How digital document management can help training organisations boost compliance

Proving enrolments are active and legitimate can be a major challenge for registered training organisations (RTOs), which rely on student numbers to maintain competitive advantage and obtain government funding. RTOs need to justify their student intake with up-to-date documents and records, and this can be difficult using traditional, paper-based data management processes.

It’s important for RTOs to have the tools to easily and confidently support claims about student enrolment for compliance and auditing purposes, while providing students with access to better services, according to Upstream.

RTOs operate in a highly competitive space. Student services and teaching staff manage large volumes of documents, from feedback and enrolment forms to assignments and late submission notices for assessments. It’s critical to securely and accurately process and store these documents.

Failing to produce accurate and relevant documentation when needed can see student satisfaction decrease, and importantly can also jeopardise RTOs’ certifications and funding.

Upstream Victorian sales manager Cal Stevens says, “RTOs relying on paper documents are putting their organisation’s funding at risk. Paper documents are more difficult to keep track of, and they can easily become lost, damaged, stolen, copied, and forgotten about at the back of filing cabinets, all of which are common challenges faced by RTOs daily.

“Handling student information on paper also means student services teams need to manually update records, which becomes cumbersome and complicated. In addition, it puts the responsibility on staff and means that RTOs are relying on employees for business-critical processes.  Physical documents also take up space as they accumulate over time, and demand maintenance resources many RTOs simply don’t have.”

As digital document trends take off across multiple sectors, RTOs should consider the following suit to improve their document management and student services, increase compliance, become audit-ready, and ensure government funding.

Digitising student documents means that information and updates can be easily stored and tracked over students’ tertiary lifespans. Students’ documents can be scanned and automatically uploaded against their own student records directly in the document management platform for authorised staff to view, track, and manage.

Even after students graduate, RTOs can maintain records relating to alumni. This is helpful for RTOs undergoing audits and managing student records retrospectively.

RTOs with digitised document management systems can save significant time during audits by accessing a student’s complete records and document history at the simple click of a button.

This means staff also have more time to focus on more meaningful tasks, rather than getting bogged down in paperwork during auditing periods.

Cal Stevens said, “Despite a shift towards digitised document services, many students still provide physical submissions of their assessments or don’t have access to laptops or iPads, and subsequently can’t upload documents to their digital accounts. As a result, RTOs still have to cater to and manage physical paperwork. This challenge can be easily resolved with simple document management solutions that migrate physical paperwork to a digital format.

Whether through barcode technology or document scanning solutions, DMS technology can be applied to a range of student documents and scanned directly into the RTO’s learning management system.

Digital document management systems are helping RTOs, and other businesses in a range of industries save time, improve security, and provide better services to customers and clients. RTOs can use digital document solutions to perform better in audits and maintain necessary funding.

Digital systems also let RTOs better cater to students, who trust in their education providers to responsibly, ethically, and accurately manage their documents and data.

SourceAAP:https://itbrief.com.au/story/how-digital-document-management-can-help-training-organisations-boost-compliance

Escape from country, but not your student loans

The Australian Taxation Office (ATO) will be contacting Australian expats this year reminding them that leaving Australia doesn’t mean leaving their student loans behind.

As at 31 January, there are over 3.2 million Australians with outstanding student loan debts, totalling over $66 billion. The ATO will be engaging with the Department of Home Affairs to identify those who leave or have already departed Australia. Individuals who leave or have already departed Australia with Higher Education Loan Program (HELP), Vocational Education & Training student loan (VSL) and Trade Support Loan (TSL) debts can expect to be contacted by the ATO in the coming months.

“We know it can be easy to get caught up in the excitement of moving overseas. That’s why we’re reminding expats about obligations they may have forgotten back home,” said Assistant Commissioner Karen Foat.

“On average, it takes someone nine years to pay off their HELP debt. But for Australians who travel overseas and don’t make any repayments, it takes significantly longer.

