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

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ole in highlighting the tensions between State andCommonwealth roles in higher education and the growingconcerns for quality higher education and sound publicadministration. The substantial cuts in real Commonwealthfunding over recent years and the substantial growth in privatefunding and entrepreneurial activities were a focus of a Senateinquiry during 2001. Ms Loble led the development of majorpolicy and legislative responses to these concerns. These includedthe NSW submission to the Senate inquiry, ‘The Capacity ofPublic Universities to Meet Australia’s Higher Education Needs’,and new legislation strengthening the protection of the qualityof higher education in New South Wales and the soundness offinancial arrangements and accountability of NSW universities.New South Wales was the first in Australia to address concernsfor financial risk management of public universities in theUniversities Legislative Amendment (Financial and Other Powers)Act 2001 and one of the first to implement the new nationalframework for quality assurance in higher education in the HigherEducation Act 2001.Setting strategic directions was a key responsibility carried byMs Loble. She led the development of organisational planningacross the Department, in accordance with best practice incontemporary educational management and publicadministration. This involved an environmental scan of theDepartment’s internal and external operating environment andanalysis of State, national and international factors and trends.New three-year plans were developed for NSW public schoolsand TAFE NSW incorporating the strategic directions to bepursued that will best meet the needs of public education andtraining. Ms Loble also led the development of statewideperformance measurement frameworks for NSW public schoolsand TAFE NSW linked to the new strategic plans. These willstrengthen and clarify accountability and reporting.In 2001 Ms Loble’s portfolio undertook high-level research andanalysis to inform NSW and national policy, planning andregulation. In the area of school education, a study wascompleted of teacher and student satisfaction with new multicampuscollegiate secondary schools and major studies wereinitiated into the educational policies, programs and practicesproducing outstanding outcomes in the areas of primary schoolnumeracy and Years 7-10 secondary school studies. Majorresearch was also undertaken into strategic aspects of vocationaleducation and training. Ms Loble oversaw the strategic direction,quality and wider dissemination of this research including theorganisation of the Future of Work Conference which broughttogether 120 high-level participants from across Australia andfrom overseas to consider strategies for education and trainingsystems that better meet the skill demands of the knowledgebasedeconomy.The portfolio administers the apprenticeship and traineeshipsystems in New South Wales. Following a comprehensive reviewof the legislation, proposals were developed to streamline theadministration of the system and enhance its relevance to industryand the community. The Apprenticeship and Traineeship Act 2001,which commenced on 1 January 2002, implements these newarrangements.Ms Loble’s portfolio managed and oversaw significant growthin traineeships in New South Wales. There were 70,160apprenticeship and traineeship commencements in 2001, anincrease of almost 19 per cent over 2000. Under the Public SectorTraineeship Strategy, a total of 5,427 trainees have beenemployed across 60 agencies. The strategy won the gold awardfor workforce diversity in the Premier’s 2001 Public SectorAwards. The portfolio also oversaw the Department’s NewApprenticeships centres under contract with the CommonwealthGovernment and ensured a quality service to employers ofapprentices and trainees as well as commercial viability of thecontract arrangement.A key initiative of Ms Loble’s portfolio during 2001 to enhancecustomer service was the achievement of certification tointernational quality standard ISO 9001:2000 by the ProgramField Services Unit, the first unit in a government agency toachieve certification under this new standard.Successful initiatives were implemented to meet emergingtraining needs across New South Wales during 2001 includingthe Education and Training Plan for Sustainable Agriculture in theSydney Basin, the Training Strategy for the VISY Pulp and PaperMill at Tumut and the Next Step Coal and Diary IndustriesTraining Initiatives to assist workers affected by industryrestructuring.The Department, through the Vocational Education and TrainingAccreditation Board (VETAB), ensures the quality of vocationaltraining organisations and courses. By December 2001, therewere 983 training providers registered with VETAB and 2,126accredited courses. During 2001, VETAB supported theimplementation of 28 national training packages and 202qualifications. The groundwork was also laid for theimplementation of the nationally agreed Australian QualityTraining Framework from January 2002 through the provisionof information sessions and workshops for providers, revisionof guidelines and training of auditors.The Department, through the Board of Adult and CommunityEducation (BACE), successfully supported the implementationof the Adult and Community Education and Indigenous AustraliansAction Plan 1999-2001. Participation in ACE by indigenousAustralians has increased by 15 per cent since the launch of theplan, including an increase of 19 per cent in vocational courses.The National Art School gained accreditation for its first honoursgraduate degree and post-graduate degree – the Bachelor’sdegree with Honours in Fine Art and the Masters of Fine Artresearch degree.Robin ShreeveDeputy Director-General, TAFESES Level 6, $194,360TAFE NSW is the largest provider of vocational education andtraining in Australia. TAFE NSW offers a wide range of nationallyrecognised courses through 120 campuses across the State. Aswell as providing high quality education and training to thecitizens of New South Wales, TAFE NSW also delivers programsnationally and internationally. Mr Shreeve is responsible forproviding statewide leadership, guidance and strategic directionfor the twelve TAFE NSW institutes, seven divisions and a rangeof small specialist TAFE units within State office.The Deputy Director-General, TAFE, has responsibility for thedevelopment and monitoring of resource and performanceagreements with the institutes to ensure they meet their primarygoals of providing world class vocational education and training.The TAFE Educational Services Units provide support to theinstitutes through development of curriculum and accreditationof courses; establishment and maintenance of efficient studentadministration services and management of the TAFE NSWquality system.244 NSW Department of Education and Training Annual Report 2001
