{
  "entity_id": "B-003229",
  "folder": "Copyright-Advisory-Group",
  "name": "Copyright Advisory Group",
  "type": "Ministerial Council",
  "jurisdiction": "Commonwealth",
  "portfolio": "Education",
  "website": "https://smartcopying.edu.au/about-us/",
  "data_status": "partial",
  "completeness": {
    "has_strategy_brief": true,
    "has_strategy_structured": true,
    "has_vision": false,
    "has_kpi_targets": false,
    "has_kpi_results": false,
    "has_strategy_overview": true,
    "has_legislation_text": true,
    "has_legislation_structured": false,
    "has_global_initiatives_text": false,
    "has_ideas": true,
    "has_artifacts": true,
    "n_ideas": 12,
    "n_legislation": 0,
    "n_artifacts": 2,
    "n_kpi_targets": 0,
    "n_kpi_results": 0,
    "n_outcomes": 1,
    "verified_own_data": true
  },
  "strategy_profile": {
    "status": "needs_review",
    "confidence": "medium",
    "summary": "To ensure that the copyright system provides reasonable and practical measures that reflect contemporary use of copyright material in the public interest, particularly for educational and cultural purposes.",
    "official_site_url": "https://smartcopying.edu.au/about-us/",
    "source_documents": [],
    "purpose": {
      "text": "To ensure that the copyright system provides reasonable and practical measures that reflect contemporary use of copyright material in the public interest, particularly for educational and cultural purposes.",
      "source_url": "https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf",
      "source_page": 14,
      "source_deep_url": "https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf#page=14"
    },
    "vision": null,
    "strategic_priorities": [
      {
        "title": "Secure Australia’s future as a modern and leading digital economy and society by 2030 through creating a ‘digitally incl",
        "description": "Secure Australia’s future as a modern and leading digital economy and society by 2030 through creating a ‘digitally inclusive and capable Australia’.",
        "source_url": "https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf",
        "source_page": 17,
        "source_deep_url": "https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf#page=17"
      }
    ],
    "values": [],
    "outcomes": [
      {
        "name": "Digital Economy Strategy",
        "description": "The Government’s Digital Economy Strategy aims to secure Australia’s future as a modern and leading digital economy and society by 2030 through creating a ‘digitally inclusive and capable Australia’.",
        "activities": [
          "Creating a digitally inclusive and capable Australia",
          "Ensuring all Australians have access to digital skills and technology"
        ],
        "source_url": "https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf",
        "source_page": 17,
        "source_deep_url": "https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf#page=17"
      }
    ],
    "performance_measures": [],
    "document_alignment_terms": {
      "must_support": [
        "To ensure that the copyright system provides reasonable and practical measures that reflect contemporary use of copyright material in the public interest, particularly for educatio",
        "Secure Australia’s future as a modern and leading digital economy and society by 2030 through creating a ‘digitally inclusive and capable Australia’."
      ],
      "watch_terms": [],
      "avoid_claiming_without_evidence": []
    },
    "review_note": "Structured strategy exists but is incomplete."
  },
  "strategy_brief_md": "# Copyright Advisory Group — Strategy Brief\n\n**Reporting period**: 2024-25\n**Corporate plan in force**: 2025-26\n**Corporate Plan**: [2025-26](https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)\n\n## Our purpose / purposes\n\n> To ensure that the copyright system provides reasonable and practical measures that reflect contemporary use of copyright material in the public interest, particularly for educational and cultural purposes. [[CP p.14](https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf#page=14)]\n\n## Government priorities for this department\n\n- Secure Australia’s future as a modern and leading digital economy and society by 2030 through creating a ‘digitally inclusive and capable Australia’. [[CP p.17](https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf#page=17)]\n\n## Outcomes\n\n### Digital Economy Strategy\nThe Government’s Digital Economy Strategy aims to secure Australia’s future as a modern and leading digital economy and society by 2030 through creating a ‘digitally inclusive and capable Australia’. [[CP p.17](https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf#page=17)]\n\n**Key activities:**\n- Creating a digitally inclusive and capable Australia\n- Ensuring all Australians have access to digital skills and technology",
  "strategy_overview_evidence_md": null,
  "internal_strategy_evidence_md": "# Copyright Advisory Group - Strategy, Performance, and Operating Profile\n\n**Generated at**: 2026-05-09T22:07:28.804416+00:00\n**Entity ID**: B-003229\n**Entity type**: Ministerial Council\n**Jurisdiction**: Commonwealth\n**Portfolio**: Education\n**Website**: https://smartcopying.edu.au/about-us/\n\n> Draft generated from scraped source material. Treat this as an evidence pack for editorial review, not a final judgement.\n\n## Source Coverage\n\n| Source type | Count |\n|---|---:|\n| other-pdfs | 2 |\n| pages | 9 |\n\n## Executive Readout\n\n### Purpose\n\n- However, CAG\nis concerned that:\n● the word “temporary” has a particular meaning for the purpose of the Copyright Act\nbecause of the way that it is used in the Act (see for example sections 43A, 43B, 43C,\n47J, 110AA, 111A, 111B and 200AAA), which is inapt for proposed section 113MA;\n● this approach may severely impact the national OFAI, which has not been designed to\naccommodate such a requirement.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 126]\ncopyright owner”;177 the ‘special case’ exception only permits copying what is\nneeded for educational instruction.178\n○ limiting copying by reference to commercial availability – eg copying under the\n‘special case’ exception or the ‘fair dealing for research or study’ exceptions both\nrequire considering whether the desired reproductions are commercially\navailable.179\n○ limiting the purpose for which copying can occur – eg the ‘disability access’\nexceptions are for assisting those with a disability; the statutory licence limits\ncopying to educational purposes; the proposed new ‘show and tell’ exception is for\nthe purpose of educational instruction; proposed s 113MB applies to exams while\nthe fair dealing exceptions are limited to research or study.180\n○ imposing access restrictions – the relevant copyright exceptions impose various\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The purpose of the\nFuture Fund is stated to be to finance Copyright Agency’s campaign against the copyright reforms\nbeing sought by the education sector.70 Between 2014 and 2016, Copyright Agency amassed a\nfund worth $15.5 million.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 71]\nworks other than a computer program and\no\nworks or other subject matter that is not available in the required accessible\no\nformat (eg in Braille for a student with a visual impairment)\n• the class of user: persons with a disability or someone on their behalf for s 113E of\nthe Copyright Act or an organisation assisting persons with a disability, or a person\nacting on behalf of such an organisation for s 113F of the Copyright Act\n• the purpose of the use: assisting persons with a disability and\n• the conditions set out in ss 113E and 113F of the Copyright Act.\n(d) Has the use of the TPM had an adverse impact on the non-infringing use by the person\nor body seeking the exception, or is it likely that it will have such an impact?\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n\n### Role and Functions\n\n- This file is auto-generated */\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!/[^a-zA-Z0-9]/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.\n  Source: `pages/reforms-index__02.html (https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml)`\n- A 2020 Pearson Global Learner Survey of over 7,000 people across the globe, including over\n1,000 Australian participants, found that 78% of respondents believe education will fundamentally\nchange due to COVID-19, with an increased role for online learning in schools and universities.48\nCOVID-19 has only accelerated the profound shift in the future workforce towards a nation of\nflexible workers.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 119]\nAttachment 15 – Draft guidelines on “reasonable steps” under\nproposed paragraph 113MA(2)(d)\nProposed subsection 113MA(2)(d) in schedule 4, item 7 of the Exposure Draft reads (emphasis\nadded):\n“(d) if the use is making the material available online (whether at the premises of the\neducational institution or on the internet)—the body administering the educational\ninstitution takes reasonable steps to limit access to the material to persons taking\npart in the giving or receiving of the educational instruction;”\nCAG proposes the following guidelines on what would constitute “reasonable steps”:\nReasonable steps may include the following:\n1. ensure that you only use copyright material where it is for the educational purposes\nof the school or for the purposes of educational instruction\n2. only use a small amount of the copyright material where possible (ie extracts) not\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 17]\nPart A: Submission to the Exposure Draft of the\nCopyright Amendment (Access Reform) Bill 2021\n1 Australia’s Digital Economy Strategy\n“The first role of government is to create the policy settings for the digital economy to\nflourish.”10\nThe Government’s Digital Economy Strategy aims to secure Australia’s future as a modern and\nleading digital economy and society by 2030 through creating a “digitally inclusive and capable\nAustralia”.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- In the 2021-2022 budget, the Government announced significant funding towards the Digital\nEconomy Strategy through various means, including:\n10 Digital Economy Strategy 2030 (2021) available at https://digitaleconomy.pmc.gov.au/sites/default/files/2021-\n05/digital-economy-strategy.pdf, p 9.