Australian Catholic Schools 2014

Transcription

1 Australian Catholic Schools 2014

2 Foreword Almost 200 years since they began in Australia, Catholic schools continue to provide first-rate education and are proving to be as popular as ever. A total of 756,431 children attended Australia s 1,716 Catholic schools in The increased enrolment of 8,637 students a 1.2 per cent rise from 2013 represents one of the largest annual enrolment increases Catholic schools have ever experienced. The numbers tell only part of the story. In those 1,716 schools, dedicated staff are working with families to improve student outcomes and make Catholic schools more inclusive, while helping to preserve the unique aspects of Catholic education. Australian Catholic Schools 2014 captures a broad range of data, representing the depth and reach of Catholic education. The statistics are compiled and published as part of the National Catholic Education Commission s commitment to transparency and accountability. The growth in the number of young people in Catholic education is a measure of the quality education provided by Catholic schools, with their focus on educating the whole person intellectually, spiritually, physically, morally and emotionally. Catholic education strives to provide equity and educational opportunity for all, no matter what barriers individuals or their community faces. The mission of Catholic education is to overcome disadvantage, and 2014 was a year when the doors of Catholic schools were opened even wider. Across Australia, there was an increase of more than 4 per cent in the number of students with disability in Catholic schools and an increase of more than 7 per cent in Aboriginal and Torres Strait Islander students on the 2013 figures. Catholic education has a strong commitment to regional and remote education with 28 per cent of students attending Catholic schools and campuses outside major cities. The financial sustainability of Catholic schools must be protected. Catholic schools play an integral role in Australia s education system, helping to build a system that will meet Australia s future educational needs. Australian Catholic Schools 2014 provides a statistical snapshot of Catholic education. Across the country, Catholic schools are helping to shape Australia s students, with the trust and confidence of the parents of over 750,000 students. November 2016 Suggested citation: NCEC. 2016, Australian Catholic Schools 2014, National Catholic Education Commission, Sydney, available at For more information, please contact the NCEC office on or ncec@ncec.catholic.edu.au. Australian Catholic Schools 2014

3 Contents Statistical Snapshot... 1 Catholic School Enrolment Trends... 2 Schools Student Enrolment Trends... 7 Primary and Secondary Enrolment Trends... 9 Aboriginal and Torres Strait Islander with a Disability Full-Fee Paying Overseas Catholic and Non-Catholic Teachers and Non-Teaching Staff Staffing Trends Non-Teaching Staff Female and Male Teachers School Funding Diocesan Trends Schools Student Enrolment Trends Primary and Secondary Enrolment Trends Aboriginal and Torres Strait Islander with a Disability Full-Fee Paying Overseas Catholic and Non-Catholic Teachers and Non-Teaching Staff Staffing Trends Non-Teaching Staff Female and Male Teachers School Funding About the Data

4 Statistical Snapshot (Australian Catholic Schools) 2014 from 2013 Number of Catholic Schools... 1, (Full-Time Equivalent) , ,636 Primary , ,349 Secondary , ,288 Aboriginal and Torres Strait Islander... 19, ,272 with a Disability... 33, ,348 Full-Fee Paying Overseas... 1, Catholic , Non-Catholic , ,728 Staffing (Head Count) Total Staff in Catholic Schools... 88, ,320 Teachers (including Principals)... 59, Non-Teaching Staff... 29, Staffing (Full-Time Equivalent) Total Staff in Catholic Schools... 70, ,268 Teachers (including Principals)... 50, Non-Teaching Staff... 19, School Funding Net Recurrent Income per Student (2014)... $13,181 + $698 Income from Government (Commonwealth and State)... 71% No change Income from Private Income (Fees and Other Private Income) 29% No change Note : The sum of the Catholic and non-catholic students varies slightly from other counts as Catholic and non-catholic enrolments were not enumerated the same day as the Annual School Census in every state and territory. 1

5 Catholic School Enrolment Trends Number of Schools There were 1,716 Catholic schools in Australia in 2014 (Table 1). As Map 1 shows, Catholic education has a significant comprehensive national geographical coverage, including outside of the capital cities. Map 1: Location of Catholic schools and campuses, 2014 Graph 1 highlights that while the overall number of Catholic schools has been increasing since 2004, the number of schools is fewer than in 1989 when there were 1,722 Catholic schools in Australia. However, the net change in Catholic schools each year is the result of the combination of new schools, school closures and school amalgamations. Graph 1: Number of Catholic schools, Australia, ,730 1,720 Schools 1,710 1,700 1,690 1,680 2

6 Table 1 shows that more than one-third of Catholic schools in Australia are located in NSW, Australia s most populous state. The table also shows that Queensland (+20) and Western Australia (+17) have had the largest net increase in schools since Table 1: s in the number of Catholic schools, by states and territories, State/territory 2014 Net change from 2013 Net change since 1985 Proportion of schools in each state (2014) ACT % New South Wales % Northern Territory % Queensland % South Australia % Tasmania % Victoria % Western Australia % Australia 1, % Source: Australian Catholic Education Statistics Database Table 2 reports the number of schools and schools/campuses by remoteness category. While the majority of schools and campuses are located in the major cities of Australia (where the majority of students live), two out of every five Catholic schools are located outside of Australia s major cities. (Further information on Remoteness area is provided in About the Data (p.101). Table 2: Number of Catholic schools and campuses by remoteness category, 2014 ABS remoteness area Schools Proportion of Schools Schools & Campuses Proportion of Schools & Campuses Major Cities of Australia 1,056 62% 1,108 62% Inner Regional Australia % % Outer Regional Australia % % Remote Australia 43 3% 46 3% Very Remote Australia 27 2% 28 2% Total 1, % 1, % Types of Schools There were 1,236 Catholic primary schools, 336 secondary schools, 134 combined primary/secondary schools and 10 special schools in Australia in 2014 (Table 3). Primary and secondary schools are those schools that have (only) primary or (only) secondary students enrolled, although the grade range for primary and secondary students does vary between states and territories. Combined schools are those schools that have both primary and secondary students enrolled at the school. Special schools are those schools that satisfy the definition of a school and are designated by the relevant state or territory education authority as a special school. A special school caters predominantly for students who have one or more of the following characteristics: intellectually disabled, physically disabled, hearing impaired, visually impaired, autistic, or socially/emotionally disturbed. Schools such as intensive language centres, schools where the distinguishing feature is the lack of a formal curriculum, schools for exceptionally gifted 3

7 or talented students, distance education schools and special assistance schools that cater primarily for students with social, emotional or behavioural difficulties are not special schools. Table 3: Number of schools by school type, states and territories, 2014 Primary Secondary Combined Special All Schools ACT New South Wales Northern Territory Queensland South Australia Tasmania Victoria Western Australia Australia 1, ,716 Table 3 shows that the majority of Catholic schools in Australia are primary (only) schools, and partially reflects the historical context of Australian Catholic education. However, there are significant differences in the proportion of primary only schools across the states and territories, as is highlighted in Table 4. As this table highlights, while 72% of Australian schools are primary schools, this varies from 41% in the Northern Territory to 79% in Victoria. The relatively low proportion of combined primary/secondary schools in Victoria, combined with its proportion of secondary schools (even though this state has the second largest number of secondary schools) results in its significantly higher proportion of primary schools than for other states. Table 4: Proportion of schools by school type, states and territories, 2014 State/territory Primary Secondary Combined Special All Schools ACT 77% 17% 7% - 100% New South Wales 71% 23% 4% 1% 100% Northern Territory 41% 29% 29% - 100% Queensland 67% 24% 9% - 100% South Australia 66% 14% 18% 2% 100% Tasmania 68% 19% 14% - 100% Victoria 79% 19% 2% - 100% Western Australia 71% 4% 25% - 100% Australia 72% 20% 8% 1% 100% The relative number and percentage of school types reported above reflect the historical evolution of Australian Catholic schooling. However, different school types are also a reflection of a geographical dimension for providing Catholic education in Australia. Table 5 and Table 6 show the number and proportion of schools by remoteness, and highlight the different distributions of primary and secondary schools, while special schools are only located in the major cities. As the tables report, there are fewer secondary only Catholic schools beyond the major cities and inner regional Australia than there are combined primary/secondary schools, with there being no secondary only schools in very remote Australia. 4

8 Table 5: Number of Catholic schools by school type by remoteness category, 2014 ABS remoteness area Primary Schools Secondary Schools Combined Schools Special Schools All Schools Major Cities of Australia ,056 Inner Regional Australia Outer Regional Australia Remote Australia Very Remote Australia Total 1, ,716 Table 6: Proportion of Catholic schools by school type by remoteness category, 2014 ABS remoteness area Primary Schools Secondary Schools Combined Schools Special Schools All Schools Major Cities of Australia 61% 65% 58% 100% 62% Inner Regional Australia 22% 24% 15% 0% 22% Outer Regional Australia 13% 8% 16% 0% 12% Remote Australia 2% 2% 4% 0% 3% Very Remote Australia 1% 0% 6% 0% 2% Total 100% 100% 100% 100% 100% Boarding Schools Fifty-four Australian Catholic schools provide boarding facilities for students (Table 7). Depending on the individual school, boarding may include full boarding, and/or include weekly boarding where students live at the college weekdays (or until the completion of Saturday sporting commitments). Table 7 shows nearly two-thirds of Catholic boarding schools in Australia are in either NSW (33%) or Queensland (28%), but even in these states, boarding schools are only a small proportion of Catholic schools. Table 8 shows that three-quarters (76%) of boarding schools are located in the major cities and inner regional Australia. While boarding schools in metropolitan areas are likely to have historically enrolled students from rural and isolated communities, and continue to do so, a proportion of students in boarding schools are from the city in which the school is located and from overseas. Table 7: Number and proportion of non-boarding and boarding schools by school type, states and territories, 2014 State/territory Non-Boarding Schools Boarding Schools Boarding Schools as percentage of all schools Percentage of all Boarding Schools ACT % 0% New South Wales % 33% Northern Territory % 2% Queensland % 28% South Australia % 9% Tasmania % 0% 5

9 State/territory Non-Boarding Schools Boarding Schools Boarding Schools as percentage of all schools Percentage of all Boarding Schools Victoria % 11% Western Australia % 17% Australia 1, % 100% Table 8: Number and proportion of non-boarding and boarding schools by remoteness category, 2014 ABS remoteness area Non-Boarding Schools Boarding Schools Boarding Schools as percentage of all schools Percentage of all Boarding Schools Major Cities of Australia 1, % 48% Inner Regional Australia % 28% Outer Regional Australia % 20% Remote Australia % 4% Very Remote Australia % 0% Total 1, % 100% Co-educational and Single-Sex schools Table 9 shows that 90% of Catholic schools are co-educational, and that this is similar for schools located in the major cities (Table 10). However, as Table 11 shows, single-sex schools are almost entirely the domain of secondary education, with only two primary schools and no special schools being a single-sex school. Similarly, many combined primary/secondary schools limit enrolments for both males and females to some grades (most commonly the earlier grades in the school). Table 9 shows that nationally, there are more female-only schools (92) than male-only schools (75). In most states, the proportion of male- and female-only schools is similar, although Queensland, South Australia and Victoria have a marginally larger number of female-only schools than male-only schools. Table 9: Number of co-educational and single-sex Catholic schools, states and territories, 2014 State/territory Co-Educational Schools Single Sex Schools Male only Female only Single-Sex schools as % of all schools ACT % New South Wales % Northern Territory % Queensland % South Australia % Tasmania % Victoria % Western Australia % Australia 1, % 6

10 Table 10: Number and proportion of co-educational and single-sex Catholic schools by remoteness category, 2014 ABS remoteness area Co-Educational Schools Single Sex Schools Male only Female only Single-Sex schools as % of all schools Major Cities of Australia % Inner Regional Australia % Outer Regional Australia % Remote Australia % Very Remote Australia % Total 1, % Table 11: Number of co-educational and single-sex Catholic schools by school type, 2014 School type Co-Educational Schools Single Sex Schools Male only Female only Single-Sex schools as % of all schools Primary only schools 1, % Secondary only schools % Combined schools % Special Schools % Total 1, % Student Enrolment Trends There were 756,431 students in Australian Catholic schools in 2014, which was an increase of 8,369 or 1.2% from the previous year. This was lower than the increase from 2012 to 2013, which was the largest annual increase, both in the number of students and the annual percentage growth, since 1985 (the first year of available data). Since 1985, the number of students has increased by 181,458, which is a 31% increase in the number of students. Graph 2 and Table 12 show that the number of students in Catholic schools has increased every single year since However, the annual growth has not always been consistent across years. For example, enrolments increased by just 236 students from 1992 to 1993, while this year s growth was more than 8,000 students. 7

11 Graph 2: in Catholic schools, Australia, , , , , , , , ,000 Table 12: Student enrolments and annual change in Catholic schools, Australia, Year in Catholic Schools from Previous Year % Year in Catholic Schools from Previous Year % , ,578 6, % ,846 6, % ,636 7, % ,757 4, % ,024 4, % ,640 5, % ,124 4, % ,936 3, % ,268 6, % ,586 2, % ,659 7, % ,917 3, % ,270 7, % ,119 2, % ,621 5, % , % ,353 5, % ,022 3, % ,858 7, % ,722 5, % ,864 9, % ,820 8, % ,472 10, % ,579 7, % ,111 11, % ,727 7, % ,795 12, % ,218 5, % ,431 8, % Table 13 shows that the number of students increased from 2013 to 2014 in every state and territory except South Australia, and that Victoria (+3,061), NSW (+2,594) and Queensland (+1,894) combined contributed more than 70% of the growth in Catholic school enrolments from 2013 to However, the Northern Territory had the largest percentage increase in enrolments (5.0%), which was more than three times the national average for enrolment growth (1.4%). Table 13: s in Catholic school enrolments, by states and territories, State/territory 2014 (FTE) from 2013 since 1985 ACT 17, ,191 New South Wales 253,752 2,594 44,572 Northern Territory 5, Queensland 142,800 1,894 57,372 8

