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A Northern Territory Approach to Quantifying 'Access Disadvantage' to Educational Services in Remote and Rural Australia.

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Title: A Northern Territory Approach to Quantifying 'Access Disadvantage' to Educational Services in Remote and Rural Australia.
Language: English
Authors: Griffith, D. A.
Peer Reviewed: N
Page Count: 5
Publication Date: 1994
Document Type: Reports - Evaluative
Speeches/Meeting Papers
Descriptors: Access to Education, Concurrent Validity, Economic Factors, Educational Finance, Educationally Disadvantaged, Elementary Secondary Education, Finance Reform, Foreign Countries, Funding Formulas, Geographic Isolation, Measurement Techniques, Models, Population Distribution, Resource Allocation, Rural Areas, Rural Education, Rural Schools
Geographic Terms: Australia
Abstract: The Griffith Service Access Frame (GSAF) is a model used for quantifying the access disadvantage to educational services of remote and rural areas in Australia. The model was specifically developed to assist policymakers and administrators in allocating resources. The problem with the current funding formula used by the Australian federal government is that densely populated areas secure a higher proportion of funding than those areas that are geographically isolated and have the greatest access disadvantage. The GSAF model is based on several assumptions: that there is a direct relationship between the level of services available and population-center size, that access to services is dependent upon the distance between the location of the client population and point of service, and that access to services is dependent upon the economic capacity of the community to meet the costs of overcoming distance. An access score is calculated based on population-center size, time and cost factors converted into a distance equivalent, and an index of economic resources available to a population center. A survey was conducted to assess whether the GSAF remoteness component matched educators' perceptions of the remoteness or access disadvantage of schools in the Northern Territory. Forty-nine of 60 questionnaires were returned. Results indicate that there is substantial agreement between the perceptions of school staff and the GSAF method for ranking schools for remoteness. The Northern Territory Department of Education has adopted the GSAF model for allocating Country Areas Program funding, and the Commonwealth (federal) Department of Employment, Education and Training is considering using this model for national allocation of program funding. (LP)
Entry Date: 1996
Accession Number: ED390620
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED390620
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  Data: A Northern Territory Approach to Quantifying 'Access Disadvantage' to Educational Services in Remote and Rural Australia.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Griffith%2C+D%2E+A%2E%22">Griffith, D. A.</searchLink>
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  Data: N
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  Label: Page Count
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  Data: 5
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1994
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Evaluative<br />Speeches/Meeting Papers
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Concurrent+Validity%22">Concurrent Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Factors%22">Economic Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Educationally+Disadvantaged%22">Educationally Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Finance+Reform%22">Finance Reform</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Funding+Formulas%22">Funding Formulas</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Isolation%22">Geographic Isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+Techniques%22">Measurement Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Population+Distribution%22">Population Distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Education%22">Rural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Griffith Service Access Frame (GSAF) is a model used for quantifying the access disadvantage to educational services of remote and rural areas in Australia. The model was specifically developed to assist policymakers and administrators in allocating resources. The problem with the current funding formula used by the Australian federal government is that densely populated areas secure a higher proportion of funding than those areas that are geographically isolated and have the greatest access disadvantage. The GSAF model is based on several assumptions: that there is a direct relationship between the level of services available and population-center size, that access to services is dependent upon the distance between the location of the client population and point of service, and that access to services is dependent upon the economic capacity of the community to meet the costs of overcoming distance. An access score is calculated based on population-center size, time and cost factors converted into a distance equivalent, and an index of economic resources available to a population center. A survey was conducted to assess whether the GSAF remoteness component matched educators' perceptions of the remoteness or access disadvantage of schools in the Northern Territory. Forty-nine of 60 questionnaires were returned. Results indicate that there is substantial agreement between the perceptions of school staff and the GSAF method for ranking schools for remoteness. The Northern Territory Department of Education has adopted the GSAF model for allocating Country Areas Program funding, and the Commonwealth (federal) Department of Employment, Education and Training is considering using this model for national allocation of program funding. (LP)
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  Data: 1996
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  Label: Accession Number
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  Data: ED390620
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
    Subjects:
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Concurrent Validity
        Type: general
      – SubjectFull: Economic Factors
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Educationally Disadvantaged
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Finance Reform
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Funding Formulas
        Type: general
      – SubjectFull: Geographic Isolation
        Type: general
      – SubjectFull: Measurement Techniques
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Population Distribution
        Type: general
      – SubjectFull: Resource Allocation
        Type: general
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Rural Education
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: A Northern Territory Approach to Quantifying 'Access Disadvantage' to Educational Services in Remote and Rural Australia.
        Type: main
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          Name:
            NameFull: Griffith, D. A.
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          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 1994
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