraduate secondary BEd is anticipated to have 208 completions in 2001, up from 157 in 1999. The undergraduate BEd in adult and workplace education is offered in mixed mode, and is a two-year programme following an appropriate TAFE diploma. It is anticipated to have 33 completions in 2001. The MTeach programmes had their first completions in 2000. In 2001 no completions are anticipated in the early childhood course, and 21 each from the primary and secondary courses. The graduate BEd courses are substantially larger. In 2001 the number of completions anticipated for the early childhood, primary and secondary courses are 34, 102 and 81 respectively, an increase on the number of completions in 2000. Approximately 140 completions are anticipated in 2001 in the 14 double degree courses. The large programmes include secondary drama (40 completions anticipated in 2001), secondary arts (19), secondary music and visual arts (15 each). University of Southern Queensland The University of Southern Queensland in Toowoomba offers four undergraduate BEd programmes, and three two-year graduate BEd programmes. The early childhood, primary and secondary undergraduate programmes are currently only available internally. Anticipated 2001 completions are, respectively: 50, 135, and 13. The BEd in further education and training is only available externally, and is anticipated to have 90 completions in 2001, up from 34 in 1999.

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The early childhood, primary and secondary graduate BEd programmes are only available internally. Anticipated 2001 completions are, respectively: 1, 15, and 20. All the courses are currently only available internally but will be offered in mixed mode from 2002 or 2004.

South Australia In South Australia, as in Queensland, all teachers must be registered. The minimum requirement has been at least three years of initial teacher education. However, the Minister has approved a proposal to amend the prescribed pre-service teacher qualification from three to four years. This is in line with the prevailing practice of school authorities in South Australia, and with the length of teacher education courses in South Australia. The Department of Education, Training and Employment sets out more specific requirements for different levels of teaching. University of Adelaide The University of Adelaide offers a secondary graduate DipEd at its inner city campus. In 2001 it is anticipated that 140 will complete, an increase from 124 in 1999. There has been a greater proportional increase in the numbers of students completing with specialisation in senior physics (7 completing in 2001), chemistry (11), and mathematics (15). There have been at least 10 Japanese LOTE completions in each of the three years. Flinders University Flinders University is in the southern Adelaide suburb of Bedford Park. The teacher education programme has its origins in the former Sturt CAE with which Flinders amalgamated in the early 1980s. Flinders offers undergraduate and two-year graduate BEd programmes in junior primary/primary, upper primary/lower secondary (middle school), and secondary (graduate only). Completions overall have fallen by 15 per cent in the period 1999 to 2001. In 2001 anticipated completions are: junior primary/primary undergraduate 65, graduate 38; upper primary/lower secondary (middle school) undergraduate 23, graduate 6; and secondary graduate 12. In addition, a BEd in secondary science is anticipated to have 2 completions in 2001 (subsequently increasing), and a BEd in special education is anticipated to have 17 completions (the same as 1999) who are qualified to teach special education at both primary and secondary levels.

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University of South Australia The University of South Australia offers teacher education on campuses at Magill (an inner east suburb of Adelaide) and Underdale (an inner west suburb of Adelaide). Both campuses offer a four year undergraduate BEd in junior primary/primary, and a two-year graduate BEd ‘specialisation’ that can include all levels of initial teacher education (early childhood, primary, secondary, adult). The undergraduate BEd completions numbers have increased on both campuses, at Underdale from 74 in 1999 to 116 anticipated in 2001, at Magill from 129 to 155. The larger graduate BEd is at Underdale, while the Magill programme was more recently established. Combined completions increased from 125 in 1999 to 149 in 2001. A little under half the anticipated 2001 completions will have secondary qualifications, almost a third primary, the rest early childhood and adult. At Underdale there is also a three-year undergraduate BAdult and Vocational Education programme, with completions increasing from 36 in 1999 to an anticipated 50 in 2001, and a Graduate Diploma in the education and training of adults, completions of which have dropped from 16 to one. All Underdale courses, except the junior primary/primary BEd, are provided in mixed mode. The BECE provided by the de Lissa Institute of Early Childhood and Family Studies is the only Magill course provided in mixed mode. Anticipated 2001 completions for it are 96. At Underdale, the Anganu Tertiary Education Program (AnTEP), in the College of Indigenous Education and Research, Division of Education, Arts & Social Sciences, offers a three-year BTeach (Anangu Education) for Indigenous students in mixed mode. The programme is designed to prepare graduates to teach in their community schools, and community approval is necessary for entry to the programme. There are no completions between 1999 and 2001, but, according to DETYA data, two students commenced the course in 2000.

Tasmania Teachers in government schools are required by the Department of Education to have at least a four year teacher education qualification. The recent establishment of a teacher registration board in Tasmania may formalise requirements across sectors.

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University of Tasmania The University of Tasmania at Launceston offers five initial teacher education courses. The largest is the four year undergraduate early childhood (5–8) and primary BEd, which is anticipated to have 129 completions in 2001. The BHumMovt (HPE Teaching) prepares health and physical education teachers for both primary and secondary schools. In 2001 there are anticipated to be 38 completions. Two year graduate BTeach courses are provided for students preparing to teach K–6 and 7–12 (now including a middle school option). In 2001, completions are anticipated to be 25 and 72 respectively. A three-year undergraduate BAdult and Vocational Education is anticipated to have 23 completions in 2001. Honours is available in all University of Tasmania initial teacher education courses, although additional time is necessary for students in the BAdult and Vocational Education programmes.

Victoria At the time of writing this report, responsibility for approving initial teacher education courses for those intending to teach in Victorian government schools lay with the Victorian Department of Education, Employment and Training. Approval had previously been with the Standards Council of the Teaching Profession, and it is anticipated that a new Institute of Teaching will take responsibility once it is established. The Department has not approved any ‘middle school’ qualifications, though there is a P-12 designation for approved courses that prepare teachers for both primary and secondary school teaching. The detailed guidelines for primary and secondary curriculum areas are being reviewed in 2001. Australian Catholic University The Australian Catholic University has two campuses in Victoria—in Fitzroy in inner Melbourne (Christ), and in the regional city of Ballarat (Aquinas). At the Fitzroy campus there are two large secondary programmes. The graduate DipEd is anticipated to have 113 completions in 2001, and the undergraduate double degree BA/BTeach is anticipated to have 133 completions. There is also a four year undergraduate primary BEd, with 55 anticipated completions in 2001. At the Ballarat campus three parallel programmes are offered. The secondary DipEd is anticipated to have 28 completions in 2001, the primary BEd 22,

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and the BA/BTeach 36. In 2002 the numbers in the primary BEd course will rise significantly as the first cohort of BEd (Primary) students (30) will complete their 4-year degree at this campus. University of Ballarat The University is in the regional city of Ballarat. The primary double degree BA/BTeach programme is being replaced by an undergraduate BEd. The BA/BTeach completions increased from 46 in 1999 to an anticipated 77 in 2001. The BEd is expected to have 85 in its first cohort of completions in 2003. A four year undergraduate BEd (Secondary PE) has maintained completion numbers at 75 over the period. The graduate secondary DipEd has slightly increased completions from 37 to 45. A two-year graduate BTeach with small numbers is currently under review in the context of the introduction of the undergraduate BEd. A Bachelor of Information Technology BIT/BTeach had a small intake in 1998, and none is planned for 2002. Deakin University Deakin University’s teacher education programme had its origins in the very large Victoria College programmes and several other smaller programmes. Through the 1990s major rationalisations occurred in both courses and student numbers. Commencements in education reduced between 1991 and 1998 in the two institutions combined by 70 per cent—from 2019 to 612 (DEET 1991, p.101; DETYA 1991, p.107). Now the courses are primarily undergraduate double degree programmes (some of which are new, others being terminated over the coming period), and a large two-year graduate BTeach that prepares both primary and secondary teachers. The graduate BTeach is available in mixed mode. Anticipated completions for 2001 are 248, but an indication of the numbers that are qualified to teach at primary or secondary levels is not available. Primary undergraduate double degree programmes incorporate human movement (34 anticipated completions in 2001), science and technology (20), science (5), and the largest, a BTeach/BA programme (152). The secondary double degree programmes incorporate health promotion (13), health science (9), human movement (43), psychology (19), commerce (17), and, again, the largest is the BTeach/BA with 60 anticipated completions in 2001.

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La Trobe University La Trobe University offers initial teacher education at Bundoora in the northern suburbs of Melbourne, and in the regional cities of Bendigo (formally a separate institution), Wodonga and Sheparton (new campuses). The university is in the process of integrating provision. The largest programme is the undergraduate primary BEd offered at Bendigo. It has a three-year exit point, leading to a BTeach qualification, and honours is available within standard time. It has maintained completion numbers at around 140. The Bendigo campus also provides a secondary graduate DipEd with around 65 completions. Currently distinct DipEd programmes for primary, secondary and P–12 are provided on the Bundoora and various other campuses. Completions for the primary DipEd have substantially increased from 42 to 113, the secondary DipEd completions have dropped a little to 68, and the P–12 completions have increased a little to 33. University of Melbourne The teacher education programme of the University of Melbourne, in the inner northern suburb of Parkville, has its origins in the very large programme of the former Melbourne College of Advanced Education, the independent Institute of Early Childhood Development, the Hawthorn Institute (that specialised in secondary technical and TAFE teacher education), and the university’s long-standing graduate Diploma in Education. After the amalgamation in the 1980s, the teacher education provision was rationalised, with commencing student numbers in education reduced by 66 per cent between 1991 and 1998, from 3178 to 1086 (DEET 1991, p.101; DETYA 1991, p.107). The largest programme is now the secondary graduate DipEd. Completions have increased from 298 in 1999 to an anticipated 528 in 2001. The programme is relatively strong in science (especially chemistry with 39 anticipated completions in 2001), English (110), and several LOTEs (French with 10, Chinese with 10, and Japanese with 12). In the early and mid 1990s it had been planned to replace the DipEd with the two-year graduate BTeach. However, student demand and employment minimum requirement (especially in the current tight teaching labour market in Victoria) has stayed with the DipEd. Secondary graduate BTeach completions have fallen from 54 to an anticipated 43. However, completions in the primary two-year graduate BTeach are anticipated to rise sharply from 45 in 1999 to 113 in 2001.

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The four year undergraduate primary BEd completions have fluctuated around 100. Students in this and the four year undergraduate Bachelor Early Childhood Studies (BECS—see below) may also apply to do a concurrent Diploma in either Arts, Creative Arts, Information Systems, Modern Language or Music(Practical). These Diplomas will add an additional year onto the course length. Double degree programmes with an undergraduate degree in Arts, Music or Creative Arts and the graduate BTeach are offered. However, it appears that the enrolments are negligible except in the Secondary BMusic/BTeach which is expected to have 20 completions in 2001. The four year undergraduate Bachelor Early Childhood Studies (BECS) prepares teachers for children aged 0–8. Completions have dropped from 106 to an anticipated 65 in 2001. A BECS Pathways programme is available externally for those with a relevant TAFE diploma. Completions in it are anticipated to increase from 16 to 36. Honours is available within standard time for all early childhood and school teacher education programmes except the graduate DipEd. Former Hawthorn Institute programmes are continued with the adult and VET teacher education Diploma in Education and Training, Bachelor of Education and Training, and Graduate Diploma in Training and Development. These three courses are anticipated to have completions of 29, 52 and 36 respectively in 2001. Monash University Monash University provides teacher education programmes on the university’s main campus at Clayton, in Melbourne’s east, at Frankston on the Mornington Peninsular outer south eastern area of Melbourne, and at Churchill in east Gippsland. The Peninsular campus specialises in primary and early childhood teacher education. The largest programme is the undergraduate four year BEd(Primary) with 80 anticipated completions in 2001. The Bachelor of Early Childhood Education (BECE) is anticipated to have 34 completions, and the graduate DipEd programmes for primary and early childhood teachers are anticipated to have 64 and 12 completions respectively. Double degree programmes have recently been offered for intending primary teachers in Arts, Information Management and Systems, Music and Science. Completion numbers are, as yet, small—the largest number in the BA/BEd with 11 anticipated to complete in 2001.

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On the Clayton campus the major programme is the secondary graduate DipEd, with 214 completions anticipated in 2001. Chemistry is relatively strong, with 20 anticipated completions (but only 3 in physics). There are anticipated to be 20 mathematics, 81 English, 18 Japanese, and around 8 completions each for Indonesian German and French. The BA/BEd for intending secondary teachers has 11 anticipated completions in 2001. A very wide range of other double degree programmes has recently been offered for intending primary and secondary teachers, but as yet completion numbers are small or yet to occur. Most are of four years duration, except the BEd/BLaws (5 years), and the BCommerce/BEd for both primary and secondary teachers (4.5 years). On the Gippsland campus the graduate DipEd, available in mixed mode has been the major programme, though, according to the data provided for this project, it appears to be reducing sharply from almost 150 to around 20 completions. A range of double degree programmes is also now offered, but the only one with any completions as yet is the BA/BEd (Secondary), with 11 anticipated for 2001. RMIT University The teacher education programme of RMIT is provided at the campus in the northern Melbourne suburb of Bundoora by two autonomous units: the Faculty of Education, Language and Community Services, and the Department of Human Biology and Movement Science. The Faculty of Education, Language and Community Services provides two programmes. The larger is the four year undergraduate BEd. Students must choose two areas to qualify, such as primary plus adult teacher education. The database for this project does not precisely accommodate such unusual combinations. RMIT reported the following specialisation completions for 2001: 90 early childhood, 140 primary, 46 primary plus secondary, and 37 adult and VET. The total number of students anticipated to complete in 2001 is 198, and increase from 151 in 1999. The Faculty also provides a graduate DipEd in early childhood education, with 23 anticipated completions in 2001. The Department of Human Biology and Movement Science provides the Bachelor of Applied Science (Physical Education), a four year undergraduate programme for intending secondary teachers (and those seeking a range of other careers in the sports and recreation industries). In 2001, 34 completions are anticipated.

37



Victoria University Victoria University provides teacher education in the western Melbourne suburb of Footscray, the outer north western suburb of Melton, and the country town of Echuca on the Murray River. The largest programme is the secondary graduate DipEd at Footscray, with 94 completions anticipated in 2001. Also at Footscray is a four year undergraduate BEd, graduates of which are qualified to teach in both primary and secondary schools (P–12). In 2001 it is anticipated that there will be 69 completions. A specialised maths stream commenced in 2001. A similar P–12 BEd is provided at Melton. Anticipated completions have increased from 28 in 1999 to 67 in 2001. Also at Melton is a new BA in early childhood education, targeted at those who already have a relevant TAFE diploma. In 2002 it is anticipated that there will be 25 completions. At Echuca a primary undergraduate BEd has been introduced, with the first completions (8) in 2001. The course incorporates a strong Indigenous (Koori) component.

