History of Development AL in Australia

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MHR 10
1053:
PHILOSOPHY OF ADULT LEARNING

HISTORY OF DEVELOPMENT ADULT LEARNING:
AUSTRALIA

NAME : FARAH FADZLIA JALALUDIN MH101098
MATAHATI BINTI MAHBOL MH101097
NUR HIRATUL HAIRIN YASIN MH111046
NURUL HIDAYAH SALEH MH101095

LECTURER : DR SITI FATIMAH BINTI BAHARI

SECTION : 02

i HISTORY OF DEVELOPMENT ADULT LEARNING THEORY: AUSTRALIA

TABLE OF CONTENT
Content Page
Table of content i
Table ii
Figure ii
CD-content iii
1. INTRODUCTION ......................................................................................... 1
2. HISTORY OF COUNTRY
2.1. To World War II ............................................................................... 2–3
2.2. To World War II to 1972 .................................................................. 3–4
2.3. After 1972 ........................................................................................ 5
2.4. 1980’s ............................................................................................... 6–7
2.5. 1990’s ............................................................................................... 8
2.6. 2000’s ............................................................................................... 9
3. SCHOOLING SYSTEM
3.1. History Education in Australia ...................................................... 10
3.2. Academic Calendar ........................................................................ 10 – 11
3.3. Common Age .................................................................................. 11 – 12
3.4. Pre School ....................................................................................... 13
3.5. School .............................................................................................. 13 – 14
4. ADULT EDUCATION IN FORMAL EDUCATION
4.1. Qualification .................................................................................... 15 – 19
4.2. System ............................................................................................. 20 - 22
5. TRENDS AND CHALLENGES
5.1. Educational Trends ........................................................................ 23 – 26
5.2. Challenges ....................................................................................... 26 – 28
6. CONCLUSION ............................................................................................ 29

REFERENCE ……………………………………………………………………………. 30

MHR1053: PHILOSOPHY OF ADULT LEARNING

ii HISTORY OF DEVELOPMENT ADULT LEARNING THEORY: AUSTRALIA

TABLES

Table 1: Level of Education in Vocational Education and
Training Qualification………………………………………… 16
Table 2: Level of Qualification Offers in Australia’s University ... 19
27
Table 3: Levels of Adult Literacy ……………………………………..

FIGURE

Figure 1: Structure Diagram of AQF ............................................... 22


iii HISTORY OF DEVELOPMENT ADULT LEARNING THEORY: AUSTRALIA

CD-CONTENT
1. Report Adult Learning in Australia
2. Presentation for critical review


1 HISTORY OF DEVELOPMENT ADULT LEARNING THEORY: AUSTRALIA

1. INTRODUCTION
Australia is one of the development countries in the world. With the status of the
development country, education progress was rapidly growth in that country. It
would be shown that by during the World War II University of Sydney has been
established well in Australia on 1850. Since that, awareness of the education has
been promoted by the government. When it has the formal education as early in
the 19th century the literacy of the citizen were increasing from year to year. The
formal education was starting since 3 years old. Then, it did not has any limited
ages in continuing the study as long citizen able to cope with the formal
education that been provided by the education government.

Every level of education has the system that been developed to ensure the
process of learning smoothly able been followed by the learner in the Australian
country. In the schooling system, it been divided into the two which are Primary
and Secondary. Since 3 years old, all children has been followed the formal
education that been provided by the government under the Primary school.
Meanwhile for the Secondary schools, it started from the Year 7 around 12 till 13
years old. They need to be in the Secondary School system for 5 years before
stepping to the Tertiary schools which are college or universities.

In maintaining the education system in one country, it needs to face the
challenges and overcome the barriers that give the negative impact to the citizen.
Trends will be changes from time to time following the development of the
education also technologies that been used to give the impact in teaching. With
that development, it will have to face 5 level of the adult literacy which each level
has the approaches that need to be taken to ensure that all citizens will get the
same privileges.



