Department of Education

Department
of Education
Annual Report 2010–11
Department of Education

Hon Nick McKim MP
Hon Michelle O’Byrne MP
Minister for Education and Skills Minister for Children
Level 9, Marine Board Building
Ground Floor, Public Building
1 Franklin Wharf 53 St John Street
HOBART Tasmania 7000 LAUNCESTON Tasmania 7250
Dear Ministers
In accordance with the requirements of section 36 of the Tasmanian State Service Act 2000 and section 27 of the Financial
Management and Audit Act 1990, I am pleased to submit to you this report of the activities of the Department of Education
for the financial year 2010–11.
Since commencing my position as Secretary of the Department of Education on 21 February I have visited a number of
schools, colleges, corporate offices, principal meetings and polytechnic sites, I am continually impressed with the level of
commitment and dedication of our people to deliver a quality education in this state. I would like to publicly acknowledge
and sincerely thank Jenny Gale who had been leading the department for eight months prior to my appointment.
The Department of Education’s priorities include the early years, literacy and numeracy, retention into post-Year 10
education and building a knowledge based society. Initiatives and actions that the department undertakes to progress these
key priorities ensure we achieve our two overarching goals of enabling every Tasmanian to reach their potential, at all stages
of life and to nurture a culturally rich, socially cohesive and economically productive community.
Launching into Learning (LiL), demonstrates the government’s commitment to giving every Tasmanian child the best possible
start in life. The Launching into Learning Longitudinal Study 2007–2014 Progress Report 2010 highlights the positive effects of the
LiL program and shows the tangible differences that LiL is making in the lives of Tasmanian youngsters.
Providing schools with resources to optimise educational opportunities for students appropriate to their local needs has
been Tasmania’s approach to implementing the Smarter Schools National Partnership reforms. The emphasis on evidence-based,
local solutions to address local need is a feature of this approach. Schools have been empowered to drive improvement
strategies that are meaningful, relevant and appropriate to their contexts. While addressing the specific reforms required
through each of the National Partnerships is an agreed priority, local ownership of plans and targets, building capacity in
principals, leaders, teachers and schools and ensuring sustainable approaches have been at the forefront of planning and
implementation.
The department plays a pivotal role, together with families, in giving our young people both a broad education, based on
foundational literacy and numeracy skills, and a passport into adulthood to successfully undertake work and family life.
Through the Raising the Bar Closing the Gap (RTBCTG) initiatives we have been working to deliver improved literacy and
numeracy outcomes in our primary and secondary schools. A total of 36 Tasmanian primary schools have already received
funding under this initiative, with schools with the highest concentration of need receiving the greatest levels of support.
Total funding of $9.975 million over four years (2011–2014) enabled the successful RTBCTG strategy to be implemented into
13 government secondary schools from February 2011, and five focus schools are benefitting from the RTBCTG Indigenous
Extension initiative.
The Tasmania’s Education Performance Report 2010 – Government Schools, highlights steady improvement in the public education
system, indicating that the government’s goals for education are on track. Since the release of the first report for 2007,
there has been progress across a range of measures including: student attendance, parental satisfaction with reporting and
closing the Indigenous equity gap. Since 2007, ‘Good’ and ‘Excellent’ criteria have increased from six to ten and the ‘Issue’ and
‘Concern’ criteria have reduced from five to one. While schools still need to keep improving, the report demonstrates their
capacity to do that.
In 2010, the post-Year 10 education and training model was refined. With effect from the start of 2011, the Tasmanian
Polytechnic and the Tasmanian Academy were established as business units within the Department of Education, following
the dissolution of their respective boards. The Tasmanian Skills Institute is continuing as a statutory authority and retains its
role in technical and further education skills development for apprentices and trainees. These changes are focused on making
a difference to very important outcomes for Tasmania—more qualified Tasmanians, higher skill levels, an increased number
of Tasmanian Certificates of Education (TCEs) and better productivity.
Retention into Year 11 is a departmental priority and is being further enhanced by programs funded under the Youth,
Attainment and Transition National Partnership and the Smarter School National Partnerships reforms, in particular, the Low
Socioeconomic Status (SES) School Communities – Transition Initiatives.
The department’s priority of building a knowledge based society continues to be actioned through LINC Tasmania which
brings together library services, research and information, adult literacy support, community learning, online access, plus
world class archive and heritage services. This strategy is based on transforming and modernising the services to strengthen
and sustain connections with existing clients – readers, learners, researchers, educators – as well as connecting with new
clients in new ways, particularly those who need greater information and technology access, literacy, life skills and support to
participate fully in work and community life.
2010–11 has seen the near completion of the Building the Education Revolution (BER) which has provided a wide range of firstclass
facilities delivered directly into many Tasmanian schools and communities. Local communities now have better access to
use school facilities than ever before, and that is something we are keen to encourage.
This report affirms the many positive contributions that are being made across all parts of the department and highlights how
we are striving to meet the education, training and information needs of all Tasmanians. I would like to thank all those who
have contributed to the work and initiatives this report describes.
Colin Pettit
Secretary
October 2011

Contents
About this Report 2
Department at a Glance 3
Strategic Focus 4
Services 6
Organisation 8
Clients 9
Workforce 11
Finances 14
Pre-Compulsory and
Compulsory Education –
Output Group 1 15
Early Years 16
Direction 16
Major Initiatives 16
Performance 18
Child Care 21
Direction 21
Major Initiatives 21
Performance 21
Literacy and Numeracy 22
Direction 22
Major Initiatives 22
Performance 24
Post-Compulsory Education
and Skills Development –
Output Group 2 30
Direction 31
Major Initiatives 31
Performance 33
LINC Tasmania –
Output Group 3 34
Direction 35
Major Initiatives 35
Performance 37
Required Reporting 40
Employment 41
Employee Development Programs 45
Occupational Health and Safety 50
Public Access to the Department 51
Legislation Administered, Enacted and Amended 52
Statutory and Non-statutory Bodies 53
Other Annual Reports 55
Tasmanian Library Advisory Board 55
State Library and Archives Trust 58
Allport Library and Museum of Fine Arts 59
Tasmanian Home Education Advisory Council 61
Schools Registration Board 64
Asset Management/Risk Management 66
Climate Change 67
Pricing Policies/Administered Payments 69
Loss and Damage/Debts Written Off 70
Major Capital Projects 71
Contracts and Tenders 79
Financial Statements 84
Statement of Comprehensive Income 85
Statement of Financial Position 86
Statement of Cash Flows 87
Statement of Changes in Equity 88
Notes to the Financial Statements 89
Superannuation Certificate 127
Certification of Financial Statements 128
Auditor-General’s Report 129
Appendices 131
Additional Performance Measures 132
Tasmania Together Activity Report 134
Tasmania’s Education Summary 2010 – 148
Government Schools
Abbreviations and Acronyms 149
Publications 150
Contact Details 151
Index 152
Photograph Acknowledgements 153
1

About this Report
This report meets the department’s legislative reporting obligations and provides information for all
Tasmanians with an interest in education, training and information services. The report provides an
overview of the operations, major initiatives and performance of the department during the 2010–11 year.
Information on the department’s activities and achievements that have contributed to the successes of
education, training and information services in Tasmania is included. The report also provides information
on major activities contributing to the achievement of Tasmania Together benchmark targets.
Structure of the report
The report is presented in sections to meet the different information needs of a range of readers.
Department at a Glance
The introductory pages provide an overall picture of the department: services, structure, clients,
workforce and finances.
Pre-Compulsory and Compulsory Education
This section highlights the early years, child care and literacy and numeracy initiatives of the
department’s output group 1.
Post-Compulsory Education and Skills Development
This section highlights the initiatives of the department’s output group 2.
LINC Tasmania
This section highlights the initiatives of the department’s output group 3.
Required Reporting
This section provides information on the financial, administrative and human resource management
aspects of the department.
Financial Statements
This section provides the financial statements of the department for the 2010–11 financial year.
Feedback or enquiries regarding this report are welcome. They should be directed to Tony Luttrell,
Manager, Educational Performance Services at tony.luttrell@education.tas.gov.au
This report, and further information, is available on our website at www.education.tas.gov.au
2
About this Report

Department
at a Glance

Strategic Focus
In 2010–11, the Department of Education has responsibility
for learners throughout all stages of life, from birth to
early adulthood and into adult life. This presents exciting
opportunities to further integrate and collaborate across the
department, and to provide comprehensive lifelong learning
for all Tasmanians.
Together, the department’s three output groups:
Pre-Compulsory and Compulsory Education (birth to 18
years), Post-Compulsory Education and Skills Development,
and LINC Tasmania, underpin the department’s strategic
priorities. The achievement of outcomes is supported
by business units providing corporate support, policy
development, regulation and reporting on educational
performance.
The department’s strategic priorities include the early years,
literacy and numeracy, and retention into post-Year 10
education and training. The work undertaken in the early
years, schools, colleges of the Tasmanian Academy and the
Tasmanian Polytechnic, and LINC Tasmania is critical in
helping us to achieve our two overarching goals of enabling
every Tasmanian to reach their potential at all stages of
life and nurturing a culturally rich, socially cohesive and
economically productive community.
Early years initiatives
The Launching into Learning (LiL) initiative continues to provide
significant advancement within the department’s early years
priority. In 2010, research revealed the significant and positive
influence that LiL is having on student performance from
all socioeconomic backgrounds, and particularly for the
most disadvantaged students. The department is increasing
its investment in LiL and the early years with an additional
$2 million – bringing total funding to $6.4 million.
LiL will continue to target support to areas of greatest need
in supporting parents as their child’s first and often most
influential teachers, and to provide a cooperative interface
between families, early years services and agencies in local
communities.
The early years priority is further supported through the
establishment of integrated child and family centres across
the state. The centres provide a local setting for families,
service providers, the local community, and government and
non-government organisations to work together to provide
quality, accessible and integrated programs and services.
In 2011–12, $25.4 million in capital funding will enable the
construction of 11 centres across the state, with one major
centre already open and six centres to be opened by the
end of 2011. This is a project of strategic importance for the
department and the Tasmanian Government.
Two centres in development are funded under the National
Partnership for Indigenous Early Childhood Development. The
process for their establishment is mirroring the process being
followed by state funded centres, and will feature strong
Aboriginal community engagement and the employment of
Aboriginal staff.
The Australian Government also has the early years at the
top of its educational agenda and, as such, the Council of
Australian Governments (COAG) endorsed the Australian
Early Development Index (AEDI) as a national progress
measure of young children’s early health and development in
the years before they start school. The Tasmanian results of
the AEDI confirm the value of the government’s focus on the
early years and the decision to locate child and family centres
in the most vulnerable communities.
The introduction of the national Early Years Learning
Framework provides a curriculum framework for Kindergarten
and child care services and programs throughout the state.
The framework is an essential part of the transition to the
National Quality Framework, which will be fully implemented
in 2012. There has been a significant level of action by the
department towards this transition through 2010–11.
Literacy and numeracy focus
The department is continuing its strong focus on literacy
and numeracy improvement through three Smarter School
National Partnerships: Literacy and Numeracy, Improving Teacher
Quality and Low Socio-economic Status School Communities. The
partnerships, which are co-investments with the Australian
Government, provide significant support for improving
literacy and numeracy in schools.
Schools are being further supported to improve literacy and
numeracy outcomes with the extension of the innovative
and successful Raising the Bar Closing the Gap (RTBCTG)
program into secondary schools. The RTBCTG 7 Up program
complements the existing program in primary schools,
which assists identified schools to develop a whole-of-school
approach to literacy and numeracy improvement.
Considerable focus has been given to the Adult Literacy
Action Plan, which aims to improve the core skills levels of
Tasmanians—to improve access to, and participation in,
further education, employment and training. This plan is being
jointly implemented by Skills Tasmania and LINC Tasmania
with the establishment of a community and workplace
network of adult literacy support, a statewide team of
coordinators and trained volunteers, the Employer Pledge
Program and the Adult Literacy Community Grants Program. This
plan forms part of an $11 million investment over four years.
Improving Aboriginal education
outcomes
The department has recently released the state’s Aboriginal
education strategy Closing the Gap on Aboriginal Education
Outcomes 2010–2014: a strategy for Aboriginal student
success through school improvement. This strategy outlines
initiatives to improve the success of Aboriginal students
in schools by supporting the particular needs of individual
schools, students and their families. Support is provided
for selected focus schools to ensure that intensive effort
is dedicated to those Aboriginal students with the highest
needs.
The strategy also includes initiatives for building the capacity
of the Tasmanian education system to deliver the quality,
inclusive teaching and leadership necessary to achieve the
targets set for improvement in Aboriginal student outcomes.
The department has been allocated a further $1.9 million
over two years by the Australian Government for an
extension literacy and numeracy program for Aboriginal
students. The implementation of this will be consistent with
the Raising the Bar Closing the Gap initiative, and funding is
being directed to five high Aboriginal enrolment and high
need schools.
Curriculum development
In 2011, the Tasmanian Curriculum continues as the required
curriculum for all government primary and secondary
schools. The first stage of the new Australian Curriculum will
be released in 2012, aligning teaching and learning with all
other Australian states and territories. This will mean some
4
Department at a Glance – Strategic Focus