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, the NCU estimates that in\n2019 (the most recent year of survey data\navailable), schools across Australia paid approximately $659,000 for displaying text on screens\nin classrooms.72 Note that many of the instances of display in the classroom are of very small\nexcerpts of copyright material (ie the amount of text that can physically be displayed on a screen)\nand this may often result in remunerable uses that are likely to be below the threshold to distribute\non pursuant to Copyright Agency’s distribution policy.73 This means that the majority of revenue\ncollected for this activity may be retained in Copyright Agency’s Future Fund, discussed above in\nPart 5.1.1.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n\n### Strategic Priorities\n\n- Their\nfindings and 5 recommendations are available in their Report: “In the same sentence: Bringing\nhigher and vocational education together\".121 In March 2021, the NSW Government committed\nto implementing the 5 recommendations from the Review on the NSW vocational education and\ntraining sector.122\nTwo key reform priorities are:123\n• establishing a new form of tertiary education known as NSW Institute of Applied\nTechnology (NSW IAT).\n• improving the quality of vocational education made available in high schools.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- In the 2021-2022 budget, the Government announced significant funding towards the Digital\nEconomy Strategy through various means, including:\n10 Digital Economy Strategy 2030 (2021) available at https://digitaleconomy.pmc.gov.au/sites/default/files/2021-\n05/digital-economy-strategy.pdf, p 9.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, the NCU estimates that in\n2019 (the most recent year of survey data\navailable), schools across Australia paid approximately $659,000 for displaying text on screens\nin classrooms.72 Note that many of the instances of display in the classroom are of very small\nexcerpts of copyright material (ie the amount of text that can physically be displayed on a screen)\nand this may often result in remunerable uses that are likely to be below the threshold to distribute\non pursuant to Copyright Agency’s distribution policy.73 This means that the majority of revenue\ncollected for this activity may be retained in Copyright Agency’s Future Fund, discussed above in\nPart 5.1.1.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, CAG\nis concerned that:\n● the word “temporary” has a particular meaning for the purpose of the Copyright Act\nbecause of the way that it is used in the Act (see for example sections 43A, 43B, 43C,\n47J, 110AA, 111A, 111B and 200AAA), which is inapt for proposed section 113MA;\n● this approach may severely impact the national OFAI, which has not been designed to\naccommodate such a requirement.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- In August\n2020, the Heads of Agreement for Skills Reform (National Skills Reform Agreement)108 was\nsigned by the Commonwealth and all State and Territory governments, informed by a number of\nreviews including the NSW VET Review.109\nAll governments are working towards a new National Skills Reform Agreement which will be\nfinalised in the first half of 2022.110\nThe National Skills Reform Agreement outlines 9 priorities, including:\n● strengthening VET pathways for secondary school students and improving the quality and\nvocational relevance of VET in schools.\n● increasing real investment in VET, while undertaking agreed reforms needed to ensure\nthis investment will improve outcomes for Australians and the economy.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 126]\ncopyright owner”;177 the ‘special case’ exception only permits copying what is\nneeded for educational instruction.178\n○ limiting copying by reference to commercial availability – eg copying under the\n‘special case’ exception or the ‘fair dealing for research or study’ exceptions both\nrequire considering whether the desired reproductions are commercially\navailable.179\n○ limiting the purpose for which copying can occur – eg the ‘disability access’\nexceptions are for assisting those with a disability; the statutory licence limits\ncopying to educational purposes; the proposed new ‘show and tell’ exception is for\nthe purpose of educational instruction; proposed s 113MB applies to exams while\nthe fair dealing exceptions are limited to research or study.180\n○ imposing access restrictions – the relevant copyright exceptions impose various\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The purpose of the\nFuture Fund is stated to be to finance Copyright Agency’s campaign against the copyright reforms\nbeing sought by the education sector.70 Between 2014 and 2016, Copyright Agency amassed a\nfund worth $15.5 million.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 71]\nworks other than a computer program and\no\nworks or other subject matter that is not available in the required accessible\no\nformat (eg in Braille for a student with a visual impairment)\n• the class of user: persons with a disability or someone on their behalf for s 113E of\nthe Copyright Act or an organisation assisting persons with a disability, or a person\nacting on behalf of such an organisation for s 113F of the Copyright Act\n• the purpose of the use: assisting persons with a disability and\n• the conditions set out in ss 113E and 113F of the Copyright Act.\n(d) Has the use of the TPM had an adverse impact on the non-infringing use by the person\nor body seeking the exception, or is it likely that it will have such an impact?\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The purpose of\nthe Future Fund is stated to be to finance Copyright Agency’s campaign against the copyright\nreforms being sought by the education sector.133 Between 2014 and 2016, Copyright Agency\namassed a fund worth $15.5 million.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- All inquiries about the National Copyright Unit should be directed to:\nNational Copyright Unit\nLevel 7, 105 Phillip Street, Parramatta NSW 2150\nTelephone: 02 7814 3855\nEmail: smartcopying@det.nsw.edu.au\nNational Copyright Unit Team\nDelia Browne\nDirector, National Copyright Unit\nDelia is a highly respected copyright lawyer who leads the National Copyright Unit (NCU) providing specialist copyright advice to Australian Schools and Technical and Further Education (TAFE) institutes with a focus on the rapidly changing digital teaching environment –\nwww.smartcopying.edu.au\n.\n  Source: `pages/about.html (https://smartcopying.edu.au/about-us/)`\n\n## KPIs, Targets, and Where They Are At\n\n- However, the NCU estimates that in\n2019 (the most recent year of survey data\navailable), schools across Australia paid approximately $659,000 for displaying text on screens\nin classrooms.72 Note that many of the instances of display in the classroom are of very small\nexcerpts of copyright material (ie the amount of text that can physically be displayed on a screen)\nand this may often result in remunerable uses that are likely to be below the threshold to distribute\non pursuant to Copyright Agency’s distribution policy.73 This means that the majority of revenue\ncollected for this activity may be retained in Copyright Agency’s Future Fund, discussed above in\nPart 5.1.1.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- In the 2021-2022 budget, the Government announced significant funding towards the Digital\nEconomy Strategy through various means, including:\n10 Digital Economy Strategy 2030 (2021) available at https://digitaleconomy.pmc.gov.au/sites/default/files/2021-\n05/digital-economy-strategy.pdf, p 9.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, the Discussion Paper notes that one of the key elements of this proposed reform is to\nallow lessons to be recorded and made available to students and others taking part in the lesson\nto view or hear later.81 To ensure that this outcome is achieved and to remove any ambiguity for\nteachers, CAG recommends the Department amend proposed paragraph (2)(a) of proposed\nsection 113MA so that it reads:\n\"(a) the use is [for or] in the course of giving or receiving educational instruction\".\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, CAG\nis concerned that:\n● the word “temporary” has a particular meaning for the purpose of the Copyright Act\nbecause of the way that it is used in the Act (see for example sections 43A, 43B, 43C,\n47J, 110AA, 111A, 111B and 200AAA), which is inapt for proposed section 113MA;\n● this approach may severely impact the national OFAI, which has not been designed to\naccommodate such a requirement.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 126]\ncopyright owner”;177 the ‘special case’ exception only permits copying what is\nneeded for educational instruction.178\n○ limiting copying by reference to commercial availability – eg copying under the\n‘special case’ exception or the ‘fair dealing for research or study’ exceptions both\nrequire considering whether the desired reproductions are commercially\navailable.179\n○ limiting the purpose for which copying can occur – eg the ‘disability access’\nexceptions are for assisting those with a disability; the statutory licence limits\ncopying to educational purposes; the proposed new ‘show and tell’ exception is for\nthe purpose of educational instruction; proposed s 113MB applies to exams while\nthe fair dealing exceptions are limited to research or study.180\n○ imposing access restrictions – the relevant copyright exceptions impose various\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 30]\nschools to transform the maths classroom; Third Space Learning’s online math tutoring\nplatform used by over 500 schools in the United Kingdom; Brainly’s Intelligent support for\ncollaborative learning which has 80 million unique users monthly across 35 countries and\nwhich uses a social network to help millions of students collaborate through the power of\nAI.”\nData analytics tools are being employed internationally to measure student learning and adapt\nteaching methods to suit individual students based on the results.