“Moving overseas does not cancel student loan debts and your repayment obligations do not change with your address. Current laws give us the power to pursue these debts overseas,” Ms Foat said.

Under new rules, Australians with an income contingent loan travelling overseas need to notify the ATO of their new address and lodge an overseas travel notification. They should also report their worldwide income if they earn over $11,470 (AUD). Expats can lodge their tax returns through ATO’s online services via myGov.

“Expats should know that once their income reaches the new threshold of $45,881 for 2019-20, they need to be making repayments, just like anyone living in Australia,” Ms Foat said.

Individuals within Australia who have an income contingent loan are also required to make compulsory repayments against their study or training loan debt. The income threshold for 2019-20 is $45,881. It is important to tell your employer you have a study or training loan debt, so that the correct amount is withheld from your salary or wages.

More information on overseas repayments: ato.gov.au/Individuals/Study-and-training-support-loans/Overseas-repayments/

More information on study and training support loans: ato.gov.au/Individuals/Study-and-training-support-loans/

Details of the ATO’s data matching strategies are published at ato.gov.au/datamatching

Accessing myGov from overseas

If you can’t receive security codes by SMS to your Australian mobile number overseas, before you travel download the ‘myGov Access app’ to update your myGov sign-in option.

If you have a myGov account linked to the ATO and answer a secret question to sign in, you can continue using this option whilst overseas.

If security codes by SMS are switched on but you don’t have access to your Australian mobile number overseas, you will not be able to login your account. You’ll need to create a new myGov account and link to the ATO, you can do this whilst overseas using the ‘myGov Access app’ as your sign-in option.

Income contingent loans include:

Income Contingent loan No. of individuals Amount owed
HELP (Higher Education Loan Program) 2.8 million $62.9 billion
SFSS (Student Financial Supplement Scheme) – scheme closed in 2003 165,409 $2.1 billion
SSL (Student Start-up Loan) 161,768 $406 million
ABSTUDY SSL 3,119 $7.2 million
TSL (Trade Support Loan) 88,926 $631.6 million
VSL (Vocational Education & Training student loan) from 1 July 2019 n/a n/a

Top 5 international destinations for Australians with income contingent loans

Top 5 Country Number of Australians
1 United Kingdom 12,296
2 United States 5,569
3 New Zealand 2,632
4 Canada 2,444
5 Hong Kong 2,111
/Media Release. View in full here.

Time for a radical overall of nation’s skills funding system

The peak body representing independent higher education, vocational education and training providers is calling for radical reform of how the workforce is educated, trained and reskilled. The advocacy by the Independent Tertiary Education Council Australia (ITECA) is backed by new research that highlights the benefits of placing student choice at the centre of the funding model.

“In the years ahead Australia will face constraints as a result of not having a workforce with the skills required to meet the demands of a changing economy. The training system needs to support a culture of life‐long learning where constant reskilling is the norm. The challenge for governments Troy Williams, ITECA Chief Executive.

The 2019 ITECA State Of The Sector Report released this week provides the evidence required to overhaul the funding arrangements that underpin Australia’s vocational education and training system. The report highlights that, by virtually any measure, independent achieve outcomes equal to or better than public providers.

“We need one tertiary education funding model that supports students throughout their working lives and allows them to transit between the higher education and vocational education and training sectors. This will support a culture of life‐long learning,” Mr Williams said.

ITECA believes that present policy settings are unlikely to provide Australia with the skills needed to support an economy in which rapidly changing technology is the norm. The demands are such that vestment in workforce reskilling without the support of the independent tertiary education system that includes independent higher ing model that preferences the ECA.

“Policy settings must promote the complementarity of the public TAFE system and the independent vocational education and training system. Students should be able to select the quality provider of their choice – whether public or independent – and government funding models should be based on this approach,” Mr Williams said.