changes to what is currently taught in Tasmanian schools,
however, these changes will not be large as there is strong
alignment between both curricula. 2011 is a preparation
year for this transition, as schools plan and are supported to
implement the Australian Curriculum from 2012.
Post-Year 10 reforms
The enactment of the post-Year 10 reforms is a key
element of the department’s strategic focus. The Tasmanian
Polytechnic and the Tasmanian Academy (including all
colleges) continued as educational institutions but within
the Department of Education this year. This positions
the department as a whole, to tackle key issues such as
retention and attainment with even greater cooperative
energy. Students will have access to multiple pathways and
support to assist their progression from early childhood
through to university, vocational education and training, and
to enter the workforce.
Retention, attainment and skills
The department directs considerable energy towards
improving youth retention and educational attainment
through a range of parallel strategies.
As outlined above, significant reforms are being undertaken
to support this priority.
The department provides targeted education strategies
that encourage more students to remain engaged with
education and to further build their knowledge and skills.
This includes the Flexible Education Grants Program to support
non-government organisations in their work with local
schools to provide more flexible, personalised learning
options for secondary students and to improve attendance
and retention in schools. The Tasmanian Academy has
a large distance education provision through its Flexible
Learning Network and this includes supporting the learning
of Year 11 and 12 students in a number of district high
schools. Flexible learning across Kindergarten to Year 10 is
further supported by the creation of the Tasmanian eSchool,
incorporating the department’s distance and online learning
services. Funding is also provided to each Learning Service
to enable the development and expansion of flexible learning
opportunities in schools.
The Retention and Attainment Strategy will guide the work
of the department in improving the transition of students
from Year 10 to further education and training and engaging
students so they stay in education and training and gain a
meaningful Year 12 or equivalent qualification.
The Guaranteeing Futures strategy continues to support
the work of schools and colleges. The strategy provides
programs and activities that help young people make
successful transitions from compulsory schooling to further
education, training or employment. Guaranteeing Futures
teams work from within Learning Services, providing
dedicated pathway planning assistance for students, together
with teachers, principals and parents.
The Tasmanian Skills Strategy guides more than $100 million
annually in skills investment and the rollout of the state and
Australian Government funded Productivity Places Program.
The program has been extended to provide opportunities
for over 3,500 people in the coming year to enter the
workforce or obtain the qualifications and skills they need to
progress in their current employment. This highly successful
program is directly addressing the needs of workers,
business and industry to meet the demands of the modern
labour market.
LINC Tasmania network
The expansion of the LINC Tasmania network (formerly
known as Community Knowledge Network) throughout
2010–11 allowed more Tasmanians to access information
and community learning opportunities through the statewide
network of physical service points as well as online through
the Virtual LINC. LINC Tasmania’s vision is to enrich the lives
of Tasmanians by linking them to learning and information,
their history and their community. This vision complements
the changing environment in the provision of library, archive,
heritage, reference and adult learning services, as well as the
changing information and skill needs of Tasmanians.
Support for lifelong learning
LINC Tasmania’s core strategy to encourage lifelong learning
is supported by the ongoing development of Learning
and Information Network Centres (LINCs) in regional
centres throughout the state. Two new LINCs commenced
construction during 2010–11 in Queenstown and Bridgewater
which will provide these communities with modern, vibrant
facilities and access to information when and how they want.
A major focus for LINC Tasmania in the past year has been
on enabling more people to re-engage with education by
building capacity to provide literacy support services and
programs to adult and families with low literacy skills; and,
to facilitate community learning that supports the existing
and emerging learning needs of Tasmanians, particularly
opportunities to enhance pathways to work, further learning
and social inclusion.
Capital investments
Capital works to support the department’s priorities and
community needs are progressing across the state. Major
school construction projects, including Kingston High
School and the newly formed Austins Ferry Primary School
and Windermere Primary School have been completed
this year. Works on the new Port Sorell Primary School
project are planned to commence, subject to approval by
the Parliamentary Standing Committee on Public Works
(PSCPW).
Six child and family centres will be completed and open by
the end of 2011, including Beaconsfield, Clarence Plains,
Ravenswood, East Devonport, Break-O-Day (St Helens) and
West Coast (Queenstown). Other centres in Burnie and the
Derwent Valley are due for completion in 2012.
Construction of LINCs at Queenstown and Bridgewater
have commenced in 2010–11, with construction of the LINCs
at Scottsdale and George Town planned to commence in
2011–12.
Close to $65 million has been allocated in the department’s
Capital Investment Program for 2011–12, which also includes an
additional three trade training centres.
Most of Tasmania’s remaining Building the Education Revolution
(BER) construction projects have been completed in schools
across the state in 2010–11. This brings total expenditure
of approximately $300 million on upgrades and new
construction projects under BER since 2009.
Moving forward together
The department is striving to improve outcomes for all
learners and at all stages of their lives. By bringing together
and continually improving early years programs, schools,
post-Year 10 education and skills, and programs and services
for adults across the state, the department is providing even
greater opportunities for Tasmanians to learn and reach their
potential—throughout their lives.
Department at a Glance – Strategic Focus
5

Services
Individual outputs of the Department of Education in
2010–11 were provided under the following output groups:
• Pre-Compulsory and Compulsory Education –
Output Group 1
• Post-Compulsory Education and Skills Development –
Output Group 2
• LINC Tasmania – Output Group 3
There were 201 government schools and colleges including
the Polytechnic and other learning centres at the start of
2011, comprising:
• 128 Primary
• 29 Secondary
• 26 Combined (Kindergarten – Year 10)
• 8 Colleges
• 1 Polytechnic
• 9 Special (this includes the four Early Childhood
Intervention Centres)
The schools (not including Colleges or the Polytechnic) are
distributed across the following Learning Services:
• Learning Services (North) – 54
• Learning Services (North-West) – 53
• Learning Services (South) – 45
• Learning Services (South-East) – 40
Education services for students who are unable to attend a
school are provided by Distance Education Tasmania
through the Tasmanian eSchool.
Early Years is responsible for the promotion of early years
learning and care for young children. The unit provides
support for schools, education and care services and their
communities in the implementation of high quality programs
and effective practices that support learning from birth to
eight years. There is a strong focus on strategies that assist
early literacy development and school readiness. The unit
assists the Learning Services to implement Launching into
Learning, which supports families and young children in
Tasmanian school communities. Support is also provided to
the Child and Family Centre project.
Located within the Early Years, the Child Care Unit
licenses and regulates education and care in Tasmania.
The unit is responsible for the administration of the Child
Care Act 2001 and supports and monitors the development
of high quality education and care programs and services in
Tasmania.
Learning Services (four regions) support the
implementation of programs at a local level and provide
support for schools to initiate and promote system
requirements and directions. They are led by General
Managers with accountability and responsibility for the
delivery of a high quality service. Support provided by
Learning Services to schools includes professional learning
in teaching, curriculum and assessment, operational human
resources, finance, and facilities support. Learning Services
have a key role in facilitating the sharing of resources,
knowledge, innovation and learning between schools and
across the state, and respond to schools on the basis of their
improvement needs.
Post-Year 10 education and training is provided through
the Tasmanian Polytechnic and the eight colleges of
the Tasmanian Academy. Some combined and regional
secondary schools also provide post-Year 10 education and
training services either on their own or in partnership with
the Tasmanian Polytechnic or Tasmanian Academy.
The Tasmanian Polytechnic provides industry-relevant,
applied learning opportunities for Tasmanians for the
purposes of work preparation and career development.
It delivers qualifications from certificate 1 to advanced
diploma across a wide range of industry areas. It supports
students, particularly those re-engaging with learning,
and wherever practical works with rural and regional
communities to expand their access to education and training
opportunities.
The Tasmanian Academy provides post-Year 10 education
services to young students to support their achievement of
the Tasmanian Certificate of Education, and their entry into
the workforce or further education and training. Through
its eight colleges, the Academy provides Year 10 leavers with
pastoral care together with a diverse selection of academic
and vocational courses, the latter of which may be provided
in partnership with the Polytechnic or other providers.
LINC Tasmania is an integrated statewide service network
that provides all Tasmanians with access to opportunities for
skills development and information access through its four
main service areas:
• archives and heritage
• library and information
• literacy and courses
• online and computers.
The network is comprised of online services along with
physical service points, with services accessed through:
• urban and regional LINCs, including Risdon Prison LINC
• online access centres
• branch libraries
• the Hobart LINC, the Tasmanian Archive and Heritage
Office and State Library Service (located in the 91 Murray
Street building).
LINC Tasmania’s focus is on lifelong learning for all
Tasmanians and to deliver information, literacy support,
education and training services statewide.
As part of LINC Tasmania, the Tasmanian Archive and
Heritage Office preserves and manages the cultural memory
and documentary record of Tasmania, including the legal
framework for government recordkeeping.
Central support
The department service delivery areas are supported by the
following business units responsible for corporate support,
policy development, resource allocation and review. Many
of the business units contribute to more than one service
delivery area.
Strategic Policy and Performance (SPP) in consultation
with key stakeholders, leads the department’s contribution
to, and implementation of, national education policy and
strategy from the early years to Year 10, and ensures
alignment with state and national policy and strategy.
SPP provides support to the Secretary and Learning Services as
they develop, implement and align Tasmanian education policy,
and where required, leads statewide policy development. SPP
also represents the department in cross-government activities
and liaises with peak educational bodies.
SPP develops and implements data and information systems
about school, student and state performance that supports
school leaders and helps to improve overall education
performance. The unit is also responsible for overseeing
and supporting the development and implementation
of accountability frameworks to promote sustained
improvement in education and child care services.
6
Department at a Glance – Services

Educational Performance Services (EPS) monitors
and measures student outcomes in the pre-compulsory
and compulsory years of schooling including achievement in
literacy and numeracy; and also provides statewide programs
for assessment and statistical moderation against the
standards of the Tasmanian Curriculum. It reports Tasmanian
compliance with national assessment program requirements,
national reporting for the schooling sector to the end of
Year 12 and monitoring and reporting on the educational
accountability information required for specific purpose
programs. It is also responsible for corporate reporting and
facilitating the collection, storage and utilisation of student
and school data, particularly for the purposes of publishing
the annual Tasmanian Education Performance Report and
individual school improvement reports.
Skills Tasmania is responsible for developing strategy
and policy relating to skills and workforce development
in Tasmania, and for purchasing vocational education and
training from the Tasmanian Polytechnic, the Tasmanian
Skills Institute and other Registered Training Organisations
(RTOs), to support the skill development needs of
Tasmanian enterprises and individuals. Skills Tasmania also
manages the regulation of apprenticeships and traineeships,
provides support services to RTOs and other service
providers, and is generally responsible for the development,
regulation and administration of the training system in
Tasmania. As a statutory authority, Skills Tasmania reports
separately through a board to the Minister.
Tasmanian Qualifications Authority (TQA) is
responsible for consolidated statements of qualifications,
and accreditation and registration in the senior secondary,
vocational education and training, and higher education
sectors. As a statutory authority, the TQA reports
separately through a board to the Minister.
Finance and Resource Services (FRS) ensures that the
department has a strong financial and resource management
focus and infrastructure to enable the appropriate and
effective delivery of education, skills and LINC Tasmania
services across the state. The unit provides guidance in
financial and budget management for the agency and fosters
an environment which supports strong financial management
within the department, whilst enabling innovation and
improvements to resource management across all areas of
the department.
Facilities and Capital Planning (FCP) ensures that
the department has high quality, accessible, functional, well
maintained, safe and secure facilities for the appropriate and
effective delivery of education, skills and LINC Tasmania
services across the state. The unit also provides support
for innovative strategic asset management across the
department.
Human Resources Management Branch (HRMB)
provides support and services on human resources and
people management issues to all areas of the department.
This includes providing HR policy development,
implementation and advice; processing of payroll and
employee benefits; establishment, recruitment and reporting
services; safety, injury and risk management; workplace
consultancy; industrial advice; and advice on the attraction,
induction, retention and development of the department’s
workforce.
Information and Technology Services (ITS) provides
timely and high quality information and communications
technology related services and support to schools, colleges,
libraries and corporate units within the department.
These services include the provision and maintenance
of information technology infrastructure hardware and
network services, the identification of opportunities
for business improvement through technology, and the
development and maintenance of standards and processes
for information technology issues across the department.
The unit is also responsible for information and document
management systems and processes including archiving and
disposal schedules.
Portfolio Co-ordination Unit
The unit comprises four areas:
• Ministerial Services is the primary point of contact
between the department and the office of the Minister for
Education and Skills, and is responsible for managing the
flow of information, advice and documents between the
department and the Minister’s Office. The unit also assists
with policy and administrative matters for the department.
• Legal Services provides support to school and nonschool
areas within the department on legal issues. Staff
also manage the department’s responsibilities under the
Right to Information Act 2009 (previously the Freedom of
Information Act 1991).
• Communication Services manages internal and external
communication and media, responds to enquiries from
the media and issues media releases. The unit provides
a media advisory service to the department, develops
communication strategies for education programs and
initiatives, and assists with major education events.
• Marketing and Information Services is responsible
for managing the department’s websites (technical and
content), developing publications such as enrolment
guides and other information for parents and students,
undertaking graphic design for publications, managing events
and handling copyright for the department.
Internal Audit provides the Secretary with reports on
the administrative effectiveness and efficiency of programs
conducted by the department and conducts special
investigations as required.
New arrangements
Post-Year 10 (PY10) responsibilities transferred to the
Department of Education in January 2011. This involves
the five colleges that were previously transitioned as the
Tasmanian Academy as well as the Tasmanian Polytechnic.
The Tasmanian Academy now consists of all eight colleges and
together with the Tasmanian Polytechnic operates through
the PY10 division of the department.
In 2011, the following changes occurred within the
Kindergarten to Year 10 (K-10) sector:
• Fingal Primary School was annexed under St Marys District
High School becoming St Marys District High School –
Fingal Campus.
• Acton, Upper Burnie and Brooklyn Primary Schools were
amalgamated, becoming Romaine Park Primary School.
• The Tasmanian eSchool was created. As Tasmania’s online
service provider it incorporates Distance Education
Tasmania, The Online Campus and Centre for Extended
Learning (CELO).
• Claremont Primary School and Mt Faulkner Primary School
amalgamated to become Windermere Primary School.
• Abbotsfield Primary School and Roseneath Primary School
amalgamated to become Austins Ferry Primary School.
• Bridgewater High, Bridgewater Primary, East Derwent
Primary, Gagebrook Primary and Herdsmans Cove Primary
Schools were amalgamated, becoming the Jordan River
Learning Federation with the following campuses:
o Senior School Campus
o Middle School Campus
o East Derwent Campus
o Gagebrook Campus
o Herdsmans Cove Campus.
Department at a Glance – Services
7

Department of Education
Organisation Chart as at 30 June 2011
Learning
Services
General Managers
School
Principals
Early Years and
Schools
Deputy Secretary
State and National
Programs
Manager
Strategic Policy and Performance
Curriculum
Manager
Educational
Performance Services
Manager
Early Years
Director
Academy
General Manager
College
Principals
Post Year 10
Deputy Secretary
Polytechnic
General Manager
All Campuses
Secretary
Government
Education and
Training
International
Marketing
Operations
Business
LINC
Tasmania
Director
All Libraries,
LINCs, OACs
Heritage and
Archives
Manager and
State Archivist
Corporate
Services
Deputy Secretary
Human
Resources
Managers
Facilities and
Capital Planning
Director
Information and
Technology
Services
Director
Portfolio
Co-ordination
Unit
Manager
Finance and
Resource Services
Director
Internal Audit
Manager
8
Department at a Glance – Organisation

Clients
Licensed child care services 2010–11 1
Category
Number
0–5 year-olds 2 76
5–12 year-olds 3 104
0–12 year-olds 80
Family day care schemes 12
Total 272
Class sizes (average number of students)
Sector 2008–09 2009–10 2010–11
Kindergarten 18.4 18.6 19.2
Primary 23.1 23.1 23.0
Secondary 4 23.3 23.0 22.7
School and college students in each Learning Service
(August census 2010)
North-West
Primary 7,917
Secondary 4,013
Combined 1,393
College (DoE) 5 0
Special 195
North-West
South-East
North
North
Primary 9,355
Secondary 4,269
Combined 2,790
College (DoE) 5 1,297
Special 240
South
Primary 9,103
Secondary 4,537
Combined 472
College (DoE) 5 828
Special 344
South
South-East
Primary 6,926
Secondary 2,188
Combined 2,270
College (DoE) 5 1,154
Special 0
School and college students (August census 2010)
Sector FTE Number
Primary 31,183.1 6 33,301
Secondary 14,996.1 15,007
Combined 6,666.9 6,925
College (including
Polytechnic/Academy)
7,805.0 8,719
Special 385.5 779
Total 61,036.6 64,731
1 Department target for 2010–11 (dependant on market forces) was 290.
2 Long day care and occasional care centres only.
3 After school, before school and vacation care centres only.
4 As secondary school students are not organised into classes which exclusively
undertake a complete education program, the department has adopted the English
class size as a proxy measure.
5 No breakdowns are available for the Polytechnic/Academy by Learning Service.
This figure only includes the three department colleges as at August 2010.
6 This primary school student count includes Kindergarten students who attend school
on a part-time basis.
Department at a Glance – Clients
9