Western Australia To teach in Western Australian government schools teachers require a four year teaching qualification. In addition to early childhood, primary, and secondary teachers, the Department employs ‘middle school’ teachers, who may have a primary or secondary teaching qualification. Western Australia is entering a period of great fluctuation in teacher demand as a half size cohort enters primary school because of the change in school starting age. Associated changes in pre-year one education (taught by early childhood teachers) will ameliorate the effects. Even so, very reduced demand for primary teachers will occur in 2002, and may have a lingering effect on employment opportunities for graduates. Curtin University Curtin University in Perth provides four year undergraduate BEd programmes for intending early childhood, primary and secondary teachers in which honours is available within standard time. Generally, completions numbers appear stable over the period, and for the three courses in 2001 are anticipated to be 42, 36, and 14. A BA (Education: VET) is offered in mixed mode for those with an appropriate TAFE diploma. In 2001, 8 completions are anticipated. 38



A double degree BA (Education: Secondary)/BSc (Mathematical Sciences) is offered, but no completions in 1999 to 2001 are reported. The secondary graduate DipEd is anticipated to have 64 completions in 2001, and the DipEd in higher and further education is anticipated to have 9 completions in 2001. Edith Cowan University Edith Cowan University has a large initial teacher education programme, provided at the Churchlands, Mount Lawley and Bunbury campuses, and at the Western Australian Academy of Performing Arts (WAAPA) At Mt Lawley the School of Education provides an undergraduate secondary BEd with 100 anticipated completions in 2001, and double degrees in science and arts, with, as yet, small numbers completing. The School of Education and the WAAPA jointly offer a BEd (Music Education), with only small numbers of students completing each year (only one anticipated in 2001). The BEd (Secondary Art) is jointly provided with the School of Visual Arts, and also has very small numbers completing. At Churchlands (and at Mount Lawley) the School of Education provides a BEd in early childhood studies (completions anticipated to fall from 63 in 1999 to 16 in 2001), and BEd courses in early childhood, primary and secondary special education (all have small completion numbers). At Churchlands (alone) large and expanding graduate DipEd programmes are provided for intending early childhood, primary and secondary teachers. In 2001 the anticipated completions are 64, 108 and 207 respectively. At Bunbury as well as Churchlands a primary BEd is offered, with completions falling from 155 in 1999 to 85 in 2001. Murdoch University Murdoch University, in the Perth suburb of Murdoch offers a range of single award initial teacher education programmes, and associated double degree. The completion numbers in the double degree programmes are small. The primary BEd has anticipated completions in 2001 of 48. There is an associated double degree programme with no reported completions. The primary graduate DipEd has 44 anticipated completions in 2001, down from 74 in 2000. The associated double degree programme has no anticipated completions in 2001, but had 5 and 6 in 1999 and 2000. The secondary DipEd has anticipated 2001 completions of 64, up from 36 in 1999. 39



The DipEd in tertiary and adult education has 25 anticipated completions in 2001. Other programmes with very small completion numbers include the secondary BEd, secondary BSc/DipEd, BA (Education), and the undergraduate degree, secondary DipEd double degree. Notre Dame University Notre Dame University is a relatively new private Catholic University with campuses in Fremantle and Broome. Several new courses have been introduced, and will not have their first completions until 2002, 2003 or 2004. The primary undergraduate BA (Education) is the largest programme, with 33 anticipated completions in 2001. The secondary graduate DipEd is anticipated to have 23 completions. New or very small courses at Fremantle include the B(Health and Physical Education) that is anticipated to have 20 completions in 2004, and BEd, MTeach or DipEd programmes for early childhood, primary and secondary teachers not mentioned above. At the Broome campus, early childhood and primary undergraduate BEd and two-year graduate MTeach programmes are offered or planned. University of Western Australia The University of Western Australia at Nedlands has a large secondary graduate DipEd programme, and a wide range of double degree programmes offered over four years (or five years in the case of the primary and secondary music double degree programmes), with the first completions expected in 2004. The Graduate School of Education is considering changing the DipEd to a two-year programme if there is support from schools for extra practice placements. Completions in the DipEd have fallen a little from 185 in 1999 to an anticipated 160 in 2001.

3.2.2 Quantitative analysis of teacher education courses In the following tables, the 410 teacher education courses included in the database are analysed according to the number of completions expected in 2001 (Table 2), the percentages of courses by course duration (Table 3), and the percentages of courses being offered in internal, external or mixed mode (Table 4).

40



Course size (enrolments) All teacher education courses listed in university handbooks and websites are included in this database. However, it was found that a significant number of these (136 or 33 per cent of all courses) had no reported completions in the current year, or indeed, for the past three years (114 or 28 per cent of courses). An additional 43 per cent of courses were relatively small, having fewer than 50 students expected to complete in 2001 (see Table 2). Each of the six States (but neither of the Territories) had at least one course with over 100 students completing in 2001. Although the issue of course size is clouded to some extent by administrative classification procedures, it would appear that the institutions offering the largest courses in each State are: • NSW: • QLD:

• SA: • VIC: • WA:

CSU

Grad Dip Ed Secondary

230 students

UWS

B Ed Primary & Early C’hood

204 students

QUT

B Ed Primary

263 students

B Ed Secondary

208 students

B Ed Early C’hood

129 students

UniSA

B Ed Primary

155 students

Adelaide


140 students

Melbourne


528 students

Deakin

B Teach Primary

152 students

ECU


207 students

Grad Dip Ed Primary

108 students

Tasmania had only one institution with active teacher education programmes. In the NT both institutions had small programmes. In ACT, the largest courses were offered by University of Canberra, but none of these had more than 100 students. An analysis of course size by State is presented in Table 2.

41



Table 2

Teacher education courses by 2001 expected completion numbers (number and percentage of courses) 0

ACT

1–9

0

1

(17%)

10–49 2

(33%)

3

50–99

100–199

200+

(50%)

0

0

NSW

37 (29%)

21 (16%)

35 (27%)

NT

7

1

5

QLD

36 (36%)

12 (12%)

34 (34%)

8

(8%)

SA

1

3

(20%)

5

(33%)

4

(27%)

3 (20%)

3

(60%)

1

(54%) (6%)

(8%)

TAS

0

0

VIC

26 (31%)

11 (13%)

30 (35%)

7

WA TOTAL

137 (33%)

(13%)

56 (14%)

21 (16%)

(38%)

11

0

(9%)

7

(7%)

(20%)

1

(20%)

24 (28%)

14 (16%)

7

(8%)

8

5

2

(4%)

(15%)

116 (29%)

4

(3%)

3

(3%)

0

(9%)

56 (14%)

31 (8%)

0 0 0 3

(4%)

1

(2%)

11 (3%)

Course duration Table 3 presents an analysis of course duration by state. Note that one and two-year courses are graduate programmes, with an undergraduate degree prerequisite. (A small number of exceptions to this are undergraduate degrees for early childhood or Adult/VET teacher in particular, structured to follow a TAFE diploma.) Overall, 56 per cent of all active courses (courses with student enrolments in 2001) are of four years duration. NSW, VIC and WA each have a significant number of one year courses, while ACT, NT, QLD, SA and TAS have more two-year than one year courses. Table 3

ACT NSW NT QLD SA TAS VIC WA TOTAL

42

Teacher education courses by course duration (number and percentage of courses, excluding courses with 0 expected completions in 2001) 1 year 1 (17%) 27 (30%) 1 (20%) 1 (2%) 2 (13%) 0 15 (25%) 10 (42%) 57 (22%)

2 years 2 (33%) 10 (11%) 2 (40%) 18 (33%) 6 (40%) 2 (40%) 5 (8%) 1 (4%) 46 (18%)

3 years 0 5 (6%) 1 (20%) 0 1 (7%) 1 (20%) 1 (2%) 1 (4%) 10 (4%)

4 years 3 (50%) 48 (53%) 1 (20%) 35 (65%) 6 (40%) 2 (40%) 38 (64%) 12 (50%) 145 (56%)



Mode of delivery As indicated in Table 4, approximately 18 per cent of all active courses are offered in external or mixed mode. By state, this ranges from none at all in ACT and 7 per cent in VIC, to 75 per cent in NT. The institutions offering external or mixed mode courses are as follows: • NSW:

ACU, CSU, UNE, UTS, UWS

• NT:

NTU

• QLD:

CQU, Griffith, QUT, USQ

• SA:

UniSA

• TAS:

U Tas

• VIC:

Deakin, Melbourne, Monash

• WA:

Curtin, Murdoch

Table 4

ACT NSW NT QLD SA TAS VIC WA TOTAL

Teacher education courses by mode of delivery (number and percentage of courses, excluding courses with 0 expected completions in 2001) Internal 6 (100%) 71 (80%) 1 (25%) 46 (84%) 11 (73%) 4 (80%) 55 (93%) 17 (74%) 211 (82%)

External 0

Mixed 0

5 (6%) 0

13 (15%) 3 (75%) 7 (13%) 4 (27%) 0

2 (4%) 0 1 (20%) 1 (2%) 0 9 (4%)

3 (5%) 6 (26%) 36 (14%)

43



3.3 Teacher education completions In the sections which follow, quantitative information is presented on completions from teacher education programmes. Section 3.3.1 presents the number of completions by state and institution for 1999, 2000 and expected in 2001. These are analysed according to the five major qualification categories and (for 2001 projections) the three major course levels, as follows. Qualification categories: • early childhood; • primary (including specialist, non-classroom teachers); • secondary; • primary & secondary/middle school; (This category includes those qualified to teach BOTH primary and secondary classes as well as those qualified to teach middle school. These groups have been combined because of their low numbers.) • adult, VET and tertiary. Course levels • Undergraduate (UG); • Graduate (graduate entry, graduate diploma, Masters (initial)); and • Double Degree (DD). Section 3.3.2 presents data on six selected secondary specialisations, as follows. Secondary specialisations: • Senior physics, • Senior chemistry, • Senior advanced mathematics; • Senior English • Secondary IT; and • A range of secondary LOTE subjects (Modern Greek, Italian, Spanish, French, German, Indonesian, Chinese, Japanese and Arabic). The numbers of completions expected in 2001 with each specialisation are reported for each institution. The extent to which each institution contributes to the selected specialisations in their state is discussed.

44



3.3.1 Completion numbers: qualification categories and course levels Table 5 presents a summary of total completions, by state, for the years 1999, 2000 and expected in 2001. In total, 14 073 new teachers are expected in 2001. Not surprisingly, the largest numbers of completions in each of the three years are from NSW (4720 expected in 2001), VIC (3624 expected in 2001) and QLD (3026 expected in 2001), these three states together accounting for approximately 75–80 per cent of new teachers each year. Trends over time presented graphically in Figures 1–9 indicate that, in general, graduate numbers have increased at a rate varying from 11 per cent (1999/2000) to 14 per cent (2000/2001). (It should be borne in mind that the 2000/2001 trend is based on projected completions and thus may be a slight overestimate of the actual trends.) Most of this growth has been in the areas of primary (16–18 per cent increase per year), secondary (12–14 per cent increase per year) and early childhood (8–15 per cent increase per year). As indicated in Table 5, QLD has shown the largest increase in graduate numbers overall (29 per cent per year). The numbers of students expected to graduate in 2001 within each of the five qualification categories are presented for each state (Table 6) and for each institution (Table 7). Approximately 43 per cent of graduates will be qualified to teach at secondary level, 40 per cent at primary level, 12 per cent at early childhood level, and 5 per cent at adult level. Figures C1–C8 (in Appendix C) illustrate variations among the states in the qualification categories of graduating teachers. The larger states (NSW, VIC and QLD) each produce approximately equal proportions of primary and secondary qualified teachers. The smaller states and territories tend to produce more primary than secondary teachers, except in WA where a larger proportion of secondary qualified teachers is expected to complete (this is probably in response to the anticipated oversupply of primary graduates as a consequence of the impact of the change in school starting age). There is also a large proportion of early childhood teachers (qualified to teach 5–8, that is in school settings only) completing at the University of Tasmania, and a large proportion of adult teachers graduating from the Northern Territory University. In terms of course level, Figures C9–C12 (Appendix C) indicate that the majority of primary, early childhood and adult teachers undertake undergraduate courses, while the majority of secondary teachers undertake graduate diplomas or double degrees. Even so, in two states (NSW and QLD) there are significant numbers of secondary teachers who will complete undergraduate courses. Figures C13–C18 (Appendix C) illustrate the ‘market share’ of institutions in each state. The institutions identified in Section 3.2.2 as having the largest

45



courses are also those with the highest numbers of total completions, in particular: • UWS (754 completions); • University of Newcastle (694 completions); • CSU (667 completions) • QUT (1101 completions) • University of SA (567 completions) • Melbourne University (1020 completions); • Deakin University (643 completions); and • ECU (588 completions). These eight major institutions together account for approximately 43 per cent of all Australian graduating teachers. These patterns are also evident in the 2000 and 1999 data (Tables 8 and 9), with the eight institutions above producing 41 per cent of graduates in 2000 and 1999. Table 5 ACT NSW NT QLD SA TAS VIC WA TOTALS

46

Summary of completions numbers by state 1999 235 3973 105 1824 800 278 2721 1178 11114

2000 239 4177 94 2580 734 259 3025 1252 12360

2001 285 4720 98 3026 870 287 3624 1163 14073



Figure 1

Numbers of completions: trends (all Australia)

No. of graduates

6000 5000 Secondary

4000

Primary Early Childhood

3000

Adult

2000 1000 0 1999 Figure 2

2000

2001

Numbers of completions: trends (ACT)

No. of graduates

6000 5000 Secondary

4000


3000

Adult

2000 1000 0 1999

2000

2001

47



Figure 3

Numbers of completions: trends (NSW)

No. of graduates

2500 2000 Secondary

1500


1000

Adult

500 0

Figure 4

1999

2000

2001

Numbers of completions: trends (NT)

No. of graduates

50 40

Secondary Adult Primary

20

Secondary

Early C'hood

Early Childhood

10 0

48

Primary Adult

30

1999

2000

2001



Figure 5

Numbers of completions: trends (QLD)

No. of graduates

1500 1200 Primary

900

Secondary Early Childhood

600

Adult

300 0

Figure 6

1999

2000

2001

Numbers of completions: trends (SA)

No. of graduates

500 400 Primary

300

Secondary Early Childhood

200

Adult

100 0

1999

2000

2001

49



Figure 7

Numbers of completions: trends (TAS)

No. of graduates

80 70 60

Secondary

Adult

Primary

50

Secondary

Early Childhood

Primary

40

Adult

Early C'hood

30 20 10

Figure 8

1999

2000

2001

Numbers of completions: trends (VIC)

No. of graduates

2000

1500 Secondary

Adult

Primary Early Childhood Early Adult

500

0

50

Primary Secondary

1000

1999

2000

2001

C'hood



Figure 9

Numbers of completions: trends (WA)

No. of graduates

800 700 600

Secondary

500

Primary

400

Early Childhood Adult

300 200 100 0

1999

Table 6 Institution

2000

2001

Number of completions in each qualification category, summary by State (expected in 2001) Early

Primary

Childhood

Prim & Sec

Secondary

Adult

Total

or Middle School

ACT

29

168

0

88

0

285

NSW

659

1722

25

2102

212

4720

NT

8

40

0

25

25

98

QLD

400

1365

44

1091

126

3026

SA

107

416

46

235

66

870

TAS

77

77

54

56

23

287

VIC

238

1225

466

1548

147

3624

WA

126

354

0

641

42

1163

TOTALS

1644

5367

635

5786

641

14073

51

52

29 29

U/G

(continued on next page)

14

14

Grad

96

96

DD

77 98 83 286 122 1100

121 16 115 85 97

70 84 154

U/G

104 83 486

62

44

107 21 65

14 14

Grad

Primary

136

8

121

7

DD

25

25

Prim & Sec or Middle School U/G Grad DD

50 445

142

39 64

7 16 127

U/G

223 68 75 75 126 54 214 60 1201

75 1 230

88 88

Grad

Secondary

456

6 62 294

85 9

DD

160

114 4

2

40

U/G

52

43

9

Grad

Adult DD

Number of completions in each qualification category and course level by institution (completions expected in 2001)