Enrolments continued to grow substantially in 2001 with anincrease of 9.5 per cent. Areas in which the greatest growthoccurred were business services, information technology,hospitality, construction, health services and natural resourcesmanagement.In 2001, TAFE NSW expanded strategies to address theparticular needs of youth at risk. A major initiative was the $1.8million Helping Young People at Risk Program which funded48 specific projects developed and delivered by TAFE NSWinstitutes for youth at risk.Through the work of the divisions, TAFE NSW implemented270 training package qualifications in 2001. A major initiativewas the development of over 600 modules for 29 qualificationsby the Business and Public Administration Division.In May 2001, the Deputy Director-General commissioned MsKaye Schofield to undertake a review of product research anddevelopment within TAFE NSW. The main purpose of the reviewwas to evaluate whether TAFE’s product development processesare the most appropriate to ensure the best possible educationaloutcomes for students and the most effective means ofsupporting teachers. The report of the review was completed inAugust 2001. A working group was established in September2001 to advise on the implementation of the recommendations.During 2001, Mr Shreeve introduced measures to implementthe recommendations of the Auditor-General’s review of TAFEadministration. A working party was established to examineopportunities to share support services, a draft service levelagreement has been developed and work is progressing on thedevelopment of performance indicators for administration andconsistent reporting arrangements.Mr Shreeve has been instrumental in facilitating new approachesto TAFE’s delivery of VET programs. A key strategy is thedevelopment of an e-Business environment within TAFE NSW.In its second year, the multi-million dollar TAFE NSW OnlineProject opened up a range of improved facilities, infrastructureand online learning resources for students, teachers, businessesand other TAFE NSW clients. The initiative is designed to providean e-business interface and extensive e-learning content usingthe internet as a tool to enhance, support and extend TAFENSW’s traditional identity and delivery methods. An excitingnew initiative was the launching of a trial of Student eServices(SES) in November 2001. This application has been developedto provide students with access to enrolment details and resultsand employer details via the internet. It also allows students tochange contact details, request transcripts and view studentinformation messages.The TAFEcard is continuing to be issued to students enrolled inTAFE NSW. TAFEcard Showcases have been established atLidcombe, Bradfield and Meadowbank campuses. Theshowcases demonstrate smartchip e-purse and administrativeapplications and provide cost benefit information to the projectteam, which will assist in the implementation of futureapplications. The TAFEcard project won the Annual Smart CardIndustry Award.In 2001, there was considerable expansion of partnerships withindustry and development of pathways between TAFE NSWand other sectors of education. There was an increase inworkplace delivery, an increase in the number of articulationarrangements with schools, adult and community educationand universities and the development of combined TAFE/university courses.In 2001, TAFE NSW continued to develop and implementinitiatives to increase participation by, and improve the outcomesof, people from targeted groups. There was a 10.4 per centincrease in enrolments of people from non-English speakingbackgrounds; a 9.5 per cent increase in Aboriginal and TorresStrait Islander enrolments and a 17.5 per cent increase inenrolments by people with disabilities.The implementation of TAFE Scholarships for HSC studentscontinued in 2001 with a total of 126 students being awarded ascholarship. About 18,000 information kits were sent directly tostudents who were studying a vocational course as part of theirHSC in 2001. Over 1,100 scholarship applications for 2002 werereceived and a total of 809 HSC students have been offered ascholarship for enrolment at TAFE NSW in 2002.Mr Shreeve chairs the Board of TAFE GLOBAL. TAFE GLOBALPty Ltd was incorporated as a separate legal entity on 7 June2000 and commenced trading operations on 1 January 2001.Initial activities in 2001 focused on reviewing and consolidatingexisting international programs and contracts. During the firstyear of operations a total of 35 new contracts were signed in arange of countries including China, Hong Kong, Malaysia,Singapore, Korea, and Papua.In August 2001, TAFE GLOBAL was successful in bidding forthe AusAID In-Country Training Project for Kirabati, Tongaand Tuvalu. This contract is valued at approximately $3.5million over three years and provides short course training whichis not available locally. Under this program, TAFE NSWinstitutes will provide trainers for a wide range of vocationalareas for the three Pacific nations. During each year of theproject, around 50 TAFE NSW teachers will conduct programs,gain international experience and provide many benefits todeveloping countries.TAFE GLOBAL, through TAFE NSW - Sydney Institute, hassigned a $2 million contract with the Athens Olympic Committee.This project will draw on the experience gained by TAFE NSWin training approximately 110,000 people in preparation for theSydney 2000 Olympic and Paralympic Games. As part of thecontract, TAFE NSW will pass on its expertise in volunteerorientation, job-specific training, venue training and managementtraining, including customer service and event leadership. Ateam will work for eight months in Athens on the project,commencing in November 2001.The amount of revenue raised by TAFE NSW from commercialactivities (excluding TAFE GLOBAL revenue) rose substantiallyfrom around $42.9 million in 2000 to more than $52.5 million in2001.Mr Shreeve chairs the TAFE NSW Curriculum Strategy Groupwhich is the peak curriculum policy and strategy body. Majorachievements in 2001 included the revision of the TAFE NSWRecognition Policy; the evaluation of the applications processingsystem for the 2001 student intake; the establishment of a TAFEtrade testing coordination service; and the publication of EveryStudent’s Guide to Assessment.Mr Shreeve also chairs the TAFE Quality Council. Majorachievements in 2001 included the external validation of allTAFE NSW institutes as Quality Endorsed Organisations(QETOs) by VETAB; TAFE NSW - Hunter Institute gained ISO9001:2000 standard; and certification was maintained by TAFENSW - Riverina Institute, the divisions and the VocationalEducation and Assessment Centre. Two TAFE NSW qualityprojects won Premier’s Public Sector Quality Awards.NSW Department of Education and Training Annual Report 2001 245
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 and 16: Major capital works projects were c
Page 17: The State Numeracy Plan provides a
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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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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