Proportion of active registered library users 7 by
region 2010–11
Region Number % of active users
North 35,698 26.5%
North-West 29,248 21.7%
South 69,932 51.8%
Total 134,878 100%
Record retrievals and extended queries 2010–11
Number
For government clients 1,377
For public clients 12,717
Total 14,094
Percentage of active registered library users by
gender 2010–11
Gender Number % of active users
Female 85,946 63.7%
Male 48,398 35.9%
Unknown 543 0.4%
Visits to LINCs 2010–11
Region
Number
South 1,656,482 8
North 840,888
North-West 731,291
Total 3,228,661
7 An active registered library user is a person who has a current library card and has used it in the last two years.
8 Excludes izone visits to Hobart building, not to Hobart LINC. The izone is a newly refurbished space on the second floor of the State Library building,
91 Murray Street, Hobart. It brings together the combined resources and services of TAHO and the State Reference Service.
Active registered library users by age group 30 June 2011
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
No Code
05–09
10–14
15–19
20–24
25–29
30–39 40–49 50–59 60–69 70–79 80–89 90–99 99+
Adult education participation by age group 2010–11
3,000
2,500
2,000
1,500
1,000
500
0
0–04
05–09
10–14
15–19
20–24
25–29
30–39 40–49 50–59 60–69 70–79 80–89 90–99 99+
10
Department at a Glance – Clients

Workforce
Whole of
department
as at 30 June 2011
Services FTE Number
Learning Services
Primary schools 3,255.34 4,352
Combined schools 897.52 1,136
Secondary schools 1,730.26 2,035
Special schools 199.16 296
Student support 166.74 217
Learning Services – Learning 69.42 79
Learning Services – Programs 18.57 20
Learning Services staff 105.15 122
Post Year 10
Tasmanian Academy including Colleges 718.43 947
Tasmanian Polytechnic 557.43 702
Shared Services 213.65 237
Post Year 10 central support 17.90 18
Central Support
Office of the Secretary 3.00 3
Strategic Policy and Performance 12.70 13
Educational Performance Services 19.40 20
Aboriginal Education 13.14 14
Child and Family Centres 16.00 16
Child Care Unit 13.10 15
English as an Additional Language 36.27 48
Early Years 4.80 5
Programs 42.35 57
Corporate Services 4.00 4
Human Resources Management 62.62 67
Finance and Resources Services 41.08 45
Facilities and Capital Planning 25.30 26
Information and Technology Services 114.63 121
Portfolio Co-ordination Unit 11.60 13
Internal Audit 6.00 6
LINC Tasmania
LINCs East 9 110.65 170
LINCs West 9 78.10 108
Resource Discovery and Collections 49.60 59
Strategy and Performance 17.30 20
Tasmanian Archive and Heritage Office 30.40 32
Statutory Authorities and Boards
Skills Tasmania 55.68 59
Tasmanian Qualifications Authority 18.00 20
Teachers Registration Board 7.22 10
Overall Total 8,742.52* 11,112*
9 LINCs East includes Regional Services and Support and the Hobart, Launceston and Rosny LINCs. LINCs West includes Burnie,
Devonport, Glenorchy, Huon and Kingston LINCs.
* The Tasmanian Academy and the Tasmanian Polytechnic transferred to the Department of Education on 1 January 2011 and figures are
inclusive of this change.
Department at a Glance – Workforce 11

School
employees
(Full-Time
Equivalent)
Academy/Colleges
10%
Polytechnic 8%
Special schools 3%
Secondary
schools 23%
Primary
schools 44%
Combined
schools 12%
Indigenous
Australians
employed
At 30 June 2011, 116 individuals identifying as Indigenous Australians were employed within the department,
representing 1.04% of the total workforce.
Teaching
workforce *
Teachers employed
Position FTE Number
Base grade teachers 4,051.11 4,936
Advanced skills teachers 465.10 489
Principals and assistant principals 411.30 415
Total 4,927.51 5,840
Appointment of permanent base grade teachers
Position 2008 2009 2010
New graduates appointed through scholarship program 11 7 18
Appointments through merit selection 115 79 70
Conversions to permanent status 67 184 183
Average age of teachers
Position Female Male
Base grade teachers 44.0 44.1
Advanced skills teachers 46.9 45.8
Principals and assistant principals 50.5 49.6
* The Tasmanian Academy and the Tasmanian Polytechnic transferred to the Department of Education on 1 January 2011 and figures are
inclusive of this change.
12
Department at a Glance – Workforce

Age of principals
and assistant
principals
(30 June 2011)
180
160
140
120
100
80
60
40
20
0
30–34 35–39 40–44 45–49 50–54 55–59 60–64 65+
Gender
balance in
promoted
positions
350
300
250
200
150
100
2009 2010 2011
Advanced skills teachers – female
Advanced skills teachers – male
Principals and assistant principals – female
Principals and assistant principals – male
Department at a Glance – Workforce
13

Finances
Expenditure
($’000)
2010–11 * Pre-Compulsory and Compulsory Education 755,800
Post-Compulsory Education and Skills Development 213,457
LINC Tasmania 40,065
Administered payments 255,840
Capital Investment Program ** 20,659
Total 1,285,821
* Expenditure figures are accrual based as reported in the department’s financial statements.
** Actual expenditure $215.502m – adjustment made for capitalisation of building works ($194.843m) to the Statement of Comprehensive
Income and school payment eliminations.
14
Department at a Glance – Finances

Pre-Compulsor y
and Compulsor y
Education –
Output Group 1
15

Early Years
Direction
Major
Initiatives
Launching
into
Learning
(LiL)
In the early years the focus is on schools developing
strong relationships with parents and community
services, including strategies and programs that
promote and support the importance of the early years
for children’s successful learning and development. This
will be strengthened with the ongoing implementation
of the Council of Australian Governments’ (COAG)
National Early Childhood Development Strategy and the
National Partnership Agreements on Early Childhood
Education and the Quality Agenda for Early Childhood
Education and Care.
Child and family centres being built around the state
will be administered by the Department of Education to
Launching into Learning (LiL) is a program based
on research about the importance of learning
3.1.1
opportunities prior to Kindergarten. LiL aims to
give Tasmania’s youngest children the best possible start
in life. The philosophy of LiL is to intentionally support
parents as their child’s first, ongoing and often most
influential teachers.
Launching into Learning is led and managed in each
Learning Service by a management group including
the Manager Learning, principals and early childhood
teachers. The project continues to employ at least 38
staff with over 2,200 children attending with parent/s on
a regular basis. The majority of staff employed are early
childhood teachers and teacher aides.
Partnerships and linkages with other agencies are
developing and collaborations have led to cooperative
work practices, especially between schools, the Child
Health and Parenting Services, and Housing Services.
With improved support and services to young children
and families as the goal, the range of professional
partnerships being formed is increasing. Launching into
Learning schools are determining their local needs and
working closely with, or using resources to secure social
workers, child health nurses, family support workers,
child care professionals, as well as teacher assistants to
provide a holistic and cohesive approach to supporting
families and their young children.
Pre-compulsory early education and care through
the Launching into Learning initiative constitutes a core
component of this innovative development. An amount
of $25.4 million is being invested in this project.
The state government’s Launching into Learning initiative
began in 2006 as a four year, $12.6 million commitment
to families and young children aged from birth to four
years. In 2008, the government committed a further
$4.25 million in annual funding until 2013.
work alongside their early childhood teachers. Some
schools are also seeking specialist speech, language and
occupational therapy services.
LiL programs support families by working in partnership
with parents before their children begin Kindergarten.
It gives parents the skills to support their children,
and help to deliver long-term benefits in their child’s
education. In keeping with the planning principles
underlying LiL, the majority of these school communities
have a high proportion of families living in disadvantaged
and challenging circumstances. There is evidence that
these programs are likely to be effective in achieving
learning success and to positively influence a wider range
of outcomes than would occur with future intervention.
LiL enables principals to create a school culture that
values learning in the early years, lead the design of
appropriate strategies and programs, and facilitate the
coordination and integration of relevant services in
their school community. Through LiL, programs are
developed that respond to the learning needs of young
children in each community with a focus on working
with parents, partnerships with other services, early
literacy and school readiness and working with families
with young children who find it difficult to access
services.
16
Pre-Compulsory and Compulsory Education – Early Years

Schools participating in Launching into Learning as at 30 June 2011
South – 20 schools
Austins Ferry Primary School Cygnet Primary School Glenorchy Primary School Moonah Primary School
Blackmans Bay Primary School Dover District High School Goodwood Primary School Rosetta Primary School
Bowen Road Primary School Franklin Primary School Huonville Primary School Springfield Gardens Primary School
Bruny Island District School Geeveston District High School Kingston Primary School Windermere Primary School
Collinsvale Primary School Glen Huon Primary School Margate Primary School Woodbridge School
South-East – 29 schools 1
Bagdad Primary School Fairview Primary School Oatlands District High School Swansea Primary School
Bellerive Primary School Howrah Primary School Orford Primary School Tasman District School
Bothwell District High School Jordan River Learning Federation Ouse District School
Triabunna District High School
(including East Derwent, Gagebrook
and Herdsmans Cove Campus)
Brighton Primary School Kempton Primary School Richmond Primary School Warrane Primary School
Campania District High School Levendale Primary School Risdon Vale Primary School Westerway Primary School
Clarendon Vale Primary School Maydena Primary School Rokeby Primary School
Dodges Ferry Primary School Molesworth Primary School Sorell School
Dunalley Primary School New Norfolk Primary School South Arm Primary School
North – 38 schools
Avoca Primary School Flinders Island District High School Norwood Primary School St Leonards Primary School
Beaconsfield Primary School Glen Dhu Primary School Perth Primary School St Marys District School
Bicheno Primary School Hagley Primary School Port Dalrymple School Summerdale Primary School
Bracknell Primary School Invermay Primary School Ravenswood Heights Primary School Waverley Primary School
Bridport Primary School Lilydale District School Ringarooma Primary School West Launceston Primary School
Campbell Town District High School Longford Primary School Riverside Primary School Westbury Primary School
Cressy District High School Mayfield Primary School Rocherlea Primary School Winnaleah District High School
Deloraine Primary School Meander Primary School Scottsdale Primary School Youngtown Primary School
Evandale Primary School Mole Creek Primary School South George Town Primary School
Exeter Primary School Mowbray Heights Primary School St Helens District High School
North-West – 34 schools
Burnie Primary School King Island District High School Ridgley Primary School Strahan Primary School
Cooee Primary School Latrobe Primary School Romaine Park Primary School Table Cape Primary School
Devonport Primary School Miandetta Primary School Rosebery District High School Ulverstone Primary School
East Devonport Primary School Montello Primary School Sheffield School Wesley Vale Primary School
East Ulverstone Primary School Mountain Heights School Smithton Primary School West Ulverstone Primary School
Edith Creek Primary School Nixon Street Primary School Somerset Primary School Yolla District High School
Forest Primary School Penguin Primary School Spreyton Primary School Zeehan Primary School
Havenview Primary School Redpa Primary School Sprent Primary School
Hillcrest Primary School Riana Primary School Stanley Primary School
1 This count includes the Jordan River Learning Federation as one school.
Pre-Compulsory and Compulsory Education – Early Years
17

Child and
Family
Centres
In 2010–11 the state government has committed
$25.4 million in capital funding to enable the construction
of child and family centres (CFC) statewide. The purpose
of CFCs is to improve the learning, health and wellbeing
of Tasmania’s very young children by supporting parents
and enhancing accessibility of services in the local
community.
The vision of CFCs is that all Tasmanian children have
the best possible start in life, are healthy, safe and curious
learners, nurtured by confident, capable families living in
strong, supportive communities.
The centres will bring together and offer a range of
integrated services; based on community need that make
the most difference in the early years of a child’s life,
providing access for children and their families within their
local community.
A total of six state government funded CFCs will be open
by the end of 2011. Beaconsfield CFC was the first to
open in January 2011. It provides a range of integrated
services and programs including Launching into Learning and
Child Health and Parenting Services. A common focus
for all CFCs is the cultivation of partnerships with a range
of services and a commitment to developing respectful
relationships with families. The centres have a child focused
approach combined with support and opportunities for
parents, caregivers and families.
Construction on five other centre buildings—Clarence
Plains, Ravenswood, East Devonport, Break-O-Day
(St Helens) and West Coast (Queenstown) will be
completed by the end of 2011. Other centres in Burnie,
Chigwell and the Derwent Valley are due for completion in
2012. A date for the CFC at George Town is not available
at this stage.
Through the Council of Australian Governments (COAG)
Partnership for Indigenous Early Childhood Development,
the Australian Government has also provided the
state government with $8.09 million to establish and
operate two CFCs in Bridgewater and the Huon Valley
(Geeveston).
Performance
Launching
into Learning
(LiL) data
findings in
2010 from
the 2008
program
The overarching goal of LiL is to help children
from socioeconomically disadvantaged
3.1.1
backgrounds to improve their educational
performance through interventions in early
development from birth to before Kindergarten.
The Department of Education is conducting
The Launching into Learning Longitudinal Study
2007–2014. The 2010 Progress Report collected
information on 1,299 regular 2 LiL students across
104 schools and looks at the effect participation
had on student performance as measured by the
Kindergarten Development Check (KDC) and
Performance Indicators in Primary Schools (PIPS). In the
future the report will include Year 3 National Assessment
Program – Literacy and Numeracy (NAPLAN) results.
The 2010 results show that involvement in LiL has a
significant impact in improving literacy and numeracy
skills. All analyses point to the same conclusion: that
LiL has a significantly positive influence on student
performance from all socioeconomic backgrounds but
the biggest performance gains occurred in children from
more disadvantaged socioeconomic backgrounds.
2 Defined as attendance of 75% or more LiL sessions for the year.
18
Pre-Compulsory and Compulsory Education – Early Years