Early Childhood

NSW ACU Avondale CSU 150 Macquarie 114 UNE 110 UNSW Newcastle Southern Cross Sydney UTS UWS 132 Wollongong 43 Totals 549

ACT ACU Canberra Totals

Institution

Table 7

281 33 667 347 510 169 694 152 453 302 754 358 4720

70 215 285

Total



34 1 44

216 50 353

96 96

65 65

SA Adelaide Flinders UniSA Totals

TAS UTas Totals

(continued on next page)

12 12

11 11

9

57

30

8 8

3

3

Early Childhood U/G Grad DD

QLD ACU Christian Heritage CQU Griffith JCU UQ QUT USQ Totals

NT Batchelor NTU Totals

Institution

64 64

65 271 336

263 135 1135

220 270 123

100 24

32 32

U/G

13 13

38 42 80

123 15 214

15 28 28

5

8 8

Primary Grad

16

9

5 2

DD

38 38

23

23

44

44

16 16

23

23

Prim & Sec or Middle U/G Grad DD

2

2

208 13 488

60 177 30

U/G

56 56

140 12 81 233

25 30 29 101 102 20 369

60 2

25 25

234

100 110

17

7

Secondary Grad DD

23 23

50 50

33 90 123

11 11

U/G

16 16

3

3

14 14

Adult Grad DD

287 287

140 163 567 870

350 530 278 245 1101 324 3026

165 33

0 98 98

Total

Table 7 Number of completions in each qualification category and course level by institution (completions expected in 2001) (continued)



53

54

64

180

ALL AUSTRALIA TOTALS 1365

35

203

64

12 23

101 34 68

99

Early Childhood U/G Grad DD

WA Curtin 42 ECU 20 Murdoch Notre Dame UWA Totals 62

VIC ACU Ballarat Deakin La Trobe Melbourne Monash RMIT Victoria U Totals

Institution

3526

202

36 85 48 33

143 97 81 100 8 503

74

U/G

1240

130

108 22

295

113 113 64

5

Primary Grad

601

22

22

427

17

120 79 211

DD

266

136 136

320

281

248 33

49

49

49

Prim & Sec or Middle School U/G Grad DD

15

184

35

3 32

3674 924

64 207 32 23 160 486

94 1216 199

133 571 232

141 45

Secondary Grad DD

1188

120

14 101 5

133

34

21

3 75

U/G

457

8

8

82

30

52

U/G

184

34

25

9

65

65

Adult Grad

0

DD

14073

173 588 186 56 160 1163

387 204 643 422 1020 455 255 238 3624

Total

Table 7 Number of completions in each qualification category and course level by institution (completions expected in 2001) (continued)





Table 8 Institution

Number of completions in each qualification category for 2000

Early Childhood

Primary

Prim & Sec or MiddleSchool

Secondary

Adult

Total

ACT ACU Canberra Totals NSW ACU Avondale CSU Macquarie UNE UNSW Newcastle Southern Cross Sydney UTS UWS Wollongong Totals

0 27 27

67 84 151

0 0 0

0 61 61

0 0 0

67 172 239

0 0 74 145 110 0 107 0 0 0 120 30 586

106 21 134 100 61 0 97 73 149 35 340 261 1377

0 0 0 0 0 0 0 0 27 0 0 0 27

160 25 151 147 144 181 380 67 269 33 214 125 1896

0 0 53 0 2 0 0 0 0 221 16 0 292

266 46 412 392 307 181 584 140 454 289 690 416 4177


0 6 6

7 32 39

0 0 0

0 22 22

0 25 25

9 85 94


0 0 120 0 80 0 170 53 423

100 19 125 259 123 0 301 145 1072

0 0 0 0 0 44 0 0 44

60 9 45 182 60 193 374 23 946

0 0 0 0 0 0 25 71 96

160 28 290 441 262 237 870 292 2580


0 0 82 82

0 101 244 345

0 56 0 56

130 12 54 196

0 0 55 55

130 169 435 734

TAS UTas Totals

72 72

73 73

35 35

62 62

17 17

259 259

55



Table 8 Institution

Number of completions in each qualification category for 2000 (continued)

Early Childhood

Primary


0 0 0 0 41 26 104 0 171

147 59 205 183 186 134 150 0 1064

61 0 208 22 0 0 49 93 433

WA Curtin ECU Murdoch Notre Dame UWA Totals

48 108 0 0 0 156

51 242 105 44 0 442

1523

4563

ALL AUSTRALIA Totals 12360

Prim & Sec Secondary or Middle School

Adult

Total

132 119 182 92 431 304 30 88 1378

0 0 0 0 76 0 47 0 123

340 178 595 297 734 464 236 181 3025

0 0 0 0 0 0

78 273 62 17 178 608

14 0 29 0 0 43

191 623 199 61 178 1252

595

5169

651

Note: Due to some anomalies in the data provided by institutions, the totals in the right hand column, which reflect total completions for each institution, do not in all cases equal the sum of the other columns (see Section 2.2 on data collection difficulties).

56



Table 9 Institution

Number of completions in each qualification category for 1999

Early Childhood

Primary


Adult

Total


0 31 31

60 63 123

0 0 0

0 81 81

0 0 0

60 175 235

NSW ACU Avondale CSU Macquarie UNE UNSW Newcastle Southern Cross Sydney UTS UWS Wollongong Totals

0 0 31 159 71 0 76 0 0 0 66 46 449

116 23 84 89 90 0 99 55 122 17 342 226 1263

0 0 0 0 0 0 0 0 26 0 0 0 26

167 21 155 153 120 175 289 56 271 33 214 122 1776

0 0 62 0 2 0 0 0 0 285 20 0 369

283 44 332 401 283 175 464 111 427 335 724 394 3973


2 6 8

17 25 42

0 0 0

0 22 22

0 32 32

20 85 105


0 0 64 0 35 0 162 60 321

60 14 85 232 98 0 193 101 783

0 0 0 0 0 42 0 0 42

0 9 6 116 49 186 237 0 603

0 0 0 1 0 0 40 34 75

60 23 155 349 182 228 632 195 1824


0 0 123 123

0 115 223 338

0 56 0 56

124 22 70 216

0 0 67 67

124 193 483 800

TAS UTas Totals

60 60

61 61

48 48

79 79

30 30

278 278

57



Table 9 Institution

Number of completions in each qualification category for 1999 (continued)

Early Childhood

Primary


Adult

Total


0 0 0 0 122 0 76 0 198

155 49 184 182 131 69 128 0 898

35 0 192 27 0 0 54 80 388

156 112 147 155 352 178 30 81 1211

0 0 0 0 121 0 36 0 157

346 161 523 364 726 247 193 161 2721


32 105 0 0 0 137

42 245 95 40 0 422

0 0 0 0 0 0

88 230 45 12 185 560

18 0 30 0 0 48

ALL AUSTRALIA Totals

1327

3930

560

4548

778

180 580 181 52 185 1178

11114

Note: Due to some anomalies in the data provided by institutions, the totals in the right hand column, which reflect total completions for each institution, do not in all cases equal the sum of the other columns (see Section 2.2 on data collection difficulties).

3.3.2 Secondary specialisations The database includes completions in a limited number of secondary specialisations. These were selected in consultation with DETYA officers as the most critical in terms of information needs. Because of variations between institutions in the details retained in their student records, it was difficult to obtain consistently accurate figures for completions in 1999 and 2000. As a consequence, only the data for projected completions in 2001 are reported in detail here. Data for the years 1999 and 2000 can be accessed from the database. As indicated in Table 10, the most prevalent of the six selected specialisations was Senior English, with 19 per cent of secondary graduates in 2001 being projected as qualified to teach this subject. Each of the other five specialisations were held by fewer than 10 per cent of all secondary graduates, several (physics, chemistry, IT) being at half that rate, and because the figures include combinations of specialisations, the numbers of teachers involved are even fewer. Of the nine LOTE subjects surveyed, most graduates were qualified to teach Japanese, followed by French and Chinese (Table 11). It should be noted that the numbers of graduates from many institutions in each state are very small in number, particularly for specialisations other than English. 58



Although the numbers of 2001 graduates qualified to teach secondary IT are quite low (234 or 4 per cent of graduates), it should be noted that in New South Wales, an additional 40 IT specialists are expected to graduate from a University of Sydney retraining programme for experienced teachers. Although not specifically surveyed in this project, it is apparent that some new and innovative programmes are also being developed in relation to Technology Education. La Trobe University, for example, introduced in 2000 a two-year diploma course in technology education oriented to preparing qualified trades people to become secondary technology teachers. Thirty students are expected to graduate from this programme in 2002. At the University of Newcastle the ‘Newstart in Teacher Education’ programme has been introduced to retrain as secondary technical and applied studies teachers former industrial workers, providing appropriate recognition of prior learning for existing qualifications and experience. The programme commenced on a full fee basis for former Newcastle BHP steel workers, with BHP funding the students. The programme is now expanding to accept other students (on a HECS or fee basis). The programme is also operating at Wollongong, located at a school site. Around 64 students are anticipated to complete the programme at the Newcastle and Wollongong sites in 2001. Figures C19–C48 (Appendix C) illustrate the contributions made by individual institutions to projected graduations in selected specialisations. In New South Wales, most of the Physics and Chemistry teachers are from CSU, UNSW and Wollongong; Maths and English teachers from Sydney, UNSW and UWS; IT teachers from CSU, ACU and UWS; and LOTE teachers from Sydney and Macquarie. In Queensland, most of the Physics and Chemistry teachers are from UQ and Griffith; Maths teachers from UQ and QUT; English teachers from QUT and Griffith; IT teachers from UQ and ACU; and LOTE teachers from QUT. In South Australia, most of the Physics, Chemistry, Maths, English and LOTE teachers are from Adelaide, while the IT teachers (actually only two completions were expected in 2001) are from UniSA. In Victoria, most of the Physics, Chemistry, English and LOTE graduates are from Melbourne and Monash; Maths teachers from La Trobe and Monash; and IT teachers from Victoria University. In Western Australia, most of the Physics and Maths teachers are from Murdoch, ECU and Curtin; Chemistry and LOTE teachers from ECU and UWA; English teachers from ECU, Murdoch and UWA; and IT teachers from UWA. In NT and TAS, all secondary graduates are from one institution—NTU and U Tas respectively.

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Data regarding the numbers of completions in the different specialisations in 1999 and 2000 were collected, however, the accuracy of these data is highly questionable. Trend analyses have not been presented as they may be misleading. Table 10 Institution

Number of completions by specialisation; expressed as a percentage of all secondary completions (expected 2001)

No. %

No.

%

No.

%

No. %

No.

%

All secondary completions No. %


0 3 3

0 3% 3%

0 6 6

0 7% 7%

0 12 12

0 14% 14%

0 35 35

0 40% 40%

0 2 2

0 2% 2%

0 13 13

0 15% 15%

NSW ACU Avondale CSU Macquarie UNE UNSW Newcastle Southern Cross Sydney UTS UWS Wollongong Totals

0 0 22 2 5 18 6 13 8 3 13 16 106

0 0 9% 2% 2% 11% 1% 17% 3% 6% 6% 15% 5%

4 0 25 14 11 18 7 13 11 8 13 16 140

3% 0 10% 11% 5% 11% 2% 17% 3% 15% 6% 15% 7%

17 3 9 13 11 19 10 0 29 0 15 13 139

11% 18% 4% 10% 5% 11% 2% 0 11% 0 7% 12% 7%

37 2 18 28 27 38 34 0 76 0 37 28 325

23% 12% 7% 22% 12% 22% 8% 0 28% 0 17% 25% 15%

12 2 16 0 2 0 7 0 0 0 10 0 49

8% 12% 7% 0 1% 0 2% 0 0 0 5% 0 2%

0 0 8 33 17 18 8 0 65 0 0 3 152

0 160 0 17 3% 246 26% 127 7% 229 11% 169 2% 433 0 75 24% 268 0 54 0 214 3% 110 7% 2102


0 1 1

0 4% 4%

0 2 2

0 8% 8%

0 2 2

0 8% 8%

0 8 8

0 32% 32%

0 3 3

0 12% 12%

0 3 3

0 12% 12%

60

Physics

Chemistry

Maths

English

IT

LOTE

0 88 88

0 25 25



Table 10 Institution secondary QLD ACU Christian Heritage CQU Griffith JCU UQ QUT USQ Totals

Number of completions by specialisation; expressed as a percentage of all secondary completions (expected 2001) (continued)

Physics

Chemistry

0

0

2

3%

8

13%

20

33%

9

15%

3

5%

0 0 4 2 9 1 3 19

0 0 2% 3% 4% 0 9% 2%

0 0 8 6 16 6 4 42

0 0 4% 10% 8% 1% 12% 4%

0 0 6 6 28 15 8 71

0 0 3% 10% 14% 4% 24% 7%

5 0 48 28 32 54 14 201

56% 0 21% 47% 16% 13% 42% 18%

0 0 0 3 11 7 0 30

0 0 0 5% 5% 2% 0 3%

0 0 3 4 2 57 7 76

0 9 0 85 1% 224 7% 59 1% 201 14% 420 21% 33 7% 1091

7 1 0 8

5% 7% 0 3%

11 0 1 12

8% 0 1% 5%

15 1 2 18

11% 7% 2% 8%

31 4 3 38

22% 29% 4% 16%

0 0 2 2

0 0 2% 1%

24 1 10 35

17% 7% 12% 15%

140 14 81 235

0 0

0 0

2 2

4% 4%

8 8

14% 14%

25 25

45% 45%

1 1

2% 2%

7 7

13% 13%

56 56


1 0 1 6 17 7 0 8 40

1% 0 1% 5% 3% 3% 0 9% 3%

4 5 3 10 39 27 0 9 97

3% 4% 2% 8% 7% 11% 0 10% 6%

5 3 10 37 11 32 0 16 114

3% 3% 5% 28% 2% 13% 0 17% 7%

42 22 34 30 120 105 3 46 402

29% 18% 18% 23% 20% 43% 9% 49% 26%

2 1 7 11 0 0 0 80 110

1% 1% 3% 8% 0 0 0 85% 7%

14 0 7 8 40 43 2 14 134

10% 144 0 120 3% 184 6% 133 7% 592 17% 247 6% 34 15% 94 9% 1548


7 7 10 1 5 30

9% 2% 14% 4% 3% 5%

0 7 4 0 6 17

0 2% 6% 0 4% 3%

13 12 7 3 9 44

17% 4% 10% 13% 6% 7%

12 27 23 5 22 89

15% 9% 33% 22% 14% 14%

1 6 0 0 30 37

1% 2% 0 0 19% 6%

0 13 7 0 12 32

0 4% 10% 0 1% 5%

318

6%

408 7%

234

4%

452 8%

SA Adelaide Flinders UniSA Totals TAS UTas Totals

ALL AUSTRALIA Totals 207 4%

Maths

English

1123 19%

IT

LOTE

Total

60

78 311 69 23 160 641

5786

61

62

ACT NSW NT QLD SA TAS VIC WA Totals

No. 0 10 0 0 1 0 2 0 13

% 0 0 0 0 0 0 0 0 0

Modern Greek

Table 11

No. 0 18 0 3 2 0 8 9 40

Italian

% 0 1% 0 0 1% 0 1% 1% 1%

No. 0 4 0 4 0 0 1 0 9

% 0 0 0 0 0 0 0 0 0

Spanish

No. 3 30 1 15 7 1 23 5 85

% 3% 1% 4% 1% 3% 2% 1% 1% 1%

French

No. 1 9 0 14 3 1 16 3 47

% 1% 0 0 1% 1% 2% 1% 0 1%

German

No. 1 17 1 5 5 2 19 5 55

% 1% 1% 4% 0 2% 4% 1% 1% 1%

Indonesian

No. 2 21 0 14 4 0 18 1 60

% 2% 1% 0 1% 2% 0 1% 0 1%

Chinese

No. 6 40 1 21 13 3 34 9 127

% 7% 2% 4% 2% 6% 5% 2% 1% 2%

Japanese

No. 0 3 0 0 0 0 7 0 10

Total secondary completions % 0 88 0 2102 0 25 0 1091 0 235 0 56 0 1548 0 641 0 5786

