The AEU represents approximately 190,000 members across Australia, employed in government schools, public early childhood work locations, TAFE, Adult Multicultural or Migrant Education Service (AMES), and Disability Services centres as teachers, school leaders and education assistants or support workers.

The AEU takes an active role in public debates on education. We make submissions to inquiries that affect our members, and commission our own research into key issues in education. Below are our most recent publications, covering schools, TAFEs, early childhood education, and other issues.



This submission includes evidence from world experts in assessment, who reach the striking conclusion that “the design and execution of the 2018 NAPLAN make it so flawed that its results are of very limited use to students, parents, and schools”.

The AEU believes the proper funding of public education through a needs-based, sector-blind model that incorporates the full Schooling Resource Standard (SRS) provides the basis for fairness and equality of opportunity in education.

Australia needs a high quality, well-resourced and trusted TAFE sector. Public vocational education is every person’s right, and TAFE holds a particularly important role in the lives of people throughout their working lives.


The current status of the teaching profession needs to be urgently supported and improved. In this submission numerous and specific recommendations for action to address a range of current shortcomings haave been provided.

Updates a number of AEU submissions that are relevant to the SA TAFE inquiry as they provide evidence of the damaging effects of poorly conceived government policy, in particular the pre-occupation of federal, state and territory governments with market design and competition policy; and of funding and resourcing neglect.


Argues that properly funding and resourcing education, from the early years through schooling to post-secondary education in the VET and tertiary sectors, is essential to fairness, opportunity and security in this country.

AEU response to the Federal Government's Review to Achieve Educational Excellence in Australian schools.

The AEU shares insights gained from members on the issues that confront students in non-metropolitan areas.


AEU response to the Productivity Issues paper of June 2016 following a reference by the Federal Treasurer arising from the Federal Government's response and support for the recommendations contained in the Final Report of the Competition Policy Review and in particular the role of the Productivity Commission in assessing the utility of markets or market mechanisms in the provision of human services.

AEU Response to the ideas presented in the Redesigning VET FEE-HELP Discussion Paper on reforms to the scheme

AEU response to the public consultation on transparency of Higher Education Admissions process and in particular the provision of courses of Initial Teacher Education by Higher Education Institutions

Joint submission by the Australian Education Union (AEU), Independent Education Union (IEU) and the National Tertiary Education Union (NTEU).

Addressing poor quality assessment across the VET system is of little value if it is not accompanied by policies to address the systemic undermining of quality VET and to rebuild high quality public TAFE institutes.

AEU Pre-Budget Submission for the 2016-2017 Budget


Outlines the current issues for Aboriginal and Torres Strait Islander students and makes recommendations that could improve their educational opportunities.

This submission deals with the state of disability education in Australia and the challenges faced by students with disability and their families as a result of inadequate levels of support.

This submission deals with the issue of electoral education and makes recommendations on how best to provide a comprehensive civics education which includes electoral education.

This submission outlines the AEU's opposition to the Abbott Government's Fairer Paid Parental Leave Amendment Bill 2015.

This submission outlines the current crisis facing students with disability and makes recommendations regarding current funding and other arrangements.

This submission details the AEU response to the COAG Regulation Impact Statement detailing proposed options for changes to the National Quality Framework in the Early Childhood Education and Care sector.

​This submission argues that the 2015-16 Budget must build the capacity of preschools, schools and TAFEs to deliver excellent outcomes for all students, which is fundamental to equity, social cohesion and future economic prosperity.

This submission outlines the AEU’s opposition to the Abbott Government’s plans to de-regulate university fees, and cut university funding.

This submission updates the evidence the AEU presented to previous parliamentary inquiries into the VET system and recommends an end to the privatisation of TAFE, and increased investment in the sector.

​This submission deals with aspects of the practical operation of the Workplace Relations Framework and its impact on the working lives of our members.


​This submission outlines the AEU’s views concerning the findings and recommendation of the Review Panel in relation to the extension of competition principles to the provision of human services, the application of the competitive neutrality principle, and various employment-related matters.

This submission focusses on the major aspects of the Bill which, if implemented unamended, will impact on both our current and prospective members and the teaching profession.

This submission outlines the AEU’s significant concerns with many of the recommendations and implementation strategies in the Forrest Review’s Creating Parity report.

This submission argues that cuts and changes in the 2014 Budget will have significant direct and indirect negative impacts on our members, their workplaces, the young children and students with whom they work, their families and the communities they work in.

This submission details the AEU’s opposition to any attempt to trade-off quality Early Childhood Education and Care (ECEC) for the short-term financial gains of for-profit providers or short-term budget savings for governments.

​This submission responds to the Issues Paper, focusing on those elements dealing with the application or possible further application of Competition Policy in the area of government service provision, and to the current operation of Competition Laws concerning Secondary Boycotts and statutory exemptions, exceptions and defences.

This submission details the AEU response to Teacher Education Ministerial Advisory Group Consultation 2014 about initial teacher education and calls for strong professional standards for teachers.

This submission asserts that First State Super’s inclusion as a default superannuation fund will give our members in the education sector certainty, choice and support regarding their personal superannuation decisions.

​This submission responds to a request to provide further information to the Committee from the Inquiry Hearing on Wednesday 21 May. It deals with a range of issues in the provision of quality ECEC.

This submission focusses on the AEU’s concerns around key issues outlined in the Inquiry’s Terms of Reference and the Discussion Paper.

This submission asserts that the removal of barriers to racially offensive, insulting or humiliating behaviours will make it more difficult to promote appropriate standards of behaviour in the Australian community, and within its education system.

This submission responds to the Committee’s request to provide answers to three questions on notice from the Inquiry Hearing on 13 March. Issues covered include expenditure on the Gonski campaign, and the evidence for the AEU’s comments on the Teach For Australia program.

This submission supplements the submission made to the 2013 House of Representatives Standing Committee on Education and Employment Inquiry into the role of the TAFE system and its operation. It updates information on funding and resourcing, the effective of market competition, and analyses the range of methods used by state governments to allocate funding.

This submission responds to the terms of Reference, and asserts that it is time for the Coalition Government to deliver on the full Gonski funding reforms.

This submission addresses the issues outlined in the Donnelly-Wiltshire Review’s Terms of Reference, and details the AEU’s support for a consensus-based curriculum which serves the needs of students.

This submission concentrates on the availability and adequacy of speech pathology services in schools and early childhood education.

This submission highlights key areas being considered by the Inquiry as they relate to the AEU’s concerns for the public provision of education across the sectors, our commitment to quality for all children irrespective of the setting, and to our educator members working in the ECEC sector.

This submission outlines the need for strengthened laws to deal with discrimination as it is currently occurring, and for further changes to promote and enforce workplace rights.

This submission argues that the 2014-15 Budget must show an ongoing commitment to delivering full needs-based Gonski funding over six years to bring all schools to the Schooling Resources Standard. Failure to do so will leave a significant number of public schools across the country without an adequate level of resources.

This submission asserts that Australia’s TAFE, school and early childhood systems are the key to strengthening the cohesion of Aboriginal and Torres Strait Islander communities, to breaking the cycles of intergenerational unemployment, and ultimately to improving life outcomes.