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The purpose of the\nFuture Fund is stated to be to finance Copyright Agency’s campaign against the copyright reforms\nbeing sought by the education sector.70 Between 2014 and 2016, Copyright Agency amassed a\nfund worth $15.5 million.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 71]\nworks other than a computer program and\no\nworks or other subject matter that is not available in the required accessible\no\nformat (eg in Braille for a student with a visual impairment)\n• the class of user: persons with a disability or someone on their behalf for s 113E of\nthe Copyright Act or an organisation assisting persons with a disability, or a person\nacting on behalf of such an organisation for s 113F of the Copyright Act\n• the purpose of the use: assisting persons with a disability and\n• the conditions set out in ss 113E and 113F of the Copyright Act.\n(d) Has the use of the TPM had an adverse impact on the non-infringing use by the person\nor body seeking the exception, or is it likely that it will have such an impact?\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The purpose of\nthe Future Fund is stated to be to finance Copyright Agency’s campaign against the copyright\nreforms being sought by the education sector.133 Between 2014 and 2016, Copyright Agency\namassed a fund worth $15.5 million.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 123]\nMeeting criterion (d): an actual or likely adverse impact on the doing of the\nact by the person has been credibly demonstrated\nIn oral submissions to the Senate Select Committee that considered the AUSFTA, the Department\nof Foreign Affairs and Trade assured committee members that the proposed TPM provisions\nwere:170\n“designed to assist copyright owners to enforce their copyright and target piracy, not to\nstop people doing legitimate things with legitimate copyright material”.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- All inquiries about the National Copyright Unit should be directed to:\nNational Copyright Unit\nLevel 7, 105 Phillip Street, Parramatta NSW 2150\nTelephone: 02 7814 3855\nEmail: smartcopying@det.nsw.edu.au\nNational Copyright Unit Team\nDelia Browne\nDirector, National Copyright Unit\nDelia is a highly respected copyright lawyer who leads the National Copyright Unit (NCU) providing specialist copyright advice to Australian Schools and Technical and Further Education (TAFE) institutes with a focus on the rapidly changing digital teaching environment –\nwww.smartcopying.edu.au\n.\n  Source: `pages/about.html (https://smartcopying.edu.au/about-us/)`\n- 1.0\nSmartcopying\nhttps://smartcopying.edu.au\nCopyright Law Reform - Smartcopying\nrich\n600\n338\n<blockquote class=\"wp-embedded-content\" data-secret=\"pR1G0cYJ0Y\"><a href=\"https://smartcopying.edu.au/copyright-law-reform/\">Copyright Law Reform</a></blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https://smartcopying.edu.au/copyright-law-reform/embed/#?secret=pR1G0cYJ0Y\" width=\"600\" height=\"338\" title=\"“Copyright Law Reform” — Smartcopying\" data-secret=\"pR1G0cYJ0Y\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"></iframe><script type=\"text/javascript\">\n/* <![CDATA[ */\n/*!\n  Source: `pages/reforms-index__02.html (https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml)`\n- This file is auto-generated */\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!/[^a-zA-Z0-9]/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.\n  Source: `pages/reforms-index__02.html (https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml)`\n- [pages 1,2,3]\n[Page 1]\nCAG Schools Submission\nCopyright Advisory Group – Schools (CAG) Submission to the Exposure\nDraft of the Copyright Amendment (Access Reform) Bill 2021 (Exposure\nDraft Bill) and Review of Technological Protection Measures Exceptions\n(TPM Review) (CAG Schools Submission)\nCAG Schools Submission – February 2022 1\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n\n## Key Metrics\n\n| Values found | Evidence | Source |\n|---|---|---|\n| $659,000 | However, the NCU estimates that in\n2019 (the most recent year of survey data\navailable), schools across Australia paid approximately $659,000 for displaying text on screens\nin classrooms.72 Note that many of the instances of display in the classroom are of very small\nexcerpts of copyright material (ie the amount of text that can physically be displayed on a screen)\nand this may often result in remunerable uses that are likely to be below the thre | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $15.5 million, 15.5 million | The purpose of the\nFuture Fund is stated to be to finance Copyright Agency’s campaign against the copyright reforms\nbeing sought by the education sector.70 Between 2014 and 2016, Copyright Agency amassed a\nfund worth $15.5 million. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $80 million, 80 million | As part of this reform, the NSW Government has invested $80 million in the NSW Institute of\nApplied Technology for Construction.125 This institute will (emphasis added):\n• be a signature construction training hub aligned to industry\n• enable student and staff engagement with industry partners\n• create an education environment to address skills gaps in the economy\n• foster a network between schools, VET, universities, and industry, to co-design fu | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $15.5 million, 15.5 million | The purpose of\nthe Future Fund is stated to be to finance Copyright Agency’s campaign against the copyright\nreforms being sought by the education sector.133 Between 2014 and 2016, Copyright Agency\namassed a fund worth $15.5 million. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $940 million, $1 billion, $91.5 million, 940 million, 1 billion, 91.5 million | The NCU estimates that the school system spends between $940 million - $1 billion per annum\npurchasing content.3 In addition, the school jurisdictions pay approximately $91.5 million annually\nin collective copyright licence fees to Australian collecting societies.4 These licence fees are then\ndistributed to the collecting societies’ members. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $940\n, $940 million, $1 billion, $91.5 million, $91.5 | The\nThe school system spends NCU estimates that the school system spends between $940\n$940 million - $1 billion million - $1 billion per annum acquiring content.7 In addition,\nthe school jurisdictions pay approximately $91.5 million\nannually acquiring content\nannually in collective copyright licence fees to Australian\nand approximately $91.5\ncollecting societies.8 These licence fees are then distributed\nmillion annually in licence\nto the collecti | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $149.2 million, $10.7 million, $22.6 million, $24.7 million, 149.2 million, 10.7 million | [Page 18]\n● “$149.2 million over four years from 2021 22 to establish up to 15 industry owned Skills\nEnterprises to deliver improved skills and workforce outcomes through collaboration with\n‑\nindustry and to ensure that the Vocational Education and Training (VET) system is\nresponsive to industry and employer skills needs.”13\n● $10.7 million over three years from 2021 22 to trial up to four industry led Digital Skills\nCadetship pilots to develop n | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $14.3 million, $8.2 million, 14.3 million, 8.2 million | In 2019, we know Copyright\nAgency had undistributed funds of $14.3 million.66 From that, we estimate that $8.2 million may\nhave corresponded to orphan works.67 However this is only an estimate, because CAG does not\nreceive this information from Copyright Agency. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $9.6 million, 9.6 million | The most recently reported balance of the Future Fund is $9.6 million.71\n68 Figure 3, on page 10 of the EY Report shows the copyright value chain. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $15.5 million, 15.5 million | [pages 49,50,51]\nof the\nFuture Fund is stated to be to finance Copyright Agency’s campaign against the copyright reforms\nbeing sought by the education sector.70 Between 2014 and 2016, Copyright Agency amassed a\nfund worth $15.5 million. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $940 million, $1 billion, $91.5 million, $54.8 million, $27.7 million, $9 million | As mentioned in the Introduction, the NCU estimates that the school system spends between\n$940 million - $1 billion per annum purchasing content.75 In addition, the NCU estimates\nAustralian school jurisdictions pay at least $91.5 million (not including copyright licences taken\nout by individual departments of education, schools and teachers) in collective copyright licence\nfees to Australian collecting societies, which are then distributed to the | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $154 million, 154 million | [pages 95,96,97,98]\nor Construction, the IAT for Digital Technology is being constructed as part\nof the $154 million Meadowbank Education Precinct.126\nLike the IAT for Construction, it promises: 127\n“Technologies that facilitate ‘virtual belonging’ – video connections, remote lesson\ndelivery, online courses, blended courses.”\nThe IAT for Digital Technology is due to open in August 2022. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $4.9 million, $3.5 million, 4.9 million, 3.5 million | In Copyright Agency’s Director’s Report for 2020/21, it discloses that Copyright Agency spent\napproximately $4.9 million dollars on legal fees in the 2020 and 2021 financial years.150\nApproximately $3.5 million of that came from the Future Fund, and just over a million from\n‘distribution roll over funds’, which is money that until very recently was moved into the Future\nFund.151 What this means is that the education sector was almost entirely the | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $7.3 million, $12.8 million, 7.3 million, 12.8 million | Meanwhile, Copyright Agency has spent over $7.3 million on marketing and communications\nsince the Future Fund was established.152 This is in addition to the almost $12.8 million that\nCopyright Agency has spent on consultancy fees since 2011/2012.153 This sits uncomfortably with\nCAG’s education department obligations in relation to expenditure of public funds, and best-\npractice administration for Catholic and Independent school authorities. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $55 million, 55 million | The right-hand side\n(highlighted yellow), illustrates how schools pay licence fees under the statutory licence to\nCopyright Agency for distribution to members (currently about $55 million annually).69 From the\nlicence fees paid, ‘uncollected revenue’ is moved to a trust for undistributed funds. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $154 million, 154 million | [Page 95]\nIn addition to the IAT for Construction, the IAT for Digital Technology is being constructed as part\nof the $154 million Meadowbank Education Precinct.126\nLike the IAT for Construction, it promises: 127\n“Technologies that facilitate ‘virtual belonging’ – video connections, remote lesson\ndelivery, online courses, blended courses.”\nThe IAT for Digital Technology is due to open in August 2022. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $400 million, $460 million, 400 million, 460 million | In 2012, the content acquisition figure by schools was $400 million, which when indexed by CPI\nequates to nearly $460 million annually in 2019. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $659,000 | However, the NCU estimates that in\n2019 (the most recent year of survey data\navailable), schools across Australia paid approximately $659,000 for displaying text on screens\nin classrooms.72 Note that many of the instances of display in the classroom are of very small\nexcerpts of copyright material (ie the amount of text that can physically be displayed on a screen)\nand this may often result in remunerable uses that are likely to be below the thre | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| 80 million | [Page 30]\nschools to transform the maths classroom; Third Space Learning’s online math tutoring\nplatform used by over 500 schools in the United Kingdom; Brainly’s Intelligent support for\ncollaborative learning which has 80 million unique users monthly across 35 countries and\nwhich uses a social network to help millions of students collaborate through the power of\nAI.”\nData analytics tools are being employed internationally to measure student lear | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n| $15.5 million, 15.5 million | The purpose of the\nFuture Fund is stated to be to finance Copyright Agency’s campaign against the copyright reforms\nbeing sought by the education sector.70 Between 2014 and 2016, Copyright Agency amassed a\nfund worth $15.5 million. | `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)` |\n\n## Key Achievements\n\n- Part A discusses the Exposure Draft Bill and is divided into 5 sections:\n● Part 1 describes Australia’s Digital Economy Strategy and highlights the importance that\neducation plays in achieving this strategy\n● Part 2 discusses Australia’s national education vision\n● Part 3 sets out what a modern education system looks like\n● Part 4 discusses the current problems with the Copyright Act (where the vision and reality\ndon’t meet), and where these problems are fixed by the Exposure Draft Bill\n● Part 5 assesses the economic impact of the Exposure Draft Bill.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 12]\nLACA House of Representatives Standing Committee on Legal\nand Constitutional Affairs\nModernisation Consultation Department of Communications and the Arts, Copyright\nmodernisation consultation 2018\nNational Skills Reform Heads of Agreement for Skills Reform\nAgreement\nNCU The National Copyright Unit\nNSR Agreement National School Reform Agreement\nNSW IAT NSW Institute of Applied Technology\nNSW VET Report David Gonski AC and Peter Shergold AC, ‘In the same\nsentence: Bringing higher and vocational education\ntogether’, March 2021\nOFAI Online Formative Assessment Initiative\nPC Report Productivity Commission’s (PC) Inquiry into IP\nArrangements\nPISA Program for International Student Assessment\nPPCA Phonographic Performance Company of Australia Ltd\nSTEM Science, Technology, Engineering and Math\nTDM Text and Data Mining\nTool OFAI Teaching Tools Network\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- In the 2021-2022 budget, the Government announced significant funding towards the Digital\nEconomy Strategy through various means, including:\n10 Digital Economy Strategy 2030 (2021) available at https://digitaleconomy.pmc.gov.au/sites/default/files/2021-\n05/digital-economy-strategy.pdf, p 9.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, the NCU estimates that in\n2019 (the most recent year of survey data\navailable), schools across Australia paid approximately $659,000 for displaying text on screens\nin classrooms.72 Note that many of the instances of display in the classroom are of very small\nexcerpts of copyright material (ie the amount of text that can physically be displayed on a screen)\nand this may often result in remunerable uses that are likely to be below the threshold to distribute\non pursuant to Copyright Agency’s distribution policy.73 This means that the majority of revenue\ncollected for this activity may be retained in Copyright Agency’s Future Fund, discussed above in\nPart 5.1.1.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, CAG\nis concerned that:\n● the word “temporary” has a particular meaning for the purpose of the Copyright Act\nbecause of the way that it is used in the Act (see for example sections 43A, 43B, 43C,\n47J, 110AA, 111A, 111B and 200AAA), which is inapt for proposed section 113MA;\n● this approach may severely impact the national OFAI, which has not been designed to\naccommodate such a requirement.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 126]\ncopyright owner”;177 the ‘special case’ exception only permits copying what is\nneeded for educational instruction.178\n○ limiting copying by reference to commercial availability – eg copying under the\n‘special case’ exception or the ‘fair dealing for research or study’ exceptions both\nrequire considering whether the desired reproductions are commercially\navailable.179\n○ limiting the purpose for which copying can occur – eg the ‘disability access’\nexceptions are for assisting those with a disability; the statutory licence limits\ncopying to educational purposes; the proposed new ‘show and tell’ exception is for\nthe purpose of educational instruction; proposed s 113MB applies to exams while\nthe fair dealing exceptions are limited to research or study.180\n○ imposing access restrictions – the relevant copyright exceptions impose various\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The purpose of the\nFuture Fund is stated to be to finance Copyright Agency’s campaign against the copyright reforms\nbeing sought by the education sector.70 Between 2014 and 2016, Copyright Agency amassed a\nfund worth $15.5 million.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 71]\nworks other than a computer program and\no\nworks or other subject matter that is not available in the required accessible\no\nformat (eg in Braille for a student with a visual impairment)\n• the class of user: persons with a disability or someone on their behalf for s 113E of\nthe Copyright Act or an organisation assisting persons with a disability, or a person\nacting on behalf of such an organisation for s 113F of the Copyright Act\n• the purpose of the use: assisting persons with a disability and\n• the conditions set out in ss 113E and 113F of the Copyright Act.\n(d) Has the use of the TPM had an adverse impact on the non-infringing use by the person\nor body seeking the exception, or is it likely that it will have such an impact?\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The purpose of\nthe Future Fund is stated to be to finance Copyright Agency’s campaign against the copyright\nreforms being sought by the education sector.133 Between 2014 and 2016, Copyright Agency\namassed a fund worth $15.5 million.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- All inquiries about the National Copyright Unit should be directed to:\nNational Copyright Unit\nLevel 7, 105 Phillip Street, Parramatta NSW 2150\nTelephone: 02 7814 3855\nEmail: smartcopying@det.nsw.edu.au\nNational Copyright Unit Team\nDelia Browne\nDirector, National Copyright Unit\nDelia is a highly respected copyright lawyer who leads the National Copyright Unit (NCU) providing specialist copyright advice to Australian Schools and Technical and Further Education (TAFE) institutes with a focus on the rapidly changing digital teaching environment –\nwww.smartcopying.edu.au\n.\n  Source: `pages/about.html (https://smartcopying.edu.au/about-us/)`\n- 1.0\nSmartcopying\nhttps://smartcopying.edu.au\nCopyright Law Reform - Smartcopying\nrich\n600\n338\n<blockquote class=\"wp-embedded-content\" data-secret=\"pR1G0cYJ0Y\"><a href=\"https://smartcopying.edu.au/copyright-law-reform/\">Copyright Law Reform</a></blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https://smartcopying.edu.au/copyright-law-reform/embed/#?secret=pR1G0cYJ0Y\" width=\"600\" height=\"338\" title=\"“Copyright Law Reform” — Smartcopying\" data-secret=\"pR1G0cYJ0Y\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"></iframe><script type=\"text/javascript\">\n/* <![CDATA[ */\n/*!\n  Source: `pages/reforms-index__02.html (https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml)`\n- This file is auto-generated */\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!/[^a-zA-Z0-9]/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.\n  Source: `pages/reforms-index__02.html (https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml)`\n\n## Key Issues, Risks, and Recommendations\n\n- In 2016, this problem was noted\nby the then Education Department secretary, Jenny Gale, who highlighted the “tyranny of\ndistance” as a significant issue that continues to have an impact on Tasmanian students:42\n38 Marina Thomas, ‘How will schools look in 10 years?’ News.com.au, 5 February 2013.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- In the United States, the use of\nblended learning in schools has increased by an average of over 30% per year since 2006.46\n3.2.1 The impact of COVID-19\nAs stated in the Discussion Paper, a number of law reform inquiries identified considerable access\nissues to digital content in Australia.47 The COVID-19 pandemic has highlighted these access\n43 See more information on the Digital Technologies in Focus website:\nhttps://www.australiancurriculum.edu.au/resources/digital-technologies-in-focus/.