12 State/territory 2014 (FTE) from 2013 since 1985 South Australia 48, ,275 Tasmania 14, ,574 Victoria 204,530 3,061 30,076 Western Australia 68, ,487 Australia 756,431 10, ,440 More than half a million students were enrolled in Catholic schools located in the major cities of Australia in 2014, and 214,958 students were enrolled in Catholic schools outside of the major cities (Table 14). The proportion of students in the major cities (72%) is significantly higher than for the proportion of schools (62%) located in the major cities. This difference in the proportions of schools and students indicates that nationally, there are important differences in the structure and profiles of Catholic schools and schooling when the major cities are compared to the rest of Australia. Detailed analysis on the connection between school size, remoteness and resourcing is provided in The Sectoral Trends of Australian Schooling (Volume 1) (available at Table 14: Number of by remoteness category, 2014 ABS remoteness area (2014) Proportion of students Major Cities of Australia 541,474 72% Inner Regional Australia 144,873 19% Outer Regional Australia 59,435 8% Remote Australia 8,114 1% Very Remote Australia 2,536 0% Total 756, % Primary and Secondary Enrolment Trends Of particular interest are the varying patterns of growth across both primary and secondary schools. Graph 3 illustrates the changing proportions of primary and secondary enrolments in Catholic education. Since 1985, 55% of the growth in Catholic school enrolments has been in secondary students, which have increased by 99,957, while primary enrolments have increased by 81,472. However, from 2013 to 2014, the increase in primary enrolments (+4,349) was similar to the increase in secondary enrolments (+4,289). Graph 3: in Catholic schools, primary and secondary, Australia,

13 Table 15 shows that 89% of primary students enrolled in Catholic schools are located in the major cities and inner regional Australia, while 93% of secondary students are enrolled in schools in these regions. This difference between the primary and secondary enrolments reflects the history and geography of Catholic secondary education in remote Australia. This is shown in the structure of primary, secondary and combined primary/secondary schools; and the accessibility to Catholic secondary, and post-compulsory secondary, education in rural Australia. Table 15: Number of primary and secondary students by remoteness category, 2014 ABS remoteness area Primary Proportion of Primary Secondary Proportion of Secondary Major Cities of Australia 289,921 70% 252,042 73% Inner Regional Australia 78,061 19% 66,322 19% Outer Regional Australia 37,621 9% 21,906 6% Remote Australia 5,640 1% 2,381 1% Very Remote Australia 2,249 1% 287 0% Total 413, % 342, % Table 16 reports the changes from 2013 to 2014 in the primary and secondary enrolments in each of the states and territories, as well as the overall change since The table reports that primary enrolments increased in all states and territories, other than South Australia (-120). Although the national increase in primary enrolments was greater than the increase in secondary enrolments, NSW, Queensland, South Australia and the Northern Territory had a larger increase in secondary than in primary enrolments from 2013 to Table 16: s in Catholic school enrolments, by states and territories, Primary Secondary State/territory 2014 from 2013 since from 2013 since 1985 ACT 9, , ,701 New South Wales 129, , ,363 1,831 34,859 Northern Territory 2, ,

14 Queensland 84, ,347 58, ,025 South Australia 28, ,536 20, ,740 Tasmania 7, ,197 7, ,378 Victoria 110,101 1,917 10,042 94,429 1,144 20,035 Western Australia 41, ,175 27, ,312 Australia 413,494 4, , ,939 4, ,449 Graphs 4 and 5 illustrate the most recent changes (from 2013 to 2014) in primary and secondary enrolments in each of the states and territories as reported in the above table. Graph 4: in Catholic primary enrolments, Graph 5: in Catholic secondary enrolments, by states and territories, by states and territories, ACT, 243 ACT, -44 NSW, 763 NSW, 1,831 NT, 58 NT, 183 QLD, 911 QLD, 983 SA, -120 SA, -48 Tas, 54 Tas, -2 Vic, 1,917 Vic, 1,144 WA, WA, Graphs 6 to 13 highlight that, although there are different primary and secondary enrolment patterns across the states and territories, most have witnessed the convergence of primary and secondary enrolments in Catholic school. Graph 6: Australian Capital Territory 10,000 9,000 Primary Graph 7: New South Wales 140, ,000 Primary 8,000 Secondary 100,000 Secondary 7, ,

15 Graph 8: Queensland 90,000 70,000 Primary Graph 9: Northern Territory 4,000 Primary 3,000 50,000 2,000 Secondary Secondary 30, ,

16 Graph 10: Tasmania 8,000 Graph 11: South Australia 30,000 7,000 Primary 25,000 Primary 6,000 20,000 5,000 Secondary 15,000 Secondary 4, Graph 12: Victoria 120,000 10, Graph 13: Western Australia 50, , ,000 Primary 40,000 Primary 90,000 30,000 80,000 70,000 Secondary 20,000 Secondary 60, , Aboriginal and Torres Strait Islander The number and proportion of Aboriginal and Torres Strait Islander (ATSI) students has increased significantly over the period from 1985 to 2014 (Graph 14 and Table 17), and in all states and territories (Table 20). In 2014, there were 19,995 Indigenous students in Catholic schools, which represented 2.6% of all students in Australian Catholic schools. This was an increase of 1,272 students from the previous year, which was the second largest increase since Graph 14 shows that Indigenous enrolments in Catholic schools increased from 2012 to 2013 in all states and territories. Number of students Graph 14: identified as ATSI in Catholic schools, Australia, ,000 15,000 10,000 5,000 Number of students % of all students 3.0% 2.5% 2.0% 1.5% 1.0% 0.5% ATSI as % of all students % 13

17 Table 17: identified as ATSI in Catholic schools, Australia, Year ATSI ATSI as % of all students Year ATSI ATSI as % of all students , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % Graph 15: Recent change in ATSI student enrolments in Catholic schools, states and territories, Table 18: Number and percentage of students identified as ATSI in Catholic schools, states and territories, 1985 and 2014 State/ territory Proportion of ATSI students Number of % of Number of % of from 1985 in each State to 2014 (2013) ACT % % 305 2% NSW 6, % 1, % 5,857 34% NT 1, % 1, % % Queensland 5, % 1, % 4,195 28% 14

18 SA % % 558 3% Tasmania % % 687 4% Victoria 1, % % 1,242 7% WA 2, % 1, % % Australia 19, % 5, % 14, % Remoteness Table 19 shows that there is significant difference in the enrolment patterns for Indigenous and non-indigenous students in urban and rural Catholic schools. While 2.6% of students in Catholic schools overall are Indigenous, these students comprise only a small proportion (1.4%) of students in the Catholic schools in the major cities. By comparison, more than two-thirds of students in a Catholic school in very remote Australia are Indigenous. Over one-third (37%) of the total number of Indigenous students are in the major cities. However, almost three-quarters (73%) of non-indigenous students are in Catholic schools in the major cities. By comparison, nearly one in five (19%) Indigenous students are in remote or very remote Australia, compared with just 1% of non-indigenous students in Australian Catholic schools. Table 19: Number and Percentage of ATSI in Catholic schools by remoteness category, 2014 ABS remoteness area ATSI ATSI as % of all students in remoteness category Proportion of ATSI students by Remoteness Proportion of non-atsi students by Remoteness Major Cities of Australia 7, % 37% 73% Inner Regional Australia 4, % 25% 19% Outer Regional Australia 3, % 19% 8% Remote Australia 1, % 10% 1% Very Remote Australia 1, % 9% 0% Total 19, % 100% 100% Primary and Secondary Indigenous Enrolments The number of both Indigenous primary and Indigenous secondary students in Australian Catholic schools has increased significantly since 1985 as illustrated in Graph 16. In 1985, there were 3,697 Indigenous primary students, and this has more than doubled to 10,678 primary students in However, the growth in secondary Indigenous students has been even more significant, with the number of secondary Indigenous students more than quadrupled from 1985 to Since 1985, the number of secondary Indigenous students has increased from 1,726 to 8,045. Although the increase in secondary enrolments has been more dramatic, the number of primary Indigenous enrolments has been greater (+6,981) than the secondary enrolments (+6,319), partly due to the relatively lower proportion of Indigenous secondary students (Table 20). From 1997 to 2008, the increase in the number of secondary Indigenous students had been greater than the increase in the primary Indigenous students in most years, and secondary enrolments now represent 42% of Indigenous enrolments. The annual 15

19 increase in Indigenous primary students was larger than the increase of Indigenous secondary students from 2009 to In 2013, Indigenous primary enrolments increased by 574, and Indigenous secondary enrolments increased by 800 students. This was the largest annual increase for Indigenous secondary enrolments since Graph 16: Primary and secondary Indigenous students in Catholic schools, Australia, ,000 Indigenous 10,000 8,000 6,000 4,000 2,000 Indigenous Primary Indigenous Secondary Table 20: Primary and secondary Indigenous students in Catholic schools, Australia, Indigenous Primary from previous year Primary as % of all Indigenous Indigenous Secondary from previous year Secondary as % of all Indigenous ,697 68% 1,726 32% , % 1, % , % 1, % , % 1, % , % 1, % , % 1, % , % 1, % , % 2, % , % 2, % , % 2, % , % 2, % , % 2, % , % 2, % , % 2, % , % 3, % , % 3, % , % 3, % , % 3, % , % 3, % , % 4, % , % 4, % , % 4, % 16

20 Indigenous Primary from previous year Primary as % of all Indigenous Indigenous Secondary from previous year Secondary as % of all Indigenous , % 5, % , % 5, % , % 5, % , % 6, % , % 6, % , % 7, % , % 8, % , % 8, % Table 21 shows that there are significant differences across the states and territories in the proportion of Indigenous students in primary or secondary Catholic education. These differences reflect historical enrolment trends, the significant difference for Indigenous students in urban and rural Catholic schools (reported in the previous section) and limited access to non-metropolitan Catholic secondary education in some states. Table 21: Primary and secondary Indigenous, states and territories, 2014 State/territory Primary Secondary ACT % % New South Wales 3,925 57% 2,962 43% Northern Territory 1,103 58% % Queensland 2,877 51% 2,718 49% South Australia % % Tasmania % % Victoria % % Western Australia 1,605 64% % Australia 11,257 56% 8,738 44% Table 22 reports the change from 2013 to 2014 in primary and secondary Indigenous enrolments in each of the states and territories, as well as the change in Indigenous primary and secondary enrolments since In 2014, Indigenous primary enrolments increased in most states and territories (other than South Australia), while Indigenous secondary enrolments increased in all states and territories except the ACT. Table 22: in Primary and Secondary Indigenous, States and Territories, Primary Secondary State/territory 2014 from 2013 from from 2013 from 1985 ACT New South Wales 3, ,

21 Primary Secondary State/territory 2014 from 2013 from from 2013 from 1985 Northern Territory 1, Queensland 2, , South Australia Tasmania Victoria Western Australia 1, Australia 11, ,560 8, ,012 with a Disability with a disability (SWD) in Catholic schools have increased from 1985 to 2014 (Graph 17 and Table 23) particularly since the advent of the Commonwealth Disability Discrimination Act in 1992 and the promulgation of the education standards under the Disability Discrimination Act in In 2014, there were 33,665 SWD in Catholic schools, which was an increase of 1,358 students from the previous year. Graph 18 and Table 24 show that the number of SWD increased from 2013 to 2014 in every state and territory, other than Western Australia (-99). NSW had the largest increase in SWD, with an increase of 626 students from 2013 to with a disability represent 4.4% of students in Australian Catholic schools. The Northern Territory has the highest proportion of SWD (6.5%), while the ACT has the lowest proportion (2.8%). To receive Commonwealth funding, SWD must meet all of the following criteria. must 1) have an intellectual, sensory, physical or social/emotional impairment or multiple impairments; 2) have been formally assessed as having the impairment by a person with relevant qualifications to the impairment being assessed (i.e. medical practitioners/specialists, psychologists, social workers, members of the therapy professions, visiting teacher services or guidance officers in schools); and 3) the degree of impairment must be sufficient to satisfy the criteria for enrolment in government special education services or programmes in the State or Territory. 18

22 Graph 17: Number and percentage of SWD in Catholic schools, Australia, ,000 5% Number of students 30,000 25,000 20,000 15,000 10,000 5,000 Number of students % of all students 4% 3% 2% 1% 0 0% SWD as % of all students Table 23: Number and percentage of SWD in Catholic schools, Australia, Year SWD SWD as % of all students Year SWD SWD as % of all students , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % , % 19

23 Graph 18: Recent change in SWD enrolments in Catholic schools - states and territories WA, -99 Tas, 60 SA, 39 ACT, 42 NT, 85 Vic, 227 Qld, 369 NSW, Table 24: Number and percentage of SWD in Catholic schools, states and territories, 1985 and 2014 State/ territory Number Number from % of % of of of 1985 to 2013 Proportion of SWD in each State (2014) ACT % % 451 2% NSW 13, % % 12,957 34% NT % Nil 396 1% Queensland 5, % % 5,002 19% SA 2, % % 1,713 6% Tasmania % % 533 2% Victoria 9, % % 9,046 27% WA 2, % % 2,166 9% Australia 33, % 1, % 32, % Remoteness Table 25 shows that almost three in every four (72%) SWD are enrolled in Catholic schools in the major cities. However, the table also shows that SWD, as a proportion of all students in each of the remoteness categories (other than for very remote Australia), is similar across all of the categories. To illustrate, 4.4% of the students enrolled in Catholic schools in the major cities are SWD, comparable with 4.5% of the students enrolled in Catholic schools in remote Australia. However, the proportion of SWD in very remote Australia is significantly higher than for the other remoteness categories. Table 25: Number and percentage of SWD by remoteness category, 2014 ABS remoteness area SWD SWD as % of students in category SWD as % of total SWD Major Cities of Australia 24, % 72% 20