2008 LiL
Cohort,
Reading
Performance
in Prep
2010 3
It is important to note that on average, children from
higher socioeconomic backgrounds participated
in 2008 LiL at higher rates than those from lower
socioeconomic backgrounds. Future work requires
continued and greater emphasis on engaging those
families that find it hardest to access programs
particularly those that are the most poorly resourced.
The LiL group had an improvement of 7.3 percentage
points in reading performance:
• the LiL group had 10.1% of reading scores in the
‘Below range’ compared to 17.4% for the non-LiL
group.
The LiL group had an improvement of 6.7 percentage
points in numeracy performance:
• the LiL group had 10.9% of numeracy scores in the
‘Below range’ compared to 17.6% for the non-LiL
group.
The LiL group achieved a 10.5 percentage points
increase in the number of children who achieved all
Kindergarten Development Check (KDC) performance
indicators when compared to the non-LiL group.
3 ‘Students who did NOT participate in LiL’ or ‘Non-LiL group’ is used as a control in calculations of several measures. The standard
approach used to choose a group of students who did not participate in LiL but attended the same schools where LiL was offered. This
approach provides the twin benefits that it logically defines the non-LiL group as students that could have potentially participated in LiL
but did not and it reduces the influence of school level confounding variables by selecting the comparison group from the same school
background.
Students
Achieving
Expected
Standards in
Early Years
Academic
Performance
Measures
Interviews with LiL stakeholders suggest that, in
addition to improving the immediate educational
outcomes for children, the LiL program also produces
additional positive effects for the community. By actively
involving parents, LiL provides them with the necessary
skills and resources needed to facilitate their child’s
educational development. The LiL program also helps
parents build substantial ongoing support networks.
Pre-Compulsory and Compulsory Education – Early Years
19

Launching into Learning Good Practice Example
LiL in George Town is a collaborative endeavour
between our two public schools. Our LiL Planning
Team is made up of key staff from the two schools with
coordination coming from a senior staff member funded
through South George Town Primary School’s Low
Socioeconomic Status (SES) National Partnership. Strong
links have been established with other service providers
in George Town, which is creating opportunities for
shared services to families. We are creating a model of
integration, working alongside government and nongovernment
organisations for the benefit of families,
which will be further strengthened when the child and
family centre is completed in George Town in 2012.
Our Birth – 4 programs are designed for families
throughout George Town. The programs are delivered
in a consistent format irrespective of the venue.
The choice of venues is determined by factors that
include accessibility for families through a supportive
environment, and appropriate space and costs. We see
our support as falling into three tiers:
• A playgroup at each school is the first tier of universal
support for families with children under school age.
There is a consistent approach so families hear and
learn the same songs at both sessions. Two teacher
assistants are employed alongside the teacher, helping
families to feel welcome and supported.
• Outreach programs into the community are the
second tier of support. A teacher and teacher
assistant talk with families and read and play with
babies and children in the Child Health and Parenting
Services (CHAPS) clinic foyer as families wait to see
the nurse. Most recently we have organised for an
Occupational Therapist from St Giles to join this
outreach program. The family partnership model
of interaction is used by LiL staff. More informal
examples of 2nd tier support include our park parties
and Tiny Tots on Show programs where multiple service
providers join in outreach.
• Very small play opportunities for specific, targeted
families represent the third tier of support. LiL has
formed a partnership with the Early Childhood
Intervention Service (ECIS) to provide pre-Kinder
experience for children with autism. Other third tier
opportunities include meeting for coffee at a local cafe,
baby massage and in-home play sessions.
Our work with families this year has also taken on an
increased focus on supporting parents in their key role.
Three LiL team members trained as facilitators for
the Empowering Parents, Empowering Communities
Course—Being a Parent. More than 20 parents are taking
part in the course. There are considerable benefits
already emerging for parents and children. LiL staff also
have key roles in supporting other parent programs
including the Pregnant and Young Parent Support (PYPS).
As a LiL team we meet frequently, including fortnightly
planning meetings. A task at the meetings is the
processing of all child health referrals to ensure prompt
contact with families. We prioritise professional learning
to support our work with young children and their
families.
Data confirms that our LiL Planning Team programs are
succeeding in engaging an increasing number of families.
In 2010 attendance at LiL programs grew by over 50%.
LiL Planning Team
South George Town Primary School
Port Dalrymple School
Early Years
School
Improvement
Measures
(as reported
in Tasmania’s
Education
Performance
Report 2010)
Key performance measure 2008 2009 2010 Tasmania
Together
Benchmark
Percentage of Kindergarten students
achieving expected outcomes 4 76.8% 76.0% 76.0% 3.1.1
Percentage of Prep students achieving
expected literacy outcomes 85.1% 85.7% 84.3% 3.2.2
4 Tasmania Together benchmark 3.1.1 target for 2010 is 76%.
20
Pre-Compulsory and Compulsory Education – Early Years

Child Care
Direction
The Child Care Unit (CCU) is integral to maintaining
the provision of quality child care in Tasmania. Staff
• a system of licensing, including developing,
implementing and reviewing licensing standards
• support and advice to services and the wider
community in regard to licensing
• funding through specific programs.
Major
Initiatives
Recognition
Project
MCCAC sees recognition of prior learning and
experience as an effective tool to build on and
complement the Child Care Scholarships program,
Performance 5
seek opportunities to work collaboratively with the
child care community while maintaining the unit’s core
functions of providing:
The most significant issues continuing to affect the
child care sector are the challenges associated with the
recruitment and retention of child care staff, particularly
In late 2007, the Minister’s Child Care Advisory Council
(MCCAC) identified recruitment and retention of
suitable staff as its main priority and developed a
successful budget bid to establish the recognition
process as a significant, ongoing qualification pathway
to help resolve the qualifications crisis.
the Skills to Care initiative, and the Skills for Growth
initiative. The first intake of the project was completed
qualified staff. The CCU is working with the sector and
the Minister’s Child Care Advisory Council to improve
this and has facilitated and developed a number of
strategies to increase the number of qualified staff.
Currently, planning is underway nationally for
the implementation of the Council of Australian
Governments’ (COAG) quality reform agenda. The
National Partnership Agreement on the National Quality
Agenda for Early Childhood Education and Care was signed in
December 2009.
The agreement requires significant change for licensing,
accreditation and the work of the CCU. Work to
enable these changes to occur smoothly commenced in
2009–10 and will continue through to its implementation
from 1 January 2012.
in 2009–10 and the final intake will complete their
involvement late in 2011. A total of 46 coaches have
received assessor training, 36 of whom are still current
and are co-assessing candidates in conjunction with
Skills Institute coordinators. A total of 138 candidates
have been/are currently enrolled in the project.
Of the 75 who participated in 2010, 17 obtained
their Diploma qualification with the vast majority of
the remainder continuing with a training pathway to
complete the gaps identified through the recognition
process. An additional three candidates have completed
the Diploma so far in 2011.
Licensed
Child Care
Places
During 2010–11, CCU met the state’s responsibility
for licensing and standards. Data indicates that despite
variations from year to year, there has still been an
overall increase in places from 2008–09.
Key performance measure 2008–09 2009–10 2010–11
Licensed child care services: 6
0–5 year-olds 7 83 81 76
5–12 year-olds 8 111 109 104
0–12 year-olds 77 77 80
Family day care schemes 11 11 12
Total 282 278 272
Licensed centre-based child care places:
Long day care 5,590 5,565 5,988
Occasional care 703 671 499
After school care 4,499 4,463 4,687
Before school care 1,554 1,507 1,448
Vacation care 4,052 4,031 4,143
Total 16,398 16,237 16,765
5 These measures support the achievement of Tasmania Together
benchmark 1.2.1.
6 DoE target for 2010–11 (dependant on market forces) was 290.
7 Long day care and occasional care centres only.
8 After school, before school and vacation care centres only.
Pre-Compulsory and Compulsory Education – Child Care
21

Literacy and Numeracy
Direction
Improving the literacy and numeracy performance
of all Tasmanians remains one of the department’s
highest priorities. The department has developed a
comprehensive reform agenda that focuses on literacy
and numeracy achievement in the early years, schools,
post-Year 10 education and training, and adult education.
The Tasmanian Curriculum sets the direction for learning
for all students in Tasmanian Government schools.
Students from Preparatory to Year 10 are assessed
against key learning areas including English–literacy and
Mathematics–numeracy, which are mandated areas of
study in the Tasmanian Curriculum. Assessment ratings
and comments on English–literacy and Mathematics–
numeracy are provided to parents each year, together
with assessments on other learning areas as appropriate
to the school and the student. The knowledge, skills,
understandings and capacities that children develop are
central to learning and necessary for success in all areas
of the curriculum.
Tasmania has joined other states and territories in
endorsing the new Australian Curriculum. The Australian
Curriculum will make clear what young people should
be taught and the quality of learning that is expected
of them. English and Mathematics are both Phase 1
subjects which will be fully implemented (planning,
teaching and reporting) in Tasmanian Government
schools in 2012.
Direction in early years education is strongly guided
by research that indicates how vital the early years
(0 to 5) are in the development of children as they begin
and progress through school. This direction is supported
by the Launching into Learning (LiL) initiative which
focuses on early literacy and school readiness, and by the
development of integrated child and family centres in key
areas across the state.
The Raising the Bar Closing the Gap initiative is a pillar
of Tasmania’s literacy and numeracy improvement
strategy and aims to significantly increase the number of
children finishing primary school with functional literacy
and numeracy skills. The extension of the program
into selected secondary schools in 2011–12 is further
advancing this direction.
Learning Services work with schools to improve
the learning outcomes of all students. To ensure
responsiveness to school needs, each Learning
Service is overseen by its School Improvement Board.
Every school has an explicit literacy strategy as part
of their school improvement plan so that every child’s
literacy learning needs can be supported.
Major
Initiatives
The department’s direction and literacy and numeracy
goals are supported by a range of targeted initiatives.
The progress and influence of these initiatives are
generally reflected in literacy and numeracy performance
over time—see ‘Performance’ (next section).
Early years
In the early years, a key focus of the Launching into
Learning program is on early literacy and school
readiness. The latest results from the longitudinal
analysis of this program clearly demonstrate the
continued effectiveness in boosting the educational
outcomes for participating students, and particularly
those from lower socioeconomic backgrounds.
The role of parents and carers involvement in their child’s
education, especially in the early years, is extremely
important and provides the foundation on which all future
literacy and numeracy learning is built. In 2010–11 the
department allocated $27.7 million to child and family
centres, $2 million to early years literacy and numeracy,
and $100,000 to the Reading Together initiative.
Raising the
Bar Closing
the Gap
The goal of the Raising the Bar Closing the Gap
(RTBCTG) initiative is to have more children finish
primary school and start their secondary education
with functional literacy and numeracy skills.
The department committed $8 million to this initiative
in 2010–11.
In 2010–11, further funding of $975,000, increasing to
$3 million per annum for three years from 2011–12,
is provided to extend the RTBCTG initiative into
government secondary schools. This funding will initially
target students in Years 7 and 8, and then broaden the
target group to gradually encompass students from Years
7–10. This strategy will result in an increased number
of students finishing secondary school with functional
literacy and numeracy skills. The implementation of
this initiative will provide additional staffing to selected
secondary schools whilst building teacher capability and a
whole-of-school improvement approach.
22
Pre-Compulsory and Compulsory Education – Literacy and Numeracy

RTBCTG is complemented by Smarter Schools National
Partnerships for Literacy and Numeracy, and Low Socioeconomic
Status School Communities. The National
Partnerships are co-investments with the Australian
Government that provide significant support for
improving literacy and numeracy in schools. Teacher
learning, and building teacher capability in a sustainable
way, is a priority within the Tasmanian approach to the
National Partnership for literacy and numeracy and
has predominantly underpinned all actions in schools.
Students in Years 5, 6, 7 and 8 are being specifically
targeted for initiatives, and implementation is requiring
primary and secondary schools to work together.
Closing the
Gap on
Aboriginal
Education
Outcomes
The Tasmanian Closing the Gap strategy (2010–14)
complements work through the Smarter Schools
National Partnership for Literacy and Numeracy to lift the
performance of Aboriginal students. This strategy aims
to better meet the educational needs of Aboriginal
students and improve performance through whole-of
school approaches to personalised learning, literacy and
numeracy improvement and community engagement.
A feature of the strategy is the identification of focus
schools, based on high Aboriginal student enrolment
and high educational need. Focus schools are receiving
specialised support from Aboriginal Education Services
to support inclusive teaching and improve community
engagement.
Many Aboriginal students in Tasmania achieve lower
outcomes compared to their non-Aboriginal peers.
A range of targeted strategies to improve outcomes
are designed to close this gap. These strategies include:
in-class tuition, personalised mentoring and tutoring,
as well as support for speech, hearing and other
impediments that hinder progress. Specialised
professional learning for tutors that focuses on quality
teaching programs and cultural awareness is also
provided.
The National Aboriginal and Torres Strait Islander Education
Action Plan (NATSIEAP) has enabled extension funding of
$1.9 million to support five NATSIEAP focus schools to
incorporate the Raising the Bar Closing the Gap strategy
into their schools—Raising the Bar Closing the Gap
Indigenous extension. This program commenced in Term 1,
2011 and will continue until December, 2012. The Raising
the Bar Closing the Gap Indigenous extension program will
help to accelerate literacy and numeracy achievement of
participating Aboriginal students.
Literacy and
numeracy
learning
initiatives
The following funded literacy and numeracy initiatives
occurred in 2010–11:
• Learning Services Support for Schools – schools,
in conjunction with their Learning Services, are
best placed to develop individualised literacy and
numeracy plans. Funding of $3 million in 2010–11
was provided for Learning Services to support
schools in literacy improvement. Schools have been
supported with focused professional learning and
have been working together to interpret data and
better diagnose and address the learning needs of
their students.
• Literacy Grants – literacy intervention support was
provided to schools with the highest Educational
Needs Index (ENI).
• Reading Recovery – a school-based literacy
intervention for Year 1 was a funded improvement
strategy with 56 schools participating in 2010.
• Reading Together – a family literacy program which
supports pre-school and adult literacy at 18 locations
statewide.
• Flying Start – the Flying Start resource is a staffing
allocation made to primary and combined schools
to support literacy teaching and learning from
Kindergarten through to Year 2. All primary and
combined schools provided this early intervention in
literacy.
• Student Links – an initiative to improve outcomes
for students moving from Year 6 to Year 7, which
provides additional support to schools and
communities to address the specific needs of students
at risk during transition periods. Projects and programs
vary and include the provision of personal support
through case management and curriculum designed
around individual student needs and capacities.
• Partnerships in Teaching Excellence (PiTE) – this preservice
training program is in part used to better
prepare beginning teachers as literacy/numeracy
teachers and improve professional learning for
experienced teachers; 20 students were part of this
initiative in 2010 with 23 students participating in 2011.
Literacy and
Numeracy
Plans
In response to the NAPLAN 2011 results, a strategy
has been developed and implemented. The strategy will
see each school carefully analysing their school data to
identify specific aspects of literacy and numeracy that
require further focus. Schools have also been provided
with additional data to assist with their analysis as well
as direct access to web-based teaching resources and
strategies and support. In addition the Curriculum and
Educational Performance Services teams are providing
further school level support, including help desk
assistance to aid their analysis and planning.
Principals and teachers are translating their findings into
revised Literacy and Numeracy Plans at the school level,
and implementing teaching and learning strategies to
address the identified areas of future focus.
Pre-Compulsory and Compulsory Education – Literacy and Numeracy
23