2. HISTORY OF COUNTRY
2.1. To World War II
The first university established in Australia was the University of Sydney in
1850, followed in 1853 by the University of Melbourne. Prior to federation
in 1901 two more universities were established: University of Adelaide
(1874), University of Tasmania (1890). At the time of federation,
Australia's population was 3,788,100 and there were fewer than 2,652
university students. Two other universities were established soon after
federation: University of Queensland (1909) and the University of Western
Australia (1911). All of these universities were controlled by State
governments and were largely modeled on the traditional British university
system and adopted both architectural and educational features in line
with the (then) strongly influential ‘mother’ country. In his paper Higher
Education in Australia: Structure, Policy and Debate Jim Breem observed
that in 1914 only 3,300 students (or 0.1% of the Australian population)
were enrolled in Universities. In 1920 the Australian Vice-Chancellors’
Committee (AVCC) was formed to represent the interests of these six
universities.

The ‘non-university’ institutions originally issued only trade/technical
certificates, diplomas and professional Bachelor’s degrees. Although
universities were differentiated from technical colleges and institutes of
technology through their participation in research, Australian universities
were initially not established with research as a significant component of
their overall activities. For this reason, the Australian Government
established the Commonwealth Scientific and Industrial Research
Organisation (CSIRO) in 1926 as a backbone for Australian scientific
research. The CSIRO still exists today as a legacy, despite the fact that it
essentially duplicates the role now undertaken by Australian universities.



Two university colleges and no new universities were established before
World War II. On the eve of the War, Australia's population reached seven
million. The university participation level was relatively low. Australia had
six universities and two university colleges with combined student
numbers of 14,236. 10,354 were degree students (including only 81 higher
degree students) and almost 4,000 sub-degree or non-award students.

2.2. To World War II to 1972
In 1942, the Universities Commission was created to regulate university
enrolments and the implementation of the Commonwealth Reconstruction
Training Scheme (CRTS).

After the war, in recognition of the increased demand for teachers for the
"baby boom" generation and the importance of higher education in
national economic growth, the Commonwealth Government took an
increased role in the financing of higher education from the States. In
1946 the Australian National University was created by an Act of Federal
Parliament as a national research only institution (research and
postgraduate research training for national purposes). By 1948 there were
32,000 students enrolled, under the impetus of CRTS. And in 1949 the
University of New South Wales was established.

During the 1950s enrollments increased by 30,000 and participation rates
doubled. In 1950 the Mills Committee Inquiry into university finances,
focusing on short-term rather than long-term issues, resulted in the State
Grants (Universities) Act 1951 being enacted (retrospective to 1 July
1950). It was a short-term scheme under which the Commonwealth
contributed one quarter of the recurrent costs of "State" universities.



In 1954 the University of New England was established. In that year,
Prime Minister the Robert Menzies established the Committee on
Australian Universities. The Murray Committee Inquiry of 1957 found that
financial stringency was the root cause of the shortcomings across
universities: short staffing, poor infrastructure, high failure rates, weak
honors and postgraduate schools. It also accepted the financial
recommendations in full which led to increased funds to the sector and
establishment of Australian Universities Commission (AUC) and that the
Commonwealth Government should accepted greater responsibility for the
States’ universities.

In 1958 Monash University was established. States Grants (Universities)
Act 1958 allocated funding to States for capital and recurrent expenditure
in universities for the triennial 1958 to 1960. In 1959 the Australian
Universities Commission Act 1959 established the AUC as a statutory
body to advise the Commonwealth Government on university matters.
Between 1958 and 1960 there was more than a 13% annual increase in
university enrollments. By 1960 there were 53,000 students in ten
universities. There was a spate of universities established in the 1960s
and 70s: Macquarie University (1964), La Trobe University (1964), the
University of Newcastle (1965), Flinders University (1966), James Cook
University (1970), Griffith University (1971), Deakin University (1974),
Murdoch University (1975), University of Wollongong (1975). By 1960, the
number of students enrolled in Australian Universities had reached
53,000. By 1975 there were 148,000 students in 19 universities.



2.3. After 1972
Until 1973 university tuition was funded either through Commonwealth
scholarships which were based on merit or through fees. Tertiary
education in Australia was structured into three sectors which are
universities, Institutes of Technology (a hybrid between a university and a
technical college) and Technical Colleges.

During the early 1970s, there was a significant push to make tertiary
education in Australia more accessible to working and middle class
Australians. In 1973, the Whitlam Labor Government abolished university
fees. This decision did not greatly change the socio-economic
backgrounds of students attending universities because only 20 to 25
percent of students paid fees as most had Commonwealth scholarships.
Another reason for the lack of change was because low high school
retention rates had resulted in many young people from disadvantaged
backgrounds not completing secondary education and therefore never
having the opportunity to choose to attend university. Nevertheless there
was an increase in the university participation rate.

