Amendment No. 10 to the Other Grants Guidelines 2006

Administered by Department of Education, Employment and Workplace Relations

Legislation au F2008L01643 Not in force Legislative Instrument

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EXPLANATORY STATEMENT

 

Guidelines issued under subsection 238-10 of the Higher Education Support Act 2003

 

Amendment No.10 to Chapter 8A of the Other Grants Guidelines 2006

 

Issued by the authority of the Minister for Education

 

Subject:-  Higher Education Support Act 2003

   Amendment No.10 to Chapter 8A of the Other Grants Guidelines 2006

 

Authority

Section 238-10 of the Higher Education Support Act 2003 (the Act) provides that the Minister may make guidelines for the purposes of the Act.  In particular, item 8 of the table in subsection 238-10(1) of the Act states that the Minister may make the Other Grants Guidelines so as to give effect to matters set out in Part 2-3 of the Act.

 

Subsection 41-15(1) of the Act provides that the Other Grants Guidelines may specify one or more programs under which grants for particular purposes specified in the table in subsection 41-10(1) are to be paid.  The table in sub-section 41-10(1) lists who is eligible for various grants under Part 2-3 of the Act.

 

Background

These Guidelines amend the Higher Education Support Act 2003 - Other Grants Guidelines 2006 (Other Grants Guidelines 2006) registered on 22 November 2006 (see F2006L03785) and which commenced on 23 November 2006.  The Guidelines are now being amended for the tenth time.

 

Purpose and effect

Chapter 8A provides for the payment of grants to eligible higher education providers to assist them with the costs associated with their provision of the practical components of teacher education.

 

 

In announcing the $77 million Improving the Practical Component of Teacher Education (IPCTE) program, the previous government stated that funding available in 2007/08 of $18.020 million would translate to $450 per Equivalent Full-Time Student Load (EFTSL).  To qualify for funding under the IPCTE program, higher education providers were required to offer to all students undertaking a three or four year pre-service teacher education course a minimum of 120 professional experience days, and students undertaking one or two year courses a minimum of 60 days of professional experience.  This represented a significant increase in practicum days for a number of teacher education courses around the country.

 

The amount allocated for the calendar year 2008 in the 2007/08 budget was, however, insufficient to allow for the full amount per EFTSL to be paid to providers in 2008.  The 2008 targeted load data received from higher education providers translates to only $394 per EFTSL in 2008.

 

In light of the funding shortfall, the government has, in consultation with the sector, made amendments to Chapter 8A to refocus the program on improving the quality, rather than the quantity, of professional experience days undertaken by teacher education students. 

 

In order to receive funding under the IPCTE program, providers must still provide a minimum of 80 days of professional experience to all three or four year education degree students, a minimum of 60 days of professional experience to all students undertaking two year courses or a double degree, and a minimum of 45 days of professional experience to all students undertaking one year courses.  These minimums reflect the statutory requirements enshrined in State and Territory legislation.

 

In addition, the amendment requires higher education providers to:

  • implement processes to assure and improve the quality of the practical component of their teacher education courses;
  • contribute to the development of the new graduate professional standards; and
  • have a plan ready for implementation of the new graduate standards when they are put in place.

 

Funding under the IPCTE program for 2007/08 has been disbursed, and it is not the intention of the amendments to Chapter 8A to allow higher education providers that did not meet the eligibility requirements of the Guidelines before the amendments were made to apply for funding under the Guidelines, as amended.

 

Consultation

Higher education providers were widely consulted in the implementation of the IPCTE program and they expressed their concern about creating an increased minimum requirement for the number of practicum days. Input received during the consultation was revisited and incorporated in these amendments.  The Australian Council of Deans of Education was consulted in February and March 2008 and its input was also incorporated in these amendments.

 

Commencement

The Guidelines commence on the day after the day on which they are registered on the Federal Register of Legislative Instruments.

Overview

The Higher Education Support Act 2003 was enacted to provide a framework for the provision of support to higher education students and institutions in Australia. This legislation was introduced to address the need for a comprehensive structure to manage higher education support mechanisms, including financial assistance and administrative guidelines. The Act was enacted by the Australian Parliament, reflecting the policy objective to enhance the accessibility, quality, and efficiency of higher education services across the nation. One notable amendment to the Act is the tenth amendment to Chapter 8A of the Other Grants Guidelines 2006, issued under the authority of the Minister for Education. These amendments were designed to refocus the Improving the Practical Component of Teacher Education (IPCTE) program, which aims to improve the quality rather than the quantity of professional experience days for teacher education students, due to a shortfall in the allocated funding for 2008. The amendments require higher education providers to meet new standards for the quality of practical components in their courses and contribute to the development of new graduate professional standards.

Scope and Application

The Higher Education Support Act 2003, as amended by the Amendment No.10 to Chapter 8A of the Other Grants Guidelines 2006, applies to higher education providers in Australia, specifically those offering teacher education programs. These guidelines, issued under the authority of the Minister for Education, aim to assist eligible providers with the costs associated with the practical components of teacher education by providing grants. The jurisdictional reach of this legislation is national, applying across all states and territories in Australia. The legislation excludes entities not involved in higher education or those not providing teacher education programs, as specified in the Other Grants Guidelines 2006. The guidelines are further subject to adjustments through subordinate instruments, enabling the Minister to adapt the criteria and provisions in response to changing circumstances or sectoral feedback. The amendments to Chapter 8A refocus the program on improving the quality of professional experience days rather than increasing their quantity, mandating providers to implement quality assurance processes and contribute to the development of new graduate professional standards.

Key Provisions

The Higher Education Support Act 2003, under which these guidelines are issued, sets out various provisions that govern the payment of grants to higher education providers. The main sections relevant here are section 238-10, which allows the Minister to make guidelines to give effect to matters set out in Part 2-3 of the Act, and subsection 41-15(1), which permits the Other Grants Guidelines to specify the programs under which grants are paid. The guidelines aim to assist higher education providers with the costs associated with their provision of the practical components of teacher education. The obligations imposed on the parties governed by these guidelines include offering a specific minimum number of professional experience days to students. For instance, three or four-year pre-service teacher education courses must provide a minimum of 80 days, while one-year courses must provide a minimum of 45 days. Higher education providers must also implement processes to assure and improve the quality of the practical component of their teacher education courses, contribute to the development of the new graduate professional standards, and have a plan ready for implementation of the new graduate standards when they are put in place. Failing to meet the obligations set out in these guidelines can result in consequences, although specific offences, penalties, or civil/criminal consequences are not detailed in the text. However, it is clear that not meeting the eligibility requirements would prevent providers from applying for funding under the guidelines. The guidelines emphasise the importance of quality over quantity in the professional experience days provided to students, indicating a shift in focus from the original program which had higher minimum requirements. The guidelines were developed with extensive consultation with higher education providers and the Australian Council of Deans of Education, ensuring that their input was incorporated in the amendments.

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Sourced from the Federal Register of Legislation at 26 August 2026. For the latest information on Australian Government law please go to https://www.legislation.gov.au.