The 2019 ITECA State Of The Sector Report more than 60% of the 4.2 million students in vocational education and training. It notes that for domestic students it costs government $2,400 per student trained by independent providers in the vocational education and training system but $5,500 per student trained by public TAFE institutes.

l, where they can select the provider of their choice, whether they be a quality independent provider or public provider,” Mr Williams said.

/Public Release. View in full here.
SourceAAP:www.miragenews.com

TAFE facing dismal future under Morrison Govt

Australia’s TAFE system faces a dismal future if the years of neglect, underfunding and privatisation by federal Coalition governments continues under the Morrison Government’s discredited contestable funding model.

Today is National TAFE Day, with colleges and students across the country recognising the day with morning teas and BBQs. Australian Education Union (AEU) Deputy Federal President Maurie Mulheron said the entire TAFE system is at risk unless radical action is taken to restore funding and confidence in the system.

“TAFE has served faithfully for decades, having provided vocational education for millions of Australian plumbers, nurses, child care staff and other workers. However, under the Morrison Government the very future of TAFE itself is under threat,” Mr Mulheron said.

“Despite the clear and undisputed benefits that a robustly funded and administered public TAFE and vocational education sector provides our economy and our society, there has been a concerted and continual drive from successive Coalition governments to marginalise vocational education and deprioritise TAFE.”

“The almost complete surrender by the Morrison Government of the provision of vocational education to market forces has resulted in a massive decline of vocational education in Australia,” Mr Mulheron said.

“There was not a single mention of TAFE in the Morrison Government’s first Budget, while the recent Joyce Review of vocational education was clear in its aims of deprioritising TAFE as a keystone of the vocational education sector in Australia.”

Mr Mulheron said that in 2009, TAFE institutions taught 81% of all publicly-funded full-time-equivalent students in Australia. Five years later, this figure had reduced to 57%. Over the same period, private for-profit providers increased their share of publicly-funded full-time-equivalent students from 15% to 40% and increased their total student numbers by 286%.

“According to new research, in 2016 there were over 4600 active registered training providers, but only 96 of those providers have more than 100 full time students,” Mr Mulheron said.

“It is plainly evident that quality cannot be consistently maintained at a system level when that system is populated by thousands of tiny individual private providers, some of whom have participated in recruitment and enrolment practices that have been described as ‘skirting the edge of legality’.”

“The continued attempts by successive state, territory and federal governments to shift this sector towards privatisation have severely eroded the viability of many public TAFE institutions and undermined public confidence in the system,” Mr Mulheron said.

Mr Mulheron called upon the Morrison Government to:

1. Guarantee a minimum of 70% government funding to the public TAFE system. In addition, no public funding should go to private for-profit providers, consistent with other education sectors.

2. Restore funding and rebuild the TAFE system, to restore confidence in the quality of the courses and qualifications and the institution.

3. Abandon the failed student loans experiment, and cancel the debts of all students caught up in private for-profit provider scams.

4. Re-invest in the TAFE teaching workforce and develop a future-focused TAFE workforce development strategy in collaboration with the profession and unions.

5. Develop a capital investment strategy in consultation with state governments, to address the deplorable state of TAFE facilities around the country.

6. Support a comprehensive independent inquiry into TAFE.

“TAFE is the bedrock of Australia’s vocational education system and TAFE institutions have a history of providing high quality technical, further and general education at a level of quality or consistency that the relatively recently -conceived private vocational education sector has been unable to match,” Mr Mulheron said.

“The Morrison Government must immediately pledge support to restore TAFE to the heart of vocational education in Australia. Anything less than this risks losing an educational gem which is the envy of the rest of the world.”

Ideas on how to celebrate National TAFE Day can be found at http://www.stoptafecuts.com.au/

/Public Release. View in full here.
SourceAAP:www.miragenews.com

Aus: int’l students underwhelmed by rental options

Accommodation options only just past muster with international students in Australia, according to a new report from edtech company Cohort Go, which found a growing need for options catering to the specialised needs of overseas students.