In 1974 the Commonwealth assumed full responsibility for funding higher
education (universities and CAEs) and established the Commonwealth
Tertiary Education Commission (CTEC) which had an advisory role and
responsibility for allocating government funding among universities. But in
1975, in the context of federal political crisis and economic recession,
triennial funding of universities was suspended. Demand remained with
growth directed to CAEs and State-controlled TAFE colleges.



2.4. 1980’s
By the mid 1980s, however, it became the consensus of both major
parties that the concept of ‘free’ tertiary education in Australia was
untenable due to the increasing participation rate. Ironically, a subsequent
Labor Government (the Bob Hawke/Paul Keating Government) was
responsible for gradually re-introducing fees for University study. In a
relatively innovative move, however, the method by which fees were re-
introduced proved to be a system accepted by both Federal political
parties and consequently is still in place today. The system is known as
the Higher Education Contribution Scheme (HECS) and enables students
to defer payment of fees until after they commence professional
employment, and after their income exceeds a threshold level – at that
point, the fees are automatically deducted through income tax. Students
also have the option of paying up-front for their education and receiving a
discount commensurate with the interest rate saving associated with non-
deferral.
By the late 1980s, the Australian tertiary education system was still a
three-tier system, composed of:
• Traditional universities (largely the original group plus a few 20th
Century additions, such as Monash University)
• A collection of institutes of technology (such as the Royal Melbourne
Institute of Technology (RMIT))
• A collection of colleges of Technical and Further Education (TAFE).

However, by this point, the roles of the universities, institutes of
technology and the CSIRO had also become blurred. Institutes of
technology had moved from their traditional role of undergraduate
teaching and industry-consulting towards conducting pure and applied



research – they also had the ability to award degrees through to Doctor of
Philosophy (PhD) level.

For a number of reasons, including clarifying the role of institutes of
technology, the Federal Minister for Education of the time (John Dawkins)
created the unified national system, which compressed the former three-
tier tertiary education system into a two-tier system. This required a
number of amalgamations and mergers between smaller tertiary
institutions, and the option for institutes of technology to become
universities. As a result of these reforms, institutes of technology
disappeared and were replaced by a collection of new universities. By the
early 1990s, the two-tier tertiary education was in place in Australia –
university education and Technical and Further Education (TAFE). By the
early years of the new millennium, even TAFE colleges were permitted to
offer degrees up to Bachelor’s level.
The 1980s also saw the establishment of Australia's first private university,
Bond University. Founded by businessman Alan Bond, the Gold Coast
institution was granted its university status by the Queensland government
in 1987. Bond University now awards diplomas, certificates, bachelor's
degrees, masters and doctorates across most disciplines.



2.5. 1990’s

For the most part, up until the 1990s, the traditional Australian universities
had focused upon pure/fundamental/basic research rather than
industry/applied research – a proportion of which had been well supported
by the CSIRO which had been set up for this function. Australians had
performed well internationally in pure research, having scored almost a
dozen Nobel Prizes as a result of their participation in pure research.

In the 1990s, the Hawke/Keating Federal Government sought to redress
the shortcoming in applied research by creating a cultural shift in the
national research profile. This was achieved by introducing university
scholarships and research grants for postgraduate research in
collaboration with industry, and by introducing a national system of
Cooperative Research Centres (CRCs). These new centres were focused
on a narrow band of research themes (e.g., photonics, cast metals, etc.)
and were intended to foster cooperation between universities and industry.
A typical CRC would be composed of a number of industry partners,
university partners and CSIRO. Each CRC would be funded by the
Federal Government for an initial period of several years. The total budget
of a CRC, composed of the Federal Government monies combined with
industry and university funds, was used to fund industry-driven projects
with a high potential for commercialization. It was perceived that this
would lead to CRCs becoming self-sustaining (self funding) entities in the
long-term, although this has not eventuated. Most Australian universities
have some involvement as partners in CRCs, and CSIRO is also
significantly represented across the spectrum of these centres. This has
led to a further blurring of the role of CSIRO and how it fits in with
research in Australian universities.



2.6. 2000’s

The transition from a three-tier tertiary education system to a two-tier
system was not altogether successful. By 2006, it became apparent that
the long term problem for the unified national system was that newer
universities could not build up critical mass in their nominated research
areas at the same time, their increase in research level deprived traditional
universities of high calibre research-oriented academics.