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- Their\nfindings and 5 recommendations are available in their Report: “In the same sentence: Bringing\nhigher and vocational education together\".121 In March 2021, the NSW Government committed\nto implementing the 5 recommendations from the Review on the NSW vocational education and\ntraining sector.122\nTwo key reform priorities are:123\n• establishing a new form of tertiary education known as NSW Institute of Applied\nTechnology (NSW IAT).\n• improving the quality of vocational education made available in high schools.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 109]\n● 2014 – the ALRC Copyright and the Digital Economy report recommended the introduction\nof fair use, with a ‘fallback’ recommendation of additional fair dealing exceptions, including\nan exception for fair dealing for education.141\n● 2016 – the Productivity Commission’s Inquiry into IP Arrangements (PC Report)\nrecommended the introduction of fair use.142\n● 2016 – the Government commissioned Ernst and Young (EY) to undertake a cost benefit\nassessment of the introduction of a fair use exception.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- Contact Us\nInquiries about the Smartcopying website should be directed to:\nNational Copyright Unit\n105 Phillip Street, Parramatta, NSW, 2150\nTel: 02 7814 3855\nEmail:\nsmartcopying@det.nsw.edu.au\nFor further information on specific copyright issues contact your Local Copyright Manager below.\n  Source: `pages/contact.html (https://smartcopying.edu.au/contact-us/)`\n- In the 2021-2022 budget, the Government announced significant funding towards the Digital\nEconomy Strategy through various means, including:\n10 Digital Economy Strategy 2030 (2021) available at https://digitaleconomy.pmc.gov.au/sites/default/files/2021-\n05/digital-economy-strategy.pdf, p 9.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- These devices combine the portable teleconferencing capabilities of tablets with the\nability to tilt and pan the device’s camera and could have a profound impact for children who may\nnot otherwise be able to physically access classrooms.39\n3.2 Blended learning\nBlended learning combines teaching and learning methods from both face-to-face, mobile and\nonline learning and it includes elements of both synchronous and asynchronous options.\n“The integration of new mobile technologies and online media is proving highly effective\nin helping schools meet the expectations of 21st century learners, while addressing the\nchallenges of limited resources and the special needs of many students.”40\nAs noted in research findings in Victoria, looking at blended learning over a five-year period:\n“We live in a connected world with unparalleled access\nBlended learning is an effective,\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, the NCU estimates that in\n2019 (the most recent year of survey data\navailable), schools across Australia paid approximately $659,000 for displaying text on screens\nin classrooms.72 Note that many of the instances of display in the classroom are of very small\nexcerpts of copyright material (ie the amount of text that can physically be displayed on a screen)\nand this may often result in remunerable uses that are likely to be below the threshold to distribute\non pursuant to Copyright Agency’s distribution policy.73 This means that the majority of revenue\ncollected for this activity may be retained in Copyright Agency’s Future Fund, discussed above in\nPart 5.1.1.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, CAG\nis concerned that:\n● the word “temporary” has a particular meaning for the purpose of the Copyright Act\nbecause of the way that it is used in the Act (see for example sections 43A, 43B, 43C,\n47J, 110AA, 111A, 111B and 200AAA), which is inapt for proposed section 113MA;\n● this approach may severely impact the national OFAI, which has not been designed to\naccommodate such a requirement.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 126]\ncopyright owner”;177 the ‘special case’ exception only permits copying what is\nneeded for educational instruction.178\n○ limiting copying by reference to commercial availability – eg copying under the\n‘special case’ exception or the ‘fair dealing for research or study’ exceptions both\nrequire considering whether the desired reproductions are commercially\navailable.179\n○ limiting the purpose for which copying can occur – eg the ‘disability access’\nexceptions are for assisting those with a disability; the statutory licence limits\ncopying to educational purposes; the proposed new ‘show and tell’ exception is for\nthe purpose of educational instruction; proposed s 113MB applies to exams while\nthe fair dealing exceptions are limited to research or study.180\n○ imposing access restrictions – the relevant copyright exceptions impose various\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- 2.1 Alice Springs (Mparntwe) Education Goals\nIn December 2019, the Commonwealth and all State and Territory governments committed to the\nAlice Springs (Mparntwe) Declaration (Declaration).17 The Declaration sets out the vision for:18\n“a world class education system that encourages and supports every student to be the\nvery best they can be, no matter where they live or what kind of learning challenges they\nmay face”.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 29]\nissues, with the need for schools to make an urgent transition to widespread online and remote\nlearning in 2020, 2021 and continuing in 2022.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The purpose of the\nFuture Fund is stated to be to finance Copyright Agency’s campaign against the copyright reforms\nbeing sought by the education sector.70 Between 2014 and 2016, Copyright Agency amassed a\nfund worth $15.5 million.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- [Page 71]\nworks other than a computer program and\no\nworks or other subject matter that is not available in the required accessible\no\nformat (eg in Braille for a student with a visual impairment)\n• the class of user: persons with a disability or someone on their behalf for s 113E of\nthe Copyright Act or an organisation assisting persons with a disability, or a person\nacting on behalf of such an organisation for s 113F of the Copyright Act\n• the purpose of the use: assisting persons with a disability and\n• the conditions set out in ss 113E and 113F of the Copyright Act.\n(d) Has the use of the TPM had an adverse impact on the non-infringing use by the person\nor body seeking the exception, or is it likely that it will have such an impact?\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n\n## Corporate Values and Operating Culture\n\n- This file is auto-generated */\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!/[^a-zA-Z0-9]/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.\n  Source: `pages/reforms-index__02.html (https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml)`\n- [Page 18]\n● “$149.2 million over four years from 2021 22 to establish up to 15 industry owned Skills\nEnterprises to deliver improved skills and workforce outcomes through collaboration with\n‑\nindustry and to ensure that the Vocational Education and Training (VET) system is\nresponsive to industry and employer skills needs.”13\n● $10.7 million over three years from 2021 22 to trial up to four industry led Digital Skills\nCadetship pilots to develop new and innovative pathways to increase the number of\n‑ ‑\nAustralians with high level digital skills.14\n● $22.6 million over six years from 2021 22 to establish the Next Generation Emerging\nTechnologies Graduates Program to provide up to 234 scholarships in emerging\n‑\ntechnologies areas as well as $24.7 million for the Next Generation AI Graduates\nProgram.15\nMoving forward, the Digital Economy Strategy promises Australians will “be able to access\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- The most recently reported balance of the Future Fund is $9.6 million.71\n68 Figure 3, on page 10 of the EY Report shows the copyright value chain.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- In the 2021-2022 budget, the Government announced significant funding towards the Digital\nEconomy Strategy through various means, including:\n10 Digital Economy Strategy 2030 (2021) available at https://digitaleconomy.pmc.gov.au/sites/default/files/2021-\n05/digital-economy-strategy.pdf, p 9.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, the NCU estimates that in\n2019 (the most recent year of survey data\navailable), schools across Australia paid approximately $659,000 for displaying text on screens\nin classrooms.72 Note that many of the instances of display in the classroom are of very small\nexcerpts of copyright material (ie the amount of text that can physically be displayed on a screen)\nand this may often result in remunerable uses that are likely to be below the threshold to distribute\non pursuant to Copyright Agency’s distribution policy.73 This means that the majority of revenue\ncollected for this activity may be retained in Copyright Agency’s Future Fund, discussed above in\nPart 5.1.1.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- However, CAG\nis concerned that:\n● the word “temporary” has a particular meaning for the purpose of the Copyright Act\nbecause of the way that it is used in the Act (see for example sections 43A, 43B, 43C,\n47J, 110AA, 111A, 111B and 200AAA), which is inapt for proposed section 113MA;\n● this approach may severely impact the national OFAI, which has not been designed to\naccommodate such a requirement.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- In 2016, EY published a report Cost benefit analysis of changes to the Copyright\nAct 1968 (EY Report).130\nFigure 3, on page 10 of the EY Report shows the copyright value chain:\nThis figure indicates that the money collected by Copyright Agency will eventually go back to\ncopyright holders for content production and content development.