Arabic

Number of LOTE completions by specialisation; expressed as a percentage of all secondary completions (expected 2001)





4 Challenges for ongoing data collection and management The brief for this project required the development of a classification system and database incorporating all programmes leading to teacher qualifications. The database was developed for the primary purpose of providing information about initial teacher education courses and completions, for, in particular, teaching labour market analyses. To ensure quality data on courses it is necessary to ensure that all programmes leading to initial teacher education qualifications are included, and that only such programmes are included. Key features such as course level, and mode and location of delivery are also important. To ensure quality data on completions it is necessary to ensure that there is no double counting, and that students who are overseas students or those who already have a teaching qualification are excluded. Some of the issues that have arisen in developing this database are considered in detail in the following sections in order to inform the review and further development of DETYA’s existing classification of teacher education courses, and for the evaluation of other possible data management systems. Some of these issues are inherently problematic, for others there can be ready solutions. The relevant course classification system for the purposes of labour market analyses has been the ‘Fields of Study’ (FOS) system used by DETYA. A crucial feature of relevant labour market analyses is being confident that the courses that students are completing are in fact courses that provide initial professional preparation, and that no such course is missed. Within the Education FOS (05) category there are four subcategories: • Education—General (501) • Initial Teacher Education (Pre-service) (502) • Post-initial Teacher Education (503) • Education other than Teacher Education (504) Within the ‘Initial Teacher Education (Pre-service)’ category there are seven further subcategories: • Initial Teacher Education (General) (50201)

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• Initial Early Childhood Teacher Education (50202) • Initial Primary Teacher Education (50203) • Initial Secondary Teacher Education (50204) • Initial TAFE Teacher Education (50205) • Initial Special Teacher Education (50206) • Initial Teacher Education—Other (50299) DETYA is introducing a new ‘Field of Education’ (FOE) classification system to replace FOS. For the Education FOE there are three main categories: Teacher Education (0701), Curriculum and Education Studies (0703) and Other Education (0799). Within Teacher Education there are ten sub-categories that include all the initial teacher education categories of FOS (see above), with some minor amendments (VET instated of TAFE), and the inclusion of higher education, English as a second language, and nursing education teacher training. In addition to the FOE classification, courses must be provided with a code that ‘identifies courses of special interest to DETYA’. This ‘Element No. 321’ has four categories in addition to ‘not a course of special interest’. One of these is ‘a course providing initial teacher training’ (others cover initial nursing and medical education, and Australian Maritime College special courses). Thus the new FOE classification system, combined with Element 312, provides comparable categories to the FOS classification system. DETYA provided to this project datasets of 1999 completions and 2000 commencements by State, institution and course, categorised by FOS classification. The datasets were useful (along with information from other sources) in checking the information received from institutions. We did not carry out a comprehensive analysis of the datasets in terms of the appropriateness of course classifications or the apparent accuracy of student data. The complexities of the two DETYA datasets and the project database, and inconsistencies in the data provided by universities to each, made that an impossible task within the resources of this project. However, we carried out some simple sorting according to FOS classification, and selected some clear anomalies and noted some other problematic aspects of the datasets for illustrative purposes in the following discussion.

4.1 Inclusion of all programmes providing initial teacher education To be sure that all relevant courses are included involves being aware of the actual existence of courses, and in some cases making judgements about inclusion or exclusion. 64



The DETYA course listing by Field of Study (FOS) code 0502 (‘Initial Teacher Education (Pre-service)’) provides a general method of making an initial list of courses that should be included. However, there are at least three problems. First, some relevant courses do not appear to be listed at all in the DETYA datasets. Those apparently missing include the University of Sydney Conservatorium’s BMus (Music Education), which is probably classified under ‘Music’, and the University of Queensland’s BScApp (HMS-Ed). Second, some recognised initial teacher education programmes are outside the DETYA data collection system, namely those provided by Christian Heritage College in Queensland. Third, and most importantly, there are some significant misclassifications. Several large initial teacher education programmes are not classified as initial, and it should be a simple matter to ensure proper classification. Those programmes are the University of Wollongong graduate DipEd, which is classified (correctly) as 50201 in the DETYA 1999 completions dataset, but incorrectly as 50301 (post initial teacher education – general) in the DETYA 2000 commencements dataset. The University of Adelaide graduate DipEd, and up to thirteen double degree programmes (undergraduate degree/graduate BEd ‘parallel’) at the University of Queensland are classified as 50101 in both DETYA datasets. Both the Adelaide and Queensland courses should be reclassified as 50204 (initial secondary teacher education). For the development of the database, the project team relied primarily on their own knowledge of teacher education in Australia to ensure that information gained from institutional websites and other sources included all relevant courses. In those cases where the major faculty or school of education at a university does not provide all the initial teacher education courses, it was that direct knowledge of provision that ensured that all courses were included. The University of NSW, the University of Sydney, RMIT University and the University of Queensland are institutions where this issue arises (see their individual listing in section 3.2.1 ). An important matter where judgement about inclusion or exclusion of a course is necessary is that element of a programme after an early exit point. For example, the Masters of Teaching programme at the University of Sydney is understood by the course developers, the students enrolled, and others associated with the course as an initial teacher education programme. There is an exit point at around 18 months at which students may leave with a Bachelor of Teaching qualification. Only a small proportion do so. In general, all students commence the course with the intention of completing the full MTeach programme. DETYA 2001 statistics classify the BTeach as ‘initial’

65



(50203 and 50204) in the 1999 completions dataset, with 167 completions, and the MTeach as ‘Education other than teacher education’ (50499), with 161 completions—students who would have been accounted for as BTeach completions the previous year. In the DETYA 2000 commencing students dataset the BTeach is listed in the same way, with similar numbers of students; the MTeach is not listed at all. In the database of this project the MTeach is included as ‘initial’. The BTeach is also listed as an initial programme, but only those students who have not (or are assumed will not) continue to complete the MTeach are included in the completions data. Similar problems arise with four year undergraduate programmes with an exit point after three years. There is no clear cut answer as to what is the most appropriate way of dealing with these issues. However, it is essential that there is no double counting (see below). Other relevant criteria are the provision of the most useful data for important purposes, and the simplicity and functionality of data management. The choices made, and directions given to those providing data, will need to be revisited if this exercise is either to be simply repeated to provide updated data, or a new database structure developed.

4.2 Exclusion of programmes that do not provide initial teacher education One year (fourth year) Bachelor of Education programmes, with a curriculum geared to the professional needs of experienced teachers with three-year qualifications clearly should not be included. However, a fourth year programme linked to (or integrated with) the other three years (after which there may or may not be an optional exit point) is in the category already discussed that should be included, even if some students are experienced teachers, undertaking the course to obtain a four year qualification. Those particular students would not be counted as ‘initial’ completions. It may not always be easy to classify a course without direct contact with those involved in its provision. One problematic area that this project has only referred to in passing comes broadly under the category of qualified teacher ‘retraining’. Programs are established from time to time, on the basis of perceived need, to retrain in areas of undersupply, qualified teachers whose specialist qualifications are in oversupply. Such programmes are not included in the database of this project, and are only mentioned when the information was volunteered by respondents to the survey. However, a knowledge of the numbers of students in such courses may be vital for some labour market analyses.

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A similar issue arises in one of the courses listed. At The University of New England a three-year BTeach prepares graduates for early childhood teaching of children from 0-5 years. The course articulates with a fourth year BEd that provides the option of 5-8 preparation, thus leading to a school teaching qualification. The numbers are not sufficiently large in this programme for it, in itself, to be an issue. But a similar programme involving many students would need to be appropriately accounted for in labour market analyses. There are also courses for teachers with overseas qualifications. Some courses may be appropriately classified as initial (as far as teaching in Australia is concerned), some as post-initial. If the numbers of completions are more than trivial, they would need to be appropriately accounted for in labour market analyses, and not double counted with immigration data.

4.3 The problem of double counting Double counting is most likely to occur where there is an exit point leading to a recognised teaching qualification. There are several different types of courses in this study with such early exit points. First, there are four year undergraduate programmes with an exit point after three years (usually an early exit with a Bachelor of Teaching before completion of a Bachelor of Education). This structure has been common for many years, often being a development out of what were ‘3+e+1’ programmes where ‘e’ was a period of experience as an employed, fully responsible teacher. The provision of such courses with early exit points generally occurs only in jurisdictions where the shorter course leads to a qualification acceptable in that jurisdiction and where there is student demand. Student demand has been a significant factor in the retention of some programmes with an early exit structure. In the mid 1990s there were generally plans to phase out such courses. However, as graduates with only a three-year qualification have readily found employment in more recent years, the structure has been retained, and increasing numbers have left at the early exit point, planning to obtain the full qualification at a later time. Second, there are two-year and eighteen month graduate programmes with exit points after one year (or eighteen months). The longer courses have been developed in recognition of the difficulty of adequately preparing graduates for fully responsible professional work in a one year graduate programme (Adey 1998). Again, student demand has been a significant element in the decision to incorporate or retain the early exit point. Around the mid 1990s, when it was difficult for many graduates to obtain teaching positions, 67



institutions introducing the two-year (or eighteen month) graduate programmes usually planned to phase out the one year Diplomas in Education. However, increasing demand has meant that teaching positions are now more readily available for graduates of one year programmes, and student demand has resulted in an expansion, rather than contraction, of the shorter programmes, and the provision of early exit points in the longer programmes. This conflict between what teacher educators believe is the course length necessary for professional preparation of adequate quality, and student demand for the minimum length necessary to gain employment is likely to remain in most jurisdictions. At this time there is some element of inconsistency in all jurisdictions except Queensland. The clear danger of double counting significant numbers of completing students is apparent from the earlier discussion of the Sydney University BTeach/MTeach situation— serious double counting would be likely if the MTeach is reclassified (more accurately) as ‘initial’, and all of those who complete the first eighteen months of the programme are automatically considered to have completed a BTeach. Third, there are some double degree programmes, especially those normally requiring five years to complete, where exit with a recognised teaching qualification (if not the other qualification) is possible after four years. Double counting is not likely, but still possible if eventual completion of the nonteaching degree is recognised as completion of the double degree programme, not just the non-teaching degree. The data collected for this project cannot provide a clear picture of the numbers of students exiting early in any of these types of courses. We have ensured as far as possible that there is no double counting, and asked respondents to make their own judgements regarding where and when completions should be accounted for. Judgement is clearly needed for 2001 estimated completions for those in the third year of a four year course with three-year exit point—will they be counted as a 2001 completion, or assumed to be a 2002 completer of the full four year programme? Judgement is similarly required for those who took out the three-year qualification in an earlier year, perhaps have had some casual work as a teacher, and then returned to complete the four year programme. It may not be clear whether they are ‘initial’ or ‘post-initial’ teacher education students after the early exit point. However, for purposes such as estimating potential supply for the teaching workforce, the crucial matter is for them not to be counted twice. There is a danger of this being a significant issue where there are large numbers of students taking out the early exit qualification, then continuing on to complete the full course, and where those completing the full course cannot readily be subdivided into those who have taken out the earlier qualification, and those that have not.

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4.4 Internal faculty data management It is not necessarily appropriate for DETYA, or central university administrations to maintain all data that are important for purposes such as labour market analyses. It may be more appropriate for data to be maintained at the faculty level. But appropriate and user-friendly data management systems will need to be in place. The particular specialist qualifications held by graduates of initial teacher education programmes are of crucial interest to school authorities and others concerned with teaching labour market issues. However, such data are often not easy (or even appropriate) to manage at an institution or DETYA level. Usually a course title and FOS code will indicate whether graduates are qualified to teach at the early childhood, primary or secondary levels, for example. But this is not always the case. Many graduate programmes, especially the new programmes of longer than one year duration, provide for a wide range of specialisations within the programme. For most secondary programmes there is no simple way to use standard data systems to discover the numbers of students who will complete with certain specialist qualifications. The needs of labour market analyses will vary from time to time, and often very specific information will be sought. Many courses provide generic methods in science and LOTE, for example. The teacher education institution may maintain no record of the actual undergraduate science or language qualifications of students in graduate programmes (the sort of programmes that prepare the majority of secondary teachers). Such information is only systematically considered when a potential employer considers whether the teacher is qualified to teach senior physics, or Japanese, for example. At that time the undergraduate academic record that would provide the relevant information. Staff in many institutions went to considerable trouble to provide the specific secondary specialisations data that were sought. Several went laboriously through individual student files to obtain information on undergraduate academic records. Such commitment should not routinely be expected. However, it may be possible for simple data management systems to be established for information about selected specialisations, especially individual sciences and LOTEs. Collection of data about more generic specialisations may also be appropriate—for example, where intending primary and intending secondary students are enrolled together in a large course. Systematic data collection at the time of enrolment would be more efficient than ad hoc collection. The data management system could be developed and maintained in collaboration with school authorities so that data matching with the systems of the school authorities is possible, and the particular specialisations of 69



concern to the school authorities are included. It would be appropriate to involve all institutions with relevant programmes within a State. In most States and Territories there exist forums for consultations between all teacher education providers and the major school authorities.

4.5 Feasibility of maintaining the database The issues discussed above are those that must be grappled with in the development, refinement and updating of a database such as the one developed in this project. However, the great difficulties encountered in this project in obtaining quality data indicate that any attempt to usefully maintain, update and refine the database will not be a simple matter. The database structure, and even its current content, may be close to that necessary for the particular purposes of informing labour market and other analyses. However, the nature of the data sought and the data management systems in institutions, mean that refining and updating will necessarily involve repeating the difficult, time-consuming exercise on the part of both those collecting and checking the data, and, especially, those providing it from inside the institutions. Improvements in data management at the faculty level, as discussed in the previous section, would simplify the maintenance and development of this project’s database. However, consideration would need to be given to issues of adequate national consistency among faculty data management systems, and adequate consistency between those systems and this database. The simplicity of the faculty-level data management systems previously discussed may then begin to be compromised. Alternatives may be more cost-effective. Rather than a comprehensive database, based on individual courses, that seeks to cover all possible eventualities, other processes directed to specific, concrete purposes may be more useful. For example, to obtain a sufficiently accurate estimate of the total number of primary teacher qualified completions at an institution, better data may be more efficiently obtained by requesting the simple total, rather than a course-by-course listing. This is especially so given the increasing complexity of double degrees, courses with early exit points, and so on. Staff intimately involved with the initial teacher education programmes would have a good idea of the total number of students becoming eligible for a teaching position for the first time. By focussing on individual courses they may not see the whole picture, and be unaware of double counting, missed enrolments, or wrongful inclusion.