These issues were highlighted in the Melbourne Institute Discipline
Ratings for Australian Universities published in 2006 (discussed below).
The money that was available was spread across all universities and even
the traditional universities had a diminished capacity to maintain critical
mass.

The Melbourne Institute figures, based upon Government (DEST) data
and publications citations from Thomson Scientific revealed that many of
the newer universities were scoring "zeros" (on a scale of 0 - 100) in their
chosen research fields .



3. SCHOOLING SYSTEM
3.1. History Education in Australia
Schools have existed in Australia for more than 200 years, beginning in
North South Wales and expanding across the country as other settlements
started. Public School systems did not begin until considerably later than
this, beginning with primary level schools, then expanding into the
secondary area beginning in the 1880s. Universities first arose in the
middle of the 19th century, with early childhood education in the form of
kindergartens and preschools lagging well behind all other sectors.

Each state or territory government provides funding and regulates the
public and private schools within its governing area. The federal
government helps fund the public universities, but is not involved in setting
curriculum. Generally, education in Australia follows the three-tier model
which includes primary education (primary schools), followed by
secondary education (secondary schools/high schools) and tertiary
education (universities and/or TAFE Colleges).

3.2. Academic Calendar
Australia is in the South Hemisphere; therefore the academic year
coincides with calendar year, starting in the end of January and finishing in
December. The summer vacations are the biggest school holidays period
of 6 or 7 weeks, and during the school year there are also small breaks
usually of about 10-14 days between “terms” which means 2 terms per
semester.



Not all states go all holidays at the same time, for example the vacations
of Queensland generally begins 1 week before New South Wales which
begins 1 week before the State of Victoria. This difference is most likely in
place so to maximize holiday and tourist places, which would then extend
for further. The timetable for school vacations are in general in April, July
and September. The beginnings of the Holidays in public schools also
differ by around 1 week from private schools.

Schooling in Australia starts with a kindergarten or preparatory year
followed by 12 years of primary and secondary school. In the final year of
secondary school is Year 12.

The school year is divided into four terms and runs from late January or
early February until December. There is a short holiday between terms
and a long summer holiday in December and January. Students attend
school from Monday to Friday each week. School hours vary slightly
across Australia but are generally from 9.00 am to 3.30 pm each school
day.

3.3. Common Age
In Australia students may be slightly younger or older than stated below,
due to variation between states and territories. The name for the first year
of Primary school varies considerably between states and territories, for
example what is known as Kindergarten in Australian Capital Territory and
New South Wales may mean the year proceeding the first year of primary
school or preschool in other states and territories. Some states vary in
whether Year 7 is part of the Primary or Secondary years, as well as the
existence of a middle school system.



Beginning in 2008, the Northern Territory introduced middle schools for
Years 7–9 and High School for Years 10–12.
Primary
Kindergarten start from 3–4 year olds
Pre-school / Kindergarten / Prep start from 4–5 year olds Under
the National Curriculum this year-level will be renamed:
Kindergarten.
Kindergarten / Preparatory / Pre-Primary / Reception / Transition start
from 5–6 year olds.
Under the National Curriculum this year-level will be renamed:
Foundation Year
Year 1: 6–7 year olds
Year 7: 12–13 year olds (Queensland, South Australia, Western
Australia)

Secondary
Year 10: 15–16 year olds (High School Northern Territory)
Year 11: 16–17 year olds ("College" Australian Capital Territory)



3.4. Pre School
Pre-school also known as Kindergarten in some states and territories
in Australia is relatively unregulated, and is not compulsory. The first
exposure many Australian children have to learn with others outside of
traditional parenting is day care or a parent-run playgroup. This sort of
activity is not generally considered schooling, as Pre-school education is
separate from primary school in all states and territories, except Western
Australia and Queensland where pre-school education is taught as part of
the primary school system.

Pre-schools are usually run by the State and Territory Governments,
except in Victoria, South Australia and New South Wales where they are
run by local councils, community groups or private organizations. Pre-
school is offered to three- to five-year-olds; attendance numbers vary
widely between the states, but 85.7% of children attended pre-school the
year before school. The year before a child is due to attend primary school
is the main year for pre-school education. This year is far more commonly
attended, and may take the form of a few hours of activity during
weekdays.

