TIPO COMBUSTIBLE LA FRONTERA
CONJUNTO HISTÓRICO (CH)
1. All Parties will work cooperatively to realise the objectives and commitments made in this Agreement.
2. The Parties commit to being accountable to the community for achieving the outcomes.
Shared Responsibilities of the Commonwealth and the States and Territories 3. The Commonwealth and the States and Territories are:
(a) jointly responsible for developing, progressing and reviewing the national objectives and outcomes for schooling;
(b) jointly responsible for funding school education to enable improved performance in the nationally agreed outcomes and to achieve national objectives;
(c) responsible for developing policy and reform directions to support achievement of Indigenous education outcomes;
(d) responsible for working together to develop evidence to support the achievement of the national objectives and outcomes, and to promote its application to policy and practice;
(e) jointly responsible for designing the funding mechanism by which the Commonwealth allocates funds to States and Territories to support improved service delivery and reform;
(f) responsible for public leadership which encourages the community to recognise and embrace the importance of the nationally agreed outcomes;
(g) consistent with their roles, responsible for monitoring and reviewing performance of school systems and individual schools to support improved performance against the nationally agreed outcomes, as well as being accountable for these outcomes through the Performance Reporting Framework;
(h) responsible for the development and maintenance of a National Curriculum and for participating in the work of the national education authority that manages national curriculum, assessment and data management, analysis and reporting; and
(i) jointly responsible for a nationally consistent system of teaching standards.
Role of the Commonwealth
4. The Commonwealth undertakes responsibility for:
(a) allocating funding to States and Territories to support improved service delivery and reform to meet nationally agreed outcomes and to achieve the national objective, including for students with particular needs;
(b) ensuring that the funding arrangements for non-government school systems and schools are consistent with, and support the responsibilities of the States and Territories in respect of regulation, educational quality, performance and reporting on educational outcomes;
(c) higher education policy, including its impact on pre-service and post-graduate teacher education and teacher supply through setting higher education national priorities, and its funding of universities;
(d) investing in actions to secure nationally agreed policy priorities, in consultation with States and Territories; and (e) ensuring that funding agreements between the Commonwealth and non-government authorities will include a
provision that the non-government school sector will work with Governments within each state or territory to ensure their participation in relevant aspects of this agreement.
Role of the States and Territories
5. The States and Territories undertake responsibility for:
(a) ensuring that all school aged children are given the opportunity to enrol in a safe and supportive school that provides a quality education, including where students have particular needs. States and Territories are also responsible for ensuring that children of compulsory school-age attend school and therefore are responsible for (i) developing policy;
(ii) delivering services;
(iii) monitoring and reviewing performance of individual schools; and (iv) regulating schools;
so as to work towards national objectives and achievement of outcomes compatible with local circumstances and priorities;
(b) ensuring that schools provide clear performance reporting to parents, carers and to their local communities;
(c) the regulatory framework for all schools, including registration and accreditation, educational quality and their performance in educational outcomes, in monitoring and reviewing performance of school systems;
(d) the employment conditions of teachers in the government school sector, and its impact on teacher supply;
(e) implementing the National Curriculum; and
(f) working with the non-government school sector in their State or Territory to ensure their participation in relevant aspects of this agreement.
Source: Council of Australian Governments 2008 National Education Agreement pp 6-7
New South Wales Overview
Schools
In 2009 there were 3109 schools consisting of 2181 government schools, 586 Catholic schools and 330 independent schools, with a combined enrolment of over one million students. Enrolments including indigenous enrolments are shown in the table below.
Table 1: Registered schools and enrolments, NSW, 2009.
Schools Enrolments Indigenous enrolments
Government 2,181 735,692 40,549
Non-government
916 375,247 5,926
Total 3,109 1,110,939 46,475
Source: ABS Schools Australia, 2010.
NSW contains the largest government and Catholic school systems in Australia. Provision is across the metropolitan areas of Sydney, large regional cities, large regional towns, and smaller towns and isolated areas.
Details of the budget allocations for school education can be found on:
http://www.budget.nsw.gov.au/__data/assets/pdf_file/0016/18250/bp3_03educ.pdf Legislation
The framework for the development and management of the New South Wales Department of Education and Training’s (DET) budget is established by various annual Appropriation Acts, the Public Finance and Audit Act 1983, the Education Act 1990 and other pertinent legislation, including the Constitution Act 1902.
