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The submission outlines CDU’s Northern Territory context, including First Nations-focused, place-based delivery and dispersed market pressures affecting training and workforce supply. It details CDU’s Initial Teacher Education suite, enrolment admissions, and the Remote Aboriginal Teacher Education program, then supports strengthening ITE programs and improving the link between performance and funding while cautioning against one-size-fits-all measures that disadvantage part-time students.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/charles-darwin-university-response-to-the-teacher-education-expert-panel/271697/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/charles-darwin-university-response-to-the-teacher-education-expert-panel/271697.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of CDU’s response to the Teacher Education Expert Panel?","Question",{"text":113,"@type":114},"CDU provides a targeted response to support Quality Initial Teacher Education reform and to ensure the Panel understands NT-specific challenges for future performance measurement.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does CDU describe its Northern Territory context and mission?",{"text":118,"@type":114},"CDU emphasizes a place-based mission engaging First Nations students, plus the challenges of a dispersed population and workforce scarcity that affect education, training, and research operations.",{"name":120,"@type":111,"acceptedAnswer":121},"What is CDU’s position on strengthening ITE programs and linking performance to funding?",{"text":122,"@type":114},"CDU broadly supports proposals to strengthen ITE programs and improve how performance is measured and made visible, while noting that reforms must not disadvantage current part-time students and that alternative approaches are needed.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},271697,1789461254,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":52,"preview_page_count":4},962075114765,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","T: 08 8946 6040 M: vc@[cdu.edu.au](cdu.edu.au) W: cdu.edu.au  \nProfessor Mark Scott AO  \nChair, Teacher Education Expert Panel  \nc/o Department of Education  \nCANBERRA ACT 2601  \n21 April 2023  \nDear Prof Scott,  \nRE: CHARLES DARWIN UNIVERISTY RESPONSE TO THE TEACHER EDUCATION EXPERT PANEL  \nCharles Darwin University (CDU) welcomes the opportunity to continue to contribute to Quality Initial Teacher Education reform and provides the following in response to the Teacher Education Expert Panel’s Discussion Paper released on 23 March 2023. This targeted response seeks to ensure the Panel is familiar with the challenges of the NT’s context, especially as it relates to future performance measurement (Discussion Paper, item 2) .  \nOur context  \nCDU’s vision is to be Australia’s most connected university by being courageous and making a difference in the Northern Territory (NT), Australia and beyond.  \nThe NT spans approximately one sixth of Australia’s landmass and although it is home to just one percent of the population, 30 per cent are First Nations peoples. At the heart of CDU’s place-based mission is engaging First Nations students and supporting their attainment in vocational and higher education.  \nBeing a dual sector university allows CDU to meet the education needs of Territorians with campuses in Darwin, Alice Springs, Palmerston and Katherine and study centres in Nhulunbuy, Jabiru and Tennant  \nCreek. CDU also has a proud history of delivering on country in some of the NT’s most remote locations, bringing training to First Nations communities who need it in places such as Galiwin’ku, Maningrida, Borroloola, Wadeye and Hermannsburg.  \nThin and ultra-thin markets define CDU’s operating environment and impact its operations across training, education and research, with higher travel costs, supply chain interruptions and workforce scarcity. Economies of scale are almost impossible to realise with Australia’s most dispersed population base, of only 250,000 people.  \nITE courses at CDU  \nCDU delivers a full suite of Initial Teacher Education (ITE) programs and has a strong collaboration with the NT Department of Education to respond to school system workforce needs. In addition to ITE, CDU offers important TAFE level courses which are an ITE pathway, including for Teacher Assistants and Aboriginal Teacher Assistants.  \nIn 2022, CDU graduated 312 students from ITE courses, and this represents a strong increase from around 200 students per year in the preceding four years. Across ITE courses in 2022, a comparison of headcount (1,768) to equivalent full-time student load (1,098) shows a significant proportion of students CDU Casuarina Campus, Ellengowan Drive, Brinkin, Northern Territory, Australia 0811  \nCRICOS Provider No. 00300K (NT/VIC) | 03286A (NSW) RTO Provider No. 0373  \nTEQSA Provider ID PRV12069 |ABN 54 093 513 649  \nT: 08 8946 6040 M: vc@[cdu.edu.au](cdu.edu.au) W: cdu.edu.au  \nare studying part-time. The basis for admission to CDU ITE courses in 2022 was predominantly from other higher education courses (41 per cent), TAFE or vocational courses (25 per cent) and Tertiary Enabling Programs (11 per cent) . A much smaller proportion, only three per cent, had an ATAR as the basis of admission.  \nThe Remote Aboriginal Teacher Education (RATE) is a partnership between the NT Government and CDU to support capacity building of First Nations educators in remote NT education settings at every step of their careers, while creating opportunities for those who aspire to become qualified teachers. RATE delivers a targeted suite of professional development opportunities, including ITE courses, Vocational Education and Training and non-accredited training.  \nIn 2021, the RATE higher education pilot program commenced in Angurugu, Galiwinku, Milingimbi and Yuendumu, with 22 Aboriginal Assistant Teachers enrolled in the Undergraduate Certificate of Remote Educators at CDU. In 2022, the RATE pilot continued, expanding to engage Assistant ","cbCaihRSmyufDQQg","https://ap.wps.com/l/cbCaihRSmyufDQQg","pdf",778350,"English","# Response to Discussion Paper\n## Strengthen ITE programs to deliver confident, effective, classroom ready graduates\n## Strengthen the link between performance and funding of ITE programs\n## Workforce and contextual differentiation","[{\"question\":\"What is the purpose of CDU’s response to the Teacher Education Expert Panel?\",\"answer\":\"CDU provides a targeted response to support Quality Initial Teacher Education reform and to ensure the Panel understands NT-specific challenges for future performance measurement.\"},{\"question\":\"How does CDU describe its Northern Territory context and mission?\",\"answer\":\"CDU emphasizes a place-based mission engaging First Nations students, plus the challenges of a dispersed population and workforce scarcity that affect education, training, and research operations.\"},{\"question\":\"What is CDU’s position on strengthening ITE programs and linking performance to funding?\",\"answer\":\"CDU broadly supports proposals to strengthen ITE programs and improve how performance is measured and made visible, while noting that reforms must not disadvantage current part-time students and that alternative approaches are needed.\"}]","CHARLES DARWIN UNIVERSITY RESPONSE TO THE TEACHER EDUCATION EXPERT PANEL | PDF"]