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New regulations associated with the Schools Assistance (Learning Together – Achievement through Choice and Opportunity) Act are introduced progressively over 2005 to 2008.
The Commonwealth Government publishes the National Framework for Values Education in Australian Schools including 9 values: care and compassion; doing your best; fair go; freedom; honesty and trustworthiness; integrity; respect; responsibility; understanding, tolerance and inclusion.
New regulations greatly increase accountability and compliance requirements for the Association and its members. In 2006, AISSA tackles to balance increasing compliance and regulation with advocacy. Increasingly, there is tension between government funding for the Association to implement the government’s initiatives and the role of the Association to advocate for the autonomy and independence of its member schools.
One of the many controversial requirements for receiving government funding is the compulsory display of a poster showing a silhouetted image of Simpson and his donkey, accompanied by “9 values for Australian schooling.”
In the 2006 Annual Report, AISSA Board President, Mr Russell Eley describes “a bewildering range of policy directions and initiatives. Each source of public funding brings further compliance requirements” (President’s Report 2006)
The Executive Intersectoral Child Protection Committee is established to advise the State Minister of Education and Children’s Services on child protection issues. This change is largely a result of a review into South Australia’s child protection system by the Hon Justice Robyn Layton QC and her resulting Report: Our Best Investment: A State Plan to Protect and Advance the Interests of Children.
The Report proposes an increased role for schools and school authorities regarding child protection.
The AISSA represents the South Australian Independent sector on this committee and provides its own extensive submission to the State government in response to the Layton report.
Dr Robyn Layton QC’s letter to the Minister of Social Justice, Hon Stephanie Key MP
As a result of the Board’s extensive review of its approach to governance, a Strategic Plan is developed to address 6 key areas:
According to President, Mr MC Porter, “the Plan affirms the Association’s enduring values of independence, choice, ethical practices, diversity, trust and support, while on another, it identifies new initiatives for the Association to explore in helping member schools to achieve their own educational aims.”
A snippet from the AISSA Strategic Plan 2003-2007
Recognising the need to advance Reconciliation through a range of strategies, the AISSA Board’s Statement guides future programs supported by Commonwealth funds and other activities planned by the Association.
“The AISSA acknowledges that reconciliation is about acceptance, respect and recognition of Indigenous peoples. The AISSA also recognises that in the interest of building a united community there is a compelling need for the Independent school sector to advance the cause of reconciling Indigenous Australians and the wider community through a range of strategies, whatever the particular religious and/or educational commitment of member schools.”
AISSA’s Statement of Reconciliation is prepared by a small working party, consisting of Mr Ken Bartel, Mr Andrew Mackenzie and Mr Garry Le Duff, and is created to echo the mission, values, and purpose of the AISSA
The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) develops An Agreed Framework of Principles for Funding Schools, which all State and Territory Labor Ministers endorse. The increase in funding is accompanied by an intensification in governments’ efforts to increase school accountability.
Although education is a State government responsibility, this decade saw a number of initiatives designed to achieve a standardised approach to schooling.
The SA Independent Schools Targeted Programs Authority Inc (The Authority) provides support for Independent schools in South Australia to access Commonwealth funds for the following Commonwealth Targeted Programs:
The Authority also develops and implements a communication strategy to offer schools timely and relevant advice regarding available funds and how to access them. These programs lead to a significant increase in staff at the AISSA who provide services to member schools to address key areas of Federal Government Reform for which schools were accountable.
A large portion of the total funds received from the Commonwealth is distributed to schools via these categories (AISSA Annual Report 2001)
The AISSA Board establishes a Pre-School Standing Committee in response to requests from member schools. This is the first time that the AISSA ventures into this area of early childhood education.
A significant change occurs in the process for calculating school funding.
The Socio-Economic Status model (SES) replaces the Educational Resources Index (ERI).
The ERI measures a school’s capacity to raise funds. The SES measures the individual school community’s socio-economic status.
The SES is phased in between 2001 and 2004, which leads to significant increases in funding for many Independent schools.
Most schools successfully complete their enterprise agreement negotiations in 1999. By 2000, some member schools raise the possibility of reintroducing some form of collective bargaining for salaries. However, the majority of members still support the continuation of individual enterprise agreements.
Changes to the ISB constitution include a name change, which is designed to reflect the importance of partnership between the Association and its member schools.
ISB logo
AISSA logo (2000)
Certificate of Registration of the AISSA’s change of name, dated 7 November 2000