Independent Schools Victoria Compliance Framework

Eligibility and accountability requirements for the program

Country Areas Program

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Do you need to comply?

Yes if your school has received funding for students who meet the eligibility criteria for the Country Areas Program (CAP).

Conditions of compliance

Funding is available to primary and secondary schools which are located in geographically isolated areas. Activities in special schools, or schools with special units for students with disabilities, which meet the above criteria are also eligible for support.

Boarding schools which are not located in geographically isolated areas are not eligible for support.

Any school who considers that they meet the eligibility criteria to receive Country Areas funding should contact Independent Schools Victoria so that this status can be accurately determined before an application can be made for funding.

If you have to comply, what do you have to do?

1. You do not need to provide evidence that your school meets the eligibility criteria, as this will be determined by Independent Schools Victoria . To be eligible to access Country Areas funding, the school must be regional, rural and isolated. This includes the following conditions:

• Regional schools are those located more than 100km from the Melbourne GPO as the crow flies.
• Rural schools are those located in settlements of less than 5,000 persons.
• Isolated schools are those located more than 25 km from a town of 10,000 persons or more.

2. Submit an application for funding (applications are forwarded to schools by Independent Schools Victoria each year) that outlines how your school intends to support the following:

• Curriculum enhancement: Accessing activities which complement, support and enrich the curriculum for geographically isolated primary and secondary school students such as:
  • Excursions and hosting visits where the costs associated with excursions and visits are greater because of geographic isolation;
  • Provision of support for subjects such as Languages Other Than English (LOTE), music and attendance at sporting events;
  • Additional costs associated with activities which support secondary students in making the transition to further education, training and work (post school pathways) including VET in schools and work experience.
• Information and Communication Technology (ICT): Providing ICT to enable geographically isolated students to be confident, creative and productive users of any new technologies and understand the impact of these technologies on society. CAP's role is to enhance education system responsibilities in the application of technology to teaching and learning.
• Professional Development: Professional development and support which address particular development needs of teachers in geographically isolated areas. The provision of professional support may help to attract and retain teachers. CAP funds may be used to cover course costs, the supply of relief staff and travel costs. Given that responsibility for professional development of teachers rests with State education authorities/schools and that the Australian Government makes a significant contribution to the professional development of teachers through the Australian Government's Quality Teacher Program, projects in this area would need to demonstrate they are a necessary addition to what is the usual responsibility of the education authority/school.
• Promotion of CAP: The promotion of information to inform CAP school communities including the evaluation, documentation and dissemination of information regarding program activities with emphasis, as appropriate, on best practice. Note that it is a requirement that all information dissemination including information on State education authority websites include acknowledgement that CAP is an Australian Government initiative.

3. Purchase of Tangible Items:
   CAP funds may be used for the purchase of capital items, as long as the tangible items fall into one of the above categories. For items of $5,000 or over, recipients must keep a register of assets that must be available for inspection by the Department of Education, Employment and Workplace Relations (DEEWR), if requested. The register must contain the following information:
   • Asset Number
   • Details of Asset
   • Purchase Price
   • Disposal Date
   • Date of Purchase
   • Sale Price
   • Depreciation Rate

Sufficient detail must be included under 'Details of Asset' to enable the identification of the specific asset or group of assets.

4. At the end of the program year, you will need to provide Independent Schools Victoria with an educational accountability report that outlines the progress of the projects for which your school received funding in that year. The accountability report will be forwarded to the school late in the year. If your school has purchased any tangible assets valued at over $5,000 , the school must also provide Independent Schools Victoria with a copy of the asset register. In addition, your school must meet its financial accountability commitments by signing the Targeted programs Financial Accountability Statement, which will be forwarded to your school by Independent Schools Victoria at the end of the program year.

What are the consequences if you don't comply?

You may be required to return the funding you received.

Who will help you?

Independent Schools Victoria contact:

Andrew Hay
General Manager, Teaching and Learning
Ph. 03 9825 7250
andrew.hay@independentschools.vic.edu.au

Click here to go to the Independent Schools Victoria website

Other links:

DEEWR: Country Areas Program (CAP)

Australian Government contact details for the Country Areas Program:

Team Leader
Education Access and Engagement Team
Department of Education, Employment and Workplace rELATIONS
GPO Box 9880
Canberra ACT 2601

Submitted 6/15/2006, edited 7/10/2008.