24 ABS remoteness area SWD SWD as % of students in category SWD as % of total SWD Inner Regional Australia 6, % 19% Outer Regional Australia 2, % 7% Remote Australia % 1% Very Remote Australia % 1% Total 32, % 100% Primary and Secondary Enrolments Graph 19 illustrates the increase in both primary and secondary SWD since In 1985, there were 954 primary SWD, but by 2014 this had increased to 19,447. Over this time, the number of secondary SWD enrolments had also increased significantly, increasing from 438 to 14,208 in Table 26 reports that the number of primary SWD in Catholic schools increased by 249 from 2013 to 2014, and the secondary SWD increased by 1,099 from 2013 to Graph 19: Primary and secondary SWD in Catholic schools, Australia, SWD Primary SWD SWD Secondary 0 Table 26: Primary and secondary SWD, Australia, SWD Primary from previous year Primary as % of all SWD SWD Secondary from previous year Secondary as % of all SWD % % , % % , % % , % % , % % , % % ,733 1,894 67% 1, % , % 2, % , % 2, % , % 2, % , % 3, % , % 3, % 21

25 SWD Primary from previous year Primary as % of all SWD SWD Secondary from previous year Secondary as % of all SWD , % 4, % , % 4, % , % 5, % , % 5, % , % 5, % , % 5, % , % 6, % , % 6, % , % 7, % , % 7, % ,215 1,249 61% 8, % ,251 1,036 61% 8, % ,356 1,105 62% 9, % ,648 1,292 63% 9, % ,666 1,018 61% 11,064 1,085 39% , % 12,123 1,059 40% , % 13, % , % ,099 42% Table 27 shows that while the majority of states and territories have a similar proportion of SWD in primary and secondary education, NSW and the ACT have a higher proportion in secondary education (45% compared with the national average of 42%), while South Australia has significantly higher proportions of SWD in primary education. Table 27: Primary and secondary SWD, states and territories, 2014 State/territory Primary Secondary ACT % % New South Wales 7,382 55% 5,952 45% Northern Territory % % Queensland 3,058 59% 2,121 41% South Australia 1,335 64% % Tasmania % % Victoria 5,474 59% 3,859 41% Western Australia 1,350 60% % Australia 19,447 58% 14,208 42% Table 28 highlighted the significant growth since 1985 in SWD in both primary and secondary education nationally, and Table 29 shows that this has been so for all states and territories. In the past year, primary SWD enrolments increased in all states and territories, other than the Northern Territory (-12) and Western Australia (-121), while secondary enrolments increased in all states and territories except the ACT (-5). Queensland had the 22

26 largest increase in primary SWD enrolments (+131) and NSW had the largest increase in secondary SWD enrolments (+536) from 2013 to Table 28: in primary and secondary SWD, states and territories, State/territory 2014 Primary from 2013 from Secondary from 2013 from 1985 ACT New South Wales 7, ,082 5, ,876 Northern Territory Queensland 3, ,895 2, ,107 South Australia 1, , Tasmania Victoria 5, ,272 3, ,774 Western Australia 1, , Australia 19, ,494 14,208 1,099 13,771 SWD in Special/Regular Schools While there may be some perception that students with a disability are predominantly enrolled in special schools, the overwhelming majority of SWD (97%) are enrolled in regular Catholic schools. As Graph 20 and Table 31 highlight, this has been consistently so, since 1995 (the first year of reliable data). Since 1995, the number of students in special schools has increased by 352 (from 518 to 870 students). By comparison, the number of SWD in regular schools has increased by 22,531 students (from 8,906 to 31,437). Graph 20: Number of SWD in special and regular schools, Australia, in Special Schools in Regular schools Number of students Table 29: Number of SWD in special and regular schools, and cumulative change in enrolments, Australia,

27 Year SWD in Special Schools SWD in Regular Schools Cumulative change in SWD in Special Schools Cumulative change in SWD in Regular Schools , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,981 Full-Fee Paying Overseas (FFPOS) Catholic schools entered the FFPOS scheme on its introduction by the Commonwealth Government in In the following years, at least until 1997, the number of FFPOS grew quickly and consistently (Graph 21). From 1997 to 2001, FFPOS declined in all states and territories except NSW, and this was attributable to a number of factors including the fact that Catholic schools found that there were considerable pastoral challenges involved in providing for such students. From 2001 to 2004, FFPOS enrolments increased nationally, due to the increase in FFPOS enrolments in NSW, South Australia and Victoria. From 2005 to 2006, NSW had a decrease of 108 FFPOS, which was the major contribution to the decrease of 179 FFPOS that year. From 2006 to 2009, the number of FFPOS increased nationally, but has declined each year since In 2013, there were 1,144 FFPOS in Australian Catholic schools, which was a decrease of 118 students from All states and territories except the ACT, Tasmania and Victoria had a decrease in FFPOS from 2013 to NSW had the largest number of FFPOS in 2014 (313 students) while South Australia had the largest decrease in FFPOS from 2013 to 2014 (-30 students). 24

28 Graph 21: FFPOS in Catholic schools, Australia, ,000 Number of students 2,000 1,000 0 Table 30: FFPOS in Catholic schools, Australia and states and territories State/territory Proportion of FFPOS in each State (2014) FFPOS in 1990 ACT % 9 New South Wales % 462 Northern Territory % 4 Queensland % 227 South Australia % 58 Tasmania 1 0 0% 1 Victoria % 191 Western Australia % 215 Australia 1, % 1,167 Table 31 shows that 91% of FFPOS enrolled in schools either in the major cities or in inner regional Australia. Only 18 FFPOS were enrolled in remote or very remote Australia in Table 31: Number and percentage of FFPOS by remoteness category, 2014 ABS remoteness area FFPOS FFPOS as % students in category FFPOS as % of all students Major Cities of Australia % 0.17% Inner Regional Australia % 0.10% Outer Regional Australia 79 7% 0.13% Remote Australia 18 2% 0.22% Very Remote Australia 0 0% 0.00% Total 1, % 0.15% 25

29 FFPOS in Primary Schools Graph 22 and Table 32 highlight the significant change in the primary FFPOS as a proportion of all FFPOS in Australian Catholic schools. In 1989, FFPOS were almost exclusively enrolled in secondary education, but from 1996 to 2006, the proportion of FFPOS in primary schools increased significantly (other than in 2002 and 2003). Although there was a marginal decrease in the proportion of the primary FFPOS in 2007 and 2008, primary enrolments, as a proportion of total FFPOS, have increased annually since This increase in the proportion is due to the increasing number of primary FFPOS, and the decrease in secondary FFPOS. Nearly one in five (20%) FFPOS in a Catholic school in 2014 were primary students. Graph 22: FFPOS in primary schools, as proportion of all FFPOS in Catholic schools, Australia, % 25% Number of students 20% 15% 10% 5% 0% Table 32: Primary and secondary FFPOS, Australia, FFPOS Primary as FFPOS from Year Primary % of all Secondary previous FFPOS year from previous year Secondary as % of all FFPOS , % 1, % % 1, % % 1, % % 1, % % 2, % % 2, % % 2, % % 2, % % 2, % % 1, % % 1, % % 1, % % 2, % 26

30 Year FFPOS Primary from previous year Primary as % of all FFPOS FFPOS Secondary from previous year Secondary as % of all FFPOS % 2, % % 1, % % 1, % % 1, % % 1, % % 1, % % 1, % % 1, % % 1, % % 1, % % % Schools with FFPOS From year to year, the schools with FFPOS can change, because the majority of schools with FFPOS have only one or two such students (Graph 23). Very few Catholic schools in Australia have large numbers of FFPOS. Of the 225 schools with FFPOS enrolled in 2014, only 6% (13 schools) had more than 20 FFPOS. Significantly, however, 87% of Catholic schools in Australia had no FFPOS enrolled in Graph 23: Number of Catholic schools by FFPOS number, Australia, Number of schools and over Number of FFPOS in the school Catholic and Non-Catholic Table 33 reports that there were 525,917 Catholic students and 231,312 non-catholic students in Australian Catholic schools in As the table shows, the proportion of non-catholic students now represents 31% of enrolments in Australian Catholic schools, and this proportion has increased by 1% every year since 2006 (the first national census by NCEC). Graph 24 and Table 32 illustrate that the increased proportion of non-catholic students in Catholic schools has been predominantly due to an increase in non-catholic students, although there was also a decline in Catholic students in some years. As a result, over the past nine years, Catholic enrolments in Australian Catholic schools have had a net increase of 4,993 students, while non-catholic enrolments have increased by 65,594 students. 27

31 Table 33: Catholic and non-catholic enrolments, Australia, 2006 to 2014 Year Catholic Number of % of students students Non-Catholic Number of % of students students ,924 76% 165,718 24% ,243 75% 170,551 25% ,074 75% 176,916 25% ,368 74% 184,925 26% ,317 73% 192,898 27% ,951 72% 203,278 28% ,190 71% 212,237 29% ,077 70% 223,584 30% ,917 69% 231,312 31% Graph 24: Cumulative change in Catholic and non-catholic enrolments, , Australia 70,000 60,000 More students in 2014 than in ,000 in Non-Catholic in Catholic schools 40,000 30,000 20,000 10,000 No 0-10,000-20, in Catholic in Catholic schools Fewer students in 2014 than in 2006 Table 34: in Catholic and non-catholic enrolments, Australia, 2006 to 2014 Year Catholic from Previous Year Cumulative Non- Catholic from Previous Year Cumulative , , ,243 1,319 1, ,551 4,833 4, ,074-2, ,916 6,365 11, ,368-1,706-2, ,925 8,009 19, ,317-5,051-7, ,898 7,973 27, ,951 7, ,278 10,380 37, ,190 1,239 1, ,237 8,959 46, ,077 3,887 5, ,584 11,347 57, , , ,312 4,993 65,594 28

32 There is significant variation in the proportion of non-catholic students in Catholic schools across the states, territories and the dioceses. Table 35 reports that Western Australia (25%) and NSW (25%) are the states with the lowest proportion of non-catholic students, while Tasmania (58%) and Northern Territory (54%) remain the jurisdictions with the highest proportion of non-catholic enrolments. However, while there are significant differences between the states and territories in the proportion of Catholic and non-catholic students, the annual change in the proportion of non-catholic students (increasing by about 1% per year since 2006) has been almost identical across all states and territories. Table 35: Catholic and non-catholic enrolments, states and territories, 2014 State/territory Catholic Number of students % of students Non-Catholic Number of % of students students ACT 12,224 68% 5,774 32% New South Wales 189,624 75% 64,253 25% Northern Territory 2,279 46% 2,666 54% Queensland 89,064 62% 53,741 38% South Australia 26,123 54% 22,264 46% Tasmania 6,290 42% 8,581 58% Victoria 148,504 72% 56,775 28% Western Australia 51,809 75% 17,258 25% Australia 525,917 69% 231,312 31% Note: Student numbers vary slightly from other counts as Catholic and non-catholic enrolments were not enumerated at the same day as the Annual School Census in all states and territories. Table 36 shows this change in Catholic and non-catholic enrolments in the states and territories from 2013 to 2014, as well as the total change in enrolments since 2006 (the first year these data were collected). The table shows that Catholic enrolments increased in NSW, Northern Territory, Victoria and Western Australia. Other than Tasmania, the increase in non-catholic enrolments was greater than the increase (or decrease) in Catholic enrolments. In 2014, Tasmania was the only state or territory to have a decrease in non-catholic enrolments. Table 36: in Catholic and non-catholic enrolments, states and territories, 2006 to 2014 State/ territory 2014 Catholic from 2013 to 2014 from Non-Catholic from 2013 to 2014 from 2006 ACT 12, , ,035 NSW 189, ,768 61,612 3,317 14,644 NT 2, , Queensland 89, ,888 51,644 1,353 15,825 SA 26,123-1,187-3,447 22, ,139 Tasmania 6, ,170 7, ,036 Victoria 148,504 1,986 6,312 55,861 4,968 15,219 29