Australia's accommodation options received a satisfaction score of 57 out of 100 from international students. Photo: Markus Spiske/UnsplashAustralia’s accommodation options received a satisfaction score of 57 out of 100 from international students. Photo: Markus Spiske/Unsplash
Only 12% of students used an education agent to find living arrangements

The 2019 Aussie Study Experience report, which surveyed almost 700 international students, gave Australian accommodation a satisfaction score of 57 out of 100, finding 60% were living in a private rental over other options.

“The more preparation that was done, the greater the satisfaction”

“The trend means that students coming from overseas aren’t necessarily getting a service that’s tailored to their needs by the accommodation providers,” said Cohort Go chief executive Mark Fletcher.

“Our research shows that these students are underwhelmed by their current, mostly privately-rented accommodation.”

Fletcher added the average rating provided an opportunity for purpose-built providers, which currently represent 8% of the market, to deliver specialised services for international students.

“I think what we see with the purpose-built student accommodation providers… they provide a really streamlined experience and a superior experience than those that are living in private rentals,” he told The PIE News.

While an opportunity for purpose-built providers, Fletcher added education agents had a substantial role to play after the report found a correlation between dissatisfaction and pre-departure research.

“It really came through that the more preparation that was done, the greater the satisfaction was for the international student,” he said.

Only 12% of students used an education agent to find living arrangements, Fletcher said, with counsellors five times as likely to assist students to find other services such as OSHC.

“There is a big opportunity for education agents and providers to work together to showcase the best that student accommodation providers have to offer.”

In 2018, reports that six international students were found living in a 24-hour study facility lead to calls from the sector for more purpose-built and affordable accommodation options.

SourceAAP:thepienews.com

Labor’s Free TAFE Policy – more jobs for Tasmanians, where we need them

Tasmanian Labor

  • Free TAFE policy for 5,000 Tasmanian careers
  • Key industries cannot find skilled Tasmanian workers
  • Liberal inaction has seen 2,000 apprenticeships vanish

 

A Labor Government would address unemployment while skilling-up the next generation of Tasmanian workers to have successful, lifelong careers in Tasmania.

Labor Leader Rebecca White said Labor’s $10 million free TAFE policy will provide 5,000 students the qualifications they need to find jobs in our fastest growing industries.

“Building, construction and hospitality businesses simply cannot find the qualified staff they need. They are flying in tradespeople and chefs from the mainland to fill the gap,” Ms White said.

“With Australia’s oldest population, and highest rate of disability, aged care and disability services face similar problems.

“There is a fundamental mismatch been Tasmania’s skillset and our growing industries. This mismatch is costing Tasmanians jobs and holding back our fastest growing industries.

“Under the Liberals, TAFE is broken and we have lost 2,000 apprenticeships.

“Labor will provide free TAFE courses across the building and construction, hospitality, aged care and disability services sectors.

“This means jobs for Tasmanians and a boost for our businesses.

“It means more apprenticeships and more traineeships. It means it will be easier for businesses to hire qualified staff and cheaper for tradespeople who take on apprentices. It means elderly Tasmanians will get the level of care they need.

“Labor has formed this policy directly from the feedback received from our Industry Advisory Councils – our industries want workers with the skills to match their demands so they can grow and provide careers to Tasmanians.

“The Liberals need to decide whether to back Labor’s policy and support 5,000 Tasmanians into meaningful careers or to continue to do nothing while mainlanders are flown in to plug skills shortages while Tasmanian apprenticeships disappear in their thousands.”

Labor will mandate that apprentices and trainees undertake at least 20 per cent of labour on government building and construction contracts.

This policy will also apply to the civil construction industry.

“Tasmanians looking for work should get the first chance at an apprenticeship or traineeship,” Ms White said.

