This paper discusses the changes in social processes and corresponding changes in education as a result of the presence of post-war, non-Anglo-Celtic immigrants in Australia. This is followed by analyses of recent reports which have influenced policy, and the paper concludes with identification of research needs in the light of recent research done in the United States. The first section deals with changes in the degree of differentiation in Australian society; changes in modes of analysis of educational and sociological research; changes in definitions of equality of opportunity; and actual programmatic changes in the education of immigrants. The second section reports on the structure of the Australian Institute of Multicultural Affairs (AIMA) and its 1980 report, which includes recommendations for tertiary education, upgrading adult education, and financial grants for ethnic schools. The document also presents highlights from AIMA's evaluation of post-arrival programs and services in 1982, and an analysis of the research report commissioned by the Schools Commission concerning ethnic schools. The final section considers future research needs and finds that the measures recommended in the foregoing reports are relatively weak on the whole. (CG)