33 State/ territory 2014 Catholic from 2013 to 2014 from Non-Catholic from 2013 to 2014 from 2006 WA 51, ,168 16, ,186 Australia 525, , ,584 11,347 55,747 Table 37 shows that although the major cities collectively also have the lowest proportion of non-catholics (25%) enrolled in the schools for any of the remoteness categories, they also have the majority of non-catholic students (61%). As the table highlights, the average proportion of non-catholic students in Catholic schools increases as schools are located further from the major cities, other than for the Catholic schools in very remote Australia. Table 37: ABS remoteness area Number and percentage of Catholic and non-catholic students by remoteness category, 2014 Catholic Non- Catholic Non-Catholics as % of in Remoteness category % of all Non-Catholic Major Cities of Australia 401, ,392 26% 61% Inner Regional Australia 86,231 57,742 40% 25% Outer Regional Australia 32,134 27,346 46% 12% Remote Australia 3,994 3,996 50% 2% Very Remote Australia 1, % < 1% Total 525, ,312 31% 100% Teachers and Non-Teaching Staff More than 88,000 people (head count) were employed in Catholic schools in Australia in 2014 (Table 38). Staff head counts (HC) illustrate the overall number of people employed in Catholic schools (and one illustration of the contribution that Australian Catholic schools make to the Australian economy); while the number of full-time equivalent (FTE) staff provides the more appropriate measure of staffing change and resources in Catholic schools. Head count includes part-time staff (irrespective of the staff s workload), whereas full-time equivalent (as the title suggests) reports the proportion of the workload of part-time staff, as well as the number of full-time staff (the FTE for a full-time person is 1). Teachers in combined primary/secondary schools, for example, may teach both primary and secondary students and would be counted as a 0.5 FTE primary, and 0.5 FTE secondary teacher, or 1.0 for total teachers. While FTE is rounded to one decimal place at the individual school, this report records the number of FTE as whole numbers. Staff trends in this section report FTE, rather than head count staffing numbers. Graph 25 and Table 38 show that there has been a significant increase in staff in Australian Catholic schools from 1989 to 2013, with a 29,734 increase in FTE staff. From 1989 to 2014, the number of teachers increased by 16,939, while the number of non-teaching staff has increased by 12,

34 Graph 25: Teaching and non-teaching Staff (FTE), Australia, ,000 50,000 Teachers 40,000 30,000 20,000 10,000 Non-Teaching Staff 0 Note that although national data in this report relating to students are available from 1985, national data for teaching and non-teaching staff in Catholic schools were not available prior to Table 38: Teachers and Non-Teaching Staff, Australia, Year All Staff (Head Count) All Staff (FTE) Teachers (FTE) Non-Teaching Staff (FTE) ,278 40,978 33,908 7, ,598 42,139 34,333 7, ,416 42,766 34,649 8, ,761 42,949 34,644 8, ,508 44,068 35,113 8, ,826 45,107 35,821 9, ,032 45,929 36,200 9, ,123 46,714 36,774 9, ,886 47,222 37,206 10, ,163 48,352 37,879 10, ,186 49,720 38,851 10, ,472 51,302 39,713 11, ,744 52,914 40,612 12, ,290 54,659 41,599 13, ,923 56,000 42,348 13, ,199 56,981 42,961 14, ,119 58,486 43,753 14, ,180 59,353 44,685 14, ,194 60,839 45,546 15, ,860 62,206 46,247 15, ,366 63,187 46,665 16, ,121 64,513 47,243 17, ,112 66,063 48,223 17, ,273 67,677 49,238 18, ,471 69,444 50,355 19,090 31

35 Year All Staff (Head Count) All Staff (FTE) Teachers (FTE) Non-Teaching Staff (FTE) ,791 70,712 50,847 19,865 Table 39 reports the change in staff in the states and territories from 2013 to 2014, as well as the change in staff since As the table shows, the staffing increased in all states and territories from 2013 to 2014 except South Australia. Caution should be taken when drawing inferences of correlation between enrolment change and staff growth, or attempting to calculate class size differences or resourcing across states, as the resourcing of the additional staff was not distributed proportionally across the school levels (primary and secondary), equally between schools of increasing or decreasing growth, or uniformly between teaching and non-teaching staff. Table 39: s in staff (FTE), by states and territories, State/territory All Staff 2014 (Head Count) All Staff 2014 (FTE) from 2013 (FTE) since 1989 (FTE) ACT 1,867 1, New South Wales 27,345 21, ,643 Northern Territory Queensland 17,262 13, ,427 South Australia 5,871 4, ,269 Tasmania 1,973 1, Victoria 24,712 19, ,018 Western Australia 8,959 7, ,752 Australia 88,791 70,712 1,268 18,079 Table 40 (teachers) and Table 41 (non-teaching staff) report the change in the number of teachers and non-teaching staff from 2013 to 2014 in all states and territories, as well as the increase in all states and territories since This change from 2013 to 2014 in the number of teachers and of non-teaching staff is illustrated in Graph 27. In 2013, the majority of growth in staff in Catholic schools in Australia was due to the increase in teaching staff (54%), rather than non-teaching staff. This was in contrast to 2009 and 2010 when non-teaching staff represented the majority growth. As Graph 26 highlights, all states and territories, other than South Australia, had a decrease in both teaching (-97) and non-teaching staff (-10). 32

36 Graph 26: in teachers and non-teaching Staff, (FTE), by state and territory, SA NT 9 1 Tas -17 ACT NSW WA Qld Vic Table 40: s in teachers (FTE), by states and territories, Teachers 2014 (HC) Teachers 2014 (FTE) from 2013 (FTE) since 1989 (FTE) ACT 1,321 1, New South Wales 19,281 16, ,402 Northern Territory Queensland 10,486 9, ,427 South Australia 3,804 3, ,218 Tasmania 1, Victoria 17,143 14, ,172 Western Australia 5,353 4, ,042 Australia 59,005 50, ,940 Table 41: s in non-teaching staff (FTE), by states and territories, Non-Teaching Staff 2014 (HC) Non-Teaching Staff 2014 (FTE) from 2013 (FTE) since 1989 (FTE) ACT New South Wales 8,064 5, ,976 Northern Territory Queensland 6,776 4, ,265 South Australia 2,067 1, Tasmania Victoria 7,569 5, ,328 Western Australia 3,606 2, ,075 Australia 29,786 19, ,923 Nationally, 71% of FTE staff in Catholic schools are teachers, but there is significant variation in this proportion across the regions of Australia. Graph 27 illustrates the proportion of teachers and non-teaching staff in Catholic schools by remoteness 33

37 category. As the graph highlights, the proportion of staff that are non-teaching staff increases as the schools become more remote (although this will not be so for every school). Graph 27: Teachers and non-teaching staff as proportion of all staff, by remoteness category, Australia, 2014 Major Cities of Australia Inner Regional Australia 73% 71% 27% 29% Outer Regional Australia Remote Australia Very Remote Australia 53% 61% 68% 47% 39% 32% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Teachers (FTE) Ancillary Staff (FTE) Table 42 (all staff), Table 43 (teachers) and Table 44 (non-teaching staff) show the number and proportion of staff in Catholic schools by remoteness categories. As Graph 52 illustrated, and these tables highlight, there is significant difference in the staffing arrangements in Catholic schools across the regions of Australia. Table 42: All staff in Catholic schools, Australia, by remoteness category, 2014 ABS remoteness area All Staff (HC) All Staff (FTE) % of All Staff (FTE) Major Cities of Australia 62,061 49,820 70% Inner Regional Australia 17,100 13,431 19% Outer Regional Australia 7,797 5,972 8% Remote Australia 1,317 1,055 1% Very Remote Australia % Total 88,791 70, % Table 43: Teachers in Catholic schools, Australia, by remoteness category, 2014 ABS remoteness area Teachers (HC) Teachers (FTE) % of all Teachers (FTE) Major Cities of Australia 42,171 36,336 71% Inner Regional Australia 11,154 9,565 19% Outer Regional Australia 4,721 4,076 8% Remote Australia % Very Remote Australia % Total 59,005 50, % 34

38 Table 44: Non-teaching staff in Catholic schools, Australia, by remoteness category, 2014 ABS remoteness area Non-teaching staff (HC) Non-teaching staff (FTE) % of all nonteaching staff (FTE) Major Cities of Australia 19,890 13,484 68% Inner Regional Australia 5,946 3,866 19% Outer Regional Australia 3,076 1,896 10% Remote Australia % Very Remote Australia % Total 29,786 19, % Non-Teaching Staff The annual national Schools Census categorises non-teaching staff by three categories administrative and clerical; specialist support staff; and building operations, and general maintenance and other staff. Administrative and clerical are staff whose main duties are of a clerical or administrative nature, and include staff such as teachers aides and assistants (including library assistants), Aboriginal education or resource officers, bursars/school administrators, accountants and IT support staff. Specialist support staff undertake functions of special benefit to students or teaching staff in the development of the school curriculum. While these staff may spend the majority of their time in contact with students, they are not employed/engaged to impart the school curriculum. Specialist support staff undertake functions in areas, or are specialists, such as student support services (career adviser, student counsellor, liaison officer), educational staff and curriculum development, psychologists, social workers, guidance officers, sports co-ordinator, pathway planning officer and industry liaison officer (for technical colleges). Building operations, general maintenance and other Staff include staff that provide services such as janitorial, building, grounds or general maintenance or associated technical services, staff that provide the repair and servicing of equipment such as video machines and laboratory equipment, staff engaged on school-initiated special projects, as well as school nurses, matrons, canteen staff and other general staff. Since 1989, the number of non-teaching staff in Australian Catholic schools has increased by 12,020 staff (Table 45). Graph 28 highlights that the largest growth in non-teaching staff has been in administrative staff. From 1989 to 2013, the number of administrative staff has increased by 11,121, and the number of specialist support staff has increased by 930, while the number of maintenance staff has decreased by 30 (although there was an increase of 65 staff last year). This change has resulted in administrative staff increasing from 56% to 79% of non-teaching staff, and maintenance staff decreasing from 37% to 14% of non-teaching staff. Specialist support staff has remained unchanged at 7% of the non-teaching staff in Australian Catholic schools. 35

39 Graph 28: Non-teaching staff (FTE) by category, Australia, ,000 15,000 12,000 9,000 Administrative 6,000 3,000 0 Maintenance Specialist Support Table 45: Non-teaching staff by category, Australia, Year Administrative Specialist support Maintenance Total nonteaching staff , ,638 7, , ,955 7, , ,033 8, , ,074 8, , ,200 8, , ,252 9, , ,306 9, , ,325 9, , ,334 10, , ,370 10, , ,430 10, , ,461 11, , ,563 12, , ,603 13, , ,703 13, ,288 1,007 2,726 14, , ,751 14, , ,330 14, ,912 1,019 2,361 15, ,527 1,046 2,386 15, ,910 1,126 2,486 16, ,548 1,202 2,521 17, ,959 1,268 2,613 17, ,558 1,339 2,543 18, ,065 1,417 2,608 19,090 36

40 Year Administrative Specialist support Maintenance Total nonteaching staff ,413 1,556 2,896 19,865 The following three tables (Tables 46 to 48) report the number of non-teaching staff by the categories in the states and territories in 2014, as well as the change in the number of these staff in the past year, and since The tables also show the percentage that administrative, specialist support and maintenance staff represent of the total non-teaching staff in each state/territory. As the tables highlight, there is some regional variation in the (most recent and longer-term) change in specialist support and maintenance staff, and in the relative proportion of administrative staff in some states and territories. Table 46: Number of administrative staff (FTE), by states and territories, State/territory Administrative staff as % of nonteaching staff in state/territory Administrative staff (2014) from 2013 since 1989 ACT 79% New South Wales 78% 3, Northern Territory 64% Queensland 76% 3, South Australia 69% Tasmania 77% Victoria 82% 4, Western Australia 75% 1, Australia 78% 15, ,469 Table 47: Number of specialist support staff (FTE), by states and territories, State/territory Specialist Support staff as % of nonteaching staff in state/territory Specialist Support staff (2014) from 2013 since 1989 ACT 2% New South Wales 8% Northern Territory 20% Queensland 8% South Australia 16% Tasmania 6% Victoria 6% Western Australia 7% Australia 8% 1, ,069 Table 48: Number of maintenance staff (FTE), by states and territories, State/territory Maintenance staff as % of nonteaching staff in state/territory Maintenance staff (2014) from 2013 since 1989 ACT 18%

41 State/territory Maintenance staff as % of nonteaching staff in state/territory Maintenance staff (2014) from 2013 since 1989 New South Wales 14% Northern Territory 16% Queensland 16% South Australia 15% Tasmania 18% Victoria 12% Western Australia 18% Australia 15% 2, Female and Male Teachers There has been a significant change in the proportion of female to male teachers in Australian Catholic schools. Graph 29 illustrates that while the number of female teachers has been higher than the number of male teachers since 1989, the increase for female teachers has been significantly larger than the increase in male teachers. Table 49 shows that in 1989, there were 22,450 female teachers and 11,458 male teachers in Catholic schools, and female teachers represented 66% of all teachers. By 2014, the number of female teachers had increased by 13,189 while the number of male teachers had increased by 3,749, which has resulted in the proportion of male teachers decreasing from 34% to 30%. Graph 29: Female and male teachers (FTE), Australia, ,000 35,000 30,000 Female Teachers 25,000 20,000 15,000 Male Teachers 10,000 Table 49: Female and male teachers (FTE), Australia, Females Males Year Teachers % of Cumulative % of Cumulative Teachers Teachers change Teachers change ,450 66% 11,458 34% ,819 66% ,515 34% ,063 67% ,586 33% ,000 66% ,644 34% ,396 67% ,717 33% ,010 67% 1,560 11,811 33% ,222 67% 1,772 11,978 33% ,696 67% 2,246 12,078 33% ,065 67% 2,615 12,141 33% ,605 68% 3,155 12,273 32%