Rebecca White MP

Labor Leader

/Public Release. View in full here.
SourceAAP:www.miragenews.com

Education & Skills Ministerial Appointments Welcomed By Independent Providers

Education & Skills Ministerial Appointments Welcomed By Independent Providers

The continuation of the Hon. Dan Tehan MP as Education Minister and Sen. Hon. Michaelia Cash as Minister with responsibility for Employment, Skills, Small and Family Business has been welcomed by the Independent Tertiary Education Council Australia (ITECA). ITECA has also welcomed the appointment of the Hon. Steve Irons MP as Assistant Minister for Vocational Education, Training and Apprenticeships.

ITECA is the peak body representing the independent tertiary education system that encompasses the independent higher education, vocational education, training and skills sectors.

“The coming three years presents Australia with a real opportunity to restructure the tertiary education system so that there is greater integration between the higher education, vocational education, training and skills sectors. Students should be able to transition from one sector to the other relatively seamlessly without the challenges of different funding models,” said Troy Williams, ITECA Chief Executive.

During the coming fortnight ITECA will seek meetings with Ministers Tehan, Cash and Irons to start the conversation to put in place the reforms which will create an integrated tertiary education system in which the higher education and vocational education sectors retain their separate identities.

“ITECA will work with the new Ministerial team to ensure that students can chose the quality provider of their choice, whether this be an independent provider or a public provider in the higher education, vocational education and training sectors. At the heart of these reforms is the need to put student choice at the forefront,” Mr Williams said.

In the short-term, an immediate priority for ITECA will be to encourage the Australian Government to reduce the unnecessary red-tape that’s abundant in the tertiary education sector.

“ITECA has a track-record of working with government to lift an understanding of, and compliance with, the regulatory standards for independent tertiary education providers. Quality is very much front and centre of ITECA’s culture and that of our members; however, it’s clear that there is a significant degree of regulatory overreach that’s doing little to support quality student outcomes,” Mr Williams said.

With respect to addressing the red-tape in the vocational education and training system, ITECA sees the recently released report Strengthening Skills: Expert Review of Australia’s Vocational Education and Training System as providing the framework to reduce-red tape. ITECA looks forward to working with Minister Irons on progressing the reforms set out in the report.

The importance of the independent tertiary education system is highlighted by the fact that independent higher education providers supported 143,680 students in 2017. In that same year independent providers supported some 60% of the 4.2 million students enrolled in vocational education and training. ITECA’s purpose is to ensure that the independent tertiary education system is united, unformed and influential.

Until mid-May 2019 ITECA was known as the Australian Council for Private Education and Training (ACPET).

/Public Release.

Aussie universities pivot to failing Indian international students

Yesterday, The Australian reported official data from the Department of Home Affairs showing that visa applications from Chinese students were flattening, forcing Australia’s universities to shift their focus to lower quality students from India and Nepal.

The economic activity arising from these three source countries is nicely encapsulated by the ABC below:

As shown above, international students from China, India and Nepal have each experienced explosive growth. However, there is a huge difference in the quality of these students.

Dr Bob Birrell from the Australian Population Research Institute (APRI) released a detailed study late last year showing that Chinese students tend to pay higher fees and study at higher quality Group of Eight (GoE) Universities, whereas Indian students typically study at cheaper institutions, often for the primary purpose of gaining access to employment and future permanent residency:

The first comprises universities charging very high fees – $40,000 or more a year by 2018. These are primarily the Group of 8 universities. Despite the princely cost, the number of overseas-student commencements at Go8 universities increased massively, by 56 per cent, between 2012 and 2016. Almost all of this increase came from Chinese students…

The second market covers universities other than those in the Go8, all of whom charge much lower (though still high) fees of around $25,000 per year. Overseas-student commencements in these universities increased by 41 per cent over the years 2012 to 2016. Most of this growth came from countries located in the Indian subcontinent, particularly India itself.

We show that the surge of enrolments in this second market has been largely due to the Australian government’s opening up of these opportunities in 2012 (pages 16-17). A key initiative was to allow all overseas student graduates (including those completing two-year Masters-by-Coursework degrees) to gain access to a work-study visa. This provides a minimum of two years in the Australian labour market after completion of a university degree, regardless of field of study.