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4.6 Conclusion This discussion of the challenges for on-going data collection and management has pointed to difficulties and possible solutions in obtaining data for (a) generic level labour market analyses (for example, total primary and total secondary teachers), and (b) for analyses concerning specific secondary specialisations (that could be extended to other specialisations or attributes of teacher education students). Some possible solutions regarding data for generic level labour market analyses include: • Universities to ensure the correct classification of courses prior to submitting data to DETYA; • Consideration of appropriate ways to deal with issues related to early exit points (so that courses are appropriately classified and there is no doublecounting), and the preparation of relevant directions/guidelines for data collection; • Flagging of those courses that cannot clearly be placed in a useful subcategory under FOE 0701 (that is, cannot be placed in a category other than ‘Teacher Education not elsewhere classified’)—such as a large graduate programme with both intending primary and intending secondary teachers. Consider the feasibility of collecting disaggregated data independently from regular data collections (see below); and • Not being concerned with the very large number of courses with very small numbers of students completing. Information about such courses may be vital for some purposes, but generally not for labour market analyses. For data collection and management for labour market analyses concerned with particular specialisations, it may be useful to support consultations about suitable data management systems at the faculty level, and provide any necessary further assistance. The database developed as part of this project may be a valuable resource for the development of some of these strategies, and for other purposes. Whether and how it is updated and refined will need to be considered in the context of these other matters of data management. The future of the database will also need to be considered in the light of its value in assisting the development of appropriate analyses of the teaching labour market and informing good evidence-based policy.

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Appendix A Guidelines for data provision Teacher Education Programs and Graduates A project funded by the Evaluations and Investigations Program (EIP) of the Higher Education Division of the Commonwealth Department of Education, Training and Youth Affairs.

GUIDELINES FOR DATA PROVISION Background This project is being carried out by a team based at the Queensland University of Technology. It is supported by the Australian Council of Deans of Education, which ‘encourages full co-operation by all institutions so that high quality data is obtained by the project’. The project report will cover all Australian teacher education programmes, and graduates of all courses and in major specialisations in 1999, 2000, and expected for 2001. The project outcomes will assist understanding of teacher education in Australia, and thus the development of good policy by governments and others. In addition, the project will inform the review of the DETYA’s collection of university statistics so that all teacher education enrolments are correctly classified. It is essential that all teacher education courses in Australia are included, and that the information and data provided is complete and accurate. Your assistance is vital, and we are very grateful for it. This project is a rare opportunity for both the collection of accurate data for immediate purposes, and for providing a foundation for improved data collection by DETYA over the coming years. It is an opportunity we must not squander.

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Your role Microsoft Access is being used to collect, organise and analyse the data. The project team has entered partial information about individual courses obtained from university websites. We are sending to you (as the nominated contact person at your faculty/school/campus) an Access file incorporating a form to complete the data entry for each course. Detailed guidelines for completing the form are provided in this document, and brief guides are provided on the form itself. If you have any difficulties completing the form/s please contact a member of the project team (see the top of the form or the end of these guidelines), or ensure that another appropriate person in your faculty/school can complete the form/s. Where a university has more than one entity responsible for teacher education it may not be clear who is responsible for completing the form for particular courses. If you are not sure whether you, or another person, should be responsible for providing information about particular courses, please contact Barbara Preston or check with your counterpart. We want to be quite sure that all courses are included. Opening the Access file and entering data using the form The Access file has a title beginning ‘0105EIPite’, followed by a reference to your institution. When you open the file, the form with the document title ‘Teacher education course input form: Form’ should appear. The form is yellow and has a heading, ‘Teacher Education Programs and Graduates EIP 2001’ on a blue background. Maximise the form on your screen. Depending on the size of your screen and your settings, you may need to use the horizontal scroll bar to read right across the form. Be sure that the vertical scroll bar is at the top when you begin, and that the word ‘TOP’ in blue is visible on the form under the header. Begin with the cursor in the first text box under the header, for the item ‘COURSE LEVEL/TYPE’. To move through the form, you can tab from one text box to the next, or use the vertical scroll bar on the right of your screen and place the cursor in the appropriate text box. Tabbing from the last item on the form automatically takes you to the first item on the form for the next course (the next ‘record’). When you have tabbed from the last item of the last course we have sent you, the form will be blank. Do not add any more data unless we have not included all your courses and you have consulted with Barbara Preston about adding data for the additional course/s.

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If you close the form you will go to the main document ‘database window’, with the file title (see above) followed by ‘:Database’. To return to the form, click on the ‘forms’ tab or icon (a filing drawer), then double-click on ‘Teacher education course input form’ (the only form listed) to open the form. (The file includes a database ‘table’, but you only need be concerned with the form because you can check and input all data using the form.) The form needs to be in ‘form view’, not ‘design view’. If the form has gridlines visible it is in ‘design view’, and you need to click on the ‘form view’ icon (the same filing drawer graphic) on the top left of your screen (just below ‘File’) to change to ‘form view’. (The design view icon is a set square with ruler and pencil, and it will be displayed when the form is correctly in form view.) The Access file sent to you has been converted from Access 2000 to Access 97 —this saves space, as well as being compatible with both versions. Access 2000 will be used for final analysis.

Target courses and students This project is concerned with initial teacher education courses. That is, courses that provide preservice teacher education for teachers in schools, early childhood, VET, adult and tertiary education. Do not include courses that are exclusively for already qualified teachers, or courses that do not lead to recognised teaching qualifications in education institutions (that is, do not include courses for nurse educators, or courses for recreation trainers in gyms or other professions/occupations not usually carried out in education institutions). Some courses may have both initial and post-initial students (such as the final year of a four year BEd course). Such courses should be included, and information provided (as requested on the form) so that the nature of preservice provision and the number of preservice completions is clear. Post-initial students should NOT be included in course completion numbers

Guidelines for completing the form A.

COURSES AND INSTITUTIONS

1. Check that all courses are included Note the course name in the header at the top of the form. At the bottom of the screen, below the form, is a white text box indicating the number of the ‘record’—each record provides details for the unique course named at the top of the form. Click on the single arrows to the right and left of the record 75



number text box, and check that all relevant courses appear in the ‘course name’ text box at the top of the form. In particular, check for courses with completing students in 1999 or 2000, but not being provided in 2001—this is because 2001 handbooks and websites are our major source of information about courses. We will want to get the same details for those courses as we have for the others. If any courses are not included please contact Barbara Preston. Return to the first record. 2. Check institution details We are differentiating courses by campus/location and faculty/school where this is appropriate. If the same course is provided at geographically separated campuses we want to treat it as two (or more) courses because of the policy value of the project report in determining potential teacher supply for different States/regions. Please contact Barbara Preston if there are errors or problems in the institution details.

B.

COURSE INFORMATION

3. Check course details—lookups We have already entered data for seven features of the course. For each of these features the other options available are in a ‘lookup’ that is accessible by clicking on the down arrow at the right of the text box. Please correct any incorrect data entries. If you have queries about interpretation, contact Barbara Preston. The seven features are: • Course level (DETYA standard categories, plus double degree). • Course duration in full time academic year equivalents. • Initial or both initial and post-initial. We need to know whether the students completing the course include those who already have teaching qualifications. For example, the final year of a four year BEd course may include a number of experienced teachers who are upgrading from three to four year qualified. Such a course would be ‘both initial and post-initial’. However, if the course only includes a very small number of experienced teachers in special circumstances, then it would usually be ‘initial’ only. In particular, do not count as ‘post-initial’ overseas trained or experienced teachers whose qualifications are not recognised in Australia (in the jurisdiction your course generally prepares students for). • Is early exit with a recognised teaching qualification available? This is the case in, for example, some NSW undergraduate programmes where exit is

76



possible after three years in a four year course. It also might be the case in graduate two-year or 18 month programmes where early exit is possible after 18 months, or one year (with a DipEd, say). • Mode of Delivery—internal (on campus), external/distance, or mixed mode (DETYA categories) • Prerequisite higher education award. Generally this will be apparent, but we want to be sure that we correctly classify a course. This is especially important for some of the new graduate programmes with names such as BEd or BTeach, and some Masters (initial teacher education) programmes that are associated with a graduate diploma or bachelors award. • Availability of honors, and, if available, is it done within standard time or with additional time.

C.

COMPLETIONS DATA

For all the completions data, include only non-overseas students who are not already qualified teachers (that is, who are initial teacher education students). Do not double count—for example, if there is an early exit provision do not count the same students when they become eligible for early exit and again when they complete the full course. Make your own judgement about how best such students should be counted—but ensure they are only counted once. 4. New courses, operating in 2001 but with no completions until after 2001 For new courses that are already operating but will not have completions until after 2001, please indicate the first year of completions (from a lookup), and the expected number of completions in that first year. If the number of completions expected in that first year is very different from the number of completions expected in subsequent years, please comment in the box at the end of the form. 5. Total completions of this course Enter the total number of (non-overseas) initial teacher education students who completed this course in 1999 and 2000, and who are expected to complete in 2001. If there are features of your completions information that you would like to clarify, please comment in the box at the end of the form. 6. Major qualifications categories Enter the number of completions in each category, for each year. Leave blank (or with a zero) those qualifications categories for which there are no graduates. Ensure that each graduate is counted in one category only.

77



The total number of completions in each year will be added automatically. This total should equal the 'total completions of this course' entered above. If this is not the case, could you please explain the difference (for each relevant year) at the end of the 'major qualifications categories' section in the text box provided. 7. Selected secondary specialisations Skip this section if the course does not prepare secondary teachers, or if it only prepares students in specialisations that are not listed (such as PE, or music or art education). In this section you may count graduates in more than one category if they are qualified in more than one listed specialisation. Thus a student qualified in senior physics and senior chemistry would be counted twice, and if also qualified to teach senior advanced mathematics they would be counted three times.

D.

ADDITIONAL INFORMATION

You may say as much as you wish in response to the rest of the items on the form. (The text boxes have a scroll button on the right side that allows you to enter much more information than just fits in the box.) In any of these items we are also interested in: • details of cross institutional programmes, such as TAFE-university • ways of overcoming the difficulties of small numbers of students in important specialisations. 8. Specialisations We invite you to provide any additional details about the specialisations (teaching methods) and other features of the course you consider to be important. We are interested in any unusual or significant features, especially concerning specialisations for which we have not requested specific completions data above. In particular, please report specialisations in areas of actual or potential teacher shortage, or that provide rare skills that are important in schools. Possibilities may include technology education (other than IT), special education, Indigenous education, rural and remote education. If appropriate, indicate the number or proportion of (completing) students involved. If the specialisations are apparent from the course name you do not need to provide the information here.

78



9. Proposed developments in this course We are interested in proposed developments in the course that might affect completion numbers beyond 2001 for the course as a whole and for important specialisations (especially those specified in the completions data above). We are also interested in the reasons for the changes—perhaps responses to perceived needs, collaboration with other parties such as school authorities or professional associations, or staff or financial resources. 10. Proposed new courses that are not yet operating This is the only item of information we are seeking that does not concern the course specified in the header. Only complete it once if you are filling in several separate course forms. Details provided in this item will help provide a broad picture of future patterns of course provision and graduate numbers. 11. Further comments You are invited to make any comments that add to or explain information already provided, and to comment about the form or the project. When you have completed the forms for all the courses, please return the full document file as an email attachment to Barbara Preston by 18 June. We will be grateful for any earlier returns. For further information about this project or specific queries, contact: Associate Professor ROY BALLANTYNE (project director) Phone: (07) 3864 3260 Email: [email protected] BARBARA PRESTON (research officer) Phone: (02) 6247 8919 Email: [email protected] JOHN SHORT (reseach assistant) Phone: 0408 717 312 Email: [email protected]

79




Appendix B Details of teacher education programmes Key to programme descriptors Category Course level

Descriptors UG = bachelors undergraduate GE = graduate entry GD = graduate diploma AD = Advanced diploma DD = double degree M = Masters

Post-initial

I&P = Initial + Post-initial I = Initial only

Mode of delivery

I = Internal E = External M = Mixed

Qualifications

EC = Early Childhood P = Primary S = Secondary P&S = Primary & Secondary M = Middle School A = Adult

81

UG UG UG DD UG GD

UG DD GE UG DD UG UG UG DD

BEd (Early Childhood)

UG

NSW: CSU (Albury–Wodonga)

BA/BTeach BTeach BSc/BTeach BEd (Secondary) BEd (Primary) BBus/BTeach

NSW: Avondale (Cooranbong)

BEd (Primary: Indigenous Studies) BEd (Secondary: Indigenous Studies) BTeach/BA (Secondary) BEd (Primary) GradDipEd (Secondary)

NSW: ACU (Strathfield)

BEd (Primary: Graduate Entry) BEd (Primary) BEd (Secondary: Graduate Entry) GradDipEd (Secondary) BEd (Early Childhood Teaching)

GE UG GE GD UG

UG

BEd (Primary)

ACT: Canberra (Canberra)

Course level

Course name

ACT: ACU (Canberra)

No

No No No No No No

Yes No No Yes No

No No No No Yes

No

Early exit

None

None UG deg None None None None

Diploma None None None UG deg

UG deg None UG degree UG deg None

None

Prereq

I

I I I I I I

I I I I I

I I I I I

I

Post-initial

years years years years years years

years years years years year

years years years year years

4 years

4 2 4 4 4 4

2 4 4 4 1

2 4 2 1 4

4 years

Course duration

I

I I I I I I

M M I I I

I I I I I

I

Mode of delivery

EC

S S S S P P

P S S P S

P P S S EC

P

Qualification

31

0 1 0 19 23 1

0 0 92 116 75

13 50 9 72 31

60

1999 grads

47

8 4 2 11 21 0

4 0 89 102 71

24 60 6 55 27

67

38

4 1 3 7 16 2

6 0 85 115 75

14 84 4 84 29

70

2000 Expected grads 2001


Course level

UG UG GE UG UG DD GE UG UG DD

GD

BEd (Primary)

UG

NSW:CSU (Bathurst & Dubbo)

GradDipEd (Secondary)

NSW:CSU (Bathurst & Wagga)

BEd (Early Childhood) BVocEd&Training BEd (VocEd) BTeach (0-5) BSocSc (Psych)/BTeach (Sec) BPrimaryEdStudies BECTeach (0-5)/BNursing BSocSc (Psychology)/BTeach (Primary)

NSW:CSU (Bathurst)

BTeach (Secondary)/BSc UG DD BEd (Primary) UG BTeach (Secondary)/BSc (Mathematics) UG DD BTeach (Secondary)/BIT UG DD BEd (Technology & Applied Studies) UG

Course name

NSW: CSU (Wagga)