The State Budget process is the mechanism used to determine, monitor and control the overall level of funding associated with the provision of education and training services.
The Education Act 1990 states that the Minister is to provide for the establishment and operation of government schools, and to ensure that only government schools established under this Act or non-government schools registered under this Act operate in New South Wales.
The act also states that the Minister may also provide or arrange special or additional assistance for government school children with special needs, such as children with disabilities, children with significant learning difficulties, children who live in isolated or remote areas, children who are from non-English speaking backgrounds, Aboriginal children, children with special abilities, or children who are disadvantaged by their socio-economic background. Any such special or additional assistance may include the provision of financial assistance, facilities, courses of study, staff, staff training or distance education. Any such financial assistance is to be paid out of money to be provided by Parliament.
The responsible agency
The Department of Education and Training (DET) is the responsible agency for the delivery of education through and resources for government schools. Agreements with the NSW Teachers Federation, principals’ associations or other industrial or professional organisations that relate to staffing, class sizes and industrial conditions that have an impact upon budgets are made with DET rather than the Minister.
The responsible agency for the delivery of state grants to non-government schools is DET. The responsible agency for the registration and quality assurance of non-government schools is the NSW Board of Studies (BOS).
School registration
Government schools in NSW are not formally registered. Rather the Minister under the 1990 Education Act may establish a school in any locality if the Minister is satisfied that:
‐ sufficient children will regularly attend the school, and
‐ the school will comply with similar requirements to those required for the registration of non-government schools.
Part 6 of the Education Act 1990 outlines the requirements that government schools adhere to. It specifies that the different types of schools can be established, including infants schools, primary schools, different types of secondary schools, including comprehensive, senior secondary, selective, specialist, and separate boys and girls schools, composite schools, schools in which education for specific age groups is offered, schools for children with disabilities, and schools with boarding facilities.
The requirements for the registration of non-government schools, as stated in legislation, relate to:
- the proprietor and principal of the school - staff
- curriculum
- premises and buildings - facilities
- safe and supportive environment - discipline
- attendance
- management and operation of the school, and - educational and financial reporting.
There are at least 19 other pieces of non‐education legislation that affect the regulation of schools. Some of the most significant include the Anti Discrimination Act , Occupational Health and Safety Act, Mental Health Act 1990, Privacy and Personal Information Protection Act, Commission for Children and Young People Act, Child Protection (Prohibited Employment), Ombudsman Act , Children and Young Persons (Care and Protection), The Disability Discrimination Act and Disability Standards for Education, Privacy Act , Age Discrimination Act , Human Rights and Equal Opportunity, Race Discrimination Act and the Sex Discrimination Act.
Admission
Part 6, Section 34 of the NSW Education Act 1990 details the admission to students in government schools. The NSW Department of Education and Training is responsible for the operation of NSW government schools and has an admission/enrolment policy. Admission allows students to be admitted into their designated school based local school areas determined by DET. Parents may seek to enrol their child in the school of their choice. The primary criteria for acceptance of non-local enrolments will include the availability of appropriate staff and permanent classroom accommodation. Criteria and procedures for exclusions are also laid out in the policy.
Government school funding
Resource allocations
1. School resource allocations.
Quantum
Approximately 82.5 percent of school recurrent resources are through NSW state allocations.
Commonwealth allocations constitute about 13 percent, this amount having increased through the BER and National Partnerships, and school derived revenue makes up about 5.0 percent.
The State Budget process is the mechanism used to determine, monitor and control the overall level of funding associated with the provision of education and training services. NSW operates a centralised system of funding to government schools.
The expenditure that is incurred at the school level (excluding the approximately 5 percent of revenue generated by the school itself) is met through two basic methods:
- Central allocations of resources (including staff) and funds that schools can utilise;
- Direct central payments of school based costs.
This is through two core mechanisms: centralised staffing allocations and Grants via grants which are either
‘tied’ or ‘untied’
Central allocations
The resources applied to schools can be categorised into five categories:
- Staffing and Salaries; salaries for school‐based staff (both teachers and School Administration and Support Staff (SASS))
- Global Funding,
- Tied and Untied Grants,
- Capital Works & Maintenance; and - Cleaning.