42 Females Males Year Teachers % of Cumulative % of Cumulative Teachers Teachers change Teachers change ,391 68% 3,941 12,460 32% 1, ,055 68% 4,605 12,659 32% 1, ,799 68% 5,349 12,814 32% 1, ,513 69% 6,063 13,087 31% 1, ,016 69% 6,566 13,331 31% 1, ,524 69% 7,074 13,436 31% 1, ,111 69% 7,661 13,642 31% 2, ,747 69% 8,297 13,938 31% 2, ,365 69% 8,915 14,181 31% 2, ,963 69% 9,513 14,284 31% 2, ,230 69% 9,780 14,436 31% 2, ,736 69% 10,286 14,507 31% 3, ,469 69% 11,019 14,754 31% 3, ,273 70% 11,823 14,965 30% 3, ,242 70% 12,792 15,114 30% 3, ,639 70% 13,189 15,208 30% 3,749 Table 50 shows that, in the past year, the number of female teachers increased in all states and territories. The number of male teachers also increased in all states and territories other than the ACT (-4) and South Australia (-9) (Table 53). Table 50: Female teachers (FTE), by states and territories, 2014 State/territory 2014 since 2013 since 1989 Females as % of teachers in state/ territory ACT % New South Wales 11, ,692 71% Northern Territory % Queensland 6, ,494 70% South Australia 2, % Tasmania % Victoria 10, ,135 71% Western Australia 3, ,532 68% Australia 35, ,189 70% Table 51: Male teachers (FTE), by states and territories, 2014 State/territory 2014 since 2013 since 1989 Males as % of teachers in state/ territory ACT % New South Wales 4, % Northern Territory % Queensland 2, % South Australia 1, % Tasmania % Victoria 4, % Western Australia 1, % 39

43 State/territory 2014 since 2013 since 1989 Males as % of teachers in state/ territory Australia 15, ,749 30% Nationally, 70% of teachers are female, and this proportion is consistent across the states and territories, with no state being more than 5% from the national average (Tasmania, with 65% of teachers being female, is the furthest from the national average). Previous tables have shown that there is a difference in the staffing profile across the remoteness categories, with the proportion of teachers to non-teaching staff reducing by remoteness category (Graph 27). However, as Table 52 highlights, the proportion of female and male teachers is similar across the geographical categories. Table 52: Female and male teachers (FTE) in Catholic schools by remoteness category, Australia, 2014 ABS remoteness area Female Teachers Male Teachers Female Teachers Male Teachers Major Cities of Australia 25,493 10,843 70% 30% Inner Regional Australia 6,511 3,054 68% 32% Outer Regional Australia 2,988 1,088 73% 27% Remote Australia % 28% Very Remote Australia % 20% Total 35,640 15,208 70% 30% Primary and Secondary Male and Female Teachers Graph 30 illustrates that there has been significant growth in the number of both primary and secondary female teachers in Australian Catholic schools from 1989 to The graph also shows that there has been an increase in the number of male secondary teachers since 1989 (although not to the same extent). The graph also shows that while the number of male primary teachers has not increased to the same extent as for male secondary, or for female teachers, the number of male primary teachers in Australian Catholic schools has remained relatively constant but still increasing since Teachers in special schools are not included in these trends. Graph 30: Female and male primary and secondary teachers (FTE), Australia,

44 25,000 20,000 15,000 10,000 5,000 0 Female Primary Female Secondary Male Secondary Male Primary Table 53 reports the number of female and male primary teachers in Australian Catholic schools, as well as the annual and cumulative change in male and female primary teachers. The cumulative change in the increase of female and male teachers has resulted in 88% of the growth in primary teachers from 1989 to 2014 being an increase in the number of female teachers. The table highlights that while the number of male primary teachers hasn t increased significantly in any year (other than 2005), there hasn t been a decrease in the national number of male primary teachers in Catholic schools in the past quarter of a century, other than in 1997 and The significant growth in the number or female teachers since 1989, combined with the relative stability in the number of male teachers, has resulted in the significant change in the proportion of female to male primary teachers. The increasing proportion of female teachers (especially for primary teachers) is the result of the much larger growth in female primary teachers than has occurred for male primary teachers not a result of a decreasing number of male primary teachers. Table 53: Female and male primary teachers (FTE) in Catholic schools, Australia, Year Teachers (FTE) Female Primary Male Primary from previous year Female Male Primary Primary Cumulative Female Primary Male Primary ,676 3, ,901 3, ,078 3, ,056 3, ,310 3, ,693 3, , ,725 3, , ,936 3, , ,068 3, , ,343 3, , ,786 3, , ,170 3, , ,676 3, , ,073 3, , ,221 3, ,

45 Year Teachers (FTE) Female Primary Male Primary from previous year Female Male Primary Primary Cumulative Female Primary Male Primary ,417 3, , ,749 3, , ,061 3, , ,375 3, , ,677 3, , ,793 3, , ,119 3, , ,547 3, , ,011 4, , ,605 4, , ,762 4, , Table 54 reports the growth in secondary female and male teachers. As the table shows, the difference for the increase in female and male secondary teachers is not as significant as for primary teachers reported in Table 53. Compared to primary, where male teachers represented 12% of the growth in primary teachers, nearly onethird (31%) of the growth in secondary teachers since 1989 has been the increase in male teachers. Table 54: Female and male secondary teachers (FTE) in Catholic schools, Australia, Year Teachers (FTE) Female Secondary Male Secondary from previous year Female Male Secondary Secondary Cumulative Female Secondary Male Secondary ,677 8, ,813 8, ,894 8, ,855 8, ,996 8, ,222 8, ,408 8, ,668 8, ,903 8, , ,167 8, , ,510 9, , ,783 9, , ,026 9, ,349 1, ,344 9, ,667 1, ,698 9, ,021 1, ,998 9, ,321 1, ,249 9, ,572 1, ,571 10, ,894 1, ,901 10, ,224 2, ,192 10, ,515 2, ,341 10, ,664 2, ,527 10, ,850 2, ,829 10, ,152 2,495 42

46 Year Teachers (FTE) Female Secondary Male Secondary from previous year Female Male Secondary Secondary Cumulative Female Secondary Male Secondary ,164 10, ,847 2, ,535 10, ,858 2, ,761 11, ,084 2,779 Table 55 reports the proportion of female and male primary teachers, and the proportion of male and female secondary teachers, reported in the two previous tables. As the table shows, the proportion of female primary teachers has increased from 80% in 1989 to 83% in 2014, while the proportion of female secondary teachers has increased from 54% to 59% over this time. Table 55: Proportion of female and male primary and secondary teachers (FTE) in Catholic schools, Australia, Year Primary Teachers (FTE) Secondary Teachers (FTE) Female Male Female Male % 20% 54% 46% % 20% 54% 46% % 20% 54% 46% % 20% 54% 46% % 20% 54% 46% % 19% 55% 45% % 20% 55% 45% % 20% 55% 45% % 19% 55% 45% % 19% 56% 44% % 19% 56% 44% % 18% 56% 44% % 18% 56% 44% % 18% 56% 44% % 18% 57% 43% % 18% 57% 43% % 18% 57% 43% % 18% 57% 43% % 18% 57% 43% % 18% 58% 42% % 18% 58% 42% % 18% 58% 42% % 18% 58% 42% % 17% 59% 41% % 17% 59% 41% % 17% 59% 41% Table 56 (primary) and Table 57 (secondary) report the number of male and female teachers in each of the states and territories, as well as changes in the number of teachers from 2013 to 2014, and since Table 56 shows that the number of both female and male primary teachers increased in most states and territories. Victoria (+118) 43

47 and Queensland (+45) had the largest increase in female primary teachers last year, while Victoria (+19) had the only significant increase in male primary teachers last year. For secondary teachers (Table 57), NSW (+114), Victoria (+80) and Queensland (+81) were the states/territories with the largest increase in secondary female teachers last year. Queensland (+41) and Western Australia (+21) were the largest contributors to the increase in secondary male teachers in Australian Catholic schools last year. Table 56: Recent changes in female and male primary teachers (FTE) in Catholic schools, states and territories, 2013 to 2014 Female Primary Teachers Male Primary Teachers State/territory 2014 since since 2014 since since ACT New South Wales 6, ,523 1, Northern Territory Queensland 3, , South Australia 1, Tasmania Victoria 5, ,833 1, Western Australia 1, Australia 19, ,087 4, Table 57: Recent changes in female and male secondary teachers (FTE) in Catholic schools, states and territories, 2013 to 2014 State/territory Female Secondary Teachers 2014 since since Male Secondary Teachers 2014 since since ACT New South Wales 5, ,128 3, Northern Territory Queensland 2, ,383 1, South Australia Tasmania Victoria 4, ,335 2, Western Australia 1, , Australia 15, ,083 11, ,779 School Funding NCEC has reported the average per-student sources of funding in the Annual Report for a number of years. However, it was not until the publication of this data for individual schools on MySchool in February 2011 (for 2009 calendar year) that the 44

48 information has been able to be reported other than at the national or state levels. Financial data for the 2012 calendar year was published in early 2014 on My School. Graph 31 and Table 58 shows that the average net recurrent income per student (NRIPS) from all sources of funding for a student in an Australian Catholic school in 2014 was $13,181, which was an increase from 2013 of an average of $698 for each student in a Catholic school. Table 58 reports the average funding per student by each of the funding source categories on MySchool, and shows that funding has increased from each of the funding sources annually (other than for other private income in 2010, 2012 and 2014). However, while the amount of funding from each of the funding sources has changed, Table 59 highlights that the proportional contribution to funding from government and non-government sources has remained largely constant since the first year financial data was published on MySchool. Graph 31: Average net recurrent income per student (NRIPS), 2009 to 2014 $13,500 $13,000 $12,500 $12,000 $11,500 $11,000 $10,500 $10,000 $9,500 $9, Table 58: Net Recurrent Income per Student (NRIPS), Australia, 2009 to 2014 Year C wealth Funding State Funding Private Income (Fees) Private Income (Other) Net Recurrent Income Per Student Annual in NRIPS 2009 $5,727 $1,981 $2,600 $604 $10, $6,176 $2,079 $2,756 $583 $10,693 $ $6,529 $2,253 $2,949 $633 $11,377 $ $6,857 $2,340 $3,122 $603 $11,940 $ $7,166 $2,351 $3,327 $631 $12,483 $ $7,617 $2,405 $3,518 $614 $13,181 $698 Note: Sum of funding sources does not equal Net Recurrent Income per Student as NRIPS excludes deductions. Further information can be found at Table 59: Funding Source by Percentage, Australia, 2009 to 2014 Year $10,014 Commonwealth Funding $10,692 State Funding $11,377 $11,940 Private Income (Fees) $12,483 $13,181 Private Income (Other) Total % 18% 24% 6% 100% % 18% 24% 5% 100% % 18% 24% 5% 100% % 18% 24% 5% 100% % 17% 25% 5% 100% % 17% 25% 4% 100% 45

49 Graph 32 shows the NRIPS by school type for Catholic schools nationally. There is significant variation in the NRIPS in the school levels due to factors such as school size, geography, state and private income, and school activity (such as the resourcing required for trade training schools). The graph illustrates the significant resources per student required for students in special schools ($44,982) compared to other schools, as well as the differences in the average recurrent income per student between primary and secondary schooling. Graph 32: Net Recurrent Income per Student, by type of school, 2014 Primary $10,760 Secondary $15,370 Combined $15,506 Special $44,892 Table 60: Net Recurrent Income per Student by school type, Australia, 2009 to 2014 Year $0 $10,000 $20,000 $30,000 $40,000 $50,000 Primary Schools Secondary Schools Combined Primary/Secondary Special Schools 2009 $7,982 $11,626 $12,303 $28, $8,655 $12,438 $12,745 $41, $9,280 $13,117 $13,538 $28, $9,728 $13,800 $14,151 $29, $10,116 $14,657 $14,678 $44, $10,760 $15,370 $15,506 $44,892 Table 61 shows the NRIPS for Catholic schools in each of the remoteness categories. As the table shows, there is a significantly higher NRIPS for schools in remote and very remote areas than for Catholic schools in major cities and inner and outer regional Australia. While some schools in major cities have a higher NRIPS, the average income per student in remote and very remote Australia reflects the higher cost of schooling in these regions. The table highlights that this higher need is recognised in Commonwealth and state funding. Table 61: Net Recurrent Income per Student by remoteness category,

50 ABS remoteness areas C wealth Funding State Funding Private Income (Fees) Private Income (Other) Net Recurrent Income Per Student Major Cities of Australia $7,251 $2,356 $3,962 $650 $13,164 Inner Regional Australia $7,999 $2,471 $2,448 $521 $12,675 Outer Regional Australia $8,774 $2,538 $2,353 $472 $13,354 Remote Australia $12,771 $3,144 $2,193 $750 $18,067 Very Remote Australia $21,178 $3,724 $496 $1,222 $26,287 Australia $7,617 $2,405 $3,518 $614 $13,181 Note: Sum of funding sources does not equal Net Recurrent Income per Student as NRIPS excludes deductions. States and Territories Graph 33 highlights that the average per student cost varies across states and territories (as it does between schools), as well as the significant resourcing requirements for Catholic schools in the Northern Territory. Table 62 shows the sources of funding for each of the states and territories, and highlights the significant difference in the state funding and private (non-government) income across states and territories. This difference in state funding is highlighted further in Table 63. Graph 33: Net Recurrent Income per Student, states and territories, 2012 Vic $12,318 Tas $12,516 Qld $13,180 ACT $13,342 National Average ($13,181) NSW $13,474 SA $13,760 WA $13,901 Table 62: Net Recurrent Income per Student by States and Territories, 2014 State/territory C wealth Funding State Funding Private Income (Fees) NT $19,421 $0 $2,000 $4,000 $6,000 $8,000 $10,000 $12,000 $14,000 $16,000 $18,000 $20,000 Private Income (Other) Net Recurrent Income Per Student ACT $7,105 $2,071 $4,121 $719 $13,342 New South Wales $7,535 $2,490 $3,320 $788 $13,474 Northern Territory $13,606 $3,305 $2,031 $1,189 $19,421 Queensland $7,520 $2,354 $3,472 $589 $13,180 47

