APPENDICES - Department of Education and Communities - NSW ...

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During 2001, a new telephone contract for administrative officeswas finalised resulting in significant savings. Corporate recordkeeping capabilities continued to be enhanced with the extensionof the TRIM for Windows electronic file management system todistricts and institutes, improving the Department’s recordsmanagement and increasing its accountability.A purpose-built special transport management system wascreated in 2001 enabling the accurate allocation of eligiblestudents to special transport services and ensuring that costeffective services are provided to students with disabilities underthe Special Transport Scheme.Through Ms McClelland’s initiative, the Corporate ServicesApplications Rationalisation Project was established tointroduce new integrated enterprise applications. Businessrequirements to replace the finance, personnel and administrativesystems were developed and a feasibility study completed tosupport future acquisition of systems.These initiatives were undertaken to implement whole-ofgovernmentreforms required to deliver high quality corporateservices to the general community and public education andtraining in New South Wales.Alan LaughlinAssistant Director-General, Secondary Education,SES Level 5 (until 7/01/2001)Deputy Director-General, Schools,SES Level 6, $206,760 (from 8/01/2001)Dr Laughlin is responsible for the day-to-day operations of preschools,primary schools, high schools, special schools,environmental education centres and district offices. Hisresponsibilities also include professional support andcurriculum, VET in schools, school accountability andimprovement, rural and distance education, school sports andperforming arts.He also has overall responsibility for student services and equityprograms encompassing the Priority Schools Funding Program,student welfare, drug education, child protection, specialeducation, behaviour and attendance programs, Aboriginaleducation, multicultural education, gender equity and studentcounselling.During 2001, the work of the superintendents in 40 districtsacross New South Wales continued through the directsupervision of the Assistant Director-General (PrimaryEducation) and the Assistant Director-General (SecondaryEducation). Superintendents and district office staff providedspecific support to schools across a wide range of issues,particularly in the priority areas of literacy and numeracy, drugeducation, child protection and student attendance.Dr Laughlin supported significant NSW Governmentcommitments including those in the area of student servicesand equity programs where the Priority Schools FundingProgram was successfully introduced to replace theDisadvantaged Schools Program. The new program continuedto work with 544 targeted schools to improve students’ literacy,numeracy and participation outcomes.Other specific equity programs including Ready for High School,Study Plus and Summer Schools for Senior Students continuedto be implemented during school vacations. The GatewaysProgram was implemented at Cabramatta and focuses on earlyintervention and prevention through education and training.By the end of 2001, there were 10 multi-campus colleges inoperation or being established across New South Wales. A multicampuscollege is essentially a group of comprehensive schoolsthat have combined to form a single secondary educationalentity, comprised of junior campuses and a senior campus,with strong links to TAFE and university. The senior campusesof a number of multi-campus colleges are co-located with bothTAFE and university campuses providing greater opportunityfor senior students to study TAFE and university courses aspart of their Higher School Certificate (HSC).The decline in secondary enrolments in the inner city wasaddressed through the Building the Future Plan. This plan sawthe establishment of the Sydney Secondary College, and a varietyof other amalgamations and realignments, to better meetcommunity needs and expectations. This scheme proposed therefurbishment of secondary schools through a $100 millionbuilding program funded through asset realisation.The NSW Government is committed to ensuring that studentshave information and education that builds upon theirknowledge, skills, values and attitudes to make responsibledecisions about drugs. When young people experiencedifficulties with drugs, they will be supported at school to helpthem overcome their problems and continue with their education.In 2001, a budget of $3.06 million was provided to support arange of drug education initiatives in schools to implement therecommendations of the NSW Drug Summit.The implementation of vocational education and training (VET)courses as part of the New HSC was designed to enhance theaccess for a broader range of students to nationally accreditedindustry qualifications and university recognition for the studyof VET courses. More than 41,000 government school Years 11and 12 students enrolled in VET courses in 2001. Approximately34 per cent of the HSC candidature was enrolled in at least oneVET course. The number of students with a disability enrollingin HSC VET courses increased from 358 in 2000 to 1,124 in2001, an increase of 314 per cent.The first cohort of students undertaking new VET industrycurriculum frameworks courses in the HSC completed theirstudies in 2001. A total of 13,702 Year 12 students undertookan optional HSC examination in these VET framework courseswith the potential for the examination result to contribute totheir