(Gas and electricity rates and sewerage are based on actual school expenditure and are paid by each individual school from their individual bank account through their cash global budget allocation.)
Staffing allocations
NSW maintains a large central staffing function. Staff are appointed to schools by DET which also maintains a central transfer system.
Recruitment is a shared responsibility between NSW DET and schools, with schools having a greater capacity to advertise positions and local selection panels (which can include a parent or community representative) now able to play a role in selecting principals, teaching and nonteaching staff.
All staff positions are allocated centrally upon the basis of formulae, with some capacity for variation based upon negotiations between the school and DET personnel. Schools may seek additional staff if they have a budget surplus.
Staffing constitutes about 81.0 percent of the operational costs of a school. The effective budget allocations using the same formulae across schools will vary due to the different salary Steps of teachers.
An internal study however did show that in general low SES or high need schools did tend to receive more resources because of their lower enrolment averages and specific allocations, notably the Priority Schools Program (see below).
The staffing formulae and the appointment and transfer systems are influenced by the EBA outcomes.
Staffing types Principals
All schools are allocated principal positions at different levels. The level is based primarily upon student enrolments:
- In primary schools, principal positions are non-teaching in schools with 160 or more students.
- In secondary schools, all principal positions are non-teaching. Deputy principal positions also are non-teaching, but can be at a fractional allocation – e.g. 0.5. Principal class levels are based upon schools of enrolments up to 900, and enrolments above 900.
Deputy Principal allocations also are based upon enrolment numbers in both primary and secondary school. Apart from the normal incremental scale for teacher promotion, to Step 13, teachers can apply for deputy principal positions and secondary schools can be allocated head teacher positions.
Head teachers
Head teachers positions are allocated to secondary and consolidated schools upon the basis of enrolment numbers and school profiles. For head teachers there are general and specific categories that include:
teaching and learning, faculty leadership, mentor, female students, and administration. The number of head teachers is calculated through a formulae that is based upon the number of teachers allocated to the school. Each head teacher position has a specific classification that is centrally administered.
Teaching staff
Teacher staffing is allocated through a set of formula and procedure that are based upon student enrolment numbers and distribution across school years, school types (primary, secondary, etc), school characteristics (enrolment size, location, special characteristics), and student enrolment profiles (socio-economic status, indigenous, migrant and new arrivals, disabilities). There is some capacity for variation in resource allocation based upon sets of procedures and the decisions of specified personnel.
Support staff
School Administrative Support Staff are allocated upon the basis of student enrolments.
Specialist staff
Specialist staff are allocated upon the basis of school enrolment numbers, school types and programs, and enrolment characteristics.
School types
Staffing allocations vary across the different types of schools.
Primary schools
The formula for the teacher staffing entitlement for primary schools delivers the combination of the classroom teacher, relief from face to face, part-time, teacher librarian and executive allocations. The classification of primary schools, including schools with only K-2 enrolments, is based on whole school enrolments, including regular class enrolments, pre-school enrolments and student support enrolments.
The allocations of teachers’ relief from face to face, part-time, and teacher librarian are based upon a common enrolment scale.
Principals in smaller schools are allocated relief entitlement between 28 and 30 days. ‘Executive relief’ of 1.0 full time teacher is provided for schools with enrolments of 505 or more.
Full-time primary classroom teachers are entitled to 2 hours (0.084 FTE) 1 of relief from face to face each week. For regular classroom teachers 0.042 FTE of this entitlement is derived from the RFF formulae allocation and the remaining 0.042 FTE is derived from the Part-time and Teacher Librarian allocations.
Two hours relief from face to face allocation is provided separately for teachers of support classes.
A small school supplementation of up to 0.63 of a teacher is available for schools with four bands of enrolments up to 112. The largest of these bands (104-112) can only gain an assistant principal relieving allowance.
Low SES schools also receive allocations under the Priority School Funding Scheme.
Secondary schools
The classification of a secondary school and its principal is based on whole school enrolments, including regular class enrolments and student support enrolments.
Teaching staff
Teaching staff are allocated to schools upon the basis of formulae that are based upon the schools’
enrolment numbers. The allocations include:
- Principal and deputy principal positions. For leadership positions there are different categories of principals and deputy principals. These positions have specific categories that are centrally administered and the allocation of leadership positions is derived from enrolment numbers.