No

No

No No No No No No No No

No No No No No

Early exit

None

UG deg

None TAFE Diploma UG deg None None UG deg None None

None None None None None

Prereq

I

I

I I I I I I I I

I I I I I

Post-initial

years year year year years year years years

years years years years years

4 years

1 year

4 1 1 1 4 1 4 4

4 4 4 4 4

Course duration

I

M

I E E E I M I I

I I I I I

Mode of delivery

S

S P

EC A A

S P S S S

Qualification

0

155

0 56 6 0 0 27 0 0

0 57 0 0 0

1999 grads

52

147

27 48 5 0 0 22 0 0

0 60 0 0 4

56

230

37 40 9 75 0 107 0 0

0 59 0 0 16




83

84

BTeach/BSocScience (Early Childhood) UG BTeach/BSc (Secondary) UG B Teach/BA (Primary) UG BTeach/BA (Secondary) UG BTeach/B Fine Art UG Diploma in Education (Primary) GD BEd (Design & Technology) UG BTeach/BHealth & Physical Education UG BTeach/B Design & Technology UG BTeach/Bachelor of Music UG Diploma in Education (Secondary) GD

NSW: Newcastle (Callaghan)

DD DD DD

DD DD DD DD DD

GE No UG No UG/GD DD No

No No No No No No Yes No No No No

No No No No No No No

BEd (Primary) BTeach(ECE 0-5) BSc/DipEd

DD DD DD DD

UG/GD UG/GD UG/GD UG/GD GE UG GD

BCom/DipEd BA/DipEd BBusinessAdmin/DipEd BEc/DipEd BEd (Secondary) BEd (Early Childhood Education) DipEd Various courses already listed

Early exit

Course level

Course name

NSW: Macquarie (North Ryde)

None None None None None UG deg TAFE Diploma None None None UG deg

UG deg None None

None None None None UG deg None UG deg

Prereq

I I I I I I I I I I I

I I I

I I I I I I I

Post-initial years years years years years years year

4 4 4 4 4 1 2 4 4 4 1

years years years years years year years years years years year

2 years 4 years 4 years

4 4 4 4 2 4 1

Course duration

I I I I I I I I I I I

I I I

I I I I I I I

Mode of delivery

EC S P S S P S S S S S

P

S EC P P S P

P

Qualification

42 8 65 96 0 34 24 40 0 6 115

0 0 0 0 0 159 0 89 153 0 0 0

1999 grads

61 17 72 105 1 25 52 54 2 8 136

0 0 0 0 0 145 0 100 147 0 0 0

50 25 121 177 6 44 47 57 10 19 75

0 83 0 0 0 114 4 1 127 17 0 1




Course level

UG

DD DD DD DD DD UG GD


No

No No No

Early exit

B Technology Ed (Secondary)

UG

No

NSW: Southern Cross (Coffs Harbour)

B App Sc/B Ed B Vis Arts/B Ed B Human Movt Sc/B Ed B Contemporary Music/B Ed BA/B Ed B Ed (Primary) Grad Dip Ed (Secondary)

NSW: Southern Cross (Lismore)

BEd (Design & Tech)

NSW: Newcastle (Wollongong)

BTeach/BSocScience (Early Childhood) UG DD BTeach/BA (Secondary) UG DD BTeach/BA (Primary) UG DD

Course name

NSW: Newcastle (Central Coast)

None

None None None None None None UG deg

TAFE Diploma

None None None

Prereq

I

I I I I I I I

I

I I I

Post-initial

years years years years years years year

4 years

4 4 4 4 4 4 1

2 years


Course duration

I

I I I I I I I

I

I I I

Mode of delivery

P S

S

EC S P

Qualification

0

0 0 0 0 0 55 56

0

34 0 0

1999 grads

0

0 0 0 0 0 73 67

5

46 0 0

0

0 0 0 0 0 77 75

17

46 0 0




85

86

BEd (Secondary: Human Movt & Health Education) BMus (MusEd) BEd (Primary) MTeach BEd (Secondary: Humanities & Social Sciences)/BA BEd (Secondary: Humanities & Social Sciences)/BEc (Soc Sci) BEd (Secondary: Humanities & Social Sciences) BEd (Secondary: Science)/BSc BEd (Secondary: Science) BEd (Secondary: Mathematics)/BSc BEd (Secondary: Mathematics) BTeach B Ed (Secondary: TAS)

Course name

NSW: Sydney (Sydney)

No No No Yes Yes Yes No Yes No Yes No No No

UG DD UG DD UG UG DD UG UG DD UG GE UG

Early exit

UG UG UG Masters

Course level

None None None None None UG deg UG deg

None

None

None None None UG deg

Prereq

I I I I I I I

I

I

I I I I

Post-initial

years years years years

4 years 5 years 4 years 5 years 4 years 18 mths 4 years

5 years

5 years

4 4 4 2

Course duration

I I I I I I I

I

I

I I I I

Mode of delivery

S S S S S P&S

S

S

S P&S P P&S

Qualification

60 0 0 0 14 8 26

0

0

51 26 62 180

1999 grads

52 0 0 0 0 9 32

0

0

50 27 84 200

64 0 0 0 16 13 0

0

0

62 25 98 175




BDes/BArtEd BArtEd

NSW: UNSW (Paddington)

BA (Dance)/BEd BA/BEd BSc/BEd BMus/BEd GradDipEd (Secondary)

NSW: UNSW (Kensington)

Bachelor of Science/ B.Teaching (Secondary) Bachelor of Teaching (Primary) Bachelor of Education (Primary) Bachelor of General Studies/ B.Teaching (Primary) Bachelor of Arts/Bachelor of Teaching (Secondary) Bachelor of Commerce/ B.Teaching (Secondary) Bachelor of Music/Bachelor of Teaching (Secondary) Bachelor of Teaching (Secondary) Graduate Diploma of Education Bachelor of Teaching (Early Childhood) BEd (Adult Education and Training)

Course name

NSW: UNE (Armidale)

No No No No No No

UG DD UG DD GE GD UG UG

UG DD UG

No No

No No No No No

No

UG DD

DD DD DD DD

No

UG DD

UG UG UG UG GD

No No No

Early exit

UG DD GE UG

Course level

None None

None None None None UG deg

None UG deg UG deg TAFE Diploma TAFE Diploma

None

None

None

None UG deg None

Prereq

I I

I I I I I

I I I I I&P

I

I

I

I I I

Post-initial

years years years years year

years years year year years

5 years 4 years

4 4 4 4 1

4 2 1 1 2

4 years

4 years

4 years


Course duration

I I

I I I I I

M M M E M

M

M

E

M M I

Mode of delivery

S

S S S S S

S P&S EC A

S

P

S P P

Qualification

0 41

15 34 12 8 65

0 0 210 71 2

0

0

0

0 0 0

1999 grads

1 39

15 35 15 13 63

0 0 187 110 2

0

6

0

0 0 2

0 39

13 33 6 10 68

0 8 260 110 2

0

5

7

1 20 97




87

88 Course level

Grad Dip TESOL GD Grad Dip Ed—Technology and Applied Studies GD Grad Dip Ed—Personal Development, Health and Physical Education GD Grad Dip Ed—Mathematics GD Grad Dip Ed—Science GD B Ed/ BA in International Studies UG DD B Ed in Special Education UG B Ed in Primary Education UG Grad Dip in Language Teaching GD B.Ed in Adult Education/ BA in International Studies UG DD B Ed in Adult Education UG Grad Dip TLOTE GD B Ed in Teacher Librarianship UG

Course name

NSW: UTS (Sydney City, Kuring-gai) UG deg UG deg UG deg UG deg UG deg None None None UG deg None None UG deg None

No No No No No No No No No Yes Yes No

Prereq

Yes

Early exit

I I I&P I

I I I I I I I

I

I&Pl

Post-initial

5 3 1 4

1 1 1 5 4 4 1 years years year years

year year year years years years year

1 year

1 year

Course duration

M I I I

I I I M I M I

I

I

Mode of delivery

A A P

S P P P A

S

A

Qualification

0 230 2 16

15 0 18 0 0 1 25

0

28

1999 grads

0 178 2 13

26 0 7 0 0 22 21

0

20

0 114 4 7

35 0 19 8 18 58 27

0

12




Yes No No Yes No No

M GD UG UG GD GD

No No No No Yes No No

No Yes No No No Yes

Early exit

UG UG/M UG DD UG UG UG

Course level

Bachelor of Education (Early Childhood) UG Bachelor of Education (Primary) UG Bachelor of Teaching (Primary) AREP UG Bachelor of Teaching (Secondary) GE Master of Teaching (Primary/Secondary) M Grad DipEd (Primary) GD Grad DipEd (Secondary) GD

NSW: UWS (Bankstown)

UWS Bachelor of Adult Education Bachelor of Arts/Master of Teaching B Sc/B.Teaching—Secondary B Ed—Special Education B Ed—Secondary: Technology B Ed—Primary Education Master of Teaching (Primary/ Secondary) Grad DipEd (Early Childhood Education) BA/Bachelor of Teaching (Secondary) B Ed—Early Childhood Education Grad DipEd (Secondary) Grad DipEd (Primary)

Course name

NSW: UWS (Penrith)

None None None UG deg UG deg UG deg UG deg

UG deg None None UG deg UG deg

UG deg

None None None None None None

Prereq

I I I I I I I

I I I I I

I

I I&P I I I I

Post-initial


4 4 3 1 2 1 1

1 4 4 1 1

years years years year years year year

year years years year year

2 years

3 4 4 4 4 4

Course duration

I I I I I I I

I I M I I

I

I I I M I I

Mode of delivery

P S

EC P P S

EC S EC S P

P S P

A

Qualification

60 67 8 55 0 26 9

4 0 84 150 50

0

20 0 0 9 0 182

1999 grads

50 46 9 55 0 30 9

8 0 62 150 50

0

16 0 0 15 0 190

12 44 11 55 0 30 9

14 0 120 150 74

0

4 0 0 27 0 204




89

90

Advanced Diploma of Education (Early Childhood) Advanced Diploma of Adult Education & Training Advanced Diploma of Teaching (Primary) No No No

AD AD

No No

UG GD

AD

No No

UG GD

NT: Batchelor

No No

GE UG

B Ed in Primary Education BEd in Physical & Health Education Bachelor of Teaching in Primary Education Grad Dip Ed (Secondary) Bachelor of Teaching in Early Childhood Education Grad Dip Education (Primary)

Early exit

Course level

Course name

NSW: Wollongong

None

None

None

None UG deg

None UG deg

UG deg None

Prereq

I

I

I

I I

I I

I&P I

Post-initial

3 years

3 years

3 years

3 years 1 year

3 years 1 year

1 year 4 years

Course duration

M

M

M

I I

I I

I I

Mode of delivery

P

A

EC

EC P

P S

P S

Qualification

17

1

2

46 46

117 56

63 66

1999 grads

7

2

0

30 37

176 56

48 69

0

0

0

43 34

122 60

49 50




BA/BEd BEd (Graduate Entry) BEd (Primary & Early Childhood) BEd (Secondary)

UG DD GE UG UG

No No No No

No No

No No No

UG UG

None None None

No

UG UG UG DD UG UG DD

No No No

None

No

UG

GD GE GE

UG deg UG deg

No No

None UG deg None None

Diploma None

UG deg UG deg UG deg

TAFE Diploma

TAFE Diploma

Prereq

No

Early exit

AD UG Hons GD GD

Course level

QLD: Christian Heritage (Mansfield)

B Ed (Secondary Postgraduate) B.Ed (Primary: Postgraduate) BEd (Secondary) BEd (Primary: Aboriginal and Torres Strait Islander Studies) BEd (Primary)

QLD: ACU (Brisbane)

Advanced Diploma of Vocational & Adult Education Bachelor of Education (Honours) Grad Dip Secondary Education Grad Dip Primary Education Bachelor of Vocational & Adult Education Bachelor of Teaching (Primary and Early Childhood) Bachelor of Teaching (Adult/Vocational) B Sc/Bachelor of Teaching B Ed (Preservice) BA/Bachelor of Teaching

Course name

NT: NTU (Casuarina)

I I I I

I I

I I I

I I I

I

I

I

I

Post-initial

years years years years years

4 2 4 4


2.5 yrs 4 years

1 year 2 years 2 years

3 2 4 4 4

3 years

1 year

2 years 4 years

Course duration

I I I I

M I

I I I

I I I

M

M

M

M

Mode of delivery

S S P S

P P

S P S

EC, P

P, EC A

A

S P

A

Qualification

6 3 14 0

0 60

0 0 0

26 18 0 0 0

0

14 0 22 5

1999 grads

7 1 19 1

0 95

30 5 30

30 11 0 0 0

0

14 0 22 8

7 2 24 0

0 100

30 5 30

21 11 0 19 0

0

14 0 25 8




91

92 DD DD

DD DD DD DD

DD

DD

Course level

BProfEd (Japanese) UG BEd (Early Childhood) UG BEd (Early Childhood Studies) UG BEd (Secondary Music) UG BEd (Primary) Graduate Entry GE BHumMovtSc/BEd (Secondary) UG BEd (Secondary) Graduate Entry GE BIT/BEd (Secondary) UG BEd (LOTE) UG BEd (Music) UG BEd (Secondary) UG BEngTech/BEd (Secondary) UG BMathSc/BEd (Secondary) UG BA/BEd (Secondary) UG BSc/BEd (Secondary) UG BEd (Primary) UG BSc (Applied Physics)/BEd (Secondary) UG BBAdmin/BEd (Secondary) UG

Course name

QLD: CQU (Rockhampton) No Yes Yes No Yes No No No No No No No No No No Yes No No

Early exit None None TAFE Diploma None UG deg None UG deg None None None None None None None None None None None

Prereq I I I I I I I I I I I I I I I I I I

Post-initial 4 4 3 4 2 4 2 4 4 4 4 4 4 4 4 4 4 4

years years years years years years years years years years years years years years years years years years

Course duration I M E I M M I M I I I I M I M M M I

Mode of delivery

S S S S S P S S

EC EC S P S S S

Qualification 0 64 0 0 10 0 0 0 0 0 6 0 0 0 0 75 0 0

1999 grads 0 120 0 0 15 0 25 0 0 0 20 0 0 0 0 110 0 0

0 30 0 0 15 0 25 0 0 0 60 0 0 0 0 220 0 0




BA(Psych)/BEd (Primary) BEd (Primary) DipChildCare/BEd (Primary) BEd (Primary) (Pre-1999) BExerciseSc/BEd BEd—Graduate Entry (Primary)

QLD: Griffith (Gold Coast)

BEd (Primary)

UG DD UG UG DD UG UG DD GE

No No No No No No

No

No No No

UG UG M

UG

No

UG

QLD: Griffith (Logan)


GE UG UG UG DD UG UG GD UG

BEd—Graduate Entry (Secondary) BEd (Secondary) BEd (Primary) (Pre-1999) BA/BEd (Secondary) BEd (Primary) BEd (Special Education) GradDip (Training & Development) BTechEd BA Languages & Applied Linguistics/ BEd (Secondary) Bachelor of Adult & Vocational Education BEd (Secondary( (Pre-1997) Master of Training & Development

Early exit

Course level

Course name

QLD: Griffith (Mt Gravatt)

None None None None None UG deg

None

None None UG deg

None

UG deg None None None None None UG deg None

Prereq

I I I I I I

I

I I I

I

I I I I I I I I

Post-initial

4.5 yrs 4 years 5 years 4 years 4.5 yrs 2 years

4 years


4.5 yrs

2 years 4 years 4 years 4.5 yrs 4 years 4 years 1 year 4 years

Course duration

I I I I I I

I

M I M

I

I I I I I I I I

Mode of delivery

P P P P S P

P

A S A

S

S

S S P S P S

Qualification

0 96 8 0 0 26

0

0 52 1

0

0 0 102 0 0 43 0 21

1999 grads

0 98 5 0 8 26

0

0 0 0

0

16 60 130 0 0 69 0 29

0 110 5 0 17 28

0

0 0 3

0

30 70 160 0 0 62 0 45




93

94 GE UG UG UG UG UG UG UG

BEd (Graduate) BEd (RATEP) BEd/BA (Hons) BEd/BLanguages BEd/BSc BEd BEd BEd/BPsych /(Hons) DD DD

