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The Australian Constitution is the set of rules by which Australia is run. It came into effect on 1 January 1901. This fact sheet summarises the key features of the Constitution and how it can be changed.

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The Australian Constitution describes the composition, role and powers of the Australian Parliament. It sets out how the Australian and state parliaments share the power to make laws. It also details the roles of the executive government and the High Court of Australia, and some of the rights of Australian citizens, such as the right to religious freedom.

Birth certificate of a nation

For at least 60 000 years, Aboriginal and Torres Strait Islander peoples have lived on these lands and practiced traditional cultures and languages. From the late 1700s, British colonies were established. By the late 1800s, these colonies had their own parliaments but were still subject to the law-making power of the British Parliament. Many colonists began to see the benefits of uniting into a federation. During the 1890s a series of meetings, called conventions, were attended by representatives from each colony. During these conventions, the Constitution was drafted. The Constitution was then put to a vote by the people of the colonies in referendums.

The Constitution was approved in the referendums; however, it also had to be agreed to by the British Parliament. The Commonwealth of Australia Constitution Act 1900 was passed in 1900 and came into effect on 1 January 1901. The colonies became Australian states and the new Australian Parliament was formed.

Features

The Australian Constitution is divided into 8 chapters and 128 sections. It sets out the basis for Australia's federal system of governance, the key features of which include:

an Australian Parliament and government, responsible for national decision-making and law-making

a bicameral Parliament, including the King (represented by the Governor-General), the Senate and the House of Representatives

6 state governments, responsible for state matters

power-sharing arrangements between the Australian and state parliaments

the High Court of Australia, which is the final court of appeal. The High Court interprets the Constitution and decides its meaning, as well as settling disputes between the Australian and state governments.

The Constitution does not cover all aspects of the governing of Australia. For example, the Prime Minister and the Cabinet are not mentioned in the Constitution. The Prime Minister and Cabinet operate by custom and tradition, similar to the British system from which they came.

The Constitution does not detail many of the rights of the Australian people. Unlike the Constitution of the United States, Australia's does not include a bill of rights. In Australia these rights are protected by common law (made by the courts) and statute law (written law made by Parliament).

Changing the Australian Constitution

The Constitution can only be changed with the approval of the Australian people. A proposed change must be approved by the Parliament and then be voted on by Australians in a referendum. A referendum is only passed if it is approved by a majority of voters in a majority of states, and by a majority of voters across the nation. This is known as a double majority.

Commonwealth of Australia Constitution Act, 1900: Original Public Record Copy (1900).

Parliament House Art Collection, Art Services Parliament House

Description

This image shows the front page of the original public record copy of the Commonwealth of Australia Constitution Act 1900. There is a a red ribbon tied in a bow on the left hand side of the document. The paper looks faded from age.

About us

The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy.

Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages.

Let us help you...

The PEO acknowledges the traditional owners of country throughout Australia and their continuing connection to land, culture and community. We pay our respects to elders past and present.

© Commonwealth of Australia | Page last reviewed 12 Jul 2023

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Australian Constitution - Parliamentary Education Office

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The Australian Constitution is the set of rules by which Australia is run. It came into effect on 1 January 1901. This fact sheet summarises the key features of the Constitution and how it can be changed.

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Australian system of government - Parliamentary Education Office

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This fact sheet examines Australia’s mixed system of government. It includes information about Federation, representative democracy and constitutional monarchy, and the role of the separation of powers.

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According to Section 2 of the Australian Constitution, the Governor-General is appointed by the Queen to be Her Majesty's representative in Australia. They are appointed on the recommendation of the Prime Minister, usually for a term of 5 years. The Governor-General has some of the responsibility for ensuring that Australia is governed according to the rules set out in the Constitution.

Constitutional monarchy

Australia is a constitutional monarchy, which means that the Queen is our head of state. However, as the Queen lives in Britain, her powers are delegated to the Governor-General who lives in Australia. Together with the Senate and the House of Representatives, the Governor-General is a part of the Australian Parliament. The Governor-General does not have the authority to make decisions on behalf of the government but has a role in both the government and the Parliament.

The Governor-General is not part of the government or the opposition and must remain neutral. Whenever the Governor-General makes a public statement, they avoid personal opinions and do not comment on political and other controversies.

Constitutional role

Section 1 of the Australian Constitution states that the Parliament 'shall consist of the Queen, a Senate, and a House of Representatives'. Section 61 of the Constitution goes on to state that 'the executive power of the Commonwealth is vested in the Queen and is exercisable by the Governor-General as the Queen's representative'. These provisions mean that the Governor-General is a part of both the Parliament and the executive government, and carries out tasks on behalf of the Queen.

The Constitution sets out some specific tasks for the Governor-General, including:

giving Royal Assent to a bill - proposed law - passed by the House of Representatives and the Senate. The Governor-General may recommend changes to a bill; however, no Governor-General has ever refused to give Royal Assent

starting the process for a federal election

appointing times for sessions of Parliament to be held

convening a joint sitting of Parliament

acting as Commander-in-Chief of the Australian Defence Force.

Ceremonial role

The Governor-General's ceremonial and constitutional roles are closely related. The Governor-General's ceremonial duties include:

attending the opening of a new Parliament and making a speech about what the new government intends to do

administering the oath of office to the Prime Minister, ministers, judges and other officials

meeting foreign heads of state and ambassadors

attending Anzac Day ceremonies

awarding special honours, in their role as the Chancellor of the Order of Australia.

Civic role

The Governor-General is in constant contact with the Australian people. These duties include:

opening and attending national and international meetings and conferences

attending exhibitions and sporting events

attending functions as an official patron of organisations

visiting regions or areas to meet people involved in a particular group or industry

visiting places hit by national disaster, such as floods or fire.

The Governor-General's residences

There are 2 official residences that can be used by the Governor-General and their family:

Government House, in Canberra.

Admiralty House, in Sydney.

History

Australia has had 26 Governors-General.

The first Governor-General was the Right Honourable John Adrian Louis Hope, 7th Earl of Hopetoun, who served from 1901 to 1903.

The first Australian-born Governor-General was the Right Honourable Sir Isaac Alfred Isaacs, who served from 1931 to 1936.

The first female Governor-General was the Honourable Dame Quentin Alice Bryce AD, CVO, who served from 2008 to 2014.

The Governor-General signing a bill.

Office of the Governor-General

Description

The Governor-General wearing a shirt and tie sits at a desk with a pen in hand. Two other men sit on the other side of the desk.

The Governor-General engaging in ceremonial duties.

Office of the Governor-General

Description

The Governor-General, wearing a suit and medals on the left side of his chest, talks to people in a crowd.

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Slide 1 details Slide 2 details According to Section 2 of the Australian Constitution, the Governor-General is appointed by the Queen to be Her Majesty's representative in Australia. They are appointed on the recommendation of the Prime Minister, usually for a term of 5 years.

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ELECTIONS FOR THE HOUSE OF REPRESENTATIVES

By voting at elections for the House of Representatives the people of each electoral division (also called an electorate or a constituency) select a person to represent them in the House. By selecting their representatives the voters, or electors, indirectly select the nation's government, because the government is formed from the political party or alliance of parties (coalition) which has a majority (or the support of a majority) of the members of the House of Representatives.
When are elections held?
Under Australia's Constitution each House of Representatives may last no more than three years from the first meeting of the House after an election, but may be dissolved sooner. General elections are then held to elect all members of the House of Representatives, according to the timetable below.

If a seat in the House becomes vacant between general elections-for example, if a member resigns or dies-a by-election is held to elect a new member to represent that electorate until the next general election.
Who can stand for election?
Candidates for election must be Australian citizens and be eligible to vote. Senators, members of state parliaments, public servants, including defence personnel, and officers of the Australian Electoral Commission (AEC) are not eligible to become members of the House of Representatives and must resign their position if they wish to nominate for election to the House. Some public service bodies have arrangements to allow unsuccessful candidates to rejoin the public service after the election. People who are citizens of, or hold allegiance to, a foreign country; who are undischarged bankrupts; or who have been convicted of certain offences are also not eligible to become members.

Candidates must be nominated by a political party or by at least 100 electors of the electorate to be contested. However, a sitting member who was elected as an independent needs nomination by only one elector, if they wish to stand again for the same seat. On nomination candidates pay a deposit of $2,000. This is returned if the candidate is elected or receives at least 4 per cent of the (first preference) votes cast in the electorate.