51 State/territory C wealth Funding State Funding Private Income (Fees) Private Income (Other) Net Recurrent Income Per Student South Australia $7,664 $2,061 $4,513 $421 $13,760 Tasmania $8,411 $2,451 $2,602 $545 $12,516 Victoria $7,581 $2,177 $3,444 $508 $12,318 Western Australia $7,713 $3,125 $4,007 $424 $13,901 Australia $7,617 $2,405 $3,518 $614 $13,181 Note: Sum of funding sources does not equal Net Recurrent Income per Student as NRIPS excludes deductions. As Table 63 highlights, there is significant difference in the public (Commonwealth and state) and private (fees and other private income) contributions to funding across the states and territories. On average, the Northern Territory receives the highest proportional public contribution, with 84% of funding sourced from government. By contrast, the ACT has the lowest public contribution from government funding, in both proportion (64%), and average funding per student ($9,176) (Table 62). Excluding the territories, Tasmania has the highest proportion of public funding (78%) of any state, while South Australia has the lowest proportion of public funding (66%). The significant differences in the proportion of public funding are explained by the relatively high and low proportions of state government funding, with Tasmania receiving 17% of funding from the Tasmanian government, while South Australian Catholic schools receive 14% of their funding from the SA government. It should be noted, however, that although the proportion of state government funding is highest for Tasmania, Table 62 shows that the highest average funding for state government is received from the Western Australian government ($3,125). South Australia, by contrast, receives both the lowest proportion (14%) and lowest per student funding ($2,061), marginally higher than the ACT state funding at $2,071. State government funding for students in South Australia is $1,062 less than in Western Australia, but $10 less per student than provided by the ACT government. Table 63: Funding source by percentage, states and territories, 2014 State/territory C wealth Funding State Funding Private Income (Fees) Private Income (Other) Total ACT 51% 15% 29% 5% 100% New South Wales 53% 18% 23% 6% 100% Northern Territory 68% 16% 10% 6% 100% Queensland 54% 17% 25% 4% 100% South Australia 52% 14% 31% 3% 100% Tasmania 60% 17% 19% 4% 100% Victoria 55% 16% 25% 4% 100% Western Australia 51% 20% 26% 3% 100% Australia 54% 17% 25% 4% 100% Tables 65 to 68 report the net recurrent income per student (NRIPS), as well as funding from each of the sources of income, as well as the changes from the previous year, and from the first year reported (2009). 48

52 Table 64 shows that the ACT has had the highest average increase in funding in the past year, with an increase of $1,703, or nearly 10%. Table 69 and Table 70 (when combined) show that the average total private income per student (including fees, charges and parental contribution, combined with other private income) increased in all states and territories other than the Northern Territory since Table 64: Net Recurrent Income per Student by school type, states and territories, 2009 to 2014 State/territory NRIPS 2014 from 2013 to 2014 since 2009 $ % $ % ACT $13,342 $1, % $3, % New South Wales $13,474 $ % $3, % Northern Territory $19,421 $1, % $4, % Queensland $13,180 $1, % $3, % South Australia $13,760 $ % $3, % Tasmania $12,516 $ % $3, % Victoria $12,318 $ % $2, % Western Australia $13,901 $ % $3, % Australia $13,181 $ % $3, % Table 65: in Commonwealth Government income, states and territories, 2009 to 2014 State/territory Average Per Student 2014 from 2013 to 2014 % from 2013 to 2014 since 2009 ACT $7,105 $ % $1,958 New South Wales $7,535 $ % $1,854 Northern Territory $13,606 $1, % $4,829 Queensland $7,520 $ % $1,755 South Australia $7,664 $ % $1,856 Tasmania $8,411 $ % $2,579 Victoria $7,581 $ % $1,848 Western Australia $7,713 $ % $2,001 Australia $7,617 $ % $1,885 Table 66: in State Government income, states and territories, 2009 to 2014 State/territory Average Per Student 2014 from 2013 to 2014 % from 2013 to 2014 since 2009 ACT $2,071 $73 3.7% $339 New South Wales $2,490 $5 0.2% $282 Northern Territory $3,305 $ % $624 Queensland $2,354 $ % $347 49

53 State/territory Average Per Student 2014 from 2013 to 2014 % from 2013 to 2014 since 2009 South Australia $2,061 $52 2.6% $392 Tasmania $2,451 $72 3.0% $474 Victoria $2,177 $25 1.2% $574 Western Australia $3,125 $71 2.3% $696 Australia $2,405 $54 2.3% $424 Table 67: in Fees, charges and parental contributions, states and territories, 2009 to 2014 State/territory Average Per Student 2014 from 2013 to 2014 % from 2013 to 2014 since 2009 ACT $4,121 $ % $1,071 New South Wales $3,320 $ % $799 Northern Territory $2,031 $68 3.5% $491 Queensland $3,472 $ % $916 South Australia $4,513 $ % $1,226 Tasmania $2,602 $89 3.5% $699 Victoria $3,444 $ % $901 Western Australia $4,007 $ % $1,262 Australia $3,518 $ % $918 Table 68: in Other private income, states and territories, 2009 to 2014 State/territory Average Per Student 2014 from 2013 to 2014 % from 2013 to 2014 since 2009 ACT $719 $1 0.1% -$29 New South Wales $788 -$43-5.2% -$11 Northern Territory $1,189 $ % -$821 Queensland $589 -$39-6.2% $107 South Australia $421 -$18-4.1% -$167 Tasmania $545 $ % $54 Victoria $508 -$7-1.4% $52 Western Australia $424 $6 1.4% -$27 Australia $614 -$17-2.7% $10 50

54 Diocesan Trends Diocesan trends record the enrolment trends relevant to the individual dioceses within each state in the context of the national report. Dioceses in NSW and ACT have been combined, as the Archdiocese of Canberra and Goulburn is located across NSW and ACT. Totals for diocesan tables in this supplement may vary slightly from state totals reported earlier in this report due to rounding of FTE student totals for dioceses. Diocesan tables in this section include all students enrolled in congregational and in systemic schools. The following maps show the location of the dioceses. Map 2: Australian Catholic Dioceses Map 3: Catholic Dioceses in ACT, NSW and Victoria 51

55 Number of Schools Table 69 reports the number of schools in each diocese, as well as the net change in the number of schools from 2014 and Table 69: Number of schools, by Diocese, 2014 State Diocese 2014 Net from 2013 Net from 1985 ACT and NSW Armidale Bathurst Broken Bay Canberra-Goulburn Lismore Maitland-Newcastle Parramatta Sydney Wagga Wagga Wilcannia-Forbes Wollongong Northern Territory Darwin Queensland Brisbane Cairns Rockhampton Toowoomba Townsville South Australia Adelaide Port Pirie Tasmania Hobart Victoria Ballarat Melbourne Sale Sandhurst Western Australia Broome Bunbury Geraldton Perth National Total 1,

56 Type of Schools Table 70 reports the number of schools in each diocese by type of school (primary only, secondary only, combined primary/secondary and special) in each of the dioceses. Table 70: Number of schools by type of school, by Diocese, 2014 State Diocese Primary Secondary Combined Special Armidale Bathurst Broken Bay Canberra-Goulburn Lismore ACT and NSW Maitland-Newcastle Parramatta Sydney Wagga Wagga Wilcannia-Forbes Wollongong Northern Territory Darwin Brisbane Cairns Queensland Rockhampton Toowoomba Townsville South Australia Adelaide Port Pirie Tasmania Hobart Ballarat Victoria Melbourne Sale Sandhurst Broome Western Australia Bunbury Geraldton Perth National Total 1,

57 Table 71 reports the number of non-boarding and boarding schools in each of the dioceses. Table 71: Number of non-boarding and boarding schools, by Diocese, 2014 State Diocese Non-Boarding Schools Boarding Schools Armidale 24 0 Bathurst 32 2 Broken Bay 51 2 Canberra-Goulburn 56 1 Lismore 46 0 ACT and NSW Maitland-Newcastle 53 0 Parramatta 83 0 Sydney Wagga Wagga 30 2 Wilcannia-Forbes 18 1 Wollongong 41 4 Northern Territory Darwin 16 1 Brisbane Cairns 23 3 Queensland Rockhampton 37 3 Toowoomba 31 3 Townsville 29 3 South Australia Adelaide 87 3 Port Pirie 11 2 Tasmania Hobart 37 0 Ballarat 61 2 Victoria Melbourne Sale 43 0 Sandhurst 54 0 Broome 12 0 Western Australia Bunbury 22 0 Geraldton 10 1 Perth National Total 1,

58 Table 72 reports the number of co-educational and single-sex schools in each of the dioceses. Table 72: Number of schools by type of school, by Diocese, 2014 State Diocese Co-Educational Single Sex Male Only Female Only Armidale Bathurst Broken Bay Canberra-Goulburn Lismore ACT and NSW Maitland-Newcastle Parramatta Sydney Wagga Wagga Wilcannia-Forbes Wollongong Northern Territory Darwin Brisbane Cairns Queensland Rockhampton Toowoomba Townsville South Australia Adelaide Port Pirie Tasmania Hobart Ballarat Victoria Melbourne Sale Sandhurst Broome Western Australia Bunbury Geraldton Perth National Total 1,

59 Student Enrolment Trends Graph 34 shows the number of students in Catholic schools in each of the dioceses. Graph 34: Enrolments in Catholic schools, by Diocese, 2014 Broome 1,500 Wilcannia-Forbes 2,758 Geraldton 3,638 Port Pirie 4,161 Darwin 5,054 Armidale 5,954 Bunbury 6,378 Wagga Wagga 8,600 Bathurst 9,948 Toowoomba 10,274 Cairns 10,628 Townsville 13,188 Hobart 14,828 Rockhampton 17,000 Sale 17,652 Sandhurst 18,045 Ballarat 18,130 Maitland-Newcastle 18,410 Lismore 18,621 Wollongong 23,148 Canberra & Goulburn 25,073 Broken Bay 25,206 Adelaide 44,321 Parramatta 48,072 Perth 57,476 Sydney 85,957 Brisbane 91,709 Melbourne 150, ,000 40,000 60,000 80, , , , ,000 56

60 Graph 35 illustrates recent change in enrolments (from 2013 to 2014) for each of the dioceses, both decreases (orange) and increases (green). Graph 35: s in Catholic school enrolments, by Diocese, Toowoomba -155 Port Pirie -103 Adelaide -66 Broome -59 Wilcannia-Forbes -39 Bathurst -9 Rockhampton 11 Bunbury 24 Hobart 50 Geraldton 79 Wagga Wagga 80 Townsville 123 Lismore 142 Canberra & Goulburn 149 Armidale 157 Cairns 193 Parramatta 219 Darwin 241 Maitland-Newcastle 246 Broken Bay 283 Sandhurst 313 Ballarat 333 Sale 510 Wollongong 621 Perth 722 Sydney 945 Brisbane 1,721 Melbourne 1, ,000 1,500 2,000 2,500 57

61 Table 73 records the change in the number of enrolments (from 2013 to 2014) for each of the dioceses, as well as the change in enrolments since Table 73: s in Catholic school enrolments, by Diocese, State Diocese 2014 since 2013 since 1985 ACT and NSW Armidale 5, Bathurst 9, ,584 Broken Bay 25, ,854 Canberra & Goulburn 25, ,452 Lismore 18, ,744 Maitland-Newcastle 18, ,240 Parramatta 48, ,066 Sydney 85, ,858 Wagga Wagga 8, Wilcannia-Forbes 2, Wollongong 23, ,058 Northern Territory Darwin 5, Queensland Brisbane 91,709 1,721 37,831 Cairns 10, ,490 Rockhampton 17, ,184 Toowoomba 10, ,236 Townsville 13, ,629 South Australia Adelaide 44, ,530 Port Pirie 4, Tasmania Hobart 14, ,574 Victoria Ballarat 18, ,413 Melbourne 150,702 1,905 14,225 Sale 17, ,029 Sandhurst 18, ,409 Western Australia Broome 1, Bunbury 6, ,879 Geraldton 3, Perth 57, ,472 National Total 756,431 8, ,425 58

62 Primary and Secondary Enrolment Trends Graphs 36 and 37 illustrate the recent changes in primary and secondary enrolments in each of the dioceses (decreases in orange and increases in green). The graphs are to same scale. Graph 36: s in primary enrolments, by Diocese, 2013 to 2014 Adelaide -84 Broome -79 Toowoomba -43 Port Pirie -36 Wilcannia-Forbes -30 Bathurst -27 Townsville -22 Bunbury -11 Wagga Wagga -10 Parramatta -6 Broken Bay 9 Rockhampton 29 Lismore 53 Hobart 54 Geraldton 56 Darwin 58 Armidale 84 Maitland-Newcastle 113 Cairns 119 Sandhurst 193 Wollongong 222 Sydney 253 Ballarat 309 Canberra & Goulburn 345 Sale 380 Perth 558 Brisbane 827 Melbourne 1, ,000 1,200 Graph 37: s in secondary enrolments, by Diocese, 2013 to 2014 Brisbane -196 Melbourne -112 Sydney -67 Wollongong -18 Broken Bay -9 Parramatta -2 Darwin 18 Perth 19 Townsville 20 Maitland-Newcastle 23 Sale 24 Sandhurst 35 Wagga Wagga 73 Lismore 74 Cairns 89 Armidale 90 Bunbury 120 Ballarat 130 Geraldton 134 Broome 145 Adelaide 164 Bathurst 183 Hobart 224 Wilcannia-Forbes 274 Rockhampton 399 Port Pirie 693 Toowoomba 871 Canberra & Goulburn