DD DD DD

Course level

Course name

QLD: JCU (Townsville & Cairns) No No No No No No No No

Early exit UG deg None None None None None None None

Prereq I I I I I I I I

Post-initial 2 4 5 5 4 4 4 5

years years years years years years years years

Course duration I I I I I I I I

Mode of delivery

P

EC, P, S

P, S P

Qualification 39 2 2 0 1 134 0 4

1999 grads 75 9 2 0 0 173 0 3

66 11 0 0 0 199 0 2




No No No No No No No No No

DD DD DD DD DD DD

DD

DD

No No No No No No Yes No No No

No No No Yes Yes Yes

Early exit

DD DD DD DD DD DD

Course level

B Ed (Primary) UG Master of Teaching (Primary) M Master of Teaching (Secondary) M B.Ed (Early Childhood) Graduate Course GE B.Ed (Primary) Graduate Course GE B.Ed (Secondary) Graduate Course GE Diploma of Business (Administration)/B.Ed (Sec) UG B App Sc/B.Ed(Early C'hood) UG B App Sc/B.Ed (Primary) UG BA/B.Ed (Secondary) UG B Inf Tech/B.Ed(Secondary) UG B App Sc/B.Ed (Secondary) UG B Ed (Preservice Early Childhood) UG B Ed (Early Childhoood) UG Master of Teaching (Early Childhoood) M BA/B Ed (Primary) UG B.Bus(Accounting or Economics)/ B.Ed (Secondary) UG B Mus/B.Ed (Secondary) UG BA/B Ed (Early C'h) UG BA (Visual Arts)/B Ed (Secondary) UG BA (Drama)/B Ed (Secondary) UG BA (Dance)/B Ed (Secondary) UG B Ed (Secondary) UG B Ed (Adult & Workplace Education) UG B.App.Sc(Human Movement Studies/ B.Ed(Secondary) UG

Course name

QLD: QUT (Kelvin Grove)

None

None None None None None None None TAFE Diploma

None None None None None None TAFE Diploma None UG deg None

None UG deg UG deg UG deg UG deg UG deg

Prereq

I

I I I I I I I I&P

I I I I I I I&P I I I

I I I I I I

Post-initial

years years years years years years years years

years years years years years years years years years years


4 years

4 4 4 4 4 4 4 2

4 4 4 4 4 4 4 4 2 4

4 2 2 2 2 2

Course duration

I

I I I I I I I M

I I I I I I E I I I

I I I M M M

Mode of delivery

S

S S EC S S S S A

S EC P S S S EC EC EC P

P P S EC P S

Qualification

12

0 11 0 2 38 6 157 40

0 0 0 8 0 3 43 119 0 0

191 0 0 0 2 0

1999 grads

24

0 17 0 14 39 15 176 25

0 0 0 5 1 6 51 107 3 3

201 12 8 9 85 69

13

4 15 3 15 40 6 208 33

0 0 0 19 3 10 87 129 0 9

263 21 21 34 102 81




95

96

B.Ed (Further Education & Training) B.Ed (Secondary) Graduate Entry Bachelor of Education (Secondary) B.Ed (Primary) Graduate Entry Bachelor of Education (Primary) B Ed (Early Childhood) B.Ed (Early Childhood) Graduate Entry

QLD: USQ (Toowoomba)

B Ed (Graduate Entry)

QLD: UQ (Ipswich)

UG GE UG GE UG UG GE

No No No No Yes No No

No

No No No

UG UG DD UG DD

GE


UG UG UG UG UG UG UG UG UG

Bachelor of Economics/Education Bachelor of Arts/Education B Ed/B Social Science Bachelor of Commerce/Education B Ed/Bachelor of Bus. Management B Ed/B Applied Science B.Ed/B Nat Resource Economics B.Ed/B Agricultural Science B Ed/B Music All Social & Behavioural Sciences DD & BEd (secondary) graduate entry programmes BScAPP (HMS-Ed) B Ed/B Sc B Ed/B Business

Early exit

DD DD DD DD DD DD DD DD DD

Course level

Course name

QLD: UQ (St Lucia)

None UG deg None UG deg None None UG deg

UG deg

None None None

None None None None None None None None None

Prereq

I I I I I I I&P

I

I I I

I I I I I I I I I

Post-initial years years years years years years years years years

4 2 4 2 4 4 2

years years years years years years years

2 years


4 4 4 4 4 4 5 5 5

Course duration

E I I I I I I

I

I I I

I I I I I I I I I

Mode of delivery

A S S P P EC EC

S P&S

Qualification

34 0 0 20 81 57 3

0

186 42 0 0

0 0 0 0 0 0 0 0 0

1999 grads

71 19 4 15 130 52 1

0

193 44 0 0

0 0 0 0 0 0 0 0 0

90 20 13 15 135 50 1

0

201 44 0 0

0 0 0 0 0 0 0 0 0




B Early Childhood Education BEd (Junior Primary & Primary) BEd (Specialisation)

SA: UniSA (Magill)

B Adult and Vocational Education BEd (Junior Primary & Primary) BEd (Specialisation) GradDipEd (Education and Training of Adults) B Teach (Anangu Education)

SA: UniSA (Underdale)

BEd (Special Education) BEd (Secondary Science) BEd (Secondary) BEd (Upper Primary/Lower Secondary) BEd (Upper Primary/Lower Secondary) BEd (Junior Primary/Primary) BEd (Junior Primary/Primary)

No No No

No No

GD UG

UG UG GE

Yes No No


No

Early exit

UG UG GE

GE UG GE GE UG GE UG

GD

Graduate Diploma in Education

SA: Flinders (Adelaide)

Course level

Course name

SA: Adelaide (Adelaide)

None None UG deg

UG deg Dip

None None UG deg

UG deg None UG deg UG deg None UG deg None

UG deg

Prereq

I I I

I&P I

I&P I I

I I I I I I I

I

Post-initial

years years years years years years years


1 year 3 years


2 4 2 2 4 2 4

1 year

Course duration

M I I

M M

M I M

I I I I I I I

I

Mode of delivery

EC P EC, P, S

A

A P P, S, A

P&S S S M M P P

S

Qualification

103 129 0

16 0

36 74 125

17 0 22 8 31 39 76

124

1999 grads

82 127 0

3 0

37 97 89

11 0 12 5 40 34 67

130

96 155 63

1 0

50 116 86

17 2 12 6 23 38 65

140




97

98 UG UG UG

BHumMovt (HPE Teaching) BAdVocEd BEd (Early Childhood & Primary)

BEd (Secondary PE) GradDipEd (Secondary) BTeach BA/BTeach BIT/BTeach Bed

VIC: Ballarat (Ballarat)

GradDipEd (Secondary) BEd (Primary) BA/BTeach

VIC: ACU (Ballarat)

BA/BTeach BEd (Primary) GradDipEd (Secondary)

VIC: ACU (Fitzroy)

BTeach (K–6) BTeach (7–12)

UG GD GE UG DD UG DD UG

GD UG UG DD

UG DD UG GD

GE GE

TAS: U Tas (Launceston & Hobart)

Course level

Course name

TAS: U Tas (Launceston)

No No No No No No

No No No

No No No

No No

No No No

Early exit

None UG deg UG deg None None None

UG deg None None

None None UG deg

UG deg UG deg

None None None

Prereq

I I I I I I

I I I

I I I

I I

I I&P I

Post-initial

4 1 2 4 4 4

years year years years years years

1 year 4 years 4 years

4 years 4 years 1 year

2 years 2 years


Course duration

I I I I I I

I I I

I I I

I I

I E I

Mode of delivery

S S P P P

S P P&S

P, P&S P S

EC, P M, S

P&S A EC, P

Qualification

75 37 3 46 0 0

26 2 23

135 30 130

19 60

48 30 121

1999 grads

75 44 5 54 0 0

29 4 46

116 42 103

25 60

35 17 122

75 45 5 77 2 0

28 22 36

133 55 113

25 72

38 23 129





UG DD UG DD UG DD UG DD DD DD DD DD

UG UG UG UG UG DD

BTeach (Primary)/BA BTeach (Primary)/BSc BTeach (Primary & Secondary)

UG DD UG DD GE

No No No

No

Early exit

UG DD

Course level

VIC: Deakin (Melbourne & Geelong)

BTeach (Secondary)/ BAppSc (Psychology) BTeach (Primary)/BAppSc (Human Movement) BTeach (Primary)/BAppSc (Science & Technology) BTeach (Secondary)/BAppSc (Health Promotion) BTeach (Secondary)/BAppSc (Health Sciences) BTeach (Secondary)/BAppSc (Science & Technology) BTeach (Secondary)/BA BTeach (Secondary)/BCom BTeach (Secondary)/BSc BTeach (Secondary)/BAppSc (Human Movement)

Course name

VIC: Deakin (Melbourne)

None None UG deg

None

None None None None

None

None

None

None

None

Prereq

I I I

I

I I I I

I

I

I

I

I

Post-initial



4 years

4 4 4 4

4 years

4 years

4 years

4 years

4 years

Course duration

I I M

I

I I I I

I

I

I

I

I

Mode of delivery

P P P&S

S

S S S S

S

S

P

P

S

Qualification

140 1 192

33

15 64 8 3

0

8

14

29

16

1999 grads

163 3 208

52

15 57 13 0

3

17

16

23

25

152 5 248

43

23 60 17 0

9

13

20

34

19




99

100

B Ed (Primary) Grad Dip Training & Development B of Education and Training Diploma of Education and Training Grad Dip Ed (Secondary) B Mus/B Teaching (Secondary) B Music/B Teaching (Primary) B Creative Arts/B Teaching BA/B Teaching Bachelor of Teaching (Primary) B Early Childhood Studies-Pathways Prog Bachelor of Early Childhood Studies Bachelor of Teaching (Secondary)

No No No No No No No No No No No No No

UG UG GE

No Yes No

GD UG GD

UG GD UG Diploma GD UG/ grad UG/ grad UG/ grad UG/ grad GE

No No No

GD GD GD

VIC: Melbourne (Parkville)

No No No

UG GD GD

BEd (LOTE) GradDip Technology Education GradDipEd (Secondary) GradDip Adult Literacy & Basic Education GradDipEd (Primary) GradDipEd (Post-primary) GradDip Industry Training & Education BTeach/BEd GradDipEd (Prep-12)

Early exit

Course level

Course name

TAFE Diploma None UG deg

None UG deg None None UG deg Grad dip/deg Partial UG deg Partial UG deg Partial UG deg UG deg

Grad dip/deg None UG deg

I I I

I I I I I I&P P P P I

I&P I I

I&P I I

I I I

Post-initial

Grad dip/deg UG deg UG deg

None TAFE Diploma UG deg

Prereq

VIC: La Trobe (Bendigo, Bundoora & Wodonga)

years year years years year years years years years years E I I

I I I I I I I I I I

I I I

I I I

I I I

Mode of delivery

5 years p/t only 4 years 2 years

4 1 3 2 1 5 5 4 4 2

1 year 4 years 1 year

1 year 1 year 1 year

4 years 2 years 1 year

Course duration

EC EC S

S P

P A A A S S P

P P&S

P S

S

Qualification

16 106 54

86 45 55 21 298 0 0 0 0 45

0 140 27

0 42 87

0 0 68

1999 grads

29 12 45

119 26 16 34 386 0 0 0 0 67

0 137 22

0 46 22

0 0 70

36 65 43

97 36 52 29 528 20 0 0 1 113

0 143 33

0 113 68

0 0 65




Grad Dip Ed (Primary) BA/B Ed (Primary) BIMS/B Ed (Primary) B Mus/B Ed (Primary) B Sc/BEd (Primary) Grad Dip Ed (Early Childhood) B Early Childhood Education B Ed (Primary)

VIC: Monash (Peninsula) GD UG UG UG UG GD UG UG DD DD DD DD


Yes No No No No No No No No

GE GD UG UG UG UG UG UG UG DD DD DD DD DD DD DD

No No

UG DD UG DD

B Commerce/BEd (Primary) B Mus/B Ed (Secondary) Bachelor of Educational Studies (Special Education) Grad Dip Ed (Secondary) BA/B Ed (Primary) B Commerce/BEd (Secondary) B Design/B Ed BIMS/B Ed (Secondary) B Sc/BEd (Secondary) BA/B Ed (Secondary) B Ed/B Laws

Early exit

Course level

Course name

VIC: Monash (Clayton)

UG deg None None None None UG deg None None

I I I I I I I I

I&P I I I I I I I I

I I

Post-initial

Grad dip/deg UG deg None None None None None None None

None None

Prereq

1 4 4 4 4 1 4 4

year years years years years year years years

4 years 1 year 4 years 4.5 yrs 4 years 4 years 4 years 4 years 5 years

4.5 yrs 4 years

Course duration

I I I I I I I I

I M I I I I I I I

I I

Mode of delivery

P P P P P EC EC P

S S S

S P S

P S

Qualification

67 0 0 0 2 0 0 0

0 4 0 0 0 0 2 12 0

0 0

1999 grads

63 12 0 1 5 0 26 50

0 180 0 0 0 0 5 25 0

0 1

64 11 0 0 4 12 34 81

0 214 0 0 0 0 4 11 0

0 0




101

102

B Ed (Primary/Secondary) BA—Early Childhood Education

VIC: Victoria U (Melton)

Bachelor of Education Grad Dip Ed—Early Childhood B App Sc—Physical Education

UG UG

UG GD UG

No No

No No No

No No No No

UG UG UG UG

VIC: RMIT (Bundoora)

No

UG DD DD DD DD DD

No No No No No No

GD UG UG UG DD UG DD UG DD

Grad Dip Ed (Secondary) B Ed (Primary) B Ed (Secondary) BA/B Ed (Primary) BA (Journalism)/B Ed (Primary) BA (Journalism)/B Ed (Secondary) BA (Psychology & Humanities)/ BEd (Primary) BA (Psychology & Humanities)/ BEd (Secondary) BS&OR/B Ed (Secondary) BS&OR/B Ed (Primary) BA/B Ed (Secondary)

Early exit

Course level

Course name

VIC: Monash (Gippsland)

None TAFE Diploma

None UG deg None

None None None None

None

UG deg None None None None None

Prereq

I I

I I I

I I I I

I

I I I I I I

Post-initial year years years years years years


4 years 3 years

4 years 1 year 4 years

4 4 4 4

4 years

1 4 4 4 4 4

Course duration

I I

I I I

I I I I

I

M I I I I I

Mode of delivery

0 0 0 12

0

148 0 0 0 0 0

1999 grads

P&S

28 0

EC, P, P&S, A151 EC 12 S 30

S S P S

P

S P S P P S

Qualification

38 0

164 42 30

0 0 0 25

1

68 0 0 0 2 0

67 0

198 23 34

0 0 0 11

2

18 0 0 0 2 0




BEd (Secondary) BEd (Secondary Art) BA (Education)/BSc BA (Education)/BA(English, Language Studies, Social Sciences)