University Admission Index (UAI).Dr Laughlin sought to bring greater coordination of VET inSchools by the creation of a single VET in Schools Directorate.The new directorate brought together three separate units whichhas allowed more effective coordination of the strategies in theNSW Government’s Ready for Work Plan focused on schoolstudents. In 2001, more than 400 schools involving over 44,500students implemented school-to-work planning programs insupporting students to develop individual school-to-work plans.In 2001, 276 government secondary students commenced schoolbasedtraineeships. This was an increase of 34 per cent from2000. The retention and completion rates of school-basedtrainees also increased. A total of 937 government secondarystudents have commenced school-based part-time traineeshipssince 1998.Dr Laughlin is responsible for the State Literacy and NumeracyPlan which began in 1997 as the State Literacy Strategy andexpanded in 2000 to include the State Numeracy Plan. Whileeach plan has unique programs, new common programs,including Literacy and Numeracy Follow-up, Consistent TeacherJudgement in Action and Curriculum Assessment Resource forStages 2 and 3 were piloted or implemented in 2001.242 NSW Department of Education and Training Annual Report 2001
The State Numeracy Plan provides a program of professionaldevelopment and support to teachers focused on improving thenumeracy achievements of students. The key professionaldevelopment programs are Count Me In Too and Counting On.Over $1.2 million was committed to Count Me In Too supportingits operation in 1,076 schools, involving over 5,000 teacherssupported by 40 district-based mathematics consultants andengaging over 36,000 students.In 2001, the Reading Recovery program was implemented in825 schools by 925 teachers. This represents 35 more schoolsmore than in 2000. By the end of 2001, the Department hadmore than 1,600 teachers trained in specialist Reading Recoverytechniques which can also be used in general classroom teaching.Teachers were trained and assisted by 28 tutors and two tutortrainers. In 2001, 7,755 students participated in the ReadingRecovery program. Of these, 5,886 students improved to thelevel of their classmates and needed no additional support.These outcomes compare favourably with those for 2000 when5,366 students reached an acceptable standard of literacy as aresult of the Reading Recovery program.NSW students’ literacy and numeracy skills were tested in 2001at several points during schooling - in Years 3, 5, 7 and 10. Theaddition of Year 7 numeracy tests in 2000 with a group of Year7 students was extended in 2001 to all government schools.These assessment points provide snapshots of students’achievements in these vital areas and provide useful feedbackto students, teachers and parents that can be used to furtherassist students’ progress in learning.To support teachers implementing the New HSC, workshopsfocusing on the Department’s resources, designing assessmenttasks and interpreting the performance bands were conductedin venues across the State. Over 4,800 teachers participated in190 workshops conducted by curriculum specialists for HSCsubjects. In 2001 NSW HSC Online was completely re-designedto reflect the requirements of the new Stage 6 syllabuses. Learningactivities, tutorials and sample tasks, focusing predominantlyon the more challenging aspects of the syllabuses were providedfor 38 subjects and 58 courses, including four VET curriculumframeworks.Through Dr Laughlin’s leadership, the Department continuedto make an extensive commitment to the professional learningof teachers and the development of administrative staffsupporting their work. Major professional developmentprograms were made available on a statewide or on a targetedbasis to support the implementation of new curriculumrequirements and other Departmental priorities, build learningcultures, and provide merit-selected opportunities for individuallearning.Leslie LobleDeputy Director-General, Strategic Planning andRegulationSES Level 6, $187,420 (from 18/04/2001)Ms Loble was responsible to the Director-General for planning,directing and leading policy development, strategic planningand system-wide performance measurement, monitoring andaccountability processes. She is responsible for ensuring thedevelopment of interrelated strategies and directions across theDepartment which will drive public education and training inNew South Wales in accordance with best practice incontemporary educational management and publicadministration.Ms Loble managed effective relationships with theCommonwealth and with the non-government schools sector,and other government and non-government agencies. Sheadvanced the interests of public education and training innational, inter-government and inter-agency forums.At the national level, Ms Loble provided leadership in nationalforums including those associated with MCEETYA and ANTA.In particular, she had a significant leadership role in thedevelopment of guidelines for setting effective national targetsfor education and training and for defining national keyperformance measures and protocols for reporting through theNational Education Performance Monitoring Taskforce.MCEETYA adopted these guidelines, definitions and protocolsin July 2001.Ms Loble’s portfolio led the development of high level strategicadvice on a range of national agendas. School funding levelsand arrangements were a key area of concern. There are morethan 755,000 government school students in New South Walesand around 344,000 students enrolled in non-governmentschools. NSW