3.5. School
School education in Australia is compulsory between certain ages as
specified by state or territory legislation. Depending on the state or
territory, and date of birth of the child, school is compulsory from the age
of five to six to the age of fifteen to seventeen. In recent years, over three
quarters of students stay at school until they are seventeen. Government
schools educate approximately 65% of Australian students, with
approximately 34% in Catholic and Independent schools. A small portion
of students are legally home-schooled, particularly in rural areas.



Government schools also known as public schools are free to attend for
Australian citizens and permanent residents, while Catholic and
Independent schools usually charge attendance fees. However in addition
to attendance fees; stationery, textbooks, uniforms, school camps and
other schooling costs are not covered under government funding. The
additional cost for schooling has been estimated to be on average $316
per year per child.

The curriculum framework however provides for some flexibility in the
syllabus, so that subjects such as religious education can be taught. Most
school students wear uniforms, although there are varying expectations
and some Australian schools do not require uniforms.



4. ADULT EDUCATION IN FORMAL EDUCATION
4.1. Qualification
4.1.1. Senior Secondary Certificate of Education
It requires final two years of school. Some school at Australia have
give Certificates I – IV. This is the preparation for entering the
university, for further training program or to enter the workforce.
This school provided a mix directed classroom studies with the
extensive written assessments, formal examination and also has
the common assessment task.

International students in Australia has been offering the all level of
school education but only the post-compulsory schooling Senior
Secondary Certificate of education is a part of the AQF.

The places that offering the certificate is Australian Capital Territory
(ACT), New South Wales (NSW), Northern Territory (NT),
Queensland (QLD), South Australia (SA), Tasmania (TAS), Victoria
(VIC) and Western Australia (WA).

4.1.2. Vocational Education and Training Qualification
In this qualification it offering the vocational education and training
institutions. The programs are Certificates I – IV, Diploma and
Advance Diploma. It been preparing the students to the national
industry standards and also preparing the employment in host of
occupations or for furthering studies later.



Below is the offering qualification with in Vocational Education and Training Qualification.
Qualification Years Description
4 – 6 month Preparing students to perform a defined range of routine and predictable activities. In this
level students been exposed to the employment related skills including preparatory access
Certificate I
and participation skills, broad-based induction skills, and may include specific workplace skills
possibly in a team environment.
6 – 8 month Certificate II providing students with the knowledge and skills to perform a range of varied
activities. Students will take some accountability for the quality of output learning. Applications
Certificate II
may include some complex or non-routine activities involving individual responsibility,
possibly in collaboration with others as part of a team.
12 month Students have been teaching more breadth, depth and complexity of knowledge and
competencies that cover selecting, adapting and transferring knowledge and skills to new
Certificate III
environments. In this level, students were able to provide the technical advice and some
leadership in order to resolve the problems.
12 – 18 When students reach the Certificate IV, student will acquire a breadth, depth and complexity
month of knowledge and competencies that cover a broad range of varied activities. Lectures will be
Certificate IV expecting students been able to demonstrate leadership and guidance to society. In addition
through this level, student capable to contribute to technical solutions of a non-routine or
contingency nature.
18 – 24 In this level, students involve in breadth, depth and complexity covering planning and initiation
month of alternative approaches to skills or knowledge applications across a broad range of
Diploma
technical and management requirements. Through this Diploma holders, it been requested
the students to capable of self-directed application of knowledge and skills.
2 – 3 years It involving the breadth, depth and complexity involving analysis, diagnosis, design, planning,
execution and evaluation across a broad range of technical and/or management functions
Advanced within this level. Skills include developing new criteria or application or knowledge or
Diploma procedures. In addition, it involved in contributing to the development of a broad plan, budget
or strategy. Through this, students been able to learn to be accountable and take
responsibility for yourself and others in achieving outcomes.
Table 1: Level of Education in Vocational Education and Training Qualification.


4.1.3. Vocational Graduate Certificate
Most of the purpose getting the Vocational Graduate Certificate is
for getting the students involving in the self-directed development
and achievement of broad and/or specialized areas of knowledge
and skills building on prior knowledge and skills. This program has
also been offered at the university level.