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n- A fit-for-purpose regulatory framework for declared collecting societies should, in CAG’s view,\nhave at least the following features:154\n● Legislative provisions which impose obligations on declared collecting societies with\nrespect to licensees as well as to their members.155\n● Power for the relevant Minister to review and make determinations regarding the formal\nstructure and conduct of declared collecting societies, including powers to review and\nrequire changes to a society’s constitution, distribution arrangements or reporting\nobligations.\n● Mandatory guidelines that set out the information that must be provided in a declared\ncollecting society's annual report.156\n● A requirement that there be a very clear separation between a declared collecting society's\nstatutory functions and any commercial functions that the society may also exercise with\nrespect to non-statutory licences.\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)`\n\n## Global Ideas and Case Study Inputs\n\n_No global-intelligence source text found yet. Run `CLAUDE/global-ideas-scraper.py <entity>` to populate case-study sources._\n\n## Source Artifacts Used\n\n- `pages/about.html` - pages - https://smartcopying.edu.au/about-us/\n- `pages/contact.html` - pages - https://smartcopying.edu.au/contact-us/\n- `pages/homepage.html` - pages - https://smartcopying.edu.au/about-us/\n- `pages/reforms-index.html` - pages - https://smartcopying.edu.au/copyright-law-reform/\n- `pages/reforms-index__00.html` - pages - https://smartcopying.edu.au/copyright-law-reform/\n- `pages/reforms-index__01.html` - pages - https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F\n- `pages/reforms-index__02.html` - pages - https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml\n- `pages/reforms-index__03.html` - pages - https://smartcopying.edu.au/the-copyright-access-reforms-2020/\n- `pages/reforms-index__04.html` - pages - https://smartcopying.edu.au/australian-law-reform-commission-review-copyright-and-the-digital-economy/\n- `other-pdfs/parts-of-the-body-writing-and-coloring-sheet.pdf` - other-pdfs - http://cleverlearner.com/color-the-parts/images/parts-of-the-body-writing-and-coloring-sheet.pdf\n- `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf` - other-pdfs - https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf\n\n## Gaps To Fix\n\n- No corporate plan text source found.\n- No annual report text source found.\n- No global comparison/case-study sources found.",
  "legislation_md": "# Copyright Advisory Group - Acts and Legislation Discovery\n\n**Generated at**: 2026-05-09T21:02:22.885461+00:00\n**Entity ID**: B-003229\n**Jurisdiction**: Commonwealth\n**Portfolio**: Education\n\n> This is an evidence-based discovery list from scraped department material. A mention does not always mean the department administers the legislation; high-confidence and official register links should be reviewed.\n\n## Summary\n\n- Source files scanned: 11\n- Unique legislation references found: 6\n\n| Type | Count |\n|---|---:|\n| Act | 5 |\n| Regulation | 1 |\n\n## Legislation References\n\n### Singapore Copyright Act 2021\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 3\n**Register search**: https://www.legislation.gov.au/search?query=Singapore+Copyright+Act+2021\n\n**Sources**:\n- `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n**Evidence contexts**:\n- one of the main reasons schools have advocated for a fair use provision.\nWhile the Discussion Paper states that the evidence base for broader reform was not clear (ie a\nmove to a ‘fair use’ system), in the educational context the case was been made out.65\n63 Singapore Copyright Act 2021 cl 204. Available at https://sso.agc.gov.sg/Acts-Supp/22-\n2021/Published/20211007?DocDate=20211007. The Singapore Copyright Act 2021 came into effect on 21\nNovember 2021, replacing Singapore’s Copyright Act (Chapter 63 of the 2006 Revised Edition). The new Ac\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n- e for broader reform was not clear (ie a\nmove to a ‘fair use’ system), in the educational context the case was been made out.65\n63 Singapore Copyright Act 2021 cl 204. Available at https://sso.agc.gov.sg/Acts-Supp/22-\n2021/Published/20211007?DocDate=20211007. The Singapore Copyright Act 2021 came into effect on 21\nNovember 2021, replacing Singapore’s Copyright Act (Chapter 63 of the 2006 Revised Edition). The new Act aims to\nbalance the public benefit of accessing and using copyright material whilst ensuring creators continue to be\nincentivised t\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n- new exception for use of material available on the internet for\neducational purposes which permits schools to use free to access internet materials provided the as\nlong as the source is acknowledged and the date of access is cited. For more information on the Singapore Copyright\nAct 2021, see the Copyright Factsheet by the Intellectual Property Office of Singapore (IPOS), pp 11-12. Available at\nhttps://www.ipos.gov.sg/docs/default-source/resources-library/copyright/copyright-act-factsheet.pdf.\n64 See https://www.ipos.gov.sg/ and https://www.i\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n### Copyright Act Copyright Act 1968\n\n**Type**: Act\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Copyright+Act+Copyright+Act+1968\n\n**Sources**:\n- `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n**Evidence contexts**:\n- hools\nCAG Schools Submission Copyright Advisory Group Submission to the Exposure\nDraft of the Copyright Amendment (Access Reform) Bill\n2021 and Review of Technological Protection Measures\nExceptions\nCode Code of Conduct for Copyright Collecting Societies 2019\nCopyright Act Copyright Act 1968\nCopyright Regulations Copyright Regulations 2017\nDCAR Department of Communications and the Arts Review\nDeclaration Alice Springs (Mparntwe) Declaration\nDepartment Department of Infrastructure, Transport, Regional\nDevelopment and Communications\nDigital Economy\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n### Copyright Regulations Copyright Regulations 2017\n\n**Type**: Regulation\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Copyright+Regulations+Copyright+Regulations+2017\n\n**Sources**:\n- `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n**Evidence contexts**:\n- right Advisory Group Submission to the Exposure\nDraft of the Copyright Amendment (Access Reform) Bill\n2021 and Review of Technological Protection Measures\nExceptions\nCode Code of Conduct for Copyright Collecting Societies 2019\nCopyright Act Copyright Act 1968\nCopyright Regulations Copyright Regulations 2017\nDCAR Department of Communications and the Arts Review\nDeclaration Alice Springs (Mparntwe) Declaration\nDepartment Department of Infrastructure, Transport, Regional\nDevelopment and Communications\nDigital Economy Strategy Digital Economy Strategy 2030 (2021)\nDi\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n### See Copyright, Designs and Patents Act 1988\n\n**Type**: Act\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=See+Copyright%2C+Designs+and+Patents+Act+1988\n\n**Sources**:\n- `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n**Evidence contexts**:\n- upported by the position taken by several other countries around the world.\nFor example, the United Kingdom, New Zealand, the United States and Canada all have\nexceptions that clearly allow for the performance of literary works in educational settings.129\n129 See Copyright, Designs and Patents Act 1988 (UK) s 34(1); Copyright Act 1994 (NZ) s 47(1); United States Code,\n2006 Edition, Supplement 5, Title 17 - COPYRIGHTS § 110(1)-(2); Copyright Act (R.S.C., 1985, c. C-42) s 29.5(a).\nCAG Schools Submission – February 2022 97\n\n[page 98]\nAttachment 8 – Additional\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n### Commission (Consequential and Transitional) Act 2012\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 2\n**Register search**: https://www.legislation.gov.au/search?query=Commission+%28Consequential+and+Transitional%29+Act+2012\n\n**Sources**:\n- `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n**Evidence contexts**:\n- all schools to play recorded music (eg for the school bell and at school assemblies).\nThis amendment fixes problem 4.7 in Part A. Reinstating this section will:\n• remedy an unintended consequence due to the Australian Charities and Not-for-profits\nCommission (Consequential and Transitional) Act 2012,80 and\n• simplify the education provisions by making the rules the same for all schools as well as\nmaking the provisions more fair, certain and consistent.\n1.3 Item 6\nCAG supports the drafting of schedule 4, item 6 which will ensure clarity, consistency and\ns\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n- .3 Item 6\nCAG supports the drafting of schedule 4, item 6 which will ensure clarity, consistency and\nsimplicity across the education provisions.\n79 The Alice Springs (Mparntwe) Education Declaration.\n80 See Australian Charities and Not-for-profits Commission (Consequential and Transitional) Act 2012. Available at\nhttps://www.legislation.gov.au/Details/C2012A00169.\nCAG Schools Submission – February 2022 55\n\n[page 56]\n1.4 Item 7\nCAG was pleased to see and strongly supports the insertion of proposed Division 3A as outlined\nin schedule 4, item 7.\n1.4.1 Propo\n  Source: `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl`\n\n### Retail Leases Act 1994\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 2\n**Register search**: https://www.legislation.gov.au/search?query=Retail+Leases+Act+1994\n\n**Sources**:\n- `pages/about.html`\n- `pages/homepage.html`\n\n**Evidence contexts**:\n- ompleted a Bachelor of Laws in 2014. She was admitted to practice in 2016.\nPrior to joining NCU in early 2020, Holly worked as a Mediation Officer for the Office of the NSW Small Business Commissioner, assisting the Commissioner with the administration of the Retail Leases Act 1994 (NSW) by providing strategic advice and mediation services to small businesses across New South Wales.\nShe was also a Legal Officer in the legal branch of the Yamatji Marlpa Aboriginal Corporation, a native title representative body for the Yamatji and Pilbar\n  Source: `pages/about.html`\n- ompleted a Bachelor of Laws in 2014. She was admitted to practice in 2016.\nPrior to joining NCU in early 2020, Holly worked as a Mediation Officer for the Office of the NSW Small Business Commissioner, assisting the Commissioner with the administration of the Retail Leases Act 1994 (NSW) by providing strategic advice and mediation services to small businesses across New South Wales.\nShe was also a Legal Officer in the legal branch of the Yamatji Marlpa Aboriginal Corporation, a native title representative body for the Yamatji and Pilbar\n  Source: `pages/homepage.html`\n\n## Files Scanned\n\n- `pages/about.html` (page)\n- `pages/contact.html` (page)\n- `pages/homepage.html` (page)\n- `pages/reforms-index.html` (page)\n- `pages/reforms-index__00.html` (page)\n- `pages/reforms-index__01.html` (page)\n- `pages/reforms-index__02.html` (page)\n- `pages/reforms-index__03.html` (page)\n- `pages/reforms-index__04.html` (page)\n- `other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pages.jsonl` (pdf_pages)\n- `other-pdfs/parts-of-the-body-writing-and-coloring-sheet.pages.jsonl` (pdf_pages)",