Transition
to the
Australian
Curriculum
2011 is a preparation year for the learning areas of
English, mathematics, science and history within the
Australian Curriculum. English, mathematics and science
will be implemented in schools from 2012. Preparation
has involved awareness-raising, familiarisation and
developing understanding of content, intent and
rationale. Other learning areas will continue to be
implemented as they become fully developed by the
Australian Curriculum, Assessment and Reporting
Authority (ACARA).
Premier’s
Reading
Challenge
The Premier’s Reading Challenge offers students the
incentive to read more often and widely. Students in
Years Prep to 6 are challenged to read a book a week
for 10 weeks. The Challenge aims to improve the
literacy of Tasmanian students, help raise awareness
of the importance of reading amongst parents and the
wider community, and give young students a love of
reading to set them up with one of life’s most precious
skills. Over 11,500 primary school students completed
the Premier’s Reading Challenge, with more than 115,000
books read and over 1,670 book reviews submitted.
Performance
The department is responsible for monitoring and
accountability. Educational Performance Services
(EPS) provides schools with data from international,
national and statewide assessments to assist schools
to tailor programs to help each student to lift his/
her performance. These assessments include
the Kindergarten Development Check (KDC),
Performance Indicators in Primary Schools (PIPS),
The National Assessment Program – Literacy and
Numeracy (NAPLAN), Trends in International
Mathematics and Science Study (TIMSS) and Programme
for International Student Assessment (PISA).
The state government remains firmly committed to
transparency and accountability for ongoing school
improvement. The government strongly supports
the effective assessment and reporting of student
achievement, including the diagnostic value of the
NAPLAN.
Tasmania’s
Education
Performance
Reports
The department compiles a state and regional summary
of educational performance in government schools
each calendar year. This includes reporting on literacy
and numeracy performance. The latest report (2010) can
be viewed online from http://www.education.tas.gov.au
School
Improvement
Reports
School Improvement Reports have been provided to
compare achievement and improvement in individual
schools across consecutive years—since 2008
(2007 data). The fourth release of school
information was made available to the public in
June 2011 (2010 data) and can be viewed online at
http://schoolimprovement.education.tas.gov.au. The data
on literacy and numeracy allow schools to compare their
results against previous achievements to determine the
progress that is being made. The reports also identify
areas of strength so that successful strategies can be
shared with other schools.
24
Pre-Compulsory and Compulsory Education – Literacy and Numeracy

National
Assessment
Program –
Literacy and
Numeracy
(NAPLAN)
In May each year, Years 3, 5, 7 and 9 students across
Australia are tested on aspects of literacy and
numeracy using a common test in Reading, Writing,
Language Conventions (spelling, grammar and
punctuation) and Numeracy.
Results from these tests are used at school and state
level to evaluate the effectiveness of teaching, the
learning initiatives and programs in place, and to clarify
a direction for continued improvement in literacy
and numeracy performance. The NAPLAN testing
and reporting assists the department to address
educational disadvantage and to direct resources to
where they are most needed.
These measures support the achievement of
Tasmania Together benchmarks 3.2.2 and 3.2.3.
http://www.tasmaniatogether.tas.gov.au/
Student results in the NAPLAN tests are reported
against a continuous reporting scale for each test
type, described by ten achievement bands and enable
individual achievement to be compared to the national
average. The achievement scale for each year level
is described using six of the ten achievement bands;
the first band being the lower level of knowledge and
skills attained; and the top band describing higher level
knowledge and skills. One band is designated as the
national minimum standard (NMS) for each test and
year level.
National Assessment Program—Literacy and Numeracy National Assessment Scale
Band 10
Band 10
Band 9
Band 8
Band 8
Band 9
Band 8
Band 9
Band 8
Students are
above the national
minimum standard
Band 7
Band 6
Band 5
Band 4
Band 3
Band 2
Band 1
Band 6
Band 5
Band 4
Band 3
Band 2
Band 1
Students are
above the national
minimum standard
Students are
at the national
minimum standard
Students are
below the national
minimum standard
Band 7
Band 6
Band 5
Band 4
Band 3
Students are
above the national
minimum standard
Students are
at the national
minimum standard
Students are
below the national
minimum standard
Band 7
Band 6
Band 5
Band 4
Students are
above the national
minimum standard
Students are
at the national
minimum standard
Students are
below the national
minimum standard
Band 7
Band 6
Band 5
Students are
at the national
minimum standard
Students are
below the national
minimum standard
Year 3 Year 5 Year 7
Year 9
Source: ACARA – http://www.nap.edu.au
Notes
The NAPLAN data for 2011 are preliminary. Final data are reported in
the NAPLAN National Report.
The average age and years of schooling are determined as at the
time of testing.
The percentages of students represented in the tables have been
rounded and may not sum to 100.
Exempt students were not assessed and are deemed not to have
met the national minimum standard.
Participation rates are calculated as all assessed and exempt
students as a percentage of the total number of students in the
year level, as reported by schools, which includes those absent and
withdrawn.
Pre-Compulsory and Compulsory Education – Literacy and 5 th percentile Numeracy –
In the tables, standard deviation is abbreviated as S.D. Standard
deviation is the measure of variability in the students’ performances.
Approximately 68 per cent of student results are expected to fall
How to read the graphs
700
600
500
400
300
Each group’s results are represented
in a vertical column with various colours.
80 th percentile –
80% of students
achieve below
this score
Mean scale
score
20 th percentile –
20% of students
achieve below
95 th percentile –
95% of students
achieve below
this score
5% of students
achieve below
Band 8
and
above
Band 7
Band 6
Band 5
Band 4
Band 3
and
below
25

NAPLAN – Reading
NAPLAN - Reading
Legend
Exempt
1 band below
NMS
AT NMS
1 band above
NMS
2 bands above
NMS
3 bands above
NMS
4 bands above
NMS
NMS = National Minimum Standard
Achievement of Year 3 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2009
1
5
13
19
22
20
20
TAS 2010
1
5
11
17
22
21
24
TAS 2011
2
6
13
17
19
19
25
AUS 2011
2
4
10
17
21
21
24
Achievement of Year 5 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2009
1
8
15
21
24
19
12
TAS 2010
1
8
15
23
24
18
11
TAS 2011
1
9
15
22
24
17
12
AUS 2011
2
7
14
23
26
18
11
Achievement of Year 7 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2009
1
6
15
25
27
17
8
TAS 2010
1
5
14
25
28
19
9
TAS 2011
2
5
17
26
26
17
7
AUS 2011
2
4
15
26
27
19
8
Achievement of Year 9 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2009
1
8
16
26
28
16
5
TAS 2010
1
8
20
28
26
13
4
TAS 2011
1
8
19
28
26
14
5
AUS 2011
2
6
17
27
27
16
5
26 Pre-Compulsory and Compulsory Education – Literacy and Numeracy

Commentary
• Tasmania’s 2011 results for all year levels in Reading
were comparable with its 2010 results, and over the
longer-term, 2008 results.
• Tasmania’s 2011 results for Reading were comparable
to Australia.
• The percentage of Tasmanian students at or above
the national minimum standard are within 1.6% of the
Australian figure—across all year levels.
• The extent of the gap between Tasmania and Australia
was equivalent to incorrect responses on less than one
question in the Reading test.
• Some schools in lower socioeconomic areas are
showing improvements, indicating that initiatives aimed
at raising the literacy levels of students in these schools
(see ‘Major Initiatives’) are making a positive difference.
Explanatory
notes to the
charts
• Literacy performance is represented by achievement
on the Reading tests, because Reading is generally
considered the most reliable measure of overall
literacy achievement.
• All figures are inclusive of government and nongovernment
schools.
• The percentages of students represented have been
rounded and may not sum to 100.
• Exempt students were counted as assessed, are
deemed not to have met the national minimum
standard and are included in the result for each test.
• These measures have been sourced from the national
website for NAPLAN – www.nap.edu.au
• The 2009 and 2010 measures are taken from the
Stage 2 release of those results.
• The 2011 measures are taken from the Stage 1
(preliminary) release of 2011 results and some minor
changes can occur between the Stage 1 and Stage 2
reporting due to be released in December 2011.
Pre-Compulsory and Compulsory Education – Literacy and Numeracy
27

NAPLAN – Numeracy
NAPLAN - Numeracy
Legend
Exempt
1 band below
NMS
AT NMS
1 band above
NMS
2 bands above
NMS
3 bands above
NMS
4 bands above
NMS
NMS = National Minimum Standard
Achievement of Year 3 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2009
1
5
14
23
26
20
12
TAS 2010
1
4
12
23
28
20
12
TAS 2011
2
3
13
25
26
18
12
AUS 2011
2 2
11
24
27
20
13
Achievement of Year 5 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2009
1
6
18
30
27
13
5
TAS 2010
1
6
15
29
28
15
7
TAS 2011
1
5
17
30
27
14
6
AUS 2011
2
4
14
28
28
16
9
Achievement of Year 7 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2009
1
6
18
29
27
14
5
TAS 2010
1
5
17
30
26
14
7
TAS 2011
2
6
17
28
25
15
8
AUS 2011
2
4
14
26
26
17
12
Achievement of Year 9 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2009
1
5
19
32
27
12
4
TAS 2010
1
6
19
32
27
12
4
TAS 2011
1
7
23
29
23
11
5
AUS 2011
2
5
18
28
24
15
9
28
Pre-Compulsory and Compulsory Education – Literacy and Numeracy

Commentary
• Tasmania’s 2011 results for all year levels in Numeracy
were comparable with its 2010 results, and over the
longer-term, 2008 results.
• The only significant change was improvement in
Year 5 Numeracy from 2008, matching a national
improvement.
• Tasmania’s 2011 results were generally comparable to
Australia in Numeracy for the percentage of students
at or above national minimum standard, demonstrating
that students are achieving quite well in the basic skills.
• The extent of the gap between Tasmania and Australia
was equivalent to incorrect responses on about one
question in the Numeracy test(s).
• Often Tasmanian students matched national
performance on problem-solving tasks in Numeracy, but
performed less well in some specific areas such as spatial
terminology.
• Some schools in lower socioeconomic areas are
showing improvements, indicating that initiatives aimed
at raising the numeracy levels of students in these
schools (see ‘Major Initiatives’) are making a positive
difference.
Explanatory
notes to the
charts
• All figures are inclusive of government and nongovernment
schools.
• The percentages of students represented have been
rounded and may not sum to 100.
• Exempt students were counted as assessed and
are deemed not to have met the national minimum
standard and are included in the result for each test.
• These measures have been sourced from the national
website for NAPLAN – www.nap.edu.au
• The 2009 and 2010 measures are taken from the
Stage 2 release of those results.
• The 2011 measures are taken from the Stage 1
(preliminary) release of 2011 results and some minor
changes can occur between the Stage 1 and Stage 2
reporting due to be released in December 2011.
Closing the Gap on Aboriginal Education Outcomes
Key performance measure 2007 2008 2009 2010
Tasmania Together
Benchmark
Percentage gap in Indigenous
students achieving expected
outcomes
9.7% 7.4% 9.4% 7.4%
3.2.2
In terms of a national comparison, Tasmania has the
smallest differences in mean score results between
Aboriginal and non-Aboriginal students for all tests and
year levels in NAPLAN. On average, the gap between
Aboriginal and non-Aboriginal students is 50% less in
Tasmania than other states and territories.
Pre-Compulsory and Compulsory Education – Literacy and Numeracy 29

Post-Compulsory
Education and Skills
Development –
Output Group 2
30

Direction
Major
Initiatives
Retention
and
Attainment
Strategy
The Department of Education’s goal for all Tasmanians
is that they gain appropriate skills and qualifications to
enable them to participate in a globalised, creative and
innovation-based community and economy.
To this end, the department is progressing the
implementation of an evolved model of
post-Year 10 education and training in 2011.
Amendments to legislation that came into effect from
1 January 2011 have brought the Tasmanian Polytechnic
and Tasmanian Academy under the auspices of the
department, providing the opportunity for an increased
strategic focus to support the achievement of improved
educational outcomes for all Tasmanians.
Through the Tasmanian Polytechnic and Tasmanian
Academy and some district and regional schools, the
department provides post-Year 10 education and
The Retention and Attainment Strategy will guide the
work of the department in improving the transition of
students from Year 10 to further education and training,
and engaging students so they stay in education and
training, and gain a meaningful Year 12 or equivalent
qualification.
A key initiative of the strategy is the introduction of
tracking of students from Year 10 to the completion
of Year 12 or equivalent. This includes following up
at-risk and disengaged students and supporting their
re-engagement.
The strategy focuses on a range of areas to support
transition, engagement and achievement of qualifications
including:
• high quality pathway planning
• open and consistent communication between
schools, colleges of the Academy and the Polytechnic,
underpinned by a collaborative culture
• a coordinated approach to course offerings
• quality information available to and accessible by
students, parents and teachers
• quality teaching
• quality learning support and learning environments
• relevant and flexible programs.
training opportunities to enable every Tasmanian to
reach their potential at any stage of life. The department
aims to nurture a culturally rich, socially cohesive and
economically productive community.
Tasmania’s target is for 90% of students to attain Year 12
or its equivalent by 2015 which is the national target set
through the National Partnership Agreement on Youth
Attainment and Transitions. Currently, Tasmania’s rates
of participation and achievement in post-compulsory
education and training are lower than most other
Australian states and many OECD countries.
A significant focus for the department is to address
student retention beyond Year 10, and to do so, the
department is working to improve the transition of
students from Year 10, their engagement in programs in
Year 11 and beyond, and their attainment of meaningful
qualifications.
Progress
The strategy has been agreed to by all Year 11 and 12
leaders in the Polytechnic and Academy. It has been
disseminated to secondary school principals through a
range of processes including face-to-face meetings and a
workshop.
Work has commenced in conjunction with pathway
planners to develop the transition support processes for
the strategy. Research has been undertaken to investigate
suitable special engagement programs. Colleges have also
commenced work on the development of special interest
programs focused on improving retention.
Initial investigation has been undertaken into the
development of a student tracking system.
The 2012 Your Guide to Education and Training in Years 11
and 12 was disseminated to all secondary schools in June
2011.
Discussions have commenced with district and regional
high schools and Aboriginal Education Services to
explore factors affecting the transition, engagement and
achievement of students at higher risk of disengagement,
as well as possible programs to address these factors.
Post-Compulsory Education and Skills Development 31