Australian citizens who are 18 years of age or older are required to enrol as voters unless they are not eligible because, for example, they are of 'an unsound mind' or serving a sentence of imprisonment of three years or more. Voting is compulsory for all people enrolled. People who do not vote may be fined.
Who conducts the election?
The AEC, a statutory authority headed by the Electoral Commissioner, is responsible for the administration of all Commonwealth electoral matters, including, for example, the conduct of elections, the maintenance of up-to-date lists of electors (electoral rolls) and the drawing of electorate boundaries. An election takes place in response to a formal order (writ) from the Governor-General (or the Speaker in the case of a by-election) requiring the Electoral Commissioner to conduct an election. For a general election a single writ is issued for each state and territory.

AEC staff counting the votes on an election day
Voting
The ballot paper for each electoral division lists candidates' names and shows the parties they represent (if they do not represent a party, candidates may request to be shown as an 'Independent'). Candidates are listed in a random order, determined by drawing lots.

The system of voting used in elections for the House of Representatives is preferential; that is, voters have to rank all candidates in order of preference-they may not just vote for one candidate. Voters are directed to mark their vote on the ballot paper by placing numbers in the squares opposite the names of the candidates so as to indicate their order of preference; if there are three candidates, for example, they must write the numbers 1, 2 and 3 in the appropriate squares. Ballot papers which are incorrectly filled out (informal) are not valid and are not included in the count.

Preferential voting is designed to produce the election of the candidate who is most representative of the wishes of an electorate. To be successful a candidate must be supported by the majority (that is, more than half) of voters. This system is considered fairer than a non-preferential (first-past-the-post) system under which the candidate with the most votes is elected, even though he or she may have support from less than half the voters.
The result-declaration of the poll and return of the writs
The result of each election is announced (declared) as soon as possible after counting has been completed in the electoral division. Following a general election, when the results for all divisions have been declared the Electoral Commissioner certifies on each writ the name of the successful candidate for each division and returns the writs to the Governor-General, who in turn forwards them to the Clerk of the House of Representatives.

The validity of an election may be challenged by a petition addressed to the Court of Disputed Returns (the High Court acting in a special capacity). This may occur if it is alleged that a candidate was not eligible to become a member for one of the reasons listed earlier in this infosheet or if it is claimed that there has been some irregularity in the election process.
Disclosure of income and expenditure, public funding
All candidates are required to make returns to the Electoral Commission detailing any donations they have received for electoral purposes and electoral expenditure they have incurred or authorised. Political parties also have to submit annual returns or copies of their audited accounts. Disclosure laws also apply to other people involved in the electoral process. This information is publicly available on the Electoral Commission website.

Candidates who receive at least 4 per cent of the (first preference) vote are reimbursed for electoral expenses by a specified amount for each such vote they receive. Election funding is paid either to a registered political party on behalf of each endorsed candidate or is paid direct to a candidate who is not endorsed by a registered party. This amount (currently approximately $3.29 per eligible vote) is indexed every six months for inflation.

Electoral divisions
Australia is currently divided into 151 electoral divisions, each represented by one member. Under the Constitution each existing state is guaranteed at least five members, but all states except Tasmania now have more, the numbers depending on their population. States may gain or lose members as a consequence of population movements. Because of Australia's uneven distribution of population, electoral divisions differ greatly in area, ranging from 32 sq. km (Grayndler, NSW) to over 1.3 million sq. km (Durack, WA). At April 2022, there was an average of approximately 117,163 enrolled electors per electorate.

One year after a new parliament first meets, the AEC uses the latest population statistics to determine how many electorates each state and territory is entitled to. The entitlement determination in 2017 resulted in an increase in the number of electorates from 150 to 151 at the 2019 general election (with the ACT gaining the new seat). In 2023, however, the AEC determined that the House will return to 150 members at the next election, with WA gaining a seat, and NSW and Victoria each losing a seat.

Electoral boundaries are reviewed regularly and, if necessary, adjusted (redistributed) to reflect population changes. The aim of redistribution is to ensure that electoral divisions within each state or territory contain approximately an equal number of electors. The number of electoral divisions in each of the states and territories at the next general election is below.
When is the next general election?
The next House of Representatives (and half Senate) election will be held no later than May 2025.
For more information
, 7th edn, Department of the House of Representatives, Canberra, 2018, House of Representatives Practice
pp. 85-106.

Australian Electoral Commission website: www.aec.gov.au

About the House website: www.aph.gov.au/athnews

Facebook: @AboutTheHouseAU

Image courtesy of Arthur Mostead, AEC.
Timetable for general elections

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Infosheet 8 - Elections for the House of Representatives

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Infosheet 8 - Elections for the House of Representatives

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Get to know the role of the Prime Minister with this fact sheet. Learn how the Prime Minister is chosen, their responsibilities, and about their official residences.

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The Prime Minister is the leader of the Australian Government. By convention - tradition - the Prime Minister is a member of the House of Representatives and leads the parliamentary party, or coalition of parties, with the support of the majority of members in the House.

Choosing the Prime Minister

The Prime Minister is chosen by a vote of the members of the government. The Prime Minister can keep their job as long as they are a member of parliament and have the support of the government.

Australia has no maximum period of service for a Prime Minister, unlike countries such as the United States, where the President can only serve for two 4-year terms.

Role

The Prime Minister is the most powerful person in the Australian Parliament and has many tasks, including:

chairing meetings in which the government discusses policies and examines bills

selecting members of the government to be ministers

leading Cabinet in deciding government policy

acting as the chief government spokesperson

representing the Australian Government overseas

advising the Governor-General about important issues such as the appointment of ambassadors and heads of government departments

advising the Governor-General about constitutional matters

deciding when to call a federal election and leading the government in the election.

House of Representatives

When in the House of Representatives, the Prime Minister sits at the central table in front of the government and directly opposite the Leader of the Opposition. As the head of the Australian Government, they take the lead in presenting major speeches to Parliament about government policy and answering many questions directed to the government during Question Time.

The Australian Constitution

Although the Prime Minister is often seen as the most important person in Parliament, the role is not mentioned in the Australian Constitution. The Prime Minister works according to practices and customs that developed over hundreds of years in the British Parliament and were then adopted by the Australian Parliament.

The Prime Minister's residences

There are 2 official residences that can be used by the Prime Minister and their family:

The Lodge, in Canberra.

Kirribilli House, in Sydney.

The Prime Minister, the Hon Scott Morrison MP.

Office of the Prime Minister

Description

A close-up photograph of the Prime Minister wearing a suit and tie.

Role of the Prime Minister in Australia.

Parliamentary Education Office (peo.gov.au)

Description

This graphic shows that the Prime Minister is the most senior minister in the Australian Government as well as being key spokesperson for Australia, the head of Cabinet and the leader of the government.

The Prime Minister speaking from the Despatch Box in the House of Representatives.

David Foote/DPS Auspic

Description

The Prime Minister stands and speaks at a box with a microphone in the House of Representatives. There are books on the table in front of him and people sitting on green benches in the background.

About us

The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy.

Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages.

Let us help you...

The PEO acknowledges the traditional owners of country throughout Australia and their continuing connection to land, culture and community. We pay our respects to elders past and present.

© Commonwealth of Australia | Page last reviewed 04 May 2022

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Prime Minister - Parliamentary Education Office

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Get to know the role of the Prime Minister with this fact sheet. Learn how the Prime Minister is chosen, their responsibilities, and about their official residences. Slide 1 details Slide 2 details Slide 3 details The Prime Minister is the leader of the Australian Government.

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Video

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There are many steps in the process of opening a new parliament. Find out the timings, traditions and requirements of establishing a new Australian Parliament with this in-depth video.

Teachers can use this video to explore the opening of a new parliament after a federal election with their students.

Duration: 3 min 56 sec

Transcript

Opening credits showing animated shapes with the words, Understand, Teach, Book Connect. The Parliamentary Education Office logo.

Music.

Graphic of the Senate with the text:

State senators - 6 years

Territory senators - 3 years

Narrator: In contrast to the House of Representatives, most senators are elected for a 6-year term.

The Serjeant-at-Arms and the Usher of the Black Rod in the House of Representatives.

Usher of the Black Rod: Honourable members. The Deputy of His Excellency the Governor-General desires your attendance in the Senate.

Footage of members being sworn-in. Footage senators signing the Test Roll and the Senators' Roll.

Narrator: After the Parliament is officially opened, members return to the House of Representatives to be sworn-in. In the Senate, new senators are also sworn-in.

The Speaker being escorted to the Speaker's chair and congratulated by his colleagues.

Narrator: It is customary for the newly elected Speaker to be reluctantly escorted to the Chair by his supporters. This is a tradition dating back to the early UK Parliament when some Speakers were beheaded or imprisoned.

The Chief Justice of the High Court opens the Parliament while sitting in the President's Chair in the Senate.