63 Table 74 reports the recent changes (from 2013 to 2014) in primary, secondary and total enrolments in each of the dioceses. Table 74: s in primary and secondary enrolments, by Diocese, State ACT and NSW Diocese 2014 Primary Secondary All from from from 2013 Armidale 3, , , Bathurst 5, , , Broken Bay 12, ,089 0 Canberra-Goulburn 13, , ,651 1,239 Lismore 9, , , Maitland-Newcastle 10, , , Parramatta 23, , ,570-8 Sydney 42, , , Wagga Wagga 4, , , Wilcannia-Forbes 1, , , Wollongong 10, , , NT Darwin 2, , , Brisbane 53, , , Queensland South Australia Cairns 6, , , Rockhampton 9, , , Toowoomba 6, , , Townsville 7, ,195-2 Adelaide 25, , , Port Pirie 2, , , Tasmania Hobart 7, , , Victoria Western Australia Ballarat 9, , , Melbourne 81, , , Sale 9, , , Sandhurst 9, , , Broome 1, , , Bunbury 4, , , Geraldton 2, , , Perth 33, , , National Total 413,491 4, ,941 4, ,432 8,636 60

64 Aboriginal and Torres Strait Islander (ATSI) Graph 38 shows the number of Indigenous students enrolled in Catholic schools in each diocese in Graph 38: Indigenous enrolments in Catholic schools, by Diocese, 2014 Bunbury81 Port Pirie 115 Sale 142 Wagga Wagga 241 Ballarat311 Geraldton 313 Sandhurst 358 Broken Bay392 Wilcannia-Forbes 425 Melbourne 524 Adelaide 526 Toowoomba 534 Armidale 534 Canberra & Goulburn 566 Wollongong 629 Bathurst 637 Parramatta 741 Rockhampton 797 Hobart818 Cairns 826 Maitland-Newcastle 872 Lismore 921 Broome 1,016 Perth 1,086 Sydney1,243 Townsville 1,248 Darwin1,909 Brisbane 2, ,000 1,500 2,000 2,500 61

65 Graph 39 illustrates recent change in enrolments (from 2013 to 2014) for each of the dioceses, both decreases (orange) and increases (green). Graph 39: Recent change in ATSI student enrolments in Catholic schools, by Diocese, Bunbury-21 Broome -12 Toowoomba -9 Port Pirie -2 Wilcannia-Forbes 4 Wagga Wagga 6 Sale 11 Adelaide 13 Armidale 14 Sandhurst 21 Parramatta 21 Canberra & Goulburn 25 Geraldton 27 Melbourne 32 Cairns 32 Bathurst 36 Broken Bay38 Ballarat 47 Rockhampton 55 Sydney75 Wollongong 76 Townsville 80 Hobart85 Lismore 95 Maitland-Newcastle 104 Perth 112 Darwin121 Brisbane

66 Table 75 reports the number of Indigenous students in Catholic schools, as well as Indigenous students as a proportion of all students in Catholic schools in each diocese in 1985 and Table 75: State ACT and NSW Number and percentage of students identified as ATSI in Catholic schools, by Diocese, 1985 and 2014 Diocese Number of students (2014) % of all students (2014) from 2013 Number of students (1985) % of all students (1985) Armidale % % Bathurst % % Broken Bay % % Canberra-Goulburn % % Lismore % % Maitland-Newcastle % % Parramatta % % Sydney 1, % % Wagga Wagga % % Wilcannia-Forbes % % Wollongong % % NT Darwin 1, % 121 1, % Queensland Brisbane 2, % % South Australia Cairns % % Rockhampton % % Toowoomba % % Townsville 1, % % Adelaide % % Port Pirie % % Tasmania Hobart % % Victoria Ballarat % % Melbourne % % Sale % % Sandhurst % % Western Australia Broome 1, % -12 1, % Bunbury % % Geraldton % % Perth 1, % % National Total 19, % 1,250 5, % 63

67 Graphs 41 and 42 illustrate the recent changes in primary and secondary enrolments (from 2013 to 2014) in each of the dioceses (decreases in orange and increases in green). Note that graphs are to same scale. Graph 41: s in Primary Indigenous enrolments, by Diocese, 2013 to 2014 Broome, -28 Armidale, -6 Cairns, -4 Toowoomba, -1 Adelaide, -1 Port Pirie, 0 Bunbury, 0 Wagga Wagga, 4 Wilcannia-Forbes, 8 Parramatta, 8 Sydney, 11 Sale, 12 Sandhurst, 13 Broken Bay, 13 Geraldton, 15 Bathurst, 17 Ballarat, 17 Melbourne, 23 Canberra & Goulburn, 23 Wollongong, 28 Rockhampton, 32 Hobart, 43 Darwin, 43 Townsville, 44 Maitland-Newcastle, 44 Brisbane, 67 Perth, 76 Lismore, Graph 42: s in Secondary Indigenous enrolments, by Diocese, 2013 to 2014 Toowoomba -8 Wilcannia-Forbes -4 Port Pirie-2 Sale -1 Wagga Wagga 2 Canberra & Goulburn 2 Bunbury 2 Sandhurst 8 Melbourne 8 Geraldton 12 Parramatta 13 Adelaide 14 Lismore16 Broome 16 Bathurst 19 Armidale 20 Rockhampton 23 Broken Bay 25 Ballarat30 Townsville 36 Perth 36 Cairns 36 Hobart 42 Wollongong 48 Maitland-Newcastle 60 Sydney 64 Darwin 78 Brisbane

68 Table 76 reports the number of primary and secondary Indigenous students in Catholic schools in 2014, and the change in primary and secondary Indigenous students from 2013 to The table also reports the proportion of Indigenous primary students (as a proportion of all Indigenous students). Table 76: in primary and secondary Indigenous enrolments, by Diocese, State ACT and NSW Diocese Primary 2014 from 2013 Secondary 2014 from 2013 % Primary Armidale % Bathurst % Broken Bay % Canberra-Goulburn % Lismore % Maitland-Newcastle % Parramatta % Sydney % Wagga Wagga % Wilcannia-Forbes % Wollongong % NT Darwin 1, % Queensland Brisbane 1, , % South Australia Cairns % Rockhampton % Toowoomba % Townsville % Adelaide % Port Pirie % Tasmania Hobart % Victoria Ballarat % Melbourne % Sale % Sandhurst % Western Australia Broome % Bunbury % Geraldton % Perth % National Total 11, , % 65

69 with a Disability Graph 43 shows the number of students with a disability (SWD) enrolled in Catholic schools in each diocese in Graph 43: SWD enrolments in Catholic schools, by Diocese, 2014 Broome 104 Geraldton 111 Port Pirie 134 Bunbury171 Cairns 199 Wilcannia-Forbes 203 Armidale 284 Bathurst 300 Toowoomba 355 Wagga Wagga 374 Darwin396 Townsville 505 Hobart 545 Rockhampton 606 Canberra & Goulburn 779 Sale 963 Ballarat 963 Sandhurst983 Maitland-Newcastle 1,076 Lismore 1,244 Wollongong 1,245 Broken Bay1,286 Perth 1,855 Adelaide 1,950 Parramatta 2,183 Brisbane 3,514 Sydney4,904 Melbourne 6, ,000 2,000 3,000 4,000 5,000 6,000 7,000 66

70 Graph 44 illustrates the recent changes in SWD enrolments (from 2013 to 2014) in each of the dioceses (decreases in orange and increases in green). Graph 44: Recent change in SWD enrolments in Catholic schools, by Diocese, Parramatta -103 Perth -75 Ballarat-40 Broome -28 Bathurst -13 Geraldton 1 Port Pirie 2 Bunbury3 Cairns 5 Wagga Wagga 7 Toowoomba 16 Armidale 19 Rockhampton 28 Sandhurst 36 Sale 36 Adelaide 36 Townsville 48 Broken Bay58 Hobart 60 Canberra & Goulburn 62 Wilcannia-Forbes 72 Darwin85 Maitland-Newcastle 91 Wollongong 109 Lismore 128 Melbourne 196 Sydney238 Brisbane

71 Table 77 reports the number of SWD in Catholic schools in 2014, the change in SWD students from 2013, as well as SWD as a proportion of all students in Catholic schools in each diocese in Table 77: Number and percentage of SWD in Catholic schools, by Diocese, 1985 and 2014 State ACT and NSW Diocese Number of students (2014) % of all students (2014) from 2013 Number of students (1985) % of all students (1985) Armidale % % Bathurst % % Broken Bay 1, % % Canberra-Goulburn % % Lismore 1, % % Maitland-Newcastle 1, % % Parramatta 2, % % Sydney 4, % % Wagga Wagga % % Wilcannia-Forbes % % Wollongong 1, % % NT Darwin % % Queensland Brisbane 3, % % Cairns % % Rockhampton % % Toowoomba % % Townsville % % South Australia Adelaide 1, % % Port Pirie % % Tasmania Hobart % % Victoria Ballarat % % Melbourne 6, % % Sale % % Sandhurst % % Western Australia Broome % % Bunbury % % Geraldton % % Perth 1, % % National Total 33, % 1,349 1, % 68

72 Table 78 reports the number of primary and secondary SWD in Catholic schools in 2014, and the change in primary and secondary SWD from 2013 to The table also reports the proportion of SWD in primary schools (as a proportion of all SWD). Table 78: in primary and secondary SWD enrolments, by Diocese, State Diocese Primary ACT and NSW from 2013 Secondary from 2013 % Primary Armidale % Bathurst % Broken Bay % Canberra-Goulburn % Lismore % Maitland-Newcastle % Parramatta 1, % Sydney 2, , % Wagga Wagga % Wilcannia-Forbes % Wollongong % NT Darwin % Queensland Brisbane 2, , % Cairns % Rockhampton % Toowoomba % Townsville % South Australia Adelaide 1, % Port Pirie % Tasmania Hobart % Victoria Ballarat % Western Australia Melbourne 3, , % Sale % Sandhurst % Broome % Bunbury % Geraldton % Perth 1, % National Total 19, ,210 1,101 58% 69

73 Full-Fee Paying Overseas (FFPOS) Table 79 shows the number of FFPOS in each diocese in 2014, as well as identifying the number and proportion of FFPOS enrolled in primary school. Table 79: FFPOS, by Diocese, 2014 State ACT and NSW Diocese Primary FFPOS (2014) Secondary FFPOS (2014) Total FFPOS (2014) in total FFPOS from 2013 Armidale Bathurst Broken Bay Canberra-Goulburn Lismore Maitland-Newcastle Parramatta Sydney Wagga Wagga Wilcannia-Forbes Wollongong NT Darwin Queensland Brisbane Cairns Rockhampton Toowoomba Townsville South Australia Adelaide Port Pirie Tasmania Hobart Ballarat Victoria Western Australia Melbourne Sale Sandhurst Broome Bunbury Geraldton Perth National Total ,

74 Catholic and Non-Catholic Graph 45 shows the number of non-catholic students enrolled in each diocese in Graph 45: Number of non-catholic, by Diocese, 2014 Broome 595 Wilcannia-Forbes 829 Geraldton 1,214 Bunbury 2,116 Port Pirie 2,218 Wagga Wagga 2,302 Armidale 2,498 Bathurst 2,664 Darwin 2,666 Toowoomba 4,347 Broken Bay 4,682 Cairns 4,956 Maitland-Newcastle 5,466 Wollongong 5,766 Townsville 5,814 Sale 6,437 Ballarat 7,082 Sandhurst 7,271 Lismore 7,284 Canberra-Goulburn 8,466 Rockhampton 8,480 Hobart 8,581 Parramatta 11,822 Perth 13,333 Sydney 18,248 Adelaide 20,046 Brisbane 30,144 Melbourne 35, ,000 10,000 15,000 20,000 25,000 30,000 35,000 40,000 71

75 Table 80 shows the proportion of non-catholic and Catholic students in each diocese in Table 80: Number and proportion of Catholic and non-catholic students, by Diocese, 2014 State ACT and NSW Diocese Catholic Non-Catholic No. % No. % Armidale 3,454 58% 2,498 42% Bathurst 7,287 73% 2,664 27% Broken Bay 20,512 81% 4,682 19% Canberra-Goulburn 16,609 66% 8,466 34% Lismore 11,329 61% 7,284 39% Maitland-Newcastle 12,928 70% 5,466 30% Parramatta 36,160 75% 11,822 25% Sydney 67,971 79% 18,248 21% Wagga Wagga 6,298 73% 2,302 27% Wilcannia-Forbes 1,929 70% % Wollongong 17,371 75% 5,766 25% NT Darwin 2,279 46% 2,666 54% Queensland Brisbane 61,578 67% 30,144 33% Cairns 5,668 53% 4,956 47% Rockhampton 8,519 50% 8,480 50% Toowoomba 5,927 58% 4,347 42% Townsville 7,372 56% 5,814 44% South Australia Adelaide 24,177 55% 20,046 45% Port Pirie 1,946 47% 2,218 53% Tasmania Hobart 6,290 42% 8,581 58% Victoria Ballarat 11,160 61% 7,082 39% Melbourne 115,075 76% 35,985 24% Sale 11,359 64% 6,437 36% Sandhurst 10,910 60% 7,271 40% Western Australia Broome % % Bunbury 4,263 67% 2,116 33% Geraldton 2,424 67% 1,214 33% Perth 44,202 77% 13,333 23% National Total 525,917 69% 231,312 31% 72