Guaranteeing
Futures
Trade
Training
Centres
Guaranteeing Futures initiatives are focused on
retention and participation of young people
3.3.1
in post-compulsory education and training.
Starting in the compulsory years, young Tasmanians
are provided with pathway planning and transition
support as well as extensive career, work and
enterprise education.
All Tasmanian secondary school students develop
pathway plans. Pathway planning officers (PPOs) will
continue to support schools. In line with the Learner
at the Centre strategy, PPOs will focus on supporting
Year 10 students to make successful transitions
beyond secondary school by developing personal
pathway plans and facilitating relevant pathway
experiences.
Given the focus on students having a future pathway
and the ability to follow it, career planning will be
further integrated into the curriculum. With the
supporting pathway planners, teachers can match and
develop a student’s aspirations and their education
program.
Guaranteeing Futures initiatives continued to be
monitored to ensure they deliver the best results for
young Tasmanians.
The Tasmanian Government has accessed the
Australian Government’s Trade Training Centre in
Schools program as part of its strategy to increase
vocational training opportunities for people living in
rural and remote areas. The aim has been to establish
skill hubs in regional areas, involving as many schools
in the area as possible.
The Tasmanian Polytechnic has responsibility for
collaborating with local communities to develop
and submit applications for projects on behalf of the
government sector in the state.
The centres are designed to deliver a number of
trade competencies (not all at each site) covering
auto electric, electro-technology, bricklaying and
plastering, roofing and general plumbing, metals,
carpentry and joinery, welding, floor tiling and
horticulture–all generally up to Certificate II level
qualifications which will articulate to Certificate III.
The Tasmanian Government has a ten year plan
for trade training centres that includes both state,
Catholic and independent schools. Future projects
will include the refurbishment of existing facilities to
The department has developed and will maintain
valuable resources to support students to develop their
pathway plans for their future beyond Year 10.
Progress
Specific initiatives include:
• Working on water – 80+ Year 9 and 10 students
around the state participated in this three day
experience providing an overview of marine careers.
• Step out in Bricks – 70+ Year 9 and 10 students around
the state participated in this one week intensive
hands-on experience in brick laying.
• Design Your Future in Engineering – 36 Year 10 students
around the state participated in this extended
experience exploring pathways into engineering.
• Try A Trade – approximately 1,600 Year 9 students
around the state participated in this one day
experience designed to give students an opportunity
to undertake an activity in three trade areas.
• youthBUILD – 70 Year 10 students at seven
participating secondary schools and Claremont
College took part in this year long program which
introduces students to careers in building and
construction.
bring them up to industry standard and to offer training
in traditional trade areas and emerging industries.
Progress
Three centres constructed at George Town, Dorset
and Bridgewater, which were completed in October
2010, offered a suite of VET programs for students
enrolled in Years 11 and 12 in 2011, as well as preemployment
VET programs for young people and adults
preparing to undertake apprenticeship employment.
Students in Years 9 and 10 also access VET programs at
these centres.
Construction of three further centres is underway.
Construction at Circular Head commenced in
January and at Break O’Day in March with both due
for completion in 2011. Construction at Huonville
commenced in June with scheduled completion early
in 2012.
As at 30 June, the number of programs run in 2011
was 11 at Scottsdale, 13 at George Town and 36
at Bridgewater (comprising 15 Certificate I and II
programs plus 21 taster programs).
Student This Australian Research Council Linkage Project is
Retention a collaborative longitudinal study being undertaken
by the University of Tasmania and the Department
Beyond the of Education which was approved in May for
Compulsory commencement in July 2011. The project will
Years in Rural, investigate the nature, impact and efficacy of a
Regional and range of intervention strategies at primary school,
Disadvantaged
Communities
Project
secondary school and college levels aimed at enhancing
student retention in education beyond the compulsory
years of schooling. It will build knowledge of the ways
in which factors known to influence retention interact
with one another and other relevant but underresearched
variables. This three year study will be
located in rural, regional and disadvantaged areas of
Tasmania.
32
Post-Compulsory Education and Skills Development

Qualification
for Teacher
Registration
From I January 20II, Tasmanian Polytechnic teachers
were required to be registered with the Teachers
Registration Board. To gain full registration, either
general, or specialist VET, Polytechnic teachers must
hold or obtain a recognised teaching qualification.
Specialist VET registration recognises teaching
qualifications and industry/vocational qualifications
that are appropriate for the VET sector and enables
a teacher to deliver vocational education in a school
or Polytechnic setting.
Teachers employed at the Polytechnic prior to
the introduction of registration and who met the
criteria for specialist VET registration were granted
provisional registration, specialist VET.
As a result of a memorandum of understanding
between the University of Tasmania and the Tasmanian
Polytechnic the teaching qualification, the Bachelor
of Education (Applied Learning), was developed.
This qualification will recognise the significant skill
and experience of Polytechnic teachers and has been
submitted to the Teachers Registration Board for
assessment as a recognised qualification.
Polytechnic teachers will be strongly supported in
undertaking this qualification with individual mentoring
and facilitated study groups being organised through
the Polytechnic. It was anticipated that in excess of
180 teachers (including approximately 160 from the
Polytechnic) would commence in first semester in July 20II.
Taste of
Polytechnic
2010
Performance
Partnerships between schools, The Tasmanian
Polytechnic, and, in some instances, business and
industry, allow students to access short-term
training programs in a range of areas. The areas
include metals, manufacturing, textiles, fashion,
hospitality, engineering, construction, community
services, hairdressing and business administration at the
Tasmanian Polytechnic and combined this learning with
school and, at times, work placement.
The partnership has continued with the Tasmanian
Polytechnic in 2011 and incorporates the Trainee and
Apprenticeship Pathway Program (TAPP).
Performance measure
Attainment measures for 15–19 year-olds, achieving:
2008–09 2009–10 2010–11
Actual 1 Actual 1 Target
2011–12
Target
Tasmania
Together
Benchmark
120 credit points in education and training 3,796 3,931 3,937 4,196
Some vocational education and training 4,727 4,952 4,876 5,072
A Tasmanian Certificate of Education 2,667 2,825 2,782 2,894
A tertiary entrance rank 2,076 2,235 2,201 2,289
3.4.2
3.4.2
3.4.2
3.4.2
NSSC Census 2 7,500 8,002 8,000 8,000
Apparent retention rate Years 10–12 3 62.2% 73.0% 67.0% 69.0%
Full year training equivalents 4 12,300 13,800 13,500 13,500
3.3.1
Training participation rate 13.0% 14.8% 14.0% 14.0%
Student Satisfaction – Graduates 5 90.5% 89.8% 90.0% 90.0%
Student Satisfaction – Module Completers 5 83.9% 82.2% 87.0% 87.0%
1 Actual performance measures are based on calendar years. The measures for 2008–09 Actual are based on the 2009 calendar year, while the measures for 2009–10 Actual
are based on the 2010 calendar year. Completion and participation rates are affected by economic circumstances and targets assume these circumstances, especially youth
employment opportunities, will remain stable over this period.
2 While Tasmanian education underwent a significant restructure of Post Year 10 education in 2009, processes were undertaken by the department to ensure that data
provided fully complied with collection definitions. Actuals are full-time equivalent post–Year 10 students regardless of age, as at the Mid-Year Census.
3 Apparent retention rate is a measure of the number of school students in a designated year of education expressed as a percentage of their respective cohort group in a base
year. Figures relate to government school students. The increase in the 2010 rate is due to a combination of many factors, most notably students studying longer, new entrants
to the post–Year 10 system who had not previously been enrolled in a Tasmanian Government school and adults returning to the sector after breaks in education. Target
setting for 2010–11 and 2011–12 reflects that some of the increase is anticipated to be temporary in nature.
4 Participation (age 15–64) in all publicly funded VET and commercial activity by government providers. Participation rates are derived by calculating student numbers in the age
group as a percentage of the estimated residential population in the corresponding age groups. Figures are based on ABS population figures, catalogue number 3201.0.
5 Student satisfaction is the percentage of students satisfied with the overall quality of training. These results are based on a survey of a sample of students and therefore are not
‘actual’ figures but rather estimates with a 95 % confidence level. Each estimate is the mid-point of a range; the range is the 95% confidence interval (if the survey covered all
students then there is a 95 % chance that the actual results would fall within that range). The difference between the 2008–09 and 2009–10 figures is not statistically significant.
Sources: Tasmanian Qualifications Authority, National Schools Statistics Collection (NSSC), Australian Bureau of Statistics (ABS) Schools, Australia (cat. no. 4221.0), Skills Tasmania’s Provider
Collection, ABS Population by Age and Sex, Australian States and Territories (cat. no. 3201.0) National Centre for Vocational Education Research (NCVER) Student Outcomes Survey.
Post-Compulsory Education and Skills Development
33

LINC Tasmania –
Output Group 3
34
LINC Tasmania – Output Group 3

Direction
Major
Initiatives
Learning
and
Information
Network
Centres
(LINCs)
including
Virtual
LINC
LINC Tasmania, formally known by its project name, the
Community Knowledge Network (CKN), encompasses
a breadth and depth of service delivery including Learning
and Information Network Centres (LINCs) and the
Tasmanian Archive and Heritage Office (TAHO).
The integrated statewide service network provides all
Tasmanians with access to: library services, research and
information, adult literacy support, community learning,
online access and a world class archive and heritage
service. LINC Tasmania operates online through Virtual
LINC and physical service points across the state.
The focus throughout 2010–11 was on developing the
new LINC Tasmania vision, values and priority areas to
inform the new strategic and business plan for 2011–13.
The development work involved extensive consultation
with clients, the Tasmanian Library Advisory Board and
staff to draw out strategic priorities and measureable
targets. The strategic direction of LINC Tasmania focuses
on making information, learning and literacy services more
accessible to all Tasmanians—where, when and how they
need them, building on the strength of existing services
along with a fresh focus on second chance learning and
adult literacy. With around 200,000 Tasmanians already
accessing LINC Tasmania’s combined services, its aim is to
benefit even more Tasmanians—particularly those who
need greater information, technology access, skills and
support to participate fully in work and community life.
This vision will continue into the coming years as LINC
Tasmania becomes fully established within the community.
The organisation’s transformation required a cultural
shift in the community to align with the changing face of a
traditional library to the new integrated service delivery
model. Research on community attitudes was undertaken
to inform the creation of the LINC brand, services and
the vision which demonstrated strong support for the
LINC Tasmania concept. The next 12 months present an
important challenge as LINC Tasmania works towards
ensuring that all Tasmanian’s know about the new
LINCs are located in urban and regional locations
statewide and provide a community-based hub where
Tasmanians can access information, community learning
and literacy services. The statewide LINC network
includes Risdon Prison LINC and seven urban LINCs.
Construction for new regional LINCs in Queenstown and
Bridgewater continued during 2010–11 with Queenstown
expected to be completed in September 2011. Planning
for two new regional LINCs at Scottsdale, and George
Town, to be rolled out during 2010–13, is underway with
proposals and site plans being finalised in consultation with
the local communities. The proposed LINC for Sorell was
deferred as part of the 2011–12 budget.
The new Bridgewater and Queenstown LINCs will be
co-located with Service Tasmania and the child and family
centres. Although the buildings are not yet complete, the
LINC Manager and literacy coordinators at each site have
been appointed. This means that the preliminary work in
assessing local needs and demand can be undertaken so
the new LINCs can be operational from day one.
organisation and gain an understanding of how to best
meet existing and prospective client needs.
As part of the redevelopment of LINC Tasmania,
considerable strategic effort has been applied bringing
together 450 existing staff statewide and shaping the
workforce to deliver the new business objectives. LINCs
have brought together employees with diverse specialist
skills and knowledge, in library services, adult learning,
literacy, and technology. The LINC structures emphasise
teams with strong internal communication and networks,
and an over-riding focus on customer service. The new
service environment requires structures and skill sets that
can operate across the broader network and reach out to
communities in new and different settings.
Leadership across the organisation to initiate systematic
cultural change across LINC Tasmania was integral
to support managers and their teams to understand,
participate in and engage with new business initiatives.
Due to the significant business and cultural changes,
the last two years have focused attention on the need
for strong leadership at all levels of the organisation.
In 2010, LINC Tasmania continued to build a widespread
leadership culture through delivery of the Leading at All
Levels Program. During 2009, 79 employees undertook the
program and a further 74 participated in 2010. Feedback
from participants and their managers was very positive. The
program is seen as a valuable development opportunity,
particularly in a time of considerable change. The
concentrated effort on leadership is part of an overarching
strategic Planning and Performance Management Framework
which has been developed and implemented over 2010–11.
A number of issues over the years warranted a reevaluation
of arrangements regarding LINC Tasmania’s
administrative responsibility for staff at the Parliamentary
Library. This resulted in the Parliament deciding to take full
responsibility for services of the Parliamentary Library. This
move aligns Tasmania to all the states whose Parliaments
have full control and responsibility for their Parliamentary
libraries.
The focus on improving LINC Tasmania’s delivery online
commenced with a transitional website going live with
the new URL www.linc.tas.gov.au. This site provides a
single online portal with links to the websites of the four
organisations that existed prior to the formation of LINC
Tasmania. The redevelopment of all associated websites
will become Virtual LINC. Virtual LINC will provide an
integrated and comprehensive LINC Tasmania online
presence which will continue to grow and mirror a range
of services offered through physical LINC outlets. Virtual
LINC clients are able to access a wide range of services
including viewing digitised content from the unique
collections of the Tasmanian Archive and Heritage Office,
browse the network’s collection of books, DVDs and other
resources, reserve and renew books, access electronic
databases of information and enrol in courses. There
are also facilities for clients to lodge online requests for
information or assistance from LINC staff.
LINC Tasmania 35

Literacy
services
The LINC Tasmania literacy network is being
3.2.1
extended under the state government’s Adult
Literacy Action Plan to provide more support
for Tasmanians, particularly those living in regional
communities. The extension to LINC Tasmania’s
literacy coordinator network progressed during
2010–11 with 19 coordinators appointed and 394
volunteer tutors operating in urban and regional
communities across the state. An extra 100 tutors
are in training and a further three coordinators are
being recruited to commence in July 2011 to work
with the Department of Justice to support prisoners
and offenders. Literacy coordinators work with a
team of volunteers to help people access support and
programs to build adult literacy skills in communities and
workplaces. Literacy coordinators have been undergoing
comprehensive training and collaborate regularly to build
skills and knowledge and share experiences.
In addition to expanding the literacy coordinator network,
the government’s action plan also provides $300,000 per
annum to support literacy skills development initiatives
across LINC Tasmania. This funding is being distributed
across the LINC network to develop and implement
learning programs that attract, engage and support new
clients to develop their literacy skills.
Community
learning
To better ensure that LINC Tasmania is serving
the needs of all Tasmanians, community learning is
structured around two key themes, each aimed at
different target groups:
• Work and Life Skills provides learning opportunities
designed to develop skills which enhance pathways
for work, further learning and or social inclusion.
It targets job seekers, second chance learners,
low socioeconomic groups or groups who are
disadvantaged in ways that negatively impact upon
their capacity to contribute to the community.
• Leisure and Lifestyle offers fee-based courses to
clients seeking leisure activities such as relaxation
or recreational pursuits, or clients seeking personal
fulfilment, knowledge or skills which may be loosely
related to vocational or community development.
The priority for community learning is to extend
access to second chance learners requiring foundation
and employability skills development in order to
enter formal training, the workforce, or for everyday
life. In order to improve learning opportunities that
support the existing and emerging learning needs of all
Tasmanians, the community learning program is offered
directly to Tasmanians through the network of urban
LINCs and regional centres.
Participation in the traditional Adult Education program
(now known as Leisure and Lifestyle) has declined by 27%
between 2005 and 2010. Since assuming responsibility
for Leisure and Lifestyle from TAFE Tasmania in
October 2006, LINC Tasmania has worked hard to
improve the program’s ongoing viability. Strategies
have included consolidating programs, introducing an
online enrolment system, revising fees, and improved
course advertising. Despite these strategies, enrolments
have continued to fall due to a decreasing client base,
changing demographics, the current financial climate and
competition from low-cost community programs or
other providers.
LINC Tasmania is building a contemporary community
learning program that will place greater emphasis on
basic Work and Life Skills courses and second chance
education, which may be supported by activities linked
to the Tasmanian Adult Literacy Action Plan. This focus
is aligned with the Tasmanian Skills Strategy to connect
more people to work and their community by removing
barriers to participation, and improve adult literacy skills
which is vital to increasing participation and productivity
in Tasmania.
Re-imagining
Libraries
Re-imagining statewide reference services continues
to be a key strategic focus for LINC Tasmania.
It is re-shaping the statewide reference collections
and services to meet the needs of clients seeking
information in the 21st Century. The strategy is being
delivered through national cooperation and its focus
on online service delivery, and emphasis on digitisation
of our significant documentary heritage, has resulted
in over 201,722 culturally or historically significant
documents being digitised and made available online in
the past financial year. The strategy has also reduced the
duplication of those collections that are held and shared
through distributed national collections.
The strategy is aligned to the principals of the national
Re-imagining Libraries agenda which outlines the way
in which libraries will embrace new opportunities in
service delivery to address the impacts that changes in
technology are having on the service model.
Collection The principles of the Reference Collections Policy and the
management Retention and Withdrawal Policy for Library Materials and
Donations, provide the framework for selection and
de-selection—reflecting a preference for acquiring
reference resources in electronic format where available
and appropriate. These policies, in conjunction with
the broader national agenda of the Re-imaging Libraries
Collaborative Collections initiative, have been the impetus
for significant changes to the storage and collection
management of the general reference collections.
Over 50% of the collections were assessed and major
collection relocations have resulted in two key outcomes:
contemporary collections with a mix of digital and print
resources, and increased capacity for the storage of
Tasmanian material.
Physical storage space and capacity was upgraded at the
Tower Building, 91 Murray Street. Additional compactus
were installed on four floors and the existing Heritage
and Reference Collections were reconfigured into more
logical arrangements. The transformation of storage
area coincided with the transfer of the large collection
of Tasmanian railways records from National Archives
Australia which highlighted the need to improve facilities
and make better use of available storage space.
36
LINC Tasmania