Chief Justice: Members of the Senate and members of the House of Representatives, His Excellency the Governor-General has appointed me as his deputy to declare open the Parliament of the Commonwealth. The Clerk of the Senate will now read the instrument of appointment.

Footage of members being sworn-in.
Footage of territory senators signing the Test Roll and the Senators' Roll.

Narrator: After the Parliament is officially opened, members return to the House of Representatives to be sworn-in. In the Senate, senators representing the territories are also sworn-in.

Footage of members in the House of Representatives.

Narrator: The House of Representatives then elects a Speaker. This is important because no business can be conducted in the House until the Speaker takes the chair.

Footage of the Clerk speaking from the table.

Clerk of the House of Representatives: The next item of business is the election of a Speaker. Is there a nomination for Speaker?

The Leader of the Government in the Senate speaking.

The Leader of the Government in the Senate: Clerk, I remind the Senate that it should now choose one of its members to be President. I move that Senator Ryan take the chair of the Senate as President.

Footage of senators sitting in the Senate. The Usher of the Black Rod enters. The senators stand and the Usher of the Black Rod leads the Governor-General into the Senate.

Narrator: Later in the day, the Governor-General arrives at the Senate to address members of parliament.

Governor-General: Honourable senators, please be seated.

The Governor-General speaking in the Senate.

Narrator: When all members of parliament are gathered in the Senate, the Governor-General makes an opening speech.

Governor-General: Dhawra nguna dhawra Ngunnawal. I acknowledge the traditional owners of the land on which we meet, the Ngunnawal people, and pay my respects to their elders past and present, emerging leaders and all Aboriginal and Torres Strait Islanders gathered here today.

Footage of senators and members giving speeches, and working in committees.

Narrator: After the Parliament is officially opened, it is business as usual for both the Senate and the House of Representatives. This includes debating and making new laws, discussing issues that are important to the nation and making decisions about governing the country, on behalf of all Australians.

The Parliamentary Education Office logo. www.peo.gov.au. Copyright Commonwealth of Australia 2019.

Music.

About us

The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy.

Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages.

Let us help you...

The PEO acknowledges the traditional owners of country throughout Australia and their continuing connection to land, culture and community. We pay our respects to elders past and present.

© Commonwealth of Australia | Page last reviewed 29 Jul 2020

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A new Parliament - Parliamentary Education Office

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There are many steps in the process of opening a new parliament. Find out the timings, traditions and requirements of establishing a new Australian Parliament with this in-depth video. Teachers can use this video to explore the opening of a new parliament after a federal election with their students.

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This graphic illustrates the 4 supporting ideas of Australian democracy.

Democracy key ideas

Parliamentary Education Office (peo.gov.au)

Description

This diagram illustrates the 4 key ideas of Australian democracy:

Active and engaged citizens-Citizens have a voice and can make changes in society.

An inclusive and equitable society-We work towards a society where everyone is respected and free.

Free and franchised elections-We get to stand for election and choose who makes decision on our behalf.

The rule of law for both citizens and the government-Everyone is equal before the law and must follow the law.

About us

The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy.

Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages.

Let us help you...

The PEO acknowledges the traditional owners of country throughout Australia and their continuing connection to land, culture and community. We pay our respects to elders past and present.

© Commonwealth of Australia | Page last reviewed 16 Oct 2020

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Four key ideas of Australian democracy - Parliamentary Education Office

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This graphic illustrates the 4 supporting ideas of Australian democracy. Parliamentary Education Office (peo.gov.au) This diagram illustrates the 4 key ideas of Australian democracy: Active and engaged citizens-Citizens have a voice and can make changes in society. An inclusive and equitable society-We work towards a society where everyone is respected and free.

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How the Australian Government Works | AUSPOL EXPLAINED

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Inside Australia's House of Representatives | Nine News Australia

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Labour MP demands apology from  Boris Johnson for "derogatory and racist remarks"

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This fact sheet explains the law-making process in the Australian Parliament. It also describes where ideas for laws come from and the history of law-making in the Parliament.

Slide 1 details Slide 2 details Slide 3 details Video

Laws are formal rules which society uses to define how people and organisations are expected to behave. Section 51 of the Australian Constitution gives the Australian Parliament the power to make laws in relation to certain matters. In Parliament, a bill is a proposal for a new law or a change to an existing one. Bills often seek to address an important issue facing the Australian community.

Path of a bill

A bill can only become a law if it is passed by a majority vote in the Senate and the House of Representatives. The bill must be agreed to in identical form by both the Senate and House, and given Royal Assent by the Governor-General. It is then known as an Act of Parliament. An Act specifies the date on which the new law will commence. Often this is the day after it receives Royal Assent.

Most bills are introduced into the House of Representatives and then sent to the Senate. Bills may start in the Senate, except for money and taxation bills. Most bills are introduced by government ministers; however, other members of parliament can introduce their own bills, known as private members' or private senators' bills.

It may take months or even years for a bill to pass through Parliament. However, an urgent bill can be passed in a matter of hours or days. Well over 100 bills are introduced into Parliament each year and about 90 per cent of government bills are passed into law.

Origins of bills

Bills can start in different ways:

A government department may advise its minister about a specific problem that exists. The minister may then arrange for a bill to be drafted to fix the problem.

Community groups, businesses or lobby groups may be interested in changing or improving a specific area of Australian law. They can approach members of parliament with suggestions for bills.

Political parties have their own ideas about how Australia should be governed. In Parliament, parties introduce bills which aim to put their ideas into action.

The Parliament can set up a parliamentary committee to examine a current issue. If the issue requires action, the committee may suggest that a bill be introduced.

History

The law-making process used in the Australian Parliament comes from the practices of the British Parliament, developed over many centuries. The word 'bill' probably comes from the Latin word bulla, meaning 'seal'. In medieval times, seals were put on documents written by a king or person in authority. During the 16th century in England, the word 'bill' came to mean a draft for an Act of Parliament.

The practice of the Clerk reading the bill aloud 3 times dates back to the early British Parliament, before printing was invented and many people could read. The Clerk had to read the bill aloud so that members of parliament knew what the bill was about. Today bills still go through 3 'readings' but the Clerk only reads the title of the bill.

The usual path of a bill.

Parliamentary Education Office (peo.gov.au)

Description

This diagram illustrates the usual path of a bill through the Australian Parliament to become Australian law.

In the House of Representatives a bill goes through the following stages:

1st reading-the bill is introduced to the House of Representatives.

2nd reading-members debate and vote on the main idea of the bill.

House committee (optional stage)-public inquiry into the bill and reporting back to the House.

Consideration in detail (optional stage)-members discuss the bill in detail, including any changes to the bill.

3rd reading-members vote on the bill in its final form.

The bill is passed in the House of Representatives and sent to the Senate.

Senate referral-the Senate may refer the text of the bill to a Senate committee for inquiry (this can happen while the bill is in the House).

In the Senate a bill goes through the following stages:

1st reading-the bill is introduced to the Senate.

2nd reading-senators debate and vote on the main idea of the bill.

Senate committee (optional stage)-public inquiry into the bill and reporting back to the Senate.

Committee of the whole (optional stage)-senators discuss the bill in detail, including any changes to the bill.

3rd reading-senators vote on the bill in its final form.

The bill is passed in the Senate.

The bill is given Royal Assent-The Governor-General signs the bill.

The bill becomes an Act of Parliament-a law for Australia.

Parts of a bill.

Parliamentary Education Office (peo.gov.au)

Description

This image shows the different sections of a bill. The top third shows the bill title and year. The middle third shows an excerpt from bill clauses and sub-clauses. The bottom third shows excerpts from bill definitions.

From policy to law.

Parliamentary Education Office (peo.gov.au)

Description

This diagram illustrates the role of executive government in turning policy into law.

1. The executive government decides policy then drafts and introduces bills to the Parliament.

2. Bills are considered by the Parliament.

3. If passed by the Parliament, the bills are approved by the Governor-General.

4. Bills become Acts of Parliament and therefore laws, which are administered by government departments.

About us

The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy.

Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages.

Let us help you...

The PEO acknowledges the traditional owners of country throughout Australia and their continuing connection to land, culture and community. We pay our respects to elders past and present.

© Commonwealth of Australia | Page last reviewed 03 May 2022

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Making a law in the Australian Parliament - Parliamentary Education Office

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This fact sheet explains the law-making process in the Australian Parliament. It also describes where ideas for laws come from and the history of law-making in the Parliament. Slide 1 details Slide 2 details Slide 3 details Video Laws are formal rules which society uses to define how people and organisations are expected to behave.

