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Table of contents
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Preface
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iii
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Common and Agreed National Goals for Schooling in Australia
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ix
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NATIONAL OVERVIEW
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1
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THE CONTEXT OF AUSTRALIAN SCHOOLING
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1
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1. 1
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Introduction
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1
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1. 2
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Responsibility for schooling in Australia
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1
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1. 3
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MCEETYA
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2
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1. 4
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The structure of schooling in Australia
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4
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1. 5
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National goals and 1997 priorities
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4
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1. 6
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Key statistics on schooling in Australia in 1997
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6
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1. 7
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International comparisons
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13
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2
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RESOURCING AUSTRALIAN SCHOOLS
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15
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2. 1
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Overview
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15
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2. 2
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Principal areas of expenditure
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15
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2. 3
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Recurrent funding
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17
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2. 4
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Capital expenditure by State governments
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21
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2. 5
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Commonwealth capital funding
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22
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2. 6
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Expenditure as a proportion of GDP
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22
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3
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TEACHERS AND TEACHING
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23
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3. 1
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National developments
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23
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3. 2
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Staff numbers and characteristics
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23
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3. 3
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Teacher education
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26
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3. 4
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Issues affecting teaching in Australia
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31
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4
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FOCUS ON SCHOOL-INDUSTRY LINKAGES
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33
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4. 1
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Vocational education and training in schools
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33
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4. 2
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School-industry links
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37
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4. 3
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Participation in VET
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38
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4. 4
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National developments in VET and related areas
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40
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4. 5
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Other issues and directions for VET
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43
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5
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EFFECTIVE SCHOOLS AND QUALITY SCHOOLING
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46
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5. 1
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Involvement of young people in schooling
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46
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5. 2
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Improving the quality and effectiveness of schooling
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50
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5. 3
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Key Competencies
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55
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5. 4
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Initiatives in the post-compulsory years
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57
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5. 5
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Beyond senior secondary schooling
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58
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5. 6
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Other issues and areas of focus
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63
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6
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FOCUS ON INDIGENOUS STUDENTS
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65
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6.1
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An overview
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65
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6. 2
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Indigenous school students: outcomes
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65
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6. 3
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Other key developments
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75
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7
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OTHER EQUITY ISSUES AND ACHIEVEMENTS
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78
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7. 1
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Developments in relation to the National Strategy for Equity in Schooling
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78
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7. 2
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Key equity initiatives
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78
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7. 3
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Work towards defining equity target groups
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86
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7. 4
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Expenditure on equity target groups
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86
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7. 5
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Access, participation and attendance of students in equity groups
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91
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7. 6
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Retention and completion rates to year 12
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92
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7. 7
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Progress towards achieving equity goals for students with disabilities
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95
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8
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FOCUS ON LANGUAGES OTHER THAN ENGLISH
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97
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8. 1
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Access and participation
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97
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8. 2
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Student achievement in LOTE
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99
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8. 3
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NALSAS - collaborative projects
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100
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8. 4
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NALSAS - reports from the States
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102
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8. 5
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Significant issues and initiatives in LOTE
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103
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8. 6
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Uptake of the national LOTE statement and profile
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105
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8. 7
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Allocation of curriculum time to the LOTE KLA
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106
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8. 8
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Involving parents and the community in the teaching and learning of LOTE
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108
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8. 9
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LOTE teacher training and availability
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108
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8.10
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Current research into the teaching and learning of LOTE
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110
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9
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FOCUS ON TECHNOLOGY
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111
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9. 1
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Participation in technology as a key learing area
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116
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9. 2
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Access to information and communication technologies
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116
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9. 3
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Student achievement in techonology education
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117
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9. 4
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Initiatives and developments
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117
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9. 5
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Emerging issues in technology education
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123
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10
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OTHER AREAS OF CURRICULUM AND STUDENT ACHIEVEMENT
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125
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10.1
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The 1997 National Literacy and Numeracy Plan
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125
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10.2
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Literacy and numeracy - identifying students at risk
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125
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10.3
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Strategies for intervention
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126
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10.4
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Developing national literacy and numeracy benchmarks
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129
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10.5
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Professional development in literacy and numeracy
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130
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10.6
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State reporting of outcomes in numeracy and literacy
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132
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10.7
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National surveys and reporting of outcomes
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137
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10.7
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Subject enrolments at year 12
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141
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STATE CHAPTERS
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NEW SOUTH WALES
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147
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VICTORIA
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155
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QUEENSLAND
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165
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SOUTH AUSTRALIA
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177
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WESTERN AUSTRALIA
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189
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TASMANIA
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201
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NORTHERN TERRITORY
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213
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AUSTRALIAN CAPITAL TERRITORY
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231
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COMMONWEALTH
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241
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List of tables
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257
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List of figures
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263
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Glossary
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265
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