4.1.4. Vocational Graduate Diploma
Vocational Graduate Diplomas are also offered by the universities.
In this level, Students will be teaches to the reached the high level
of skill, have fully independent, complex judgements in broad
and/or highly specialized planning, design, operational, technical
and/or management functions. It may involve full responsibility and
accountability for all aspects of work of others and functions
including planning, budgeting and strategy.

4.1.5. University Qualification
In Australia, the university offering the level of qualification started
from Associate Degree, Bachelor Degree (Honour), Graduate
Certificate, Graduate Diploma, Master Degree and Doctoral
Degree. In order to enter the university, students need to fulfil all
requirement AQF and English test (IELTS)



In addition, in order to entering study at University in Australia,
students need to fulfil the requirement that students need to prove
the evidence of English knowledge or level. Next is an evidence if
study and been recognized by NOOSR (it for Australian department
for recognition of foreign aptitudes. In addition, students need to
have at least one year in university. Students from overseas might
follow the course of Foundation during six (6) month up to one (1)
years to enter the University in Australia.



Below is the offering qualification that offering at the University level.
Qualification Years Description
2 years In order to have this qualification. Students need to follow 2 years program following
Year 12 or equivalent, or Certificate III or IV. This study emphasizes the foundational,
Associate Degree research-based knowledge of an academic discipline, is broad-based in conceptual
and theoretical content, often multi-disciplinary and develops generic employment-
related skills within these discipline(s).
Minimum 3, 4 This is the fundamental university qualification and basic qualification for entry to the
Bachelor
years professions. In addition, this qualification as the preparation for students to further
Bachelor Degree
post-graduate study. A Bachelor Degree with honours takes an additional year after
(Honours)
a Bachelor Degree.
Graduate 6 month It involves broadening individual skills already gained in an undergraduate program,
Certificates or developing vocational knowledge and skills.
12 month The Graduate Diploma been teaches to broadens the individual skills obtained in an
undergraduate program or develops vocational knowledge and skills in a new
Graduate Diplomas
professional area. This qualification can also be described as further specialization
within a systematic and coherent body of knowledge.
1 – 2 years In this level, it involving in enhancing specific professional or vocational skills. It could
Master Degree be completed by research or coursework or a combination. In addition, students will
study in-depth understanding of a specific area of knowledge.
Typically 3 Doctoral Degree is the highest award and qualification offered by Australian
years universities. For Doctoral Degree it has three (3) components needed which:
1. Searching review of the literature, experimentation or other systemic approach
to a body of knowledge
Doctoral Degree 2. An original research project resulting in a significant contribution to knowledge
and understanding and/or the application of knowledge within a discipline or
field of education; and
3. Substantial and well-ordered thesis, demonstrating the relationship of the
research to the broader framework of the discipline or field of education.
Table 2: Level of Qualification Offers in Australia’s University


4.2. System
4.2.1. Australian Qualification Framework (AQF)
In Australia the education has one system that been used for all
over district in Australia by Australian Qualification Framework
(AQF). This framework has linked to the 15 schools, vocational and
university education within one system. AQF, is allowing students
to move easily from one level to another level. And from one
institution to other institutions till the students has fulfilled the VISA
requirement. The purpose of this system is to ensure that student
able to make the choice and flexibility in the career planning in
future. Other than that, AQF is the benchmark for overseas
government to recognize the qualification of the institution. Other
reason is occurred when students want to be employed in the
oversea, the employer will recognized the qualification and
employers knows in which institution that the employee graduate.
One the most important part in AQF is the recognition of prior
learning (RPL). By using the RPL, students able to get the
qualification if they did not have any papers as proof. They capable
undertake a personal assessment. And if success the requirement
needed, students will be granted credit towards the qualification.



AQF has providing the standards for Australian qualification. The
policy comprises that the learning outcomes for each AQF level and
qualification type. Next policy is the specifications for the
application of AQF in accreditation and development of
qualification. It requires issuing the AQF qualifications and the
qualification has the linkages and student pathways. The
requirements for registers of organization authorized the accredit
AQF qualifications, issuing the AQF and also the AQF qualification
and qualification pathways. Other than that, the policy requirement
for the addition or removal of qualification types in the AQF and the
definition of the terminology used in policy.