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Education resources for schools teachers and students - ABC Education

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ABC Education has 5000+ educational games, videos and teaching resources for schools and students. Free Primary and Secondary resources covering history, science, English, maths and more

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Education resources for schools teachers and students - ABC Education

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ABC Education has 5000+ educational games, videos and teaching resources for schools and students. Free Primary and Secondary resources covering history, science, English, maths and more

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Curriculum-linked learning resources for primary and secondary school teachers and students. Videos, games and interactives covering English, maths, history, science and more!

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Read

The Australian Constitution is the set of rules by which Australia is run. It came into effect on 1 January 1901. This fact sheet summarises the key features of the Constitution and how it can be changed.

The principle of the separation of powers distributes the power to govern between the Parliament, the Executive and the Judiciary. This fact sheet examines the role of each group and the related principle of responsible government.

Watch

Federation

Learn about Federation in this video. Explore how and why six separate British colonies became a nation through a democratic vote.

Duration: 2 min 36 sec

Read the transcript.

The Constitution

This short video introduces the Australian Constitution-the rules by which Australia is run.

Duration: 2 min 26 sec

Read the transcript.

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Class preparation - Parliamentary Education Office

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The Australian Constitution is the set of rules by which Australia is run. It came into effect on 1 January 1901. This fact sheet summarises the key features of the Constitution and how it can be changed. The principle of the separation of powers distributes the power to govern between the Parliament, the Executive and the Judiciary.

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Understanding Indonesia's Political System  |  Noteworthy Ep.1

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Chapter 2 Indonesia

Background

2.1The Indonesian archipelago comprises over 17 000 islands, covering a land area of 1 905 000 square kilometres. Indonesia has the fourth largest population in the world, with a 2010 census figure of 237.6 million people. The majority of Indonesians identify as Muslim, with smaller communities of Christians, Hindus and non-specified groups.[1]

2.2Indonesia is the largest economy in South East Asia. Despite the recent global financial crisis the Indonesian economy has continued to grow. The International Monetary Fund forecast Indonesia's Gross Domestic Product for 2011 as US$ 834.3 billion. Indonesia's largest trading partners are China, Japan and the United States. The Indonesian Government has a Master Plan for the Acceleration and Expansion of Indonesia's Economic Development 2011-2025, with a goal of becoming one of the top ten global economies by 2025. Economic growth has enabled millions of Indonesians to rise from poverty. However, Indonesia faces some significant challenges, for example, 49 per cent of Indonesians are living on less than US$2 a day.[2]

2.3The Republic of Indonesia gained independence in 1945. In 1998, after decades of authoritarian rule, Indonesia began its transition to democracy, spurred by the economic crisis of 1997-1998. The democratisation process involved amending the Constitution, with changes including:

n the direct election of the President and Vice-President;

nstronger checks and balances mechanisms;

nrestraining the executive's power and increasing the parliament's power;

nestablishing two houses of parliament; and

na commitment of 20 per cent of the budget to education.[3]

2.4More than a decade since moving to democracy, Indonesia has made significant progress. However, it is a relatively young democracy, and still faces political, economic and social development challenges. Economic growth and addressing corruption, legal system weaknesses and financial accountability are some of the country's key priorities.

2.5Political changes in Indonesia have included a process of decentralisation, which has involved transferring certain powers of public expenditure and service delivery from the central government to over 450 provincial and local governments.

2.6Indonesia is a unitary state. The President and Vice President are directly elected for a five year term, and govern with the assistance of an appointed Cabinet. There is a bicameral parliamentary system in Indonesia. The People's Consultative Assembly (MPR) is the primary representative body, which is comprised of two houses: the 560-member House of Representatives (DPR) and the 132-member Regional Representative Council (DPD). Members are elected for five years by proportional representation. The DPR is a legislative and monitoring body of the executive arm, while the DPD has oversight of region matters, with members representing Indonesian provinces.[4]

Elections

2.7As the world's third largest democracy, after India and the United States, Indonesian elections are conducted on a huge scale. Voting is not compulsory in Indonesia. Elections are held every five years. In its move to democracy, three national elections have been held in Indonesia (1999, 2004 and 2009). The next national election will be in 2014.

2.8Significant changes to electoral law were made in 2007 and 2008, which affected electoral processes for the 2009 national election. Reviews of Indonesia's electoral law have occurred since and led to legislative changes earlier this year. However, as these changes represent a compromise on certain issues, some feel that the changes are not significant reforms.[5] The 2012 amendments to the General Elections Law include:

nincreasing the parliamentary threshold from 2.5 to 3.5 per cent for the upcoming 2014 general election;

nadopting the open-list electoral system, under which electors can vote for specific candidates rather than parties; and

nthe allocation of parliamentary seats for each region.

2.9In the last national election in 2009, there were 171 265 442 voters, with 519 920 polling stations manned by 4 679 280 staff.[6] The election was complicated by changes to the procedures for voting and the determination of successful candidates.

2.10Elections are held to directly elect representatives for the various levels of government. There are a large number of elections held in Indonesia. For example, in 2010 there were more than 240 local elections conducted. As well as being important to the administration of a given area, local elections are significant as they can be a litmus test for the national election.

2.11The Australian Agency for International Development (AusAID) stated:

...problems evident in the 2009 national elections have not been resolved, and may be worsening. Violence was associate with approximately 10% of elections, 80% of results were disputed in the Constitutional Court, and parliamentary revisions to essential electoral legislation have been delayed.[7]

2.12Electoral managers in Indonesia must address a number of issues, including the cost of elections and geographic and logistical challenges. Also, while voter turnout has been exceptionally high, it is now dropping. It was suggested to the delegation that this could be an indication of voter fatigue due to the high number of elections in the country.

2.13The delegation heard that Indonesians at all levels of society engage in public debates on issues during the election period.

2.14The General Election Commission, Komisi Pemilihan Umum (KPU), is made up of seven commissioners who serve for a five year period. The current commission period will end in 2012.

2.15In August 2010 the International Foundation of Electoral Systems (IFES) contracted the Polling Center of Jakarta to conduct a nationwide public opinion survey on elections. There were 2 500 people surveyed across the 33 provinces. The goal was for responses to be representative of eligible electors across Indonesia. Key findings included:

n59 per cent of respondents believed the country was 'going in the right direction';

nRespondents identified inflation and unemployment as the biggest problems facing Indonesians;

n78 per cent of respondents viewed voting as a way to influence decision making in Indonesia (this figure comprised of 74 per cent 'somewhat agree' and 4 per cent 'strongly agree');

n65 per cent of respondents believed that the results issued by the Indonesian electoral commission reflected the actual vote, with 9 per cent disagreeing, and 26 per cent responding they did not know;

nWhen asked what it means to live in a democracy, 38 per cent of responses referred to freedom, but 41 per cent did not give an answer;

n64 per cent of respondents indicated they had received a visit at their home in the past to check the registration status of their families. Visiting homes for registration purposes is not a requirement in Indonesia, as the onus is on the elector to verify their registration status;

n41 per cent of respondents indicated that they had checked to see if their name was on the voters list;

n78 per cent of respondents indicated they had received little or no information in relation to the local elections that took place that year; and

n77 per cent of respondents were not concerned about violence at the local elections.[8]

Voter registration

2.16Concerns were raised about inaccuracies in the voter list used for the 2009 national election. It was estimated that a high number of voters were omitted (possibly over 20 per cent). There were also textual errors, voters allocated to the wrong area, and cases of multiple registration.

2.17These problems were attributed to the legislative requirement that the KPU develop the 2009 voter list from population data provided by the Ministry of Home Affairs (MoHA), rather than using the 2004 list as the basis. It was suggested to the delegation that the quality and format of the data was not conducive to forming the basis of an accurate voter list.

2.18The delegation heard that the Government's eKTP initiative should improve the quality of the population data and serve as the basis for future voter lists. The KPU has also launched an initiative to develop and implement a new country-wide voter registration system. The KPU aimed to introduce a comprehensive plan in March 2012. A Steering Committee on Voter Registration was established, comprised of KPU Commissioners, KPU Secretariat, KPU Provinces, MoHA, the Research Center for Biotechnology, civil society and academia. The steering committee engaged to meet fortnightly to oversee the design of the new voter registration system.

2.19There is also a Voter Registration Expert Group, with a membership of six Indonesian experts, dedicated to the research, analysis and design of the new voting registration system. IFES is facilitating the work of this group by: providing administrative and logistical support on the initiative; coordinating legal review and advocacy efforts; providing expertise on comparative voting registration systems; and providing electoral administration advice.