76 Teachers and Non-Teaching Staff Graph 46 shows the number of staff in each diocese in Graph 46: Staff (FTE) in Catholic schools, by Diocese, 2014 Broome 273 Wilcannia-Forbes 320 Geraldton 394 Port Pirie 413 Armidale 477 Bunbury651 Darwin685 Wagga Wagga 726 Bathurst 844 Cairns 1,020 Toowoomba 1,078 Townsville 1,425 Hobart 1,427 Maitland-Newcastle 1,486 Rockhampton 1,584 Sale 1,658 Lismore 1,704 Sandhurst1,745 Ballarat 1,846 Wollongong 1,956 Canberra-Goulburn 2,182 Broken Bay2,246 Parramatta 3,768 Adelaide 4,189 Perth 5,889 Sydney7,554 Brisbane 8,729 Melbourne 14, ,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 73

77 Graph 47 illustrates the recent changes (from 2013 to 2014) in staff in Catholic schools in each of the dioceses (decreases in orange and increases in green). Graph 47: Recent change in staff (FTE) in Catholic schools, by Diocese, Adelaide -96 Parramatta -26 Broome -21 Armidale -13 Port Pirie -11 Wilcannia-Forbes 4 Rockhampton 6 Lismore 7 Bathurst 7 Wagga Wagga 9 Darwin10 Hobart16 Bunbury17 Cairns 21 Geraldton 23 Maitland-Newcastle 36 Broken Bay41 Ballarat 52 Sandhurst54 Townsville 59 Toowoomba 61 Sale 66 Sydney66 Canberra-Goulburn 73 Wollongong 86 Perth 201 Melbourne 249 Brisbane

78 Table 81 reports the number of staff in each diocese in 2014, as well as the change in staff from 2013 and 1989 by head count (HC) and full-time equivalent (FTE). Table 81: Number of staff, by Diocese, 2014 State ACT and NSW Diocese All Staff 2014 (HC) All Staff 2014 (FTE) from 2013 (FTE) since 1989 (FTE) Armidale Bathurst 1, Broken Bay 2,794 2, Canberra-Goulburn 2,686 2, Lismore 2,211 1, ,007 Maitland-Newcastle 1,995 1, Parramatta 4,644 3, ,449 Sydney 9,426 7, ,057 Wagga Wagga Wilcannia-Forbes Wollongong 2,391 1, NT Darwin Queensland Brisbane 10,826 8, ,742 Cairns 1,293 1, Rockhampton 1,979 1, Toowoomba 1,362 1, Townsville 1,802 1, South Australia Adelaide 5,304 4, ,906 Port Pirie Tasmania Hobart 1,973 1, Victoria Ballarat 2,371 1, Melbourne 18,044 14, ,800 Sale 2,108 1, Sandhurst 2,189 1, Western Australia Broome Bunbury Geraldton Perth 7,313 5, ,140 National Total 88,791 70,714 1,268 29,735 75

79 Table 82 shows the number of teachers in each diocese in 2014, as well as the change in teachers from 2014 and 1989 by head count (HC) and full-time equivalent (FTE). Table 82: Number of teachers, by Diocese, 2014 State ACT and NSW Diocese Teachers 2014 (HC) Teachers 2014 (FTE) from 2013 (FTE) since 1989 (FTE) Armidale Bathurst Broken Bay 1,984 1, Canberra-Goulburn 1,906 1, Lismore 1,396 1, Maitland-Newcastle 1,419 1, Parramatta 3,479 3, ,055 Sydney 6,661 5, ,093 Wagga Wagga Wilcannia-Forbes Wollongong 1,683 1, NT Darwin Brisbane 6,666 5, ,749 Cairns Queensland South Australia Rockhampton 1,204 1, Toowoomba Townsville 1, Adelaide 3,445 2, ,127 Port Pirie Tasmania Hobart 1, Ballarat 1,523 1, Victoria Melbourne 12,718 10, ,663 Sale 1,415 1, Sandhurst 1,487 1, Broome Western Australia Bunbury Geraldton Perth 4,424 3, ,707 National Total 59,005 50, ,941 76

80 Table 83 shows the number of non-teaching staff in each diocese in 2014, as well as identifying the change in staff from 2013 and 1989 by head count (HC) and full-time equivalent (FTE). Table 83: Number of non-teaching staff, by Diocese, 2014 State ACT and NSW Diocese Nonteaching staff 2014 (HC) Nonteaching staff 2014 (FTE) from 2013 (FTE) since 1989 (FTE) Armidale Bathurst Broken Bay Canberra-Goulburn Lismore Maitland-Newcastle Parramatta 1, Sydney 2,765 1, Wagga Wagga Wilcannia-Forbes Wollongong NT Darwin Queensland Brisbane 4,160 2, ,993 South Australia Cairns Rockhampton Toowoomba Townsville Adelaide 1,859 1, Port Pirie Tasmania Hobart Victoria Ballarat Western Australia Melbourne 5,326 3, ,137 Sale Sandhurst Broome Bunbury Geraldton Perth 2,889 2, ,432 National Total 29,786 19, ,796 77

81 Table 84 shows the number and proportion of teachers to non-teaching staff in each diocese in Table 84: Number and proportion of teachers to non-teaching Staff (FTE), by Diocese, 2014 State ACT and NSW Diocese Teachers % of all FTE staff Non-Teaching Staff % of all FTE staff Armidale % % Bathurst % % Broken Bay 1,710 76% % Canberra-Goulburn 1,675 77% % Lismore 1,215 71% % Maitland-Newcastle 1,172 79% % Parramatta 3,025 80% % Sydney 5,753 76% 1,801 24% Wagga Wagga % % Wilcannia-Forbes % % Wollongong 1,455 74% % NT Darwin % % Queensland Brisbane 5,915 68% 2,814 32% Cairns % % Rockhampton 1,085 68% % Toowoomba % % Townsville % % South Australia Adelaide 2,953 70% 1,236 30% Port Pirie % % Tasmania Hobart % % Victoria Ballarat 1,287 70% % Melbourne 10,715 74% 3,730 26% Sale 1,191 72% % Sandhurst 1,259 72% % Western Australia Broome % % Bunbury % % Geraldton % % Perth 3,862 66% 2,027 34% National Total 50,848 72% 19,867 28% 78

82 Table 85 shows the proportion of female and male teachers in each diocese in Table 85: Female and male teachers, by Diocese, 2014 State ACT and NSW Diocese Female Teachers % of FTE teachers Male Teachers % of FTE teachers Armidale % 85 23% Bathurst % % Broken Bay 1,223 71% % Canberra-Goulburn 1,155 69% % Lismore % % Maitland-Newcastle % % Parramatta 2,194 73% % Sydney 4,121 72% 1,633 28% Wagga Wagga % % Wilcannia-Forbes % 42 19% Wollongong % % NT Darwin % % Queensland Brisbane 4,068 69% 1,847 31% Cairns % % Rockhampton % % Toowoomba % % Townsville % % South Australia Adelaide 1,957 66% % Port Pirie % 90 30% Tasmania Hobart % % Victoria Ballarat % % Melbourne 7,692 72% 3,024 28% Sale % % Sandhurst % % Western Australia Broome % 36 26% Bunbury % % Geraldton % 71 29% Perth 2,602 67% 1,260 33% National Total 35,640 70% 15,208 30% 79

83 School Funding Table 86 shows the net recurrent income per student (NRIPS) for all Catholic schools, as well as the proportion of funding by source. Table 86: Net Recurrent Income per Student and funding proportion by source, by Diocese, 2014 State ACT and NSW Diocese Net Recurrent Income Per Student Proportion of Funding by Source C wealth State Private Income (Fees) Private Income (Other) Armidale $13,281 65% 19% 13% 5% Bathurst $12,908 59% 19% 18% 5% Broken Bay $14,681 48% 17% 37% 6% Canberra-Goulburn $13,137 56% 17% 27% 5% Lismore $13,266 62% 20% 17% 5% Maitland-Newcastle $12,408 62% 20% 15% 5% Parramatta $12,585 59% 20% 19% 6% Sydney $14,168 51% 17% 31% 6% Wagga Wagga $13,127 61% 19% 17% 3% Wilcannia-Forbes $15,369 68% 18% 12% 3% Wollongong $12,901 58% 20% 22% 8% NT Darwin $19,422 70% 17% 10% 6% Queensland Brisbane $13,148 54% 17% 30% 5% South Australia Cairns $12,770 64% 18% 22% 4% Rockhampton $13,088 62% 19% 18% 5% Toowoomba $13,537 62% 19% 22% 3% Townsville $13,572 65% 19% 20% 4% Adelaide $13,715 55% 15% 34% 3% Port Pirie $14,234 67% 14% 19% 3% Tasmania Hobart $12,516 67% 20% 21% 4% Victoria Ballarat $12,492 68% 19% 20% 5% Western Australia Melbourne $12,337 59% 17% 31% 4% Sale $11,861 68% 21% 19% 3% Sandhurst $12,435 67% 20% 17% 3% Broome $27,308 82% 15% 2% 4% Bunbury $12,574 66% 24% 16% 2% Geraldton $14,497 63% 21% 19% 3% Perth $13,660 53% 23% 32% 3% National Total $13,660 53% 23% 32% 3% 80

84 Table 87 shows the change in net recurrent income per student (NRIPS) from 2009 to 2014 Table 87: in Net Recurrent Income per Student, by Diocese, 2009 to 2014 State Diocese Net Recurrent Income Per Student (2014) from 2012 to 2014 since 2009 ACT and NSW Armidale $13,281 $416 $2,943 Bathurst $12,908 $663 $3,280 Broken Bay $14,681 $659 $3,654 Canberra-Goulburn $13,137 $1,004 $2,907 Lismore $13,266 $352 $3,137 Maitland-Newcastle $12,408 $439 $2,956 Parramatta $12,585 $590 $2,780 Sydney $14,168 $693 $3,346 Wagga Wagga $13,127 $631 $3,384 Wilcannia-Forbes $15,369 $968 $4,357 Wollongong $12,901 $596 $2,921 NT Darwin $19,422 $1,705 $4,786 Queensland Brisbane $13,148 $1,132 $3,413 Cairns $12,770 $1,023 $3,286 Rockhampton $13,088 $979 $3,823 Toowoomba $13,537 $1,280 $3,897 Townsville $13,572 $1,753 $3,621 South Australia Adelaide $13,715 $489 $3,228 Port Pirie $14,234 $556 $3,730 Tasmania Hobart $12,516 $685 $3,442 Victoria Ballarat $12,492 $512 $2,808 Melbourne $12,337 $443 $2,852 Sale $11,861 $437 $2,950 Sandhurst $12,435 $635 $3,173 Western Australia Broome $27,308 $2,066 $7,646 Bunbury $12,574 $419 $2,762 Geraldton $14,497 $593 $3,614 Perth $13,660 $717 $3,105 National Total $13,660 $698 $3,167 81

85 About the Data Scope of this report Australian Catholic Schools includes the data for the two main categories of Catholic schools diocesan and congregational Catholic schools. Diocesan schools also known as systemic schools are administered by the Catholic Dioceses. Each Diocese is headed by a Bishop who, under Canon (Church) Law, has responsibility for the quality of Catholic schools in his Diocese. Bishops exercise this responsibility through their local Diocesan Catholic Schools Authority, which also provides direct administrative and educational support to the schools in the Diocese. Congregational schools also known as non-systemic or independent schools are conducted and administered by the Religious Institutes of brothers, nuns and priests or by their agents. Fifty-six non-systemic Catholic schools are included in Australian Catholic Schools This included three in the Australian Capital Territory, 44 in New South Wales, five in South Australia, two in Victoria and two in Western Australia. Recognition by Ecclesiastical Authority: This report excludes six schools self-identifying as being a Catholic school in the Commonwealth Government s national schools census but were not recognised by the ecclesiastical authority of the Diocese (Canon 803). They are St Philomena s School, Parkridge (Brisbane Archdiocese); Divine Mercy College, Yangebup (Perth Archdiocese); St Thomas Aquinas College, Tynong (Sale Diocese); Saint Mary MacKillop College, Wagga Wagga (Wagga Wagga Diocese); Saint Mary MacKillop College Albury, Jindera (Wagga Wagga Diocese); and St Dominic Savio School, Rockdale (Sydney Archdiocese). Enrolments for these schools are included as Catholic schools in ABS statistics, but are excluded from this report. Sources of data Information in this report, other than the sections relating to religious affiliation and school finances, is sourced from the Commonwealth Department of Education s annual Census of Non-Government Schools. This census of all non-government schools has been conducted by the Commonwealth government since 1985 and collects information from all non-government schools on the first Friday in August each year for the purposes of statistical collection and school funding. Information relating to school funding is sourced from ACARA s MySchool website, which reports information for every Australian school. School funding has been reported since 2011 (2009 calendar year). 82

86 Information relating to the religious affiliation of students is sourced from the NCEC s annual Census of Catholic and non-catholic students in Catholic schools, first conducted in Remoteness areas Australian Catholic Schools reports the enrolment trends of Catholic schools by categories of remoteness to assist NCEC s efforts to better understand and support rural and regional Australia. Catholic schools are classified to the Australian Bureau of Statistics (ABS) geographical classification of Remoteness Areas, based on the 2011 ABS Census of Population and Housing. The Remoteness Areas categorise Australia into the categories of Major Cities of Australia, Inner Regional Australia, Outer Regional Australia, Remote Australia and Very Remote Australia. Information about the Remoteness Areas is available from the ABS website. Map 4 illustrates the ABS Remoteness Areas. Map 4: ABS Remoteness Areas, 2011 Census Major Cities Inner Regional Outer Regional Remote Very Remote 83