The Digitisation Program continued to provide a structured
and robust program for the digitisation of collections
and records held by TAHO. The program provides a
framework for managing access to items in high demand
and the preservation/migration of unique, fragile and
unstable items. The program enables Tasmanian heritage
items to be preserved and made accessible to people from
all over the world, as well as locally, via Virtual LINC.
Preventing the deterioration of cultural heritage items
remains an important focus for LINC Tasmania. The
2010–11 treatment program for priority government
records included: Lower Court records; 150 Public
Works Department plans; items from the Convict series;
the Gaol Department, the Supreme Court and Lands
Department registers. Tasmania’s convict records have
global heritage significance and are inscribed into the United
Nations Educational, Scientific and Cultural Organisation
(UNESCO) International Memory of the World Register.
At the end of June 2011, there were 201,722 heritage
documents and artefacts available online and 47,320
Tasmanian items were made newly available in 2010–11.
eBooks go
online
Performance
LINC Tasmania launched the new eBooks Plus service
in late November 2010. The objective of the service is
to deliver a statewide and fully integrated collection of
eBooks and eAudio to all LINC Tasmania clients. eBooks
are electronic books available in a digital format so that
it can be read, or listened to on a computer screen or a
handheld device, such as web-enabled mobile phone or
MP3 player. The service is free for anyone with a current
library card and is available through www.linc.tas.gov.au,
24 hours a day, seven days a week. For libraries, eBooks
provide a new opportunity to reach clients who may not
visit their local library facility regularly, but would like the
convenience of borrowing eBooks from home.
Clients embraced the new service from the beginning,
with larger than expected loans and number of borrowers.
There have been 11,700 eBook issues since the service
started in late 2010. LINC Tasmania currently offers 2,706
eBook titles. It is expected that demand for eBooks will
continue to grow as more people are using smart phones
and eBook readers.
Performance measure 2008–09 2009–10 2010–11
DoE
Target
2010–11
Tasmania
Together
Benchmark
In-person visits to LINCs N/A 3,273,328 3,354,483 3,250,000
Visits to Virtual LINC N/A 1 2,563,979 2,787,583 2,000,000
People accessing education and training programs
through LINCs (number of enrolments) 2 :
25,640
Work and Life Skills 2 N/A 1 5,625 6,754 7,000
Leisure and Lifestyle 2 N/A 1 19,881 15,080 19,500
Library items borrowed 5,171,196 5,002,129 5,015,518 3 5,100,000
Tasmanian items newly available 37,488 48,929 47,320 30,000
Percentage of significant items conserved 70% 70% 71% 73%
Heritage documents and artefacts publicly
available in digital format
People accessing literacy support services
through LINCs
50,693 172,022 201,722 190,000
N/A 1 262 500 760
6.5.2
6.5.3
Volunteer hours contributed N/A 1 92,376 94,396 90,000
1 New performance measures and ways of capturing data have been introduced meaning comparable data from previous years is not available.
2 The former measure has been broken down to present a more accurate representation of the active enrolments for community education.
3 This figure includes eBooks which have been available from 2010–11.
LINC Tasmania
37

Progress
Expansion
of the LINC
service
network
and use of
services
Physical visitor numbers to LINCs this year have
improved by 3% compared to last year having reported
3,354,483 visits overall. The number of physical visits to
LINCs, branch libraries and OACs equates to 6.55 visits
per capita in 2010–11, which is more than the Australian
Library and Information Association (ALIA) national
standard for libraries of 5.1 visits per capita. The higher
performance of LINC Tasmania’s physical visit statistics
may be accounted for due to the extended range
of services it provides to clients, beyond just library
services.
There were 2,787,583 virtual visits through
www.linc.tas.gov.au and the target for this indicator
has been exceeded by 39%. Virtual visits now make
up 45% of visits overall. Visits to the Archives site have
grown due to the increase in items availability digitally
and ongoing interest in genealogy research. As more
resources are being made available online, clients are
able to access heritage, archival and reference materials
online without staff assistance. This is evidenced for
example, from the number of remote enquiries which
has decreased markedly while eResource logins have
more than doubled from the previous year.
LINC Tasmania’s public programs continued to
attract a range of different demographic groups to
LINCs with over 51,000 attendances at LINC public
programs in 2010–11. Many of these were children
participating in Storytime, Rock and Rhyme and
Reading Together. There were 72% of attendances
for reading development activities, which includes
these activities primarily for children, but also book
groups facilitated by LINCs and author visits for
adults. Other adult literacy related events included
information sessions for literacy volunteers,
conversation groups, writing groups and sessions
specifically with embedded literacy development,
such as a cooking program at Huon LINC.
Family or local history events held by TAHO and
Reference and Online Services were also popular
and were well attended across the state at LINCs as
well as regional OACs.
Literacy
services
and
community
learning
The number of people accessing literacy support
services through LINCs in 2010–11 has doubled from
the previous year and is expected to further increase
as the literacy coordinator network is fully established.
A senior literacy coordinator has been appointed to
provide ongoing workforce development and support
for literacy coordinators and volunteers across the state.
Delays in recruiting literacy coordinators meant the
program started later than expected: however, since the
establishment of the coordinator network, the number
of clients accessing literacy support has increased in line
with anticipated targets. As the literacy program ramped
up, 28% of literacy clients improved by at least one
level on the Australian Core Skills Framework which is the
national framework of core skills considered essential for
people to participate in Australian society.
LINC Tasmania is also forming strategic partnerships
with other organisations to address Tasmania’s literacy
challenge. Some of these partnerships include:
• Australian Bureau of Statistics – to support Tasmanians
with low literacy skills to participate in the 2011
Census.
• Tasmanian Association of Community Houses (TACH)
– to encourage local level partnerships between LINC
Tasmania, TACH and its member houses.
• Department of Health and Human Services (DHHS)
– Population Health – cross-agency information
sharing to support the development of a DHHS Health
Literacy Action Plan and alignment with the Tasmanian
Adult Literacy Action Plan and LINC Tasmania literacy
coordinator network.
• Skills Institute – skills recognition for literacy
coordinators participating in a work-based learning
program contributing to two skills sets from the new
vocational Graduate Certificate of Language, Literacy
and Numeracy.
• Tasmanian Polytechnic – delivery of accredited
training to volunteer literacy tutors.
In addition to expanding the statewide literacy and
learning coordinator network, LINC Tasmania
continues to implement its successful early literacy
strategy for young people and their families. These
include:
• Rock & Rhyme – an interactive session for young
babies aged 0–24 months-old with their parents or
carers
• Baby Bookpacks designed to introduce parents to
books suitable for three different age groups
• Storytime sessions of sharing stories for
pre-schoolers around the state
• Premier’s Reading Challenge – was once again a
success in 2010 with over 11,500 primary school
students reading more than 115,000 books and
submitting more than 1,670 book reviews.
The Bookstart initiative, first trialled in Bridgewater in
2008, has been progressively introduced into more
communities. This program is delivered by LINC
Tasmania in cooperation with child health centres
and child and family centres to provide parents with
a reading information pack at their newborn’s four
week health check. Literacy coordinators provide
follow up advice and support and invite parents
and their baby to visit their local LINC or library to
receive their baby’s new library card and a free DVD
and booklet called It’s Rhyme Time.
The expansion of the LINC network into literacy
services and community learning has been a key
initiative and growth area over the past year enabling
more people to re-engage with education. In 2010–11
there were 21,834 reported community learning
enrolments, of which 6,754 or 31% were in the
38
LINC Tasmania

Work and Life Skills stream. Of the 31% of the Work and
Life Skills stream, 44% of enrolments were in accredited
training courses resulting in a statement of attainment
or Certificate within the Australian Qualifications
Framework. Overall enrolments in the Work and Life
Skills stream increased by approximately 14% from the
previous year. This is indicative of the introduction of
learning coordinators who are based in urban LINCs
statewide and whose role it is to work alongside
the literacy cooordinator and information services
coordinator to strengthen integrated service provision
across the state.
1,392 volunteers provided the equivalent of 50 FTE staff
in 2010–11, contributed 94,396 hours to community
service delivery in the areas of literacy support, assistance
for clients online and IT skills, courier services for
homebound clients and assistance with family and local
history. There were 394 literacy support volunteers
resulting in a 40% increase in the number of volunteer
hours contributed to literacy assistance.
Tasmania’s
cultural
memory
Following successful negotiations between the
Australian Government and the Tasmanian
Government in 2010, LINC Tasmania agreed to
the co-location of the National Archives Australia
(NAA) with TAHO. This decision was a result of a
public commitment by the Australian Government
to maintain national archives face-to-face services in
each state and territory by co-locating with other
local institutions. In Tasmania, the local NAA and
TAHO have commenced planning the details of the
co-location arrangements, including looking at capacity
for establishing an integrated service delivery model,
and any fit-out modifications required to accommodate
additional records and services.
In parallel with the Tasmanian Government officially
regaining ownership of the Tasmanian railways system
on 30 November 2009, TAHO accepted the transfer of
ownership of Tasmanian railway records from NAA.
Non-government transfers received during the year
included the newly acquired photographic material
from the Mt Lyell Mining Company; Gustav Weindorfer
letters; records from St. George’s Church and
photographs from the Trinity Bellringers.
The primary focus of activity for the Allport Library and
Museum of Fine Arts (Allport) has been the creation
and installation of interpretive material to enhance the
enjoyment of visitors to Allport. Enhanced external
signage, decorative wall panelling detailing images of
collection items, and a new showcase has given more
prominence to the gallery entrance. As a result, visitors
to the Allport increased substantially with 6,772
visitors in 2010–11 which is an increase of 33.9% on the
previous year.
The Allport purchased several original artworks during
the year and held exhibitions to showcase Tasmanian
society and culture. The major exhibition for the year,
Fishes from the end of the world: William Buelow Gould’s
Sketchbook of Fishes in Macquarie Harbour, 1832 was
opened by Tasmanian author Richard Flanagan on 1 April
2011 to mark the inscription of the sketchbook on the
UNESCO Australian Memory of the World Register.
LINC Tasmania 39

Required
Reporting

Employment
Workforce
in summary
The Department of Education has approximately
13,000 full-time, part-time and casual staff throughout
Tasmania undertaking a wide range of duties.
The Human Resources Management Branch provides
human resource consultancy services and develops
initiatives and systems that enable employees and
managers to achieve the department’s outcomes.
Employment
status 1
Full-time equivalents (FTE) 2 Number 2
Employment status Female Male Total Female Male Total
Full-time fixed term 340.20 202.20 542.40 343 203 546
Full-time permanent 3,179.48 1,780.90 4,960.38 3,190 1,783 4,973
Part-time fixed term 444.64 114.84 559.48 885 247 1,132
Part-time permanent 2,331.56 348.70 2,680.26 3,907 554 4,461
Total 6,295.88 2,446.64 8,742.52 8,325 2,787 11,112
Employment status of employees (FTE)
Full-time
fixed term 6%
Part-time
permanent 31%
Part-time
fixed term 6%
Full-time
permanent 57%
1 The Tasmanian Academy and the Tasmanian Polytechnic transferred to the Department of Education on 1 January 2011 and figures are
inclusive of this change.
2 These figures do not include casual staff working in the Department of Education.
Required Reporting – Employment
41

Staff
employed
as at 30 June 2011
Services FTE Number
Learning Services
Primary schools 3,255.34 4,352
Combined schools 897.52 1,136
Secondary schools 1,730.26 2,035
Special schools 199.16 296
Student support 166.74 217
Learning Services – Learning 69.42 79
Learning Services – Programs 18.57 20
Learning Services staff 105.15 122
Post Year 10
Tasmanian Academy including Colleges 718.43 947
Tasmanian Polytechnic 557.43 702
Shared Services 213.65 237
Post Year 10 central support 17.90 18
Central Support
Office of the Secretary 3.00 3
Strategic Policy and Performance 12.70 13
Educational Performance Services 19.40 20
Aboriginal Education 13.14 14
Child and Family Centres 16.00 16
Child Care Unit 13.10 15
English as an Additional Language 36.27 48
Early Years 4.80 5
Programs 42.35 57
Corporate Services 4.00 4
Human Resources Management 62.62 67
Finance and Resources Services 41.08 45
Facilities and Capital Planning 25.30 26
Information and Technology Services 114.63 121
Portfolio Co-ordination Unit 11.60 13
Internal Audit 6.00 6
LINC Tasmania
LINCs East 3 110.65 170
LINCs West 3 78.10 108
Resource Discovery and Collections 49.60 59
Strategy and Performance 17.30 20
Tasmanian Archive and Heritage Office 30.40 32
Statutory Authorities and Boards
Skills Tasmania 55.68 59
Tasmanian Qualifications Authority 18.00 20
Teachers Registration Board 7.22 10
Overall Total 8,742.52 4 11,112 4
3 LINCs East includes Regional Services and Support and the Hobart, Launceston and Rosny LINCs. LINCs West includes Burnie,
Devonport, Glenorchy, Huon and Kingston LINCs.
4 The Tasmanian Academy and the Tasmanian Polytechnic transferred to the Department of Education on 1 January 2011 and figures are
inclusive of this change.
42
Required Reporting – Employment

Teachers 5 Required Reporting – Employment 43
Teachers
employed
Position FTE Number
Base grade teachers 4,051.11 4,936
Advanced skills teachers 465.10 489
Principals and assistant principals 411.30 415
Total 4,927.51 5,840
Employment
status of
teachers
Employment status Average age Number
Female
Full-time fixed term 40.03 238
Full-time permanent 48.87 2,129
Part-time fixed term 43.68 325
Part-time permanent 49.41 1,599
All female 45.50 4,291
Male
Full-time fixed term 37.96 137
Full-time permanent 47.84 1,053
Part-time fixed term 47.38 114
Part-time permanent 49.46 245
All male 45.66 1,549
All teachers 45.58 5,840
Average age
of teachers
2009 2010 2011
Position F M F M F M
Base grade teachers 43.6 42.5 43.7 42.5 44.0 44.1
Advanced skills teachers 46.4 46.0 46.9 45.6 46.9 45.8
Principals and assistant principals 49.8 49.7 50.2 50.3 50.5 49.6
Age of
principals
and assistant
principals
Age group
Number
30–34 19
35–39 24
40–44 51
45–49 59
50–54 150
55–59 89
60–64 18
65+ 5
Total 415
Gender
balance in
promoted
positions
Position F M Total
Advanced skills teachers 324 165 489
Principals and assistant principals 240 175 415
Total 564 340 904
5 The Tasmanian Academy and the Tasmanian Polytechnic transferred to the Department of Education on 1 January 2011 and figures are
inclusive of this change.