Yet, despite Chinese students tending to pay more and attending higher quality Go8 universities, those that do stay and work in Australia perform poorly in the jobs market when compared against their Australian-born counterparts:

Chinese students who do stay on in Australia after graduation and enter the job market find it difficult to obtain employment at the professional or managerial levels. Employers expect their appointees to have complex problem solving, collaboration and communication skills. Many Chinese graduates lack these skills and thus struggle to compete with local graduates and with graduates from English-Speaking-Background (ESB) countries.

Data from the 2016 Census documents this point. Table 4 shows employment outcomes for young China-born males (aged 25-34) in Australia as of 2016, who arrived here between 2006 to 2016 and who held qualifications at degree level or above in Management and Commerce. Only 34.1 per cent were employed as managers or professionals. The outcome was similar for those with Engineering degrees, though a bit better for IT graduates.

Table 4 also indicates that a high proportion (some 31.4 per cent of those with management and commerce qualifications) were unemployed or not in the workforce. This is why we chose to focus on males. The high share of those not in the workforce category is unlikely to be explained by child care responsibilities.

True, it is not just a problem for the Chinese. Most graduates from non-English-speaking background (NESB) countries in business and commerce, engineering, and IT fields struggle to find professional level appointments in these fields. This is because there is a serious oversupply of entry-level candidates, relative to the available job openings.

So, if Chinese students tend to have low standards, what does this mean for our universities’ pivot towards students from India and Nepal?

Monday’s Four Corners special on Australia’s international student trade was especially damning of the quality of students coming from the Indian sub-continent, reporting widespread instances of plagiarism, academic misconduct, and students failing their courses.  The below email to colleagues from Murdoch University’s Professor Benjamin Reilly encapsulates the problems:

“In semester one 2018 we experienced a surge in new international students into some postgraduate courses. This surge increased sharply in semester two 2018, with several hundred new students, mostly from the Punjab region of India, enrolling in a small number of postgraduate courses.

“While some were OK, many do not have the language skills to study at a postgraduate level and have thus been unable to participate in class or complete assessments for the units legitimately.

“Hence we now have a much larger number of academic misconduct issues, supplementary assessments and outright failures than we have previously experienced in the units in which this cohort has enrolled”…

As does correspondence from Dr Duncan Farrow, a maths lecturer and academic misconduct investigator:

“Perhaps the most telling statistic of them all: 48 of the 80 students admitted to the MIT in semester one this year had at least one academic misconduct finding against them,” he wrote.

“Not only was there a huge increase in numbers of misconduct cases but additionally the investigations were more difficult due to the poor language capabilities of many of the students involved.

“I have just reviewed the results for students from the Punjab region in BSC100 Building Blocks for Science Students and it is depressing. Of the 52 students in this category, 12 have passed the unit outright — a pass rate of less than 25 per cent.

Inside Story’s economics correspondent, Tim Colebatch, similarly raised the alarm on the torrent of low quality Nepalese students inundating Australia’s universities:

…one source stands out: the little Himalayan country of Nepal, just thirty million people, living in one of Asia’s poorest countries.

In 2017–18, one in every 1500 inhabitants of Nepal emigrated to Australia. In an era of strict immigration controls, that is an astonishing number for two countries so far apart, with no common language, heritage or ethnicity.

Over the five years to mid 2018, one in every 500 Nepalis emigrated to Australia — and that’s in net terms, after deducting those who returned. In 2017–18, little Nepal became Australia’s third largest source of migrants after India and China…

Deregulation has allowed universities to selectively lower their standards to bring in more fee-paying foreign students, even when they fail to meet the thresholds for English language skills or academic achievement…

This is not the first time immigration from Nepal has surged. A decade ago, we saw a scam with training visas, in which “students” from India and Nepal came for training courses in Australia, then quickly vanished into the workforce. The scam saw net immigration set record levels in 2008–09, before then immigration minister Chris Evans shut it down. But most of those who came stayed on here.