Australia and Indonesia

2.20Indonesia is one of Australia's closest neighbours, and the countries are linked in a number of ways. There are high level exchanges between governments, parliaments and prominent leaders in these two countries. Australia and Indonesia have a productive working relationship on political, governance, security, commercial, environmental and cultural issues. They cooperate on a number of international and regional issues, including counter-terrorism, people smuggling, climate change and interfaith dialogue.

2.21Australia has strong bilateral ties with Indonesia, these are expressed through a variety of programs and agreements, which include:

nIndonesia-Australia Comprehensive Economic Partnership Agreement;

nAgreement between the Republic of Indonesia and Australia on the Framework for Security Cooperation, initiated in 2006;

nJoint Declaration on Comprehensive Partnership between Australia and the Republic of Indonesia, initiated in 2005;

nThe Australia-Indonesia Trade and Investment Framework, initiated in 2005; and

nAustralia-Indonesia Ministerial Forum, leading to outcomes such as the Joint Statement on People Smuggling and Trafficking in Persons.

2.22Australia and Indonesia have a two-way trade and investment relationship. In 2010-2011 Australia imported AUD$5 755 million in goods from Indonesia (primarily petroleum, gold and wood), and exported AUD$4 780 million in goods to Indonesia (primarily wheat, petroleum, livestock and aluminium).[9]

2.23Indonesia receives the largest proportion of Australia's overseas aid. It is estimated that Australia's Overseas Development Assistance to Indonesia for 2011-2012 will be AUD$558 million.[10] Development programs operate within the Australia Indonesia Partnership agreement.

2.24Development priorities for Indonesia include: education and scholarships; health; economic growth; climate change and environmental sustainability; civil society, justice and democracy; economic and public sector reform; and humanitarian assistance.

Electoral assistance

2.25As part of its governance programs in the Asia Pacific region, Australia provides electoral specific support to Indonesia, including supporting the last three national elections in 1999, 2004 and 2009. The Australian Electoral Commission (AEC), DFAT and AusAID cooperate in the provision of electoral assistance in Indonesia. This assistance is aimed at strengthening electoral bodies and increasing elector participation through education.

2.26Australia provided Indonesia with AUD$14.3 million assistance in the lead up to the 1999 national election. The electoral assistance package included voter education and support for election monitoring by non-government organisations. There were 25 Australian observers involved in monitoring the election.[11]

2.27In 2003-2004 AusAID provided AUD$15 million in electoral assistance to Indonesia. This support included voter education, commission staff training, AEC capacity building with the Indonesian electoral commission, and sending election observer teams.[12]

2.28A number of problems emerged in relation to the 2009 national election, including: inaccuracies in the voter list, leading to millions of voters being disenfranchised; errors in vote calculations; and a high level of invalid votes. Following the election, Australia committed to assist Indonesian electoral managers to address these issues.

2.29There is an Australia Indonesia Partnership for Electoral Support. AusAID works in partnership with civil society organisations, the United Nations Development Programme (UNDP) and the AEC to provide electoral support programs. AusAID reported the following achievements in electoral support to Indonesia in 2010:

nSupport for the Electoral Resources Information Centre that laid the groundwork for the Electoral Commission to make election information (such as election results) publicly available and meet responsibilities under the 2008 Freedom of Information Law for the first time.

nTraining the local electoral commissions in five provinces that improved their ability to manage the voters list, confirmed the right to vote for 38 million people, and increased public confidence in the voter registry.

nThe first standardised manual for polling officials working on sub-national elections across the country to ensure that all polling officials are able to consistently manage local elections.

nProduction of evidence-based research on election financing, women's candidacy and elections monitoring to inform amendments to the elections management law and local elections law. These have been favourably received by the Ministry of Home Affairs and Parliament.

nElections financing research that was the first of its kind. It will assist increased transparency in elections budgeting, advise decision-makers of potential cost savings in the conduct of elections, and inform electoral legislation revisions.[13]

2.30AusAID is working with KPU to address some of the issues evident in the 2009 election prior to the next national election in 2014.

2.31AusAID's longer-term Australia Indonesia Electoral Support Program commenced in 2011, and aims to improve the conduct of elections in Indonesia by developing manuals, providing training to election officials, and assisting with the preparations of a national voter registration system in preparation for the 2014 election.[14]

2.32The AEC is one of the five partners in the Building Resources in Democracy, Governance and Elections (BRIDGE) program. The BRIDGE program partners are the AEC, International IDEA, IFES, UNDP and the United Nations Electoral Assistance Division. The program aims are to: promote internationally accepted principles of democracy and good electoral practice; enhance confidence in electoral processes; electoral capacity building; and develop a support network for stakeholders to encourage a culture of sharing information and best practice electoral processes. The courses include providing training for polling staff.

2.33BRIDGE programs are conducted throughout the world. A BRIDGE course has been customised for Indonesia. The delegation received feedback that the BRIDGE programs had been very beneficial for Indonesia. There is an emphasis on enabling those who receive training to transfer their skills to others.

2.34Since 2009 the AEC has maintained a permanent presence in Indonesia, with an officer assisting with electoral affairs and maintaining relationships with Indonesian electoral officials on an ongoing basis. The delegation received a tour of the AEC's Jakarta office and met the local staff.

2.35Recent AEC electoral assistance has included helping KPU to develop and edit a manual for polling station staff at local government elections, which are in the local language. The delegation was provided with copies translated into English. The manual included a detailed outline of the election process and polling staff responsibilities. Appendix B depicts staff roles at polling stations.

Figure 2.1 Delegation visit to the AEC office in Jakarta

Yogyakarta mayoral election

2.36On Sunday, 25 September 2011 the delegation had the opportunity to observe a local government election held in Yogyakarta to select the Mayor and Vice Mayor of Yogyakarta City. Mayors serve for five year terms. The candidate teams are depicted in Figure 2.2. The election was conducted by the KPU Yogyakarta City.

Figure 2.2 Candidates for the Yogyakarta City Head and Vice Head of Local Government

1

2

3

Source Provided by AusAID
2.37Of the 322 840 eligible electors, 200 753 (approximately 62 per cent) voted at the Yogyakarta mayoral election. The KPU had 839 polling stations for the election, including one at the prison.

2.38While the count for these local elections take place at the polling place after polling closes, the ballots are sent to sub district officers for rechecking. All ballot boxes and documentation then go to the city before the winner is determined.

2.39The Haryardi Suyuti-Imam Prioyono pairing received 97 074 votes (48.3 per cent), the Hanafi Rais-Tri Harjun Ismaji pairing 84 122 votes (41.9 per cent), and the Zuhrif Hudaya-Aulia Reza Bastian pairing 19 557 votes (9.7 per cent).

2.40KPU regulations provide that the successful candidate will receive more than 50 per cent of the vote, or if no candidate receives more than 50 per cent, then a candidate with more than 30 per cent will be declared the winner. However, if two candidates each receive more than 30 per cent of all votes then the winner will be determined by examining the total votes by sub district. The candidates who secures the greater number of sub districts will be the winner. If no candidates gains more than 30 per cent of all votes, then there will be a second round election. In some Indonesian local elections there is a run-off election even if more than 30 per cent of the vote is secured.

2.41In Yogyakarta the sub district approach is applied. As two of the candidate pairings (Haryardi Suyuti-Imam Prioyono and Hanafi Rais-Tri Harjun Ismaji) secured more than 30 per cent of the vote, the KPU examined the sub district results. The final result was determined on 4 October 2011. Dr Haryard Suyuti and Dr Imam Prioyono were the successful candidates, and will hold the positions of Mayor and Vice Mayor of Yogyakarta until 2016.

2.42The AEC in Jakarta advised that the ten day delay between the election on 25 September and the formal announcement of results on 4 October was normal for local elections.

2.43Electors receive 'invitation letters' five days prior to the election day. Eligible people can attend a polling booth and vote without a letter, if they satisfy certain identification requirements. However, it is easier to present their letter and vote. The ballot paper contains a picture of all the candidates, on which the elector will indicate their preferred candidate pairing. Once an elector has voted, one of their fingers is marked with ink (see Figure 2.4). This serves as a means of combating multiple voting.

2.44The delegation heard about Indonesia's national identification number program, under which all Indonesians will be issued with a unique number. This can be used for identification purposes when voting. It is anticipated that by the end of 2012 every Indonesian will have a national identity number.

2.45The delegation was accompanied by KPU, AEC, DFAT and AusAID representatives during its visit to a number of different polling stations in Yogyakarta.

Figure 2.3 Delegation visiting a polling booth in Yogyakarta

Figure 2.4 Elector displaying finger ink after voting in Yogyakarta election

Figure 2.5 Ballot count for the Yogyakarta election

General observations

2.46A recurring theme in discussions during the visit was that while Indonesians can be proud of what they have already achieved, there is still work to be done to consolidate and grow their democracy. Discussions reflected an appreciation that while democracy is a shared destination, countries sometimes take different roads. Indonesia realises that it is important to learn from the experiences of other countries, but also develop its own unique form of democracy.