Within the AQF qualification, it been offered by more than one type
of institution in Australia. The institution that involves is the vocation
education and training institutions and schools that offer vocational
education and training for the Senior Secondary Certificate of
Education and Certificate I – IV qualifications. Other offers from
AQF are older students can study for Senior Secondary Certificate
of Education at the vocational education and training institution. In
addition, both universities and vocational education and training
institutions offer Diploma and Advanced Diploma. Universities and
other higher education institutions offering Certificate I – IV
qualification and vocational education and training institutions.
Usually in association with universities, it will offer the Degrees,
Graduate Certificates and Graduate Diplomas level.



Figure 1: Structure Diagram of AQF
.



5. TRENDS AND CHALLENGES
5.1. Educational Trends
Schools have existed in Australia for more than 200 years, beginning in
NSW and expanding across the country as other settlements started.
Public School systems did not begin until considerably later than this,
beginning with primary level schools, then expanding into the secondary
area beginning in the 1880s. Universities first arose in the middle of the
19th century, with early childhood education in the form of kindergartens
and preschools lagging well behind all other sectors.

The first school in what is now the Australian Capital Territory (ACT)
operated at Ginninderra from 1844 to 1848. A second school was opened
in the 1840s at St John the Baptist Church located on the Duntroon Estate
within the modern day suburb of Reid. It was the only school in the
Canberra region, after the closure of the Ginninderra school until the
opening of a state run school at Acton in 1880.

Mulligan's Flat School opened in 1896 and operated until 1931 when it
was demolished. The remains can still be seen near Gungahlin.

The oldest operating school in the Australian Capital Territory is Tharwa
Primary School, open in 1899 in the small town of Tharwa south of
present day Canberra. Hall Primary School claims to be the oldest
continuously run school in the Australian Capital Territory. It opened in
1911 in the town of Hall on the northern border of the ACT.

The Royal Military College was opened in 1911 at Robert Campbell's
estate Duntroon. This was followed in 1986 with the opening of the nearby



Australian Defence Force Academy (ADFA). The academic side of ADFA
is run by the University of New South Wales.

The first modern school opened in Canberra proper was Telopea Park
School opened in 1923 in what was then called Eastlake. Another early
school in Canberra is the Ainslie School, it was opened in 1927 in the
inner north suburb of Braddon.

Canberra University College was opened in 1930 operating as an arm of
Melbourne University to provide undergraduate degrees to Canberra. The
Australian National University was opened nearby in 1946 as Australia's
only research university. In 1960 the ANU and Canberra University
College amalgamated, with the Canberra University College campus
becoming the ANU's school of general studies.

5.1.1. 1930’s and 1940’s
On average, Australians born before 1930, who would mostly have
been in school in the 1930s and 1940s, achieved 9.3 years of
education. Only 22% of them persisted to finish year 12 at school.
Of those few who finished year 12 in school, just 27% on to
complete university, so in all just 6% of the age cohort completed
university.

The average number of years of education completed rose to 10.0
years for those born in the 1930s. 27% completed year 12 and 8%
finished university. Educational levels rose to 10.9 years for those
born in the 1940s, with 37% completing year 12 and 14% finishing
university.



5.1.2. 1950’s
Those born in the 1950s, who would have been getting their
education in the 1960s and 1970s, did even better, getting 11.7
years on average. 47% completed year 12 and 20% completed
university. Mid-life attendance at university became increasingly
common in these years, so a fair few them would have first left
school for some years but later returned as adults to continue their
education (Evans 1993).

5.1.3. 1960’s
As for those born since 1960, average educational levels rose to
11.9 years. For the first time in Australian history, more than half ,
55%, finished secondary school. No less than 21% finished
university (and some unknown further number will later return to
finish university as "mature-age" students).

5.1.4. Organization for Economic Cooperation and Development
(OECD) countries
Australians can be proud of their engagement in learning
throughout life because at 6.0%, education participation rates for
Australians aged 40 and over are over five times the average of
other Organisation for Economic Cooperation and Development
(OECD) countries. The next highest ranking countries are the
United Kingdom at 5.0%, Sweden at 3.3%, New Zealand at 2.9%
and the United States at 2.3%.

This year, more than 500,000 people aged over 40 will participate
in formal learning. Over 335,000 people aged 25 and over will
attend university, and almost a million people aged 25 and over will



take part in vocational education and training (VET). Of these,
200,000 will be doing an apprenticeship or traineeship.

