Read the Department of Education policies.

This Information Memorandum (IM) notifies child welfare agencies about the release of updated nonregulatory guidance: Nonregulatory Guidance: Ensuring Educational Stability and Success for Students in Foster Care.

Metadata-only record linking to the original dataset. Open original dataset below.

Activity standards to assist educators to plan and lead field trips. Activity standards are appendixes to the Off-Site Experiential Learning Policy.

This data provides information on the status of each department at higher education institutions nationwide, including universities, graduate schools, and technical colleges. It includes information such as establishment type (public/private), school type, main/branch campus, college name, department/major name, day/night type, department characteristics and status, large/medium/small department classification, length of study, and degree program name. You can also check the status of department openings/closures and the composition of majors by department by year. This data can be utilized for various educational administration and research purposes, such as establishing higher education policies, analyzing major diversification, identifying trends in the expansion of academic fields by department, evaluating university competitiveness, investigating employment linkages by department, and analyzing educational resources by region.

Superseded / obsolete activity standards that assisted educators to plan and lead field trips. Activity standards are appendixes to the Off-Site Experiential Learning Policy. The policy and standards below are no longer in effect. See the current Off-Site Experiential Learning Policy.

The Education and Training division has faced challenges in recent years, driven by shifting enrolment patterns, regulatory pressures and the rapid integration of online learning options into a division that has long operated in face-to-face classrooms. While many institutions within the division are not-for-profit, private establishments strive to make a profit, particularly within the Technical and Vocational Education and Training industry, which boasts the highest profit margin at 36.0% compared to the division’s margin of 5.1%. Industrywide revenue is expected to have contracted at an annualised 0.7% over the five years through 2024-25 to total $173.5 billion. This includes an anticipated dip of 1.6% in 2024-25. Despite the advantages the Private Schools industry boasts over the Government Schools industry, the Federal Government's Better and Fairer Schools Agreement and the full rollout of the Quality Schools package will go a long way to rebalancing the disparity between private and public schools. In early 2025, Queensland joined all other states and territories in signing the Better and Fairer Schools Agreement and committing to fund public schools to 100% of the Schooling Resource Standard by 2034. The agreement dictates that the Federal Government will contribute 25.0% of the funding for government schools, with 75.0% coming from the states and territories. New South Wales, Victoria and Queensland dominate the Education and Training division because of their large populations, which lead to an abundance of schools and students. Certain segments, like government schools and universities, exhibit higher market share concentration because of the significant barriers to entry compared to segments like sports instruction. The division is contending with intensifying competition from substitutes like self-education and on-the-job training. Over the coming years, new government policies and technological advancements will influence the Education and Training division. The Australian Government's attempts to introduce international student caps and the implementation of student visa price rises will limit the international student market, potentially resulting in job losses and stifling growth opportunities. Universities are losing their competitive edge as substitutes like self-education expand in popularity and employer preferences shift away from traditional degrees. Education departments will improve teacher wellbeing by improving workload expectations, resulting in national education standards improving. The Quality Schools package will boost Commonwealth funding, prioritising public schools over private ones. Revenue is forecast to climb at an annualised 1.8% over the five years through 2029-30 to $189.3 billion.

Further information about the study may be found on the COVID Social Mobility and Opportunities Study (COSMO) webpage.

COSMO Wave 2, 2022-2023
All young people who took part in Wave 1 (see SN 9000) were invited to the second Wave of the study, along with their parents (whether or not they took part in Wave 1).

Data collection in Wave 2 was carried out between October 2022 and April 2023 where young people and parents/guardians were first invited to a web survey. In addition to online reminders, some non-respondents were followed up via face-to-face visits or telephone calls over the winter and throughout spring. Online ‘mop-up’ fieldwork was also carried out to invite all non-respondents into the survey one last time before the end of fieldwork.

Latest edition information:
For the second edition (April 2024), a standalone dataset from the Keeping in Touch (KIT) exercise carried out after the completion of Wave 2, late 2023 have been deposited. This entailed a very short questionnaire for updating contact details and brief updates on young people's lives. A longitudinal parents dataset has also been deposited, to help data users find core background information from parents who took part in either Wave 1 or Wave 2 in one place. Finally, the young people's dataset has been updated (version 1.1) with additional codes added from some open-ended questions. The COSMO Wave 1 Data User Guide Version 1.1 explains these updates in detail. A technical report and accompanying appendices has also been deposited.

Further information about the study may be found on the COSMO website.

This series consists of files relating to the administrative and general maintenance of various educational institutions including Colleges of Advanced Education, Schools of the Arts, technical colleges, welfare farms, special schools and subsidised schools. A number of these subject files deal with policy matters although the majority are concerned with administrative matters, many of a recurrent nature, but exclude matters dealt with on Policy or School files. Also included in this series are files from the Director General and Deputy Director General's office.

The files cover a diverse range of topics such as general policy, budget projections, curriculum development, education of Aboriginal people, personal development- including sex and drug education in schools, religious instruction in schools, major staffing and industrial issues, legislation, conferences, committee meetings, cultural grants, press clippings, teacher training courses, accommodation and school sites, Parent’s and Citizens’ Organisations, Teacher’s Federation representations, samples of Education Week and other special event files, free medical and dental services, school discipline, and grants to Non-Government Schools.