At the current pace of immigration, Australia will soon have more residents born in Nepal than in Greece.

The aggressive growth in international students has already unambiguously lowered university standards, flooded Australia’s labour market with cheap exploitative labour, as well as helped crush-load Australia’s cities.

The situation is likely to worsen as Australia’s universities pivot to lower quality students from India and Nepal in a desperate attempt to keep the fees rolling in.

SourceAA:www.macrobusiness.com.au

Endless fights over money don’t improve education results

One of the few things both sides agree on in this election campaign is that we must get education right. A highly educated and well-trained workforce is our best insurance that all the benefits that digital disruption brings don’t come at the cost of many people unable to find decent jobs.

As a rich nation, our workers are highly paid. That’s not bad, it’s good. But it does mean we have to ensure our workers continue being equipped with the knowledge and skills that make their labour valuable – to local employers and to the purchasers of the goods and services we export.

One thing it doesn’t mean is that all our youngsters should go to university. There will be plenty of well-paid, safe, interesting jobs for the less academically inclined, provided they’re equipped with the valuable technical and caring skills provided by a healthy vocational education and training sector.

A top-notch technical education system will also be key to achieving something we’ve long just rabbited on about: lifelong learning. Being able to update your skills for your occupation’s latest digital whiz-bangery, or quickly acquire different skills for a job in a new industry with better prospects than the one that just ejected you.

But while we’re emphasising education’s instrumental importance to maintaining our material standard of living, we should never lose sight of its intrinsic value to our spiritual living standard. Education for its own sake. Because it satisfies humans’ insatiable curiosity about the world – even the universe – we live in.

We need to get education and training right at every level, from childcare (these days renamed ECEC – “early childhood education and care”), preschool, primary and secondary school, vocational education and training, and university.

Illustration: Simon Letch
Illustration: Simon LetchCREDIT:

To me, our greater understanding of the way tiny brains develop combines with common sense to say that, in our efforts to get every level of education up to scratch, we should start at the bottom and work up.

The better-equipped kids are when they progress from one stage to the next, the easier it is for that next stage to ensure they thrive rather than fall behind.

On childcare, the Coalition did a good job of rationalising the feds’ two conflicting childcare subsidies, but Labor is promising a lot more money for childcare, including phasing in much better pay for (mainly female) better-educated childcare workers.

The Coalition has achieved universal preschool for four-year-olds and, in the budget, extended that funding for a further two years. Labor has topped that, promising permanent funding arrangements and extension of the scheme to three-year-olds, as most other rich countries do.

We don't spend as much as some comparable counties on education and our results are declining.
We don’t spend as much as some comparable counties on education and our results are declining.

Let’s be frank: because Labor plans to increase, rather than cut, the tax on high income-earners, it has a lot more money to spend on all levels of education (plus a lot of other areas).

It’s certainly promising to spend more on schools. The Coalition’s great achievement has been to introduce its own, better and somewhat cheaper version of businessman David Gonski’s needs-based funding of schools – which it immediately marred by doing a special deal with Catholic schools. Labor’s promising to return to its earlier Gonski funding levels (but, hopefully, not to its earlier commitment that no rich school would lose a dollar).

It’s often claimed we spend a lot on schools relative to other countries, but the Grattan Institute’s schools expert, Dr Peter Goss, says that, when you allow for our younger population, only the Netherlands and the United States spend less than we do among nine other comparable rich countries.

International testing shows our 15-year-olds’ scores for maths, science and reading are each below the average for those countries. On maths, our score of 524 in 2003 had dropped to 494 by 2015.

For science, our gap between the top and bottom students – a measure of fairness – is wider than for the others, bar Canada, South Korea, Japan and even Britain.

Which demolishes the claim that we’re pouring more money into schools but getting worse results. What’s true is that our spending is below average and our results are also below average – and getting worse.