2.47Australia and Indonesia place importance on improving participation in the electoral process. A proportion of the electoral work in Indonesia is focused on educating the population about the electoral process. Democracy becomes a viable option over civil unrest or violence when people have confidence in the independence and transparency of electoral processes and can see the Parliament having an effective role in change.

2.48The holding of free and fair elections is essential to a successful democracy. Australia's electoral assistance to Indonesia is important. The delegation was impressed with the work that DFAT, AusAID and the AEC has been doing in Indonesia to build the capacity of Indonesia's electoral management bodies. The permanent AEC presence in Indonesia since 2009 is illustrative of the strong relationship between the two countries, and the shared commitment to enhancing electoral processes.

2.49The delegation greatly appreciated the range of meetings arranged for its visit, from high level Indonesian leaders and officials, to personnel working on the day to day conduct of elections. Delegates benefited from being able to observe the Yogyakarta mayoral election, and learn about Indonesians' experiences of voting, the democratic transition, and their aspirations for Indonesia's future.

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2.1The Indonesian archipelago comprises over 17 000 islands, covering a land area of 1 905 000 square kilometres. Indonesia has the fourth largest population in the world, with a 2010 census figure of 237.6 million people. The majority of Indonesians identify as Muslim, with smaller communities of Christians, Hindus and non-specified groups.[1] 2.2Indonesia is the largest economy in South East Asia.

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How is Australia's democracy defined and shaped by the global context?

How are government policies shaped by Australia's international legal obligations?

What are the features of a resilient democracy?

Topic 1: Features of Australia's system of government

Introduction (15 min)

As a class, read the System of government fact sheet and summarise the 4 key features of Australia's system of government in a table like the one below:

Key features of Australia's system of government

Comparing systems of government (60-120 min)

Divide the class into small groups (4 students per group). Each group will choose one of the following democratic systems of government to research: India, Indonesia or Japan. Give students the following scaffold to guide their research:

Key features of ......................'s system of government

In their groups, students generate 2-3 research questions for each of the categories above. A team member is assigned a category to research. At the conclusion of their research, students share their findings with the rest of their group. Individually, they could use a Venn Diagram to summarise the key similarities and differences between Australia's system of government and the country they have researched.

As a class, discuss the following:

What factors might shape a nation's system of government?

Countries that define themselves as democracies can have vastly different systems of government. In your opinion, what features MUST a system of government have in order for it to be a democracy? Why are these features important and what would happen without them?

Compared to the country you researched, do you think Australia's system of government is better, worse or 'just different'? Justify your answer.

Topic 2: Values of Australia's system of government

Introduction (20 min)

Read the Democracy fact sheet to identify the key values of Australia's democracy. The 4 key values are:

active and engaged citizens

an inclusive and equitable society

free and franchised elections

the rule of law

Have a discussion about these democratic values using 3-4 of the questions from the Unpack democracy Classroom activity such as:

Can you think of ways to make our country more democratic?

Is it harder for some people to have their say than for others?

Could dictators ever be good?

Changing a system of government (60 min)

Working in the same groups as the last topic, ask students to recommend a change to an aspect of Australia's system of government that they believe will promote our democratic values.

Give students the following options:

1. In Indonesia, the legal voting age is 17 years old. If you wish, you could argue the legal voting age should be lowered to 17 (or younger) in Australia.

2. In India, some parliamentary seats are reserved for minority groups. These members are elected by all voters. If you wish, you could argue Australia should introduce a system to increase the representation of minority groups.

3. In Japan, the emperor has a purely ceremonial role-they have no political power at all. If you wish, you could argue the Australian Constitution should be changed to redefine (or remove) the powers of the King in Australia.

4. Alternatively, your group may come up with its own recommended change to our system of government in Australia.

In groups, students must use a democratic process to decide on which change they want to make. As a group they will need to:

Describe in more detail what their proposed change will look like.

Develop an argument that justifies how their proposed change will promote one (or more) of the 4 key values.

Elect a spokesperson from their group to explain and justify their proposed change to the class.

After hearing from each group, discuss:

Did you think that any of the changes we discussed today would not be democratic? Which change/s did you disagree with and why?

In our democracy, we value our ability to hold and express different points of view. Were there different viewpoints in your group? How did you manage these differences?

What could a citizen do if they wanted one of the suggested changes implemented in Australia?

Topic 3: Australia's global roles and responsibilities: foreign aid

Introduction (15 min)

Distribute Skittles/Smarties/grapes unevenly between groups of students in your class, keeping the majority for yourself. You could substitute food with items such as coins or marbles.

Inform students you have the most because you are an adult. Do they think the current distribution of resources is fair? Why or why not? If not, what would be fair?

Give groups one minute to develop a reasoned argument for why you should share your resources with them. Ask a representative from each group to present their argument.

Explain to students that if the classroom were the Asia-Pacific region, you would be Australia. Ask the whole class if Australia should address this inequality by sharing its wealth with its neighbours? Encourage a diverse range of opinions and encourage students to justify their reasoning.

Inform students that in 2019 Australia spent $4 billion on helping other nations grow and develop. This represented about 0.2% of our gross national income. Ask students if they think Australia spent too much, the right amount or not enough on developmental aid. Once again, encourage a range of points of view.

How and why Australia gives foreign aid (15 min)

Define bilateral, non-government and multilateral aid. To do this, you may like to watch the World Vision What are the different types of aide? video (4 min 12 sec) and/or complete this World Vision activity.

Sustainable Development Goals (SDGs) (60 min)

In 2015, Australia-alongside the 192 other member states of the United Nations-signed the 2030 Agenda for Sustainable Development. At the Agenda's heart are 17 Sustainable Development Goals (SDGs) that urge developed and developing countries to work together to end poverty and preserve the environment. By signing the Agenda, Australia has agreed to strive to achieve these goals at home and work with other nations to achieve the goals globally.

Achieving the goals requires collective action: governments, businesses, academics, NGOs and individuals all have a role to play. Providing developmental aid to nations in our region is one way the Australian government is working to achieve the SDGs. As a class, use the Department of Foreign Affairs and Trade website to find out where Australia gives aid and identify the top 3 countries Australia currently gives aid to. As a class discuss why they think Australia prioritises our near neighbours when providing foreign aid.

SDG bingo

Provide each group with WS1 Sustainable Development Goals bingo card.

Refer students to the scoring instructions. Allow students to decide on which difficulty level to begin at.

Tell students they need to work as a team to research ways Australian aid has contributed to meeting the SDGs in the Asia-Pacific region. To do this, they will need to return to the Department of Foreign Affairs and Trade website and look at the nations under Pacific, South and East Asia and South and West Asia. For each nation, the 'Our results,' section will describe how the aid is being used. Students should identify how these results link to the SDGs and record their answers on WS1 Sustainable Development Goals and cross the icon for that goal on their bingo sheet.

If you wish, motivate students with some of your Skittles/Smarties/grapes as prizes when they complete their selected level. Groups can move onto the next level if they finish early.

After completing the SDG bingo activity, discuss the following as a whole class:

Do you think the Sustainable Development Goals will be achieved by 2030? In your opinion, are the goals realistic? What are the advantages and disadvantages of setting ambitious goals like 'zero hunger'?

Through completing the activity, are you satisfied with the results Australia has achieved in the Asia Pacific region? Do you think our aid budget is being spent effectively?

Australia is also striving to achieve these goals domestically. Looking at the goals again, which do you think will take the most work to achieve in Australia? What do you currently see happening to address these issues in Australia and what else could be done?

The Sustainable Development Goals require collective action, including from individuals. Looking at the goals again, discuss what efforts you can make in your life to help achieve the SDGs.

Topic 4: Protecting World Heritage: Franklin River controversy

Introducing World Heritage (20 min)

Ask students if they have been to or would like to go to any of the following sites: The Great Barrier Reef, Uluru, Kakadu, Ha Long Bay (Vietnam), Grand Canyon National Park (United States), the Swiss Alps. What do all the listed places have in common?

Explain that all these places are UNESCO World Heritage sites. Use the UNESCO World Heritage explained video (2 min 8 sec) to introduce students to the concept of UNESCO World Heritage. After watching the video, discuss the following with students:

The video describes World Heritage Sites as places of 'Outstanding Universal Value.' What do these words mean? What characteristics should a site of Outstanding Universal Value have?

What are some of the threats to World Heritage identified in the video? Review the list of Australia's World Heritage sites. Are any vulnerable to these threats?