  "global_initiatives_md": null,
  "strategy": {
    "reporting_period": "2024-25",
    "corporate_plan_period": "2025-26",
    "vision": null,
    "vision_source_page": null,
    "purposes": "To ensure that the copyright system provides reasonable and practical measures that reflect contemporary use of copyright material in the public interest, particularly for educational and cultural purposes.",
    "purposes_source_page": 14,
    "how_we_deliver": null,
    "how_we_deliver_source_page": null,
    "government_priorities": [
      {
        "text": "Secure Australia’s future as a modern and leading digital economy and society by 2030 through creating a ‘digitally inclusive and capable Australia’.",
        "source_page": 17
      }
    ],
    "outcomes": [
      {
        "name": "Digital Economy Strategy",
        "description": "The Government’s Digital Economy Strategy aims to secure Australia’s future as a modern and leading digital economy and society by 2030 through creating a ‘digitally inclusive and capable Australia’.",
        "key_activities": [
          "Creating a digitally inclusive and capable Australia",
          "Ensuring all Australians have access to digital skills and technology"
        ],
        "source_page": 17
      }
    ],
    "values": [],
    "values_framework_name": null,
    "kpi_targets_2025_26": [],
    "kpi_results_2024_25": [],
    "_source_urls": {
      "annual_report_url": "",
      "corporate_plan_url": ""
    }
  },
  "ideas": [
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Citizen Services",
      "scale": "small",
      "title": "Plain-language service pages and proactive status updates",
      "idea": "Rewrite high-volume pages and letters into plain language, add status notifications, and measure contact reduction.",
      "quote": "In the United States, the use of\nblended learning in schools has increased by an average of over 30% per year since 2006.46\n3.2.1 The impact of COVID-19\nAs stated in the Discussion Paper, a number of law reform inquiries identified considerable access\nissues to digital content in Australia.47 The COVID-19 pandemic has highlighted these access\n43 See more information on the Digital Technologies in Focus website:\nhttps://www.australiancurriculum.edu.au/resources/digital-technologies-in-focus/.",
      "impact": "High",
      "effort": "Low",
      "proof": "Evidence-backed",
      "beneficiaries": "Citizens / service users",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Pick one high-volume process or document family.",
        "Name an owner and baseline current volume, time, cost, and satisfaction.",
        "Run a 4-8 week pilot with clear before/after metrics.",
        "Publish lessons and decide whether to scale."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Digital exclusion",
        "Low public trust if feedback is not acted on"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Citizen Services",
      "scale": "large",
      "title": "Single front door for life-event based services",
      "idea": "Bundle services around life events so citizens can complete related steps across agencies in one journey.",
      "quote": "In the United States, the use of\nblended learning in schools has increased by an average of over 30% per year since 2006.46\n3.2.1 The impact of COVID-19\nAs stated in the Discussion Paper, a number of law reform inquiries identified considerable access\nissues to digital content in Australia.47 The COVID-19 pandemic has highlighted these access\n43 See more information on the Digital Technologies in Focus website:\nhttps://www.australiancurriculum.edu.au/resources/digital-technologies-in-focus/.",
      "impact": "Very High",
      "effort": "High",
      "proof": "Evidence-backed",
      "beneficiaries": "Citizens / service users",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Create a senior responsible owner and cross-functional delivery team.",
        "Map legislation, data, privacy, procurement, cyber, and workforce constraints.",
        "Co-design with users and frontline staff before technology selection.",
        "Stage delivery through pilots, benefits tracking, and public reporting."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Digital exclusion",
        "Low public trust if feedback is not acted on"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Data & Performance",
      "scale": "small",
      "title": "KPI evidence register with named owners",
      "idea": "Create a simple register mapping each KPI to source data, owner, frequency, target, and last result.",
      "quote": "1.0\nSmartcopying\nhttps://smartcopying.edu.au\nCopyright Law Reform - Smartcopying\nrich\n600\n338\n<blockquote class=\"wp-embedded-content\" data-secret=\"pR1G0cYJ0Y\"><a href=\"https://smartcopying.edu.au/copyright-law-reform/\">Copyright Law Reform</a></blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https://smartcopying.edu.au/copyright-law-reform/embed/#?secret=pR1G0cYJ0Y\" width=\"600\" height=\"338\" title=\"“Copyright Law Reform” — Smartcopying\" data-secret=\"pR1G0cYJ0Y\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"></iframe><script type=\"text/javascript\">\n/* <![CDATA[ */\n/*!",
      "impact": "High",
      "effort": "Low",
      "proof": "Evidence-backed",
      "beneficiaries": "Executives / Parliament / public",
      "source": "pages/reforms-index__02.html (https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml)",
      "implementation": [
        "Pick one high-volume process or document family.",
        "Name an owner and baseline current volume, time, cost, and satisfaction.",
        "Run a 4-8 week pilot with clear before/after metrics.",
        "Publish lessons and decide whether to scale."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Data & Performance",
      "scale": "large",
      "title": "Outcome dashboard linking budget, delivery, and public impact",
      "idea": "Build a public-facing outcome dashboard showing spend, outputs, outcomes, and delivery confidence.",
      "quote": "1.0\nSmartcopying\nhttps://smartcopying.edu.au\nCopyright Law Reform - Smartcopying\nrich\n600\n338\n<blockquote class=\"wp-embedded-content\" data-secret=\"pR1G0cYJ0Y\"><a href=\"https://smartcopying.edu.au/copyright-law-reform/\">Copyright Law Reform</a></blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https://smartcopying.edu.au/copyright-law-reform/embed/#?secret=pR1G0cYJ0Y\" width=\"600\" height=\"338\" title=\"“Copyright Law Reform” — Smartcopying\" data-secret=\"pR1G0cYJ0Y\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"></iframe><script type=\"text/javascript\">\n/* <![CDATA[ */\n/*!",
      "impact": "Very High",
      "effort": "High",
      "proof": "Evidence-backed",
      "beneficiaries": "Executives / Parliament / public",
      "source": "pages/reforms-index__02.html (https://smartcopying.edu.au/wp-json/oembed/1.0/embed?url=https%3A%2F%2Fsmartcopying.edu.au%2Fcopyright-law-reform%2F&format=xml)",
      "implementation": [
        "Create a senior responsible owner and cross-functional delivery team.",
        "Map legislation, data, privacy, procurement, cyber, and workforce constraints.",
        "Co-design with users and frontline staff before technology selection.",
        "Stage delivery through pilots, benefits tracking, and public reporting."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Staff Productivity",
      "scale": "small",
      "title": "Reusable briefing and summary assistant for internal documents",
      "idea": "Create controlled templates for summarising reports, submissions, minutes, and ministerial briefs.",
      "quote": "[Page 109]\n● 2014 – the ALRC Copyright and the Digital Economy report recommended the introduction\nof fair use, with a ‘fallback’ recommendation of additional fair dealing exceptions, including\nan exception for fair dealing for education.141\n● 2016 – the Productivity Commission’s Inquiry into IP Arrangements (PC Report)\nrecommended the introduction of fair use.142\n● 2016 – the Government commissioned Ernst and Young (EY) to undertake a cost benefit\nassessment of the introduction of a fair use exception.",
      "impact": "High",
      "effort": "Low",
      "proof": "Evidence-backed",
      "beneficiaries": "APS staff / executives",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Pick one high-volume process or document family.",
        "Name an owner and baseline current volume, time, cost, and satisfaction.",
        "Run a 4-8 week pilot with clear before/after metrics.",
        "Publish lessons and decide whether to scale."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Sensitive information leakage",
        "Inconsistent quality of generated drafts"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Staff Productivity",
      "scale": "large",
      "title": "Department-wide knowledge and briefing platform",
      "idea": "Build a secure knowledge platform that lets staff search, summarise, and cite approved departmental material.",