So, do we need to spend a lot more? No, not a lot more now we’ve gone a long way towards redistributing funding favour of needy (mainly public) schools full of kids with low income, low educated parents.

The feds and, more particularly, the states have more to do to re-align funding between advantaged non-government schools and their own disadvantaged public schools.

Once disadvantaged schools are getting their full whack of needs-based funding, however, we can end the eternal shootfight over money and move to the more important issue of ensuring the money’s better spent.

Much can be done to help teachers move to more effective ways of teaching, making schools less like a production line and giving more attention to individuals, many of whom have trouble keeping up, while some are insufficiently challenged.

But, Goss says, this is mainly a job for the state governments, and the feds should avoid trying to backseat drive. The feds would help more by obliging the universities to do a much better job of selecting and preparing future teachers.

Ross Gittins is the Herald’s economics editor.

SourceAAP:www.smh.com.au

 

Paying back your HELP or HECS student debt, explained

An illustration shows a ball with "student debt" written on it chained to a person's leg to depict paying back HECS debt.

IMAGEWhile it might feel like a burden, taking on debt to study often pays off in the long run. But it’s important to understand the nature of the debt.(ABC Life: Luke Tribe)

So, buckle up: we’re going to go deep into world of the Higher Education Loan Program (HELP), which some of you might know by its former name, HECS. We’ll cover vocational education and training (VET) student loans too, which are part of the HELP program.

If you’ve been putting this off for a while, here’s your opportunity to tick off some life admin.

How student debt works in Australia

If you’re an eligible student in an eligible university course or vocational training program, you can access the Higher Education Loan Program (if you’re at university) or the VET student loan program (if you’re at TAFE or another vocational training provider).

When it comes to eligibility, there are a number of rules, but generally speaking you need to be an Australian citizen, hold a New Zealand special category visa or hold a permanent humanitarian visa. The StudyAssist website has a handy tool if you’re not sure whether you qualify.

HELP works like this:

  • Your tuition fees will be charged to your student debt immediately after the census date: a point in the study term when enrolments are finalised. (For university courses, it’s usually a few weeks into the semester.) If you’re enrolled in subject or course after the census date, you’ll rack up a debt for it — even if you don’t finish it (say you withdraw) or get your qualification.
  • You’re required to start paying back your debt once you earn above a certain amount. (For this year, it’s $51,957 before tax.) The more you earn, the more you’re required to pay back. You can also make voluntary repayments at any time. We’ll expand on this in detail soon.
  • When you earn enough to make repayments, they’ll be made through the tax system. If you’re an employee, some of your pay will be withheld by your employer to cover your repayments. (You don’t actually pay anything off until you file your tax return.) If you’re self-employed, you pay once you’ve filed your tax return.

Wondering how much debt you have? You can find out online (using the ATO service on MyGov) or by ringing the tax office on 13 28 61.

The difference between interest and indexation

While no-one likes debt, studying is usually a great investment because it can help you earn more income. University graduates, for instance, can earn more than $800,000 more than school leavers over a lifetime.

On top of that, there are two factors that make HELP debt more attractive than other loans. The first is that, unlike a loan for a car or a house, HELP debt doesn’t attract interest.

In other words, you don’t pay the government for the privilege of borrowing — which is a very good thing, says chartered accountant and independent financial adviser Stephanie O’Connor.

HELP debt is, however, “indexed to inflation”. Confused? It simply means that the debt is raised each year in line with the cost of living. Last year, the indexation rate was 1.9 per cent.

The second reason HELP debt is better than regular debt is that there’s no deadline to repay it. While you can’t avoid paying it once you earn enough money, you’re not forced to pay off the balance in a rush.

“If you owe the tax office money, you certainly don’t get those terms. The tax office will charge you interest, and they’ll want to collect the debt very quickly.”

How much will you repay?

The amount you have to repay is calculated as a portion of your income before tax. Here’s the repayment rates for the year to June 30, 2019.

SourceAAP:www.abc.net.au