Countries that have signed the 1972 World Heritage Convention agreed that they would protect sites of Outstanding Universal Value on their territory. Can nations effectively protect their World Heritage on their own or is global co-operation also required?

Case Study: The Franklin River Dam controversy (20 min)

Introduce students to the Franklin River Dam controversy. The National Museum of Australia's Defining Moment entry provides a succinct introduction, including a short video. Key points students should understand are:

In 1979 the Tasmanian Government approved a plan to build a hydroelectric dam on the Gordon River. This plan would impact the Gordon River and the environmentally sensitive Franklin River nearby.

The dam was opposed by environmental protestors in a large and co-ordinated campaign. In 1982, thousands of protestors blockaded the site to stall construction of the dam.

The Franklin River was added to the United Nations World Heritage List in 1982.

The Tasmanian Government, the state opposition and many Tasmanian workers remained in strong support of the dam. They believed it was needed to meet future power demands and create jobs for Tasmanians.

In March 1983, the Australian Government passed a law to stop construction of the dam. They did this shortly after a federal election. The Australian Labor Party (ALP) won the election, and their campaign included a promise that they would save the Franklin River if elected.

The High Court of Australia was asked to determine the validity of the Australian Government's law. The majority of the High Court found in favour of the Australian Government. Construction of the dam did not go ahead.

Source interpretation (40-60 min)

Divide students into small groups and direct them to the National Archive of Australia's Protesting the Franklin Dam learning resource. The resource contains 6 primary sources that shed light on the complexity of the issue. Assign each student in the group a source to analyse. The sources differ in length and complexity-from photographs to cabinet minutes-so you can differentiate how you assign them.

Individually, students analyse their source to identify who made it, when and why. Use the source analysis strategy your students are most familiar with or try the templates on the State Library of Victoria website. In their groups, students share the source they analysed and summarise their findings. Encourage students to focus their discussion on why each source was created; does it appear to support, or oppose the construction of the dam?

After reviewing all the sources, ask students to formulate and share their own point of view. Was it right for the Australian Government to step in and halt construction of the dam? Why or why not?

As a class, discuss the following prompts:

International law is not enforceable. Although Australia had pledged that it will protect its World Heritage sites, the United Nations cannot make Australia or any other member country keep its promise.

Why do you think international law is not enforceable?

Do you think it should be? If so, how?

Why do countries keep international obligations if they are not forced to?

In the Franklin River controversy, environmental interests came into conflict with economic interests (such as creating jobs).

Can you see conflict between environmental and economic interests in Australia today?

Is it possible to protect the environment and grow the economy?

Topic 5: The Constitution and the High Court

Introduction (20-30 min)

Introduce students to the Australian Constitution and the High Court's role in interpreting it. Play the Australian Constitution quiz or Australian Constitution Kahoot! as a whole class. Then watch The Constitution video (2 min 26 sec) and read the Australian Constitution in focus paper.

Ensure students understand the following key information:

The Australian Constitution was written prior to Federation in 1901 and is the rule book by which our country is run.

The Constitution outlines the relationship between the Australian Parliament and the state and territory Parliaments. Sections 51 and 52 of the Constitution describe the areas the Australian Parliament has the power to make laws. Any area not transferred to the Australian Parliament in 1901 remain the responsibility of the states. The states have the power to make laws in any area not listed in the Constitution. These are called residual powers.

The High Court of Australia has the power to resolve disputes over the meaning of the Constitution. If an Australian law is believed to be 'unconstitutional' - i.e. the Australian Parliament did not have the constitutional power to make it - it can be challenged in the High Court.

Analysing the High Court's interpretation of the Constitution in the Tasmanian Dams Case (60-120 min)

Distribute WS2.1 High Court of Australia case study: Tasmanian Dams Case. Before students read the worksheet recap the key facts of the Franklin River Dam controversy. After reading, students summarise the Facts, Issue, Verdict and Reasoning of the case. Challenge them to use no more than 3 dot points per heading.

In small groups students complete WS2.2 Tasmanian Dams case analysis guide. Encourage students to formulate their responses in their small groups and listen to different perspectives. Then, discuss responses as a whole class.

Ask the following questions to prompt further discussion:

This case made clear that the Australian Parliament has the power to create laws to protect environmental World Heritage. Do you think it is important for the Australian Parliament to have this power? Do the states also have a role to play? What about companies and individuals?

Why do you think the Constitution limits the power of the Australian Parliament to make laws?

What is the benefit of having a High Court that can hear Constitutional case, and declare Australian laws valid or invalid?

If you were representing the Tasmanian Government in the High Court, what arguments would you use to support your case?

Topic 6: Rights in Australia

Introduction (30 min)

As a class, watch the Australian Human Rights Commission What are Human Rights? video (5 min 11 sec) to introduce students to the concept and history of human rights.

Provide the class with the Universal Declaration of Human Rights or a simplified version of the Universal Declaration of Human Rights. Ask students to read the Declaration and work in pairs to sort the articles into the 3 categories below. Although many could fit into more than one category, students should discuss the purpose of each right with their partner to reach an agreement about which category it fits into best.

Ask students to review the 30 articles and highlight those rights that they believe should be absolute. The Australian Attorney-General's Department defines 'absolute' rights as those which should not be limited under any circumstances in Australia. Discuss findings as a class.

Safeguarding rights and freedoms in Australia (20-30 min)

Read the Rights in Australia in focus paper. You may like to divide students into groups, with each group member responsible for taking notes about on a different section of the paper and reporting back to the whole group. Ensure students understand that after the Australian Government signs an international agreement, it only becomes binding if the Australian Parliament makes a law to put it into action.

Discuss findings as a class and consider:

How are human rights protected in Australia?

Do students believe they are well protected, or could more be done?

If Australia were to have a bill of rights, what rights would students consider most important to include?

What can they do to promote human rights - globally, locally, and in the school community?

Assessment task: Australia's international obligations (duration varies)

Distribute WS3 Assessment research task to students.

This research task asks students to consider how Australia's international obligations shape Australian law and government policies in relation to a specific issue. Students can present their findings as an essay, presentation or creative response. The task is aligned to the achievement standard of the Year 10 Australian Civics and Citizenship Curriculum, including the skills component. Teachers should use the curriculum content descriptions to develop an appropriate marking criterion and rubric.

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Year 10 - Parliamentary Education Office

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How is Australia's democracy defined and shaped by the global context? How are government policies shaped by Australia's international legal obligations? What are the features of a resilient democracy?

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About us

The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy.

Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages.

Let us help you...

© Commonwealth of Australia | Page last reviewed 21 May 2019

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Introducing our Parliament - Parliamentary Education Office

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The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy. Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages. Let us help you... © Commonwealth of Australia | Page last reviewed 21 May 2019

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Debate over Australia becoming a republic fires up again | 7.30

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Federal Referendums – An Australian history

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John Howard reveals the Queen's reaction to Australia's republic vote | Insiders | ABC News

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Australian Citizenship - Our Common Bond Documentary Part 2   Australia and its people

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Did you know?

JacarandaPLUS is your gateway to all things Jacaranda. With one login you get secure, 24/7 access to all Jacaranda digital resources including core curriculum titles, assessON, games, studyON and digital atlases.

Create your JacPLUS account now

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JacarandaPLUS is your gateway to all things Jacaranda. With one login you get secure, 24/7 access to all Jacaranda digital resources including core curriculum titles, assessON, games, studyON and digital atlases. Create your JacPLUS account now

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Syria conflict: Number of refugees passes four million

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Four million Syrians have fled abroad to escape the war in their country, the UN says, calling it "the worst humanitarian crisis of our generation".

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We have put together a list of valuable learning tools and resources to give you a better understanding of these topics. There is something for everyone: reading, watching and listening.

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Public Library Services, State Library of NSW

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How the Japanese Government Works (Ultimate Guide)

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.:. Comparing Japan and Australia's Government .:.

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Emperor

The Emperor is the symbol of Japan and of the unity of the people, performs the following acts in matters of state, with the advice and approval of the Cabinet, such as the promulgation of amendments of the Constitution, laws, cabinet orders and treaties, the convocation of the Diet, the dissolution of the House of Representatives, the proclamation of general election of members of the Diet, the attestation of the appointment and dismissal of Ministers of State and other officials as provided by laws, and of full powers and credentials of Ambassadors and Ministers, the awarding of honors, the attestation of instruments of ratification and other diplomatic documents as provided by laws, receiving foreign Ambassadors and Ministers and the performance of ceremonial functions, while he has no powers related to government.

He also appoints the Prime Minister and the Chief Justice of the Supreme Court as designated by the Diet and the Cabinet respectively.