Beyond formal learning, there is a strong tradition in Australia of
learning “on the job”. More than three-quarters of all employees
take part in learning in the workplace. This enables them to keep
their skills up to date, and helps them to identify and pursue new
career direction

5.2. Challenges
Even though Australia boasts a strong record of educational attainment,
most of these achievements have come in the past two decades. Overall,
adult Australians who grew up in the 1950s and 1960s have lower levels
of attainment around –40% of people aged between 45 and 54 did not
complete secondary school. In their youth, work was a more accessible
and attractive alternative. Research shows that many Australians aged
over 45 do not have sound foundation skills for the modern world.



The International Adult Literacy Survey (IALS) measured adult literacy
standards and categorised them into five levels:

Level Explanation

Level 1 –------ People with very poor skills, where the individual may, for example, be
unable to determine the correct amount of medicine to give a child from
information printed on the package.

Level 2 –------ Respondents can deal only with material that is simple, clearly laid out,
and in which the tasks involved are not too complex. It denotes a weak
level of skill, but more hidden than Level 1. They may have developed
coping skills to manage everyday literacy demands, but their low level of
proficiency makes it difficult for them to face novel demands, such as
learning new job skills.

Level 3 –------ It considered a suitable minimum for coping with the demands of
everyday life and work in a complex, advanced society. It denotes
roughly the skill level required for successful secondary school
completion and college entry. Like higher levels, it requires the ability to
integrate several sources of information and solve more complex
problems.

Level 4 & 5 – Describe respondents who demonstrate command of higher-order
information processing skills.

Table 3: Levels of Adult Literacy



The distribution of skill levels from the survey found that 6.6 million
Australians had skills at Level 1 and 2, that is, they were likely to
experience difficulty using every day printed materials. Meanwhile, 4.8
million Australians are at Level 3 and deemed to have sufficient skills to
cope. And, 2.3 million are at Level 4 and 5 and are considered capable of
managing the literacy demands of everyday life. Challenges faced by
Australia is to reduce the number of people had skill at Level 1 and level 2
with more coordinate approach to adult learning to improve foundation
skills and generic vocational skills.



6. CONCLUSION
In Australia nowadays the literacy statistic shows that almost 90% of Australian
has literacy. This number was shows that country has provided the best
education for their citizens. By experience of having the first universities on the
18th century, it brought to the changes from time to time in developing the literacy
citizens. In addition, by having the proper system starting from the Primary
schools, it encourages the citizens to follow and learn as many as possible they
could in order to gain the knowledge.

Malaysian and Australian education has most similarity in the education system.
It has different in terms of the formal education for the Kindergaden School. In
Australia, it started by 3 years old, all children need to be followed the formal
education compared in Malaysia, most of the children has give the formal
education exposure when they in 5 years old. Early education will help the
children to understand and able to cope with the advance learning in the future.
For Tertiary education system, it also has the similarity with it need the English
test that been recognized by the Australian Qualification Framework (AQF). AQF
will act as the medium that been use monitored the activities of the Tertiary
schools. In addition, foreigner needs to get the certificates reorganization by AQF
in order to fulfil the requirement that been asked by the Tertiary schools.

Education is important in developing the countries. Without the proper
education, country will face the globalization and modernization issues that
brought them to the poverty, war also becoming decadency country. Thus, with
the high rate of literacy in Australia in brought that country to the development
country and hope that Malaysian able to compete with the development country.



REFERENCE

Australian Qualification Framework: Australia. One country. One qualification system.
(2011). Retrieved October 01, 2011, from AUstralia Government: Australia Trade
Commission: http://www.studyinaustralia.gov.au/en/Why-Study-in-Australia/Australian-
Qualifications-Framework/Australian-Qualifications-Framework

Department of Education, S. a. (2011). Adult learning in Australia: a consultation paper -
You can too. Retrieved October 15, 2011, from Australian Government: Department of
Education, Employment and Workplace Relations:
http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/you_can_t
oo_adult_learning.htm#publication

Education in the Australian Capital Territory: Encyclopedua II - Ecudation in the
Australian Capital Territory - History. (2011). Retrieved October 10, 2011, from Global
Oneness:
http://www.experiencefestival.com/a/Education_in_the_Australian_Capital_Territory_-
_History/id/5012128 -The Global Oneness Commitment

Tertiary Education in Australia. (2011, August 29). Retrieved October 18, 2011, from
Wikipedia: The free encyclopedia:
http://en.wikipedia.org/wiki/Tertiary_education_in_Australia

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