government funding to non-government schoolsthrough the Department is over $0.5 billion. Commonwealthfunding to NSW government schools is around $0.61 billion,some 11 per cent of total expenditure. Commonwealth fundingto NSW non-government schools is almost $1.1 billion.Ms Loble managed negotiations and coordinated thedevelopment of State positions on Commonwealth funding andaccountability arrangements. As a consequence of the strategicpolicy analysis and advice provided by Ms Loble’s portfolio,New South Wales led the national debate for the abolition ofthe Commonwealth Government’s Enrolment BenchmarkAdjustment; the return of which will enable New South Walesto recoup $130 to $173 million from the Commonwealth tofund government schools over the next four years. These fundswould have otherwise been deducted through the EnrolmentBenchmark Adjustment (EBA) scheme.Ms Loble was also instrumental in the successful resolution ofthe ANTA agreement, providing a more favourable outcomefor New South Wales, with over $75 million in additionalCommonwealth funding over the next three years. Ms Lobleoversaw the development of the NSW Strategic VocationalEducation and Training Plan and the NSW VET Plan 2002 involvingcombined recurrent and capital funding of some $1.2 billion,including over $340 million from the Commonwealth.The introduction of the New HSC has involved redevelopmentof senior secondary school vocational education and trainingprograms to enhance their quality and linkage to post-schoolpathways. Ms Loble has continuing responsibility fordevelopment and promotion of strategies to achieve widerrecognition by industry and parity of esteem for VET in schoolcourses for university entrance purposes.Ms Loble was also responsible for higher education policy andregulation. Universities in New South Wales are large scaleinstitutions with more than 230,000 enrolments andapproximately $2.6 billion in operating revenue from all sourcesin 2001. While the Commonwealth has responsibility for thepublic funding component of these revenues, representing some$1.3 billion in 2001 and national planning and funding policy,New South Wales has responsibility for policy and planningwithin this framework and for the establishment (throughlegislation) and regulation of institutions, including themaintenance of quality and probity standards, public reportingobligations and financial management. Ms Loble played a keyNSW Department of Education and Training Annual Report 2001 243
Page 1 and 2: APPENDICESNSW Department of Educati
Page 3 and 4: APPENDIX 1Legislative Context and C
Page 5 and 6: Ms Sam Thomas, TC, BEdDirector, Adu
Page 7 and 8: Master Painters Australia (NSW Asso
Page 9 and 10: Mr Colin Parker, BA, MEdStudDistric
Page 11 and 12: Mr Bernard Ollis, DipArt&Design, BA
Page 13 and 14: APPENDIX 6SES Performance Statement
Page 15: Major capital works projects were c
Page 19 and 20: Enrolments continued to grow substa
Page 21 and 22: Hetty CislowskiAssistant Director-G
Page 23 and 24: During the year, Mr Sutton worked a
Page 25 and 26: APPENDIX 8Risk Management and Insur
Page 27 and 28: Benchmarking Audit ServicesThe Depa
Page 29 and 30: Institute Management ReviewsTAFE NS
Page 31 and 32: TAFE teachers and related employees
Page 33 and 34: Initiatives for Staff With Disabili
Page 35 and 36: APPENDIX 13Overseas VisitsState Off
Page 37 and 38: State Office and Schools Cont’dPe
Page 45 and 46: TAFE InstitutesPeriod of Visit Name
Page 47 and 48: TAFE Institutes Cont’dPeriod of V
Page 55 and 56: APPENDIX 14Code of ConductThe Depar
Page 57 and 58: APPENDIX 17Freedom of InformationTh
Page 59 and 60: APPENDIX 18PublicationsA selection
Page 61 and 62: Title Purpose Frequency Phone/Inter
Page 63 and 64: APPENDIX 19Research and Development
Page 65 and 66: Project TitleMajor OutcomesAmountAl
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Project TitleMajor OutcomesAmountAl
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Project TitleMajor OutcomesAmountAl
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Programs and ServicesCulturally Inc
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TAFE institutes continued to provid
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APPENDIX 21Disability Action PlanTh
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the district level to provide profe
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APPENDIX 23ConsultantsConsultant Pr
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OrganisationNSW Federation of Schoo
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Grants to Community Organisations C
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APPENDIX 26Major Capital WorksMajor
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Project DescriptionSCHOOL EDUCATION
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TAFE EDUCATION SERVICES CONT’DPro
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APPENDIX 28Land DisposalIn 2000/200
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APPENDIX 31Government Energy Manage
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APPENDIX 33Privacy and Personal Inf
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Directory of School District Office
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IndexAAboriginal and Torres Strait
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RReading Recovery, 52Records Manage
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APPENDICES - Department of Education and Communities - NSW ...

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