In this respect, the position of the Emperor in postwar Japan differs from that in prewar days when the Emperor was the source of sovereign power.

The Imperial Throne is dynastic and succeeded from father to son.

Diet

The National Diet, composed of two houses - the House of Representatives and the House of Councilors, is the highest organ of state power and the sole law-making organ of the State.

The House of Representatives is composed of 480 members, of whom 300 are elected from the single-seat constituencies and 180 by the proportional representation system in which the nation is divided into 11 electoral blocs which according to size return between 6 and 30 members. Their term of office is 4 years, but shall be terminated, before the full term is up, if the House is dissolved.

The total membership of the House of Councilors is 242, of whom 96 are elected by the proportional representation system from a single nationwide electoral district and 146 from 47 prefectural constituencies, each returning 2 to 8 members. Their term of office is 6 years, and a half of the members being elected every 3 years.

Both Houses have the same power with some exceptional cases in which the decision of the House of Representatives precedes that of the House of Councilors.

The Diet begins its 150 day ordinary session from January each year, which may be extended only once by the Diet. The Cabinet may determine to convoke extraordinary sessions whenever necessary.

Cabinet

Executive power is vested in the Cabinet, which consists of the Prime Minister and not more than 17 Ministers of State (including Ministers without portfolio and the Chief Cabinet Secretary) and is collectively responsible to the Diet. The Cabinet has to resign en masse when the post of Prime Minister becomes vacant or when the first session of the Diet is convoked after a general election of members of the House of Representatives. If the House of Representatives passes a non-confidence resolution or rejects a confidence resolution the Cabinet shall resign en masse, unless the House of Representatives is dissolved within ten days.

Prime Minister, who is designated from among the members of the Diet by a resolution of the Diet and appointed by the Emperor, must be a civilian.

Prime Minister appoints the Ministers of States and may dismiss them as he chooses. The Prime Minister, representing the Cabinet, submits bills to the Diet, reports to the Diet on general national affairs and foreign relations, and exercises control and supervision over various administrative branches.

The Cabinet has the Cabinet Office and 11 Ministries, which are established by the respective Establishment Laws and are enumerated in the National Government Organization Law, as well as the Cabinet Secretariat, Cabinet Legislation Bureau, National Personnel Authority, Security Council of Japan, and other Cabinet organs.

There is the Board of Audit which is a constitutionally independent organization to audit the final accounts of the State and other public corporations and agencies.

Judiciary

The whole judicial power is vested in the Supreme Court, and in such inferior courts as High Courts, District Courts, Family Courts and Summary Courts.

No extraordinary court can be established, nor can any organ of the Executive have final judicial power.

The Justices of the Supreme Court, except the Chief Justice who is appointed by the Emperor, are appointed by the Cabinet. The Judges of inferior courts are also appointed by the Cabinet but only from a list of persons nominated by the Supreme Court.

Based on Organization of the Government of Japan 2007
(Administrative Management Bureau, Ministry of Internal Affairs and Communications, 2007)

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Fundamental Structure of the Government of Japan

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Emperor The Emperor is the symbol of Japan and of the unity of the people, performs the following acts in matters of state, with the advice and approval of the Cabinet, such as the promulgation of amendments of the Constitution, laws, cabinet orders and treaties, the convocation of the Diet,

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This fact sheet introduces the idea of democracy and explores the key ideas which support Australia's democratic system of government.

What will I learn?

Democracy means rule by the people.

Australia is a democratic country.

Australian democracy is supported by key features like freedom of speech, fair elections, inclusion, and the rule of law.

Curriculum alignment
Year 5 ACHASSK115
Year 6 ACHASSK143
Year 7 ACHCK048
Year 7 ACHCK050
Year 7 ACHCK052
Year 10 ACHCK090
Year 10 ACHCK094

What is democracy?

Democracy means rule by the people. The word comes from the ancient Greek words 'demos' (the people) and 'kratos' (to rule). A democratic country has a system of government where people have the power to participate in decision-making.

Each democracy is unique and works in different ways. In some, people help make decisions directly by voting on laws and policy proposals. This is called direct democracy. In others, like Australia, citizens choose representatives to make decisions on their behalf. This is known as representative democracy.

Australian democracy

Australian democracy is supported by 4 key features:

Democracy key ideas.

Parliamentary Education Office (peo.gov.au)

Description

This diagram illustrates the 4 key ideas of Australian democracy:

Active and engaged citizens-Citizens have a voice and can make changes in society.

An inclusive and equitable society-We work towards a society where everyone is respected and free.

Free and franchised elections-We get to stand for election and choose who makes decision on our behalf.

The rule of law for both citizens and the government-Everyone is equal before the law and must follow the law.

Active and engaged citizens

People have a voice and can make changes in society.

People can participate by getting involved in their community. This might be by joining a charity, a political party or a community group.

Everyone can get involved in the work of Parliament through contacting members of parliament, the work of committees, protesting and petitioning.

An inclusive and equitable society

People work towards a society where everyone is respected and free, where everyone is valued and supported to reach their full potential.

People have freedom of speech, association, movement and belief.

Our society supports the development and well-being of individuals and their right to make their own choices.

Opposing ideas are tolerated and respected. People listen to different points of view in Parliament and society.

Free and franchised elections

People can stand for elections and choose who makes decisions on their behalf.

Voting is done in secret so people can make their choice without pressure or intimidation.

Elections are run by an independent organisation-the Australian Electoral Commission.

The rule of law for both citizens and the government

Everyone is equal before the law and must follow the law, including the people who make laws.

Laws should be fair, clearly written and protect people's rights.

What are the benefits of democracy?

Some of the benefits of democracy are:

There are ways to resolve different views and conflicts peacefully.

Respect for human dignity.

People have freedom to act, speak and think freely (as long as it does not stop others doing the same).

Equality before the law.

Safe and secure community.

Government that is transparent, responsive and accountable to the people.

Ability to hold elected representatives accountable.

About us

The Parliamentary Education Office (PEO) educates Australians about, and inspires their enthusiasm for, Australia's parliamentary democracy.

Through our accessible, immersive, experiential programs and resources, the PEO fosters informed, engaged and active citizens of all ages.

Let us help you...

The PEO acknowledges the Traditional Custodians of Country throughout Australia and their continuing education of and connection to lands, cultures and communities. We pay our respects to Elders past and present.

Aboriginal and Torres Strait Islander peoples should be aware that this website contains images and names of people who have passed away.

© Commonwealth of Australia | Page last reviewed 19 Oct 2023

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Democracy - Parliamentary Education Office

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This fact sheet introduces the idea of democracy and explores the key ideas which support Australia's democratic system of government.

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Main Candidates in this Election:

Population and Registered Voters:

1. https://www.cia.gov/the-world-factbook/countries/japan/#people-and-society

2. https://www.cia.gov/the-world-factbook/countries/japan/#people-and-society

3. https://tbinternet.ohchr.org/_layouts/15/TreatyBodyExternal/Treaty.aspx?Treaty=CEDAW&Lang=en

4. https://tbinternet.ohchr.org/_layouts/15/TreatyBodyExternal/Treaty.aspx?Treaty=CEDAW&Lang=en

5. https://www.theguardian.com/world/2022/jul/07/from-get-married-to-getting-elected-women-a-record-one-third-of-candidates-in-japan-poll

6. https://data.ipu.org/women-ranking?month=6&year=2022

7. https://hdr.undp.org/data-center/country-insights#/ranks

8. https://tbinternet.ohchr.org/_layouts/15/TreatyBodyExternal/Treaty.aspx?Treaty=CEDAW&Lang=en

9. https://tbinternet.ohchr.org/_layouts/15/TreatyBodyExternal/Treaty.aspx?Treaty=CEDAW&Lang=en

10. http://electionaccess.org/en/resources/countries/?q=japan#tab

11. https://electionjudgments.org/en/library/?q=(allAggregations:!f,filters:(country:(values:!(%2709vzk6sthf26%27)),region:(values:!(fbui5ji3stl))),from:0,includeUnpublished:!f,limit:30,order:desc,sort:creationDate,types:!(%275bfbb1a0471dd0fc16ada146%27),unpublished:!f,userSelectedSorting:!t)

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IFES Election Guide | Elections: Japanese House of Councillors 2022 General

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https://youtu.be/XZmTHS91Ifo

https://youtu.be/6_RcW_80eyE

https://youtu.be/66mL2o14UOk

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Office of Kevin Rudd, 26th PM of Australia

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This is really good.
pic.twitter.com/TV7exQpLxA
— Office of Kevin Rudd, 26th PM of Australia (@MrKRudd) May 5, 2022