      "quote": "[Page 109]\n● 2014 – the ALRC Copyright and the Digital Economy report recommended the introduction\nof fair use, with a ‘fallback’ recommendation of additional fair dealing exceptions, including\nan exception for fair dealing for education.141\n● 2016 – the Productivity Commission’s Inquiry into IP Arrangements (PC Report)\nrecommended the introduction of fair use.142\n● 2016 – the Government commissioned Ernst and Young (EY) to undertake a cost benefit\nassessment of the introduction of a fair use exception.",
      "impact": "Very High",
      "effort": "High",
      "proof": "Evidence-backed",
      "beneficiaries": "APS staff / executives",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Create a senior responsible owner and cross-functional delivery team.",
        "Map legislation, data, privacy, procurement, cyber, and workforce constraints.",
        "Co-design with users and frontline staff before technology selection.",
        "Stage delivery through pilots, benefits tracking, and public reporting."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Sensitive information leakage",
        "Inconsistent quality of generated drafts"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Risk & Assurance",
      "scale": "small",
      "title": "Recommendation tracker for audits, reviews, and inquiries",
      "idea": "Publish a single internal tracker for audit/review recommendations, owners, due dates, and implementation evidence.",
      "quote": "Their\nfindings and 5 recommendations are available in their Report: “In the same sentence: Bringing\nhigher and vocational education together\".121 In March 2021, the NSW Government committed\nto implementing the 5 recommendations from the Review on the NSW vocational education and\ntraining sector.122\nTwo key reform priorities are:123\n• establishing a new form of tertiary education known as NSW Institute of Applied\nTechnology (NSW IAT).\n• improving the quality of vocational education made available in high schools.",
      "impact": "High",
      "effort": "Low",
      "proof": "Evidence-backed",
      "beneficiaries": "Executives / assurance teams",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Pick one high-volume process or document family.",
        "Name an owner and baseline current volume, time, cost, and satisfaction.",
        "Run a 4-8 week pilot with clear before/after metrics.",
        "Publish lessons and decide whether to scale."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Regulatory capture",
        "Over-automation of judgement"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Risk & Assurance",
      "scale": "large",
      "title": "Integrated assurance and lessons-learned system",
      "idea": "Create an assurance system that connects audit findings, risk registers, delivery reviews, and investment decisions.",
      "quote": "Their\nfindings and 5 recommendations are available in their Report: “In the same sentence: Bringing\nhigher and vocational education together\".121 In March 2021, the NSW Government committed\nto implementing the 5 recommendations from the Review on the NSW vocational education and\ntraining sector.122\nTwo key reform priorities are:123\n• establishing a new form of tertiary education known as NSW Institute of Applied\nTechnology (NSW IAT).\n• improving the quality of vocational education made available in high schools.",
      "impact": "Very High",
      "effort": "High",
      "proof": "Evidence-backed",
      "beneficiaries": "Executives / assurance teams",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Create a senior responsible owner and cross-functional delivery team.",
        "Map legislation, data, privacy, procurement, cyber, and workforce constraints.",
        "Co-design with users and frontline staff before technology selection.",
        "Stage delivery through pilots, benefits tracking, and public reporting."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Regulatory capture",
        "Over-automation of judgement"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Regulation & Policy",
      "scale": "small",
      "title": "Regulatory burden scan for forms, guidance, and reporting",
      "idea": "Identify the top 10 highest-friction reporting obligations and simplify guidance, forms, or evidence requirements.",
      "quote": "Meanwhile, Copyright Agency has spent over $7.3 million on marketing and communications\nsince the Future Fund was established.152 This is in addition to the almost $12.8 million that\nCopyright Agency has spent on consultancy fees since 2011/2012.153 This sits uncomfortably with\nCAG’s education department obligations in relation to expenditure of public funds, and best-\npractice administration for Catholic and Independent school authorities.",
      "impact": "High",
      "effort": "Low",
      "proof": "Evidence-backed",
      "beneficiaries": "Regulated entities / policy teams",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Pick one high-volume process or document family.",
        "Name an owner and baseline current volume, time, cost, and satisfaction.",
        "Run a 4-8 week pilot with clear before/after metrics.",
        "Publish lessons and decide whether to scale."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Regulatory capture",
        "Over-automation of judgement"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Regulation & Policy",
      "scale": "large",
      "title": "Adaptive regulation program with live feedback loops",
      "idea": "Create an adaptive regulation model using sandboxes, industry data, risk scoring, and regular rule updates.",
      "quote": "Meanwhile, Copyright Agency has spent over $7.3 million on marketing and communications\nsince the Future Fund was established.152 This is in addition to the almost $12.8 million that\nCopyright Agency has spent on consultancy fees since 2011/2012.153 This sits uncomfortably with\nCAG’s education department obligations in relation to expenditure of public funds, and best-\npractice administration for Catholic and Independent school authorities.",
      "impact": "Very High",
      "effort": "High",
      "proof": "Evidence-backed",
      "beneficiaries": "Regulated entities / policy teams",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Create a senior responsible owner and cross-functional delivery team.",
        "Map legislation, data, privacy, procurement, cyber, and workforce constraints.",
        "Co-design with users and frontline staff before technology selection.",
        "Stage delivery through pilots, benefits tracking, and public reporting."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Regulatory capture",
        "Over-automation of judgement"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Citizen Participation",
      "scale": "small",
      "title": "Consultation feedback summaries with response tracking",
      "idea": "Summarise consultation submissions by theme and publish what changed in response.",
      "quote": "As part of this reform, the NSW Government has invested $80 million in the NSW Institute of\nApplied Technology for Construction.125 This institute will (emphasis added):\n• be a signature construction training hub aligned to industry\n• enable student and staff engagement with industry partners\n• create an education environment to address skills gaps in the economy\n• foster a network between schools, VET, universities, and industry, to co-design future-\nfocused courses and innovative training models\n• enable seamless study pathways between university and TAFE NSW\n• deliver early exposure to students through programs and exclusive access to the latest\ntechnologies\n• enable and encourage cross-disciplinary collaboration, industry engagement, and\neducational excellence\n• enable upskilling and reskilling of workers throughout their careers",
      "impact": "High",
      "effort": "Low",
      "proof": "Evidence-backed",
      "beneficiaries": "Citizens / stakeholders / policy teams",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
      "implementation": [
        "Pick one high-volume process or document family.",
        "Name an owner and baseline current volume, time, cost, and satisfaction.",
        "Run a 4-8 week pilot with clear before/after metrics.",
        "Publish lessons and decide whether to scale."
      ],
      "risks": [
        "Privacy and data quality",
        "Change fatigue",
        "Unclear accountability",
        "Digital exclusion",
        "Low public trust if feedback is not acted on"
      ]
    },
    {
      "entity_id": "B-003229",
      "entity_name": "Copyright Advisory Group",
      "folder_name": "Copyright-Advisory-Group",
      "category": "Citizen Participation",
      "scale": "large",
      "title": "Always-on policy participation platform",
      "idea": "Create a standing participation platform where citizens and stakeholders can propose, vote, and track ideas.",
      "quote": "As part of this reform, the NSW Government has invested $80 million in the NSW Institute of\nApplied Technology for Construction.125 This institute will (emphasis added):\n• be a signature construction training hub aligned to industry\n• enable student and staff engagement with industry partners\n• create an education environment to address skills gaps in the economy\n• foster a network between schools, VET, universities, and industry, to co-design future-\nfocused courses and innovative training models\n• enable seamless study pathways between university and TAFE NSW\n• deliver early exposure to students through programs and exclusive access to the latest\ntechnologies\n• enable and encourage cross-disciplinary collaboration, industry engagement, and\neducational excellence\n• enable upskilling and reskilling of workers throughout their careers",
      "impact": "Very High",
      "effort": "High",
      "proof": "Evidence-backed",
      "beneficiaries": "Citizens / stakeholders / policy teams",
      "source": "other-pdfs/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf (https://www.infrastructure.gov.au/sites/default/files/documents/copyrightar2021-submission-no-40-copyright-advisory-group-schools.pdf)",
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        "Map legislation, data, privacy, procurement, cyber, and workforce constraints.",
        "Co-design with users and frontline staff before technology selection.",
        "Stage delivery through pilots, benefits tracking, and public reporting."
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