These files were brought together into subject bundles by the Education Department and arranged roughly alphabetically. The arrangement of this series now appears to be a combination of alphabetical, numerical and classified number. The correspondence is incomplete for many subjects, however, some subjects are covered in some detail, for example Parents and Citizens Associations, Schools of the Arts and Teachers' Colleges.

Until an administrative change in 1966 this series was controlled by NRS 3828 Indexes and registers of letters received 1880-1939, and a card index to correspondence files 1940-1966. This rearrangement altered the Department’s record keeping system from two correspondence file series into the three (Subjects, Schools and Policy) that still operate. As a result of this re-organisation, the controlling series are no longer a viable way of accessing the records.

Annual Queensland language services policy reporting by the Department of Education. Additional information reported in lieu of inclusion in the annual report. Read the complete annual report at https://qed.qld.gov.au/publications/reports/annual-report#

From 1 April 2015 all central government departments, including their Executive Agencies and Non Departmental Public Bodies, must publish the percentage of their invoices paid within 5 days and within 30 days, on a quarterly basis. More details can be found here: https://www.gov.uk/government/publications/procurement-policy-note-0515-prompt-payment-and-performance-reporting.

The Center for Analysis of Postsecondary Readiness (CAPR) was established in 2014 through a grant from the U.S. Department of Education's Institute of Education Sciences (IES) to document current practices in developmental education and to rigorously assess the effects of innovative programs. CAPR is led by the Community College Research Center (CCRC) at Teachers College, Columbia University, and social policy research organization MDRC. CAPR's research includes a nationally representative survey of two- and four-year colleges. The survey is designed to help researchers and others better understand the approaches used by colleges and states to assess students' college readiness, deliver developmental instruction, and provide non-classroom-based student supports for students assessed as needing developmental education. The survey identifies emerging reform strategies, the extent to which colleges are scaling different practices, and the factors driving the adoption of these practices.

The Curriculum Policies Project (http://scpp.esrc.unimelb.edu.au/) dataset contains a series of 17 transcripts of interviews with 19 state curriculum experts and education policymakers, as part of the ARC Discovery project 'School Knowledge, Working Knowledge and the Knowing Subject: A Review of State Curriculum Policies 1975–2005,' based at the University of Melbourne. Responding to a noted dearth of systematic scholarship about the development of state curriculum policies, the Curriculum Policies project aimed to produce a foundation picture of developments in curriculum policies across the nation over a thirty-year period. The project provided a wide overview of the last generation of state curricula, moving past previous projects that were limited in scope to individual government reports, Commonwealth developments, subject areas or political contexts. The overarching focus of the project was on charting continuities and changes in state curriculum policies, especially regarding changing approaches to knowledge, to students, and to the marking out of academic and vocational agendas. The focus was broadly on secondary schooling, and aimed at building up snapshots of curriculum changes at ten-year intervals. As part of this research project, 34 public servants and education department officials, curriculum academics and scholars were interviewed by Lyn Yates and Cherry Collins over 2007 and 2008. 19 interviewees gave consent for the transcripts of their interviews to appear in this archive. Interviewees were asked to give their personal reflections on the broad changes in curriculum policy over the thirty years from 1975 to 2005, and were invited to shed light on the reasoning and institutional factors that lay behind various policy decisions. The interviews were broad-ranging, informal and largely open-ended; research participants were asked to give a general assessment of their own involvement in curriculum over the thirty years in question, and to highlight any landmarks that were significant to them. They were also invited to address the broader themes of the research study, namely changing attitudes to knowledge, to students and to academic/vocational agendas, and to similarities and differences between different the approaches taken in different states.

Quarterly reports on the late payments made by the Department of Education.\r \r * The Late-Payment policy is no longer being updated. The new On-time payment policy for reporting framework commenced on 1 July 2020, please refer to https://www.data.qld.gov.au/dataset/doe-on-time-payment-report\r \r

This dataset includes the attendance rate for public school students PK-12 by district during the 2022-2023 school year.

Attendance rates are provided for each district for the overall student population and for the high needs student population. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch.

When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

This dataset includes the attendance rate for public school students PK-12 by school during the 2022-2023 school year.

When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

Educational Technology in Public School Districts, 2008 (FRSS 93), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 93 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology in public school districts during Fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted by having school superintendents fill out surveys via the web or by mail. Public school districts were sampled. The study's weighted response rate was 90 percent. Key statistics produced from FRSS 93 were information on networks and internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology. Respondents reported the number of schools in the district with a local area network and the number of schools with each type of district network connection. The survey collected information on written district policies on acceptable student use of various technologies. Other survey topics included employment of staff responsible for educational technology leadership and the type of teacher professional development offered or required by districts for educational technology. Respondents gave their opinions on statements related to the use of educational technology in the instructional programs in their districts.

Archive of U.S. Department of Education (ED) information technology (IT) policy documents--including "Information Technology Investment Management (ITIM) Directive" (OCIO 3-108), "Lifecycle Management (LCM) Directive" (OCIO 1-106), "Investment Review Board (IRB) Charter (Departmental)", "Investment Review Board (IRB) Charter (Federal Student Aid [FSA])", and "Agency IT Policy Archive".