- Head teachers of general and specified categories, allocated on the basis of 1 head teacher for every 5 teachers within a band of 0-21 teachers, and 1 head teacher for every 5.98 teachers for a band of more than 21 teachers. Each new and developing secondary school is provided with four head teacher positions. For head teachers there are general and specific categories that include:
teaching and learning, faculty leadership, mentor, female students, and administration. The number of head teachers is calculated through a formula that is based upon the number of teachers allocated to the school. Each head teacher position has a specific classification that is centrally administered.
- General teacher category of general and specified categories. Schools also are given loadings based upon student enrolments for executives (leadership) release, head teacher welfare, teacher learning assistance. Schools can also receive a concession allowance and a smaller school supplement.
Schools also receive a part‐time students’ formula entitlement. Part-time students can include those doing various forms of Vocational Education and Training, such as School based Apprenticeships.
Secondary schools also receive a range of allowances and supplements, including:
- Executive allowance;
- Deputy Principals and Executive allowance;
- Head Teachers and Executive allowance;
- Concession allowance;
- Library allowance;
- Career Education allowance;
- Support Teacher Learning Assistance allowance;
- Approved Support Class Supplement, such as Emotional disabilities; School counsellor, Student support, Community Language Teacher, District Guidance Officer, District School Counsellor, English As Second Language, Home School Liaison Officer, Local, Area Relief, Relief face to face amalgamate, Substitute Care, Unique and Emergent, Integration, Teacher at Ministerial Direction, Vocational Transition, ESL;
- and Smaller Schools’ Supplement
The general teacher category is allocated separately upon the basis of 7-10 and 11-12 enrolments:
- The 7-10 allocation is upon the basis of a constant enrolment multiplier: the total number of students in Years 7-10 (excluding those enrolled in approved support classes) by 0.05272.
The smaller schools’ supplement (if applicable) is added to this entitlement.
- The 11-12 allocations are based upon 5 enrolment bands, which deliver set allocations plus a multiplier for enrolments above the minimum band number. These allocations deliver higher teacher – enrolment ratios for smaller enrolments.
Low SES schools also receive allocations under the Priority School Funding Scheme.
Non teaching staff
Non teaching staff are allocated upon the basis of school enrolments, and include:
- A school manager, administrative officers and general assistance; and
- Specialist positions such as farm assistance, secondary school learning support officer, secondary school learning support officer emotional disability.
Allowances
The main staffing allowances are:
- An executive allowance covers the non-teaching periods of the promotions positions. An allowance of 1.0 FTE is provided for the principal. The allocations for deputy principals and head teachers are based upon the number of promotion positions and enrolment bands. For deputy principals they range from 0.5 to 0.8. For head teachers they are 0.2. An additional 0.4 FTE executive allowance is allocated to schools with 1400 or more students.
- A concession allowance of 0.1 FTE per 100 (or part thereof) of the total school enrolment (Years 7-12) is provided to cover a range of functions by teachers and executives in the school.
Examples include religious education supervision, student welfare, sport organisation, choir, orchestral work or debating.
- A Library Allowance are based upon Years 7-12 enrolments of 1.0 teacher librarian for enrolments between 1 and 1200 rising to 2.0 for enrolments of 1600+.
- Career education allowances differ for different types of secondary school and range from 0.2 for very small schools to 2.00 for schools with enrolments over 1600.
- Support Teacher Learning Assistance (STLA) Allowance allocations are based on the results of the English Language and Literature Assessment (ELLA) tests and are reviewed annually.
There is a wide range of approved support classes for which a supplement of 0.4 is provided.
Other Schools
Teacher allocations for other types of schools (community schools, central schools, schools for specific purposes, intensive English centres, distance education centres etc) are determined by specific formulae which are also based on student enrolments.
Central Schools
The classification of a central school and its principal is based on whole school enrolments, including regular class enrolments and student support enrolments. The teacher entitlement for a central school is a combination of the primary and secondary teacher entitlements as determined by the respective formulae with some exceptions for library allowance, and career education allowance.
Community Schools
The classification of a community school and its principal is based on whole school enrolments, including
The classification of a community school and its principal is based on whole school enrolments, including