WA: ECU (Mt Lawley)

BEd (Primary) GradDipEd (Secondary) GradDipEd (Higher & Further) BA (Education: Secondary)/BSc (Mathematical Sciences) BEd (Secondary) BEd (Early Childhood Education) BA (Education: VET)

WA: Curtin (Perth)

B Ed (Primary)

No No No No

UG DD

No No No Yes

UG DD UG UG UG

UG UG UG DD

No No No

Yes

No No

Early exit

UG GD GD

UG

GD UG

GradDipEd (Secondary) B Ed (Primary/Secondary)

VIC: Victoria U (Echuca)

Course level

Course name

VIC: Victoria U (Footscray Park)

None

None None None

None None None TAFE Diploma

None UG deg UG deg

None

UG deg None

Prereq

I

I I I

I I I I

I I I&P

I

I I

Post-initial


4 years


4 4 4 2

4 years 1 year 1 year

4 years

1 year 4 years

Course duration

I

I I I

I I I M

I I M

I

I I

Mode of delivery

S S S

S S EC A

P S A

P

S P&S

Qualification

0

80 1 0

0 13 32 10

42 75 8

0

81 52

1999 grads

0

82 11 5

0 16 48 8

51 62 6

0

88 55

0

100 0 3

0 14 42 8

36 64 9

8

94 69




103

104 GD GD UG GD

GradDipEd (Secondary) GradDipEd (Primary) BEd (Early Childhood Studies) GradDipEd (Early C’hood Studies)

No No No No

Early exit

No No No No

UG UG UG UG DD

None None

None None

UG deg UG deg None UG deg

Prereq

BEd (Music Education) BEd (Primary)

UG UG

No No

None None

WA: ECU (WAAPA, Bunbury, Churchlands, Mt Lawley)

BEd-Special Education (Secondary) BEd-Special Education (Primary) BEd-Special Education (Early Childhood Studies) BA (Education)/BBusiness

WA: ECU (Churchlands & Mt Lawley)

Course level

Course name

WA: ECU (Churchlands)

I I

I I

I I

I I I I

Post-initial year year years year

4 years 4 years

4 years 4 years

4 years 4 years

1 1 4 1

Course duration

I M

I I

I I

I I I I

Mode of delivery

S P

EC

S P

S P EC EC

Qualification

4 155

3 0

0 5

145 85 63 39

1999 grads

4 164

1 0

0 4

171 74 68 39

1 85

4 0

1 0

207 108 16 64




No No No Yes No No No No No No

UG/GD UG UG/GD UG UG/GD GE/DD UG GD UG DD GE/ DD

GradDipEd (Primary) B Ed (Primary) B Ed (Early Childhood) Master of Teaching (Primary) B Ed (Secondary) Master of Teaching (Secondary) B Health and Physical Ed BA (Education) GradDipEd (Secondary) Master of Teaching (Early Childhood)

GD UG UG GE UG GE UG UG GD GE

No No No No No Yes No No No Yes

No No

UG UG DD

WA: Notre Dame (Fremantle)

BA Post Sec Teacher Education Bachelors degree/BEd (Secondary) BSc/Grad Dip Secondary Teacher Education BEd (Secondary) Bachelors degree/ Grad.Dip.Ed (Primary) Bachelor of Education (Primary) Bachelors degree/ Grad.Dip.Ed (Secondary) Grad Dip Ed (Primary) BA Education Grad Dip in Education (Tertiary & Adult Ed) Bachelors degree/BEd (Primary) Grad Dip Ed (Secondary)

WA: Murdoch (Murdoch)

UG deg None None UG deg None UG deg UG deg None UG deg Grad dip/deg

Grad dip/deg None UG deg

None UG deg None

None None

None None

None None

I I I I I I I I I I

I&P I I

I I I

I I

I I

I I

1 4 4 2 4 2 4 3 1 2

year years years years years years years years year years

1 year 4 years 1 year

4 years 1 year 4 years

4 years 4 years

5 years 4 years

4 years 4 years

I I I I I I I I I I

M M M

M M I

M M

M

P S EC

P P EC P S S

A P S

S P

P P

S S

S

13 0 0 0 0 0 0 27 12 0

29 0 36

0 58 3

5 32

5 3

1 9

12 0 0 0 0 0 0 32 17 0

29 0 58

0 74 1

6 25

2 0

0 4

0 0 0 0 0 0 0 33 23 0

25 0 64

0 44 0

0 48

0 5

0 0



105

106

Grad Dip Ed (Secondary) B Mus(Secondary)/B Ed B Mus (Primary)/B Ed B Sc/B Ed B Commerce/B Ed BA/B Ed B Economics/B Ed

GD UG UG UG UG UG UG DD DD DD DD DD DD

GE GE UG UG

Master of Teaching (Primary) Master of Teaching (Early Childhood) B Ed (Primary) B Ed (Early Childhood)

WA: UWA (Perth)

Course level

Course name

WA: Notre Dame (Broome)


No No No No

Early exit

UG deg None None None None None None

UG deg UG deg None None

Prereq

I I I I I I I

I I I I

Post-initial

1 5 5 4 4 4 4

2 2 4 4

year years years years years years years


Course duration

I I I I I I I

M M M M

Mode of delivery

S S P

P EC P EC

Qualification

185 0 0 0 0 0 0

0 0 0 0

1999 grads

178 0 0 0 0 0 0

0 0 0 0

160 0 0 0 0 0 0

0 0 0 0






Appendix C Additional charts Figure C1

Proportion of completions in each qualification category in ACT (expected 2001)

Secondary 31%

Early Childhood 10%

Primary 59%

Figure C2

Proportion of completions in each qualification category in NSW (expected 2001) Adult 4%

Early Childhood 14%

Secondary 45% Primary 36%

Primary and Secondary 1%

107



Figure C3

Proportion of completions in each qualification category in NT (expected 2001)

Adult 26%

Early Childhood 8%

Primary 40%

Secondary 26%

Figure C4

Proportion of completions in each qualification category in QLD (expected 2001)

Adult 4%

Early Childhood 13%

c

Secondary 36%

Primary 46% Primary and Secondary 1%

108



Figure C5

Proportion of completions in each qualification category in SA (expected 2001)

Adult

Early Childhood

Secondary

Primary Primary and Secondary

Figure C6

Proportion of completions in each qualification category in TAS (expected 2001) Adult 8% Secondary 20%

Primary and Secondary 19%

Early Childhood 26%

Primary 27%

109



Figure C7

Proportion of completions in each qualification category in VIC (expected 2001) Early Adult Childhood 4% 7%

Secondary 42%

Primary 34%

Primary and Secondary 13% Figure C8

Proportion of completions in each qualification category in WA (expected 2001)

Early Adult Childhood 4% 11%

Secondary 55%

110

Primary 30%



Figure C9

Proportion of Early Childhood completions from each level of course (expected 2001)

Graduate 11%

Figure C10

Double Degree 6% Undergrad 83%

Proportion of Primary completions from each level of course (expected 2001) Double Degree 11% Graduate 23%

Undergrad 66%

111



Figure C11

Proportion of Secondary completions from each level of course (expected 2001)

Double Degree 16%

Undergrad 21%

Graduate 63% Figure C12

Proportion of Adult completions from each level of course (expected 2001)

Graduate 29%

Undergrad 71%

112



Figure C13

Proportion of completions from each institution in ACT (expected 2001)

ACU 25%

Canberra 75%

Figure C14

Proportion of completions from each institution in NSW (expected 2001) Southern Cross 3% ACU Wollongong 8%

6%

Avondale 1% CSU 14%

UWS 15%

Macquarie 7% UTS 6%

UNE 11%

Sydney 10% Newcastle 15%

UNSW 4%

Note: Charts are not presented for Northern Territory or Tasmania, as 100% of NT completions are from NTU and 100% of TAS completions are from U Tas.

113



Figure C15

Proportion of completions from each institution in QLD (expected 2001)

USQ 11%

ACU 5%

Christian Heritage 1% CQU 12%

Griffith 18%

QUT 36%

UQ 8%

Figure C16

JCU 9%

Proportion of completions from each institution in SA (expected 2001) c UniSA 65%

Adelaide 16%

Flinders 19%

114



Figure C17

Proportion of completions from each institution in VIC (expected 2001) Victoria Uni 7% RMIT 7%

ACU 11% Ballarat 6%

Monash 13% Deakin 17%

Melbourne 27%

Figure C18

La Trobe 12%

Proportion of completions from each institution in WA (expected 2001)

UWA 14%

Curtin 15% W

Notre Dame 5%

Murcoch 16%

ECU 50%

115



Figure C19

Proportion of Physics completions from each institution in New South Wales (expected 2001)

Southern Cross 11%

CSU 19%

Wollongong 14%

Macquarie 2% UNE 4%

UWS 11%

UNSW 16% UTS 7%

Figure C20

Sydney 11%

Newcastle 5%

Proportion of Chemistry completions from each institution in New South Wales (expected 2001)

Southern Cross 9% ACU 3%

CSU 18%

Wollongong 11%

Macquarie 10%

UWS 9% UTS 6%

UNE 8% Sydney 8% Newcastle 5%

UNSW 13%

Note: Charts are not presented for NT and TAS as all completions came from one institution

116



Figure C21

Proportion of Maths completions from each institution in New South Wales (expected 2001)

ACU 12%

Avondale CSU 2% 6%

Wollongong 9%

UNE 8%

UWS 11%

UNSW 14%

Sydney 22% Figure C22

Macquarie 9%

Newcastle 7%

Proportion of English completions from each institution in New South Wales (expected 2001)

ACU 11%

Avondale CSU 1% 6%

Wollongong 9%

Macquarie 9% UNE 8%

UWS 11%

UNSW 12%

Sydney 23%

Newcastle 10%

117



Figure C23

Proportion of IT completions from each institution in New South Wales (expected 2001)

ACU 24%

Avondale 4% CSU 34%

UNE 4%

UWS 20%

Figure C24

Newcastle 14%

Proportion of LOTE completions from each institution in New South Wales (expected 2001)

Wollongong 2%

CSU 5% Macquarie 22%

Sydney 22% UNE 11% Newcastle 5%

118

UNSW 12%



Figure C25

Proportion of Physics completions from each institution in Queensland (expected 2001) QUT 5%

USQ 16%

UQ 47%

Griffith 21%

JCU 11%

Figure C26

Proportion of Chemistry completions from each institution in Queensland (expected 2001)

JCU 14% UQ 38% Griffith 19%

ACU 5%

USQ 10%

QUT 1411%

119



Figure C27

Proportion of Mathematics completions from each institution in Queensland (expected 2001) USQ 11%

ACU 11% Griffith 8%

QUT 22%

JCU 8%

Q 2

UQ 40% Figure C28

Proportion of English completions from each institution in Queensland (expected 2001)

USQ 7%

ACU 10%

Christian Heritage 2%

QUT 27%

Griffith 24%

UQ 16%

120

Griffith 8%



Figure C29

Proportion of IT completions from each institution in Queensland (expected 2001)

QUT 23

ACU 30%

JCU 10% UQ 37%

Figure C30

Proportion of LOTE completions from each institution in Queensland (expected 2001) USQ 9%

ACU Griffith 4% JCU 4% 5% QU 3%

QUT 75%

121



Figure C31

Proportion of Physics completions from each institution in South Australia (expected 2001) Flinders 13%

Adelaide 87%

Figure C32

Proportion of Chemistry completions from each institution in South Australia (expected 2001) UniSA 8%

Adelaide 92%

122



Figure C33

Proportion of Mathematics completions from each institution in South Australia (expected 2001) UniSA 11% Adelaide 83%

Flinders 6%

Figure C34

Proportion of English completions from each institution in South Australia (expected 2001)

UniSA 8% Flinders 11%

Adelaide 81%

123



Figure C35

Proportion of IT completions from each institution in South Australia (expected 2001) UniSA 100%

Figure C36

Proportion of LOTE completions from each institution in South Australia (expected 2001) UniSA 29% Adelaide 68%

Flinders 3%

124



Figure C37

Proportion of Physics completions from each institution in Victoria (expected 2001)

Victoria U 19%

ACU Deakin 3% 3% La Trobe 15%

Monash 18%

Melbourne 42% Figure C38

Proportion of Chemistry completions from each institution in Victoria (expected 2001) ACU 4% Ballarat Deakin 3% Victoria U 5% 9% La Trobe 10%

Monash 28%

Melbourne 41%

125



Figure C39

Proportion of Mathematic completions from each institution in Victoria (expected 2001) Ballarat 3% ACU 4%

Victoria U 14%

Deakin 9%

La Trobe 32%

Monash 28%

Melbourne 10%

Figure C40

Proportion of English completions from each institution in Victoria (expected 2001)

Victoria U 11%

Ballarat 5%

RMIT 1%

ACU 10% Deakin 8% La Trobe 7%

Monash 27% Melbourne 31%

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Figure C41

Proportion of IT completions from each institution in Victoria (expected 2001) Ballarat 1%


Victoria U 79%

Figure C42

Proportion of LOTE completions from each institution in Victoria (expected 2001)

Victoria U 11%

RMIT 2%


Monash 34% Melbourne 31%

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Figure C43

Proportion of Physics completions from each institution in Western Australia (expected 2001)

UWA 17%

Curtin 23%

Notre Dame 3%

ECU 23% Murdoch 34%

Figure C44

Proportion of Chemistry completions from each institution in Western Australia (expected 2001) UWA 35%

ECU 41%

Murdoch 24%

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Figure C45

Proportion of Mathematics completions from each institution in Western Australia (expected 2001) UWA 20%

Curtin 30%

Notre Dame 7%

Murdoch 16%

UWA 25%

Notre Dame 6%

ECU 27%

Curtin 13%

ECU 30%

Murdoch 26% Figure C46

Proportion of English completions from each institution in Western Australia (expected 2001)

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Figure C47

Proportion of IT completions from each institution in Western Australia (expected 2001) Curtin 3%

ECU 16%

UWA 81%

Figure C48

Proportion of LOTE completions from each institution in Western Australia (expected 2001)

UWA 38%

ECU 40%

Murdoch 22%

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References Adey, Kym L. (Chair) 1998, Preparing a Profession, Report of the National Standards and Guidelines for Initial Teacher Education Project, Australian Council of Deans of Education, Canberra. Department of Employment, Education and Training (DEET) 1991, Selected Higher Education Statistics, AGPS, Canberra. Department of Education, Training and Youth Affairs (DETYA) 1999, Selected Higher Education Student Statistics, DETYA, Canberra. Discipline Review of Teacher Education in Mathematics and Science 1989 Volume 2: Detailed Descriptions of Teacher Education in Mathematics and Science in Australia (Graeme W. Speedy, Chair), Department of Employment, Education and Training, AGPS, Canberra Ministerial Advisory Council on the Quality of Teaching (MACQT) 1999, Report Identifying the Challenges: Initial and Continuing Teacher Education for the 21st Century, NSW Department of Education and Training, Sydney. Preston, Barbara, 2001, ‘The Professional Preparation of Teachers: The Australian Experience in Establishing a Standard’, in New Teacher Educaiton for the Future: International Perspectives, eds Yin Cheong Cheng, King Wai Chow & Kwok Tnug Tsui, The Hong Kong Institute of Education & Kluwer Academic Publishers, Hong Kong, pp. 219–241.

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