General workforce recruitment 6
Advertising
and filling
of jobs
2008–09 2009–10 2010–11
Permanent jobs that were advertised 425 456 360 7
Permanent jobs that were advertised and filled 445 363 401 7
Permanent jobs that were advertised and filled by staff from within
383 325 323
the agency
Permanent jobs that were advertised and filled by people outside
12 6 12
the agency but within the state service
Permanent jobs that were advertised and filled by people outside the
state service
50 32 66
Appointment
of part-time
employees
2008–09 2009–10 2010–11
Part-time positions advertised 137 214 288
Full-time employees who reduced their hours to part-time 331 372 391
Part-time employees 4,834 5,004 5,593
Separations
2008–09 2009–10 2010–11
Permanent employees who resigned from jobs 142 75 95
Permanent employees who retired from jobs 211 149 230
Secondments
and interagency
transfer
2008–09 2009–10 2010–11
Employees who participated in secondment 35 24 25
Employees who participated in inter-agency transfer 39 26 25
Appointment
of permanent
base grade
teachers
Calendar year
New graduates
appointed through
scholarship program
Appointments
through merit
selection
Conversions to
permanent status
2006 21 73 151
2007 13 72 145
2008 11 115 67
2009 7 79 184
2010 18 70 183
2011 (to 30 June) 24 18 118
Teaching
workforce
recruitment
A total of 35 graduates have been permanently employed
in 2011. Of these, 24 were graduates of the Partnerships
in Teaching Excellence (PiTE) Scholarship Program. The
Graduate Recruitment Program and the Maths/Science
HELP Scholarships are no longer operating as separate
recruitment programs. Both of these programs have
merged with the PiTE Program, which is currently
the department’s key graduate recruitment initiative.
Financial incentives were provided for teachers employed
in a number of rural and isolated locations. Beginning
teachers were supported through the Beginning Teacher
Time Release (BeTTR) Program, the Professional Experience
in Isolated and Rural Schools (PEIRS) Program and local
induction programs.
6 The Tasmanian Academy and the Tasmanian Polytechnic transferred to the Department of Education on 1 January 2011 and figures are
inclusive of this change.
7 Variation due to jobs being filled that were advertised late in the preceding reporting period.
44
Required Reporting – Employment

Employee development programs
Learning
Services –
teaching
staff
In 2010–11, Learning Services continued to work
collaboratively with schools to provide professional
learning (PL) focused on quality teaching. Building
teacher capacity and developing the capacity of high
performing leaders were areas of priority.
Learning Services staff offered a range of PL
opportunities, including sessions to:
• Support classroom teachers with pedagogical
knowledge and skills through school-based
workshops, interest group programs and individual
support.
• Build capacity in literacy and numeracy with a
focus on the needs of staff working within National
Partnerships plans.
• Assist teachers to lead programs within their schools
e.g. The Australian Sustainable Schools Initiative (AuSSI)
and Launching into Learning.
• Support the particular needs of beginning and
inexperienced teachers e.g. networking and
mentoring secondary science and VAL teachers.
• Facilitate the formation of strong networks of
teachers in literacy and numeracy, and across other
learning areas e.g. history and science.
• Initiate discussion and feedback regarding the
Australian Curriculum and provide information about
its form and content.
• Provide support for study groups and cross-agency
PL including child support and protection, and early
year’s pedagogy and health.
• Assist teachers to arrive at and moderate a common
judgement around assessment.
Principals and other existing and aspiring leaders in
schools were supported through:
• Continued focus on data analysis and interpretation,
with an emphasis on relevance to local contexts e.g.
Kids Come First.
• Building and supporting networks of principals and
other leadership teams to focus on leadership,
curriculum and school support issues.
• Trialling the Australian Institute for Teaching and
School Leadership (AITSL) standard as a tool for
self-reflection and identification of future needs.
• Responding to the needs of principals through school
improvement and other performance data.
Extensive professional learning also included:
• ICT and development of progressive school-based
training, including a two day conference 21st Century
Learning (Professor Stephen Heppell).
• The early years, including a statewide Launching
into Learning professional day and development of a
network of principals and coordinators.
• Instructional leadership with a series of experts
leading workshops to stimulate discussions and
directions – Dr Neil Hawkes (Values Education),
Dr Marcia Tate (Instructional Leadership), Dr Jamie
McKenzie (Change Management/ICT).
• Continuing the development of PL connections
with the University of Tasmania (UTAS), including
school-based doctorate programs focused on school
improvement.
• Utilising the expertise and findings of Hardie
Fellowship recipients in ongoing leadership and
mentoring roles.
Learning
Services
– nonteaching
staff
Professional learning (PL) and training opportunities
for non-teaching staff were offered through broad
consultation with key stakeholders including schools and
staff associations. In Learning Services North, reference
groups included teacher assistants, school administration
clerks, school executive officers and education facility
attendants. The groups determined their PL needs
and are supported by a non-teaching PL coordinator
employed by the Learning Service.
PL, training and initiatives included a range of personal
development, safety, workplace and information
technology issues and topics.
Guaranteeing Futures staff including pathway planning
officers, youth learning officers, vocational education and
learning development officers participated in PL relevant
to their work throughout the year.
The
Curriculum
Team
The Curriculum Team worked with Learning Services
to support teachers and school leaders to prepare
for implementation of the Australian Curriculum. The
team developed introductory resources and bridging
documents for phase one learning areas, and helped to
build local professional learning (PL) networks.
The Curriculum Team worked with individual Learning
Services, particularly through the Managers Learning,
to identify and respond to teacher PL needs. This
included supporting moderation processes and increasing
understanding of how to make assessment judgements
based on the curriculum. Sessions were negotiated
to meet the needs of various schools and individuals,
including large groups of up to 100 teachers through to
one-on-one sessions.
Required Reporting – Employee Development Programs
45

English
as an
Additional
Language
(EAL)
Program
In 2010–11, the EAL Program continued to work
collaboratively with schools to provide quality PL to
improve learning outcomes for English language learners.
Three one-day PL opportunities were provided
in Hobart and Launceston. Participants, including
various teachers and teacher aides, developed their
understanding of:
• equity, diversity and the need for differentiating
teaching and learning outcomes for English language
learners
• the language learning principles underpinning EAL
Program implementation
• supportive learning strategies for English language
learners.
The EAL Program leadership team delivered timely PL to
individual schools. EAL teachers engaged in learning on
how to deliver effective PL in their school. A significant
number of EAL Program teachers are now providing
targeted PL in their schools.
Teaching English as a Second Language in Mainstream
Classrooms (TESMC) has been available for the past four
years in Launceston and Hobart, with a minimum of
15 teachers participating at each centre. TESMC is an
internationally licensed program that provides teachers
working across the curriculum with successful classroom
strategies for improving the learning of all their students.
Aboriginal
Education
Program
Direction for employee development opportunities in
2010–11 was provided by the implementation of Closing
the Gap in Aboriginal Educational Outcomes 2010–2014 – A
Tasmanian Strategy for Aboriginal Student Success through
School Improvement. Employee development was targeted
in the following priority areas:
• readiness for school
• engagement and connections
• attendance
• literacy and numeracy
• leadership, quality teaching and workforce
development
• pathways to post-school options.
Aboriginal employees attended national and state
leadership workshops, and participated in PL related
to the Early Years Learning Framework and the Australian
Curriculum. They undertook Family Partnership Training
and other courses designed to facilitate increased parent
and community engagement.
Employees participated in learning opportunities offered
through Dare to Lead and the Stronger Smarter Institute.
Schools and Learning Services worked with Aboriginal
Education Services and the Aboriginal community to
progress the development of personalised learning plans.
Senior officers represented Tasmania on national
committees and working groups, ensuring that the
department is fully informed and able to meet its
commitment to address, and report against, targets
established by the National Indigenous Reform Agenda and
the Aboriginal and Torres Strait Islander Action Plan.
Aboriginal Education Services continued to support
development in schools by providing advice, curriculum
support and quality resources to enable schools to be
places where Aboriginal culture and identity is increasingly
understood, valued and affirmed.
Students with
Disabilities
Program
PL was targeted to meet school requests concerning
disability learning, and was tailored to meet staff needs
with delivery to small groups of staff, whole-of-school
staff groups, and Learning Service-wide programs. Advice
and support focused on ensuring access to appropriate
curriculum, health and wellbeing, and building inclusive
classroom practices. Key areas of PL included: the use of
using assistive technology, physical and wellbeing issues,
vision impairment support, and general curriculum/
learning aspects.
Tasmanian
Academy
The Tasmanian Academy has continued to give a high
priority to the PL of its staff with access to programs
available through the department and the regional
Learning Services. Similarly, Academy staff access
appropriate PL programs available through Shared
Services.
Occupational health and safety requirements are
a priority area for both teaching and non-teaching
staff—participating in training as on-campus responsible
officers, as first aid officers, and as fire wardens.
Another priority area for all Academy staff is
administrative training for the transition of the colleges
to new policies, systems and processes. Staff have
accessed ICT training from a number of providers
including the Skills Institute. The Academy’s own Flexible
Learning Network and flexibility project officers have
provided training in a range of e-learning areas.
PL options have been provided for Academy teaching
staff around their teaching performance, including
training for the implementation of the new Academic
Integrity Standard (from the Tasmanian Qualification
Authority) and the development of the Academy’s Quality
Assurance policy and requirements. The Academy’s
Learning, Teaching and Assessment Team has facilitated
subject specific PL for teachers, including PL to support
implementation of the national curriculum.
Staff involved in the delivery of VET subjects have
participated in PL activities relating to the Australian
Quality Training Framework (AQTF). A number of
staff are undertaking the Certificate IV in Training and
Assessment.
A current post-Year 10 project is providing leadership,
mentoring and cognitive coaching training to senior
leaders and teachers in the Academy as part of a
leadership program.
Individual staff (teaching and non-teaching) have accessed a
range of professional development activities from external
providers.
46
Required Reporting – Employee Development Programs

Tasmanian
Polytechnic
In 2011 the Tasmanian Polytechnic provided services to
teachers and delivery teams around the state focused
on quality teaching and learning practice, and flexible
and e-learning-based delivery. The professional learning
(PL) team involves teachers in exploring and reinforcing
the Polytechnic ethos of ‘flexible, applied, connected
and supported learning’, supporting teams in meeting
the requirements of national training packages, and the
regulatory obligations of the AQTF.
Certificate IV in Training and Assessment
At the end of May, approximately 300 teachers were
enrolled in the Certificate IV in Training and Assessment,
including 95 staff who are upgrading from an earlier
version of the qualification. The Certificate IV is also
provided to staff teaching VET in colleges and schools
that partner with the Polytechnic as their training
provider.
Beginning teachers
A suite of regular sessions for beginning teachers
is provided in each region, covering organisational
induction, orientation to teaching in the Polytechnic, and
PL workshops focused on quality teaching practice skills
for new teachers.
Individual coaching/mentoring and
team-specific support
Many activities have been provided—from formal
workshops or presentations to ‘at-the-elbow’ mentoring
sessions. Requests in 2011 included:
• Learning design and engaging teaching in automotive,
health and wellbeing, community services, tourism and
hospitality and creative arts.
• Problem-based learning in primary industries and
community services.
• Assessment practice and resource development in
foundation programs, business services, engineering
and creative arts.
• Behaviour management in trades, foundation programs
and IT.
Vocational competence
To assist teachers and teams to meet the vocational
competence requirements of the AQTF, the PL team
coordinates an Industry Skills Scheme that supports
teachers in building their vocational skills, knowledge
and currency. The scheme provides funding for various
activities, including return to industry, work shadowing,
expert in residence, and industry and professional
mentoring.
Work placement
A comprehensive, web-based resource kit to support
teachers, students and employers undertaking structured
work placements as a key component of their vocational
training. Skills Tasmania has indicated that this will become
the authoritative resource for work placements in
vocational programs for all RTOs in the state.
Flexible and e-learning
PL has a major focus on supporting teams to adopt more
flexible modes of delivery, with particular emphasis on
embedding e-learning tools and technologies as part of
a blended approach to quality teaching and learning. Key
areas of support in 2011 include:
• course development through learning management
systems such as WebCT and Moodle
• implementation of wikis as course platforms
• integration of participative technology (such as YouTube
and Facebook), virtual worlds (such as Second Life)
and e-portfolio platforms (such as Mahara) into course
design
• rich media development, particularly video
• skill development in e-learning tools such as
smartboards, smart pens and iPads.
Registration
The PL team has supported the Polytechnic’s successful
transition into the Teachers Registration Board’s system
of registration—making the Polytechnic the first VET
organisation in Australia with registered teachers.
Bachelor of Education (Applied Learning)
To support the move into teacher registration, the PL
team initiated the development of a customised tertiary
teaching qualification, and worked closely with UTAS (the
selected provider) to develop and accredit the course.
The target for the initial cohort of enrolments was 50-60,
however it was anticipated that in excess of 180 teachers
(including approximately 160 from the Polytechnic) would
commence in first semester in July 2011.
Required Reporting – Employee Development Programs
47

Corporate
Services
staff
The Managing for High Performance program for providing
feedback on performance continued in corporate
business units.
Employees participated in a range of external programs
including those provided by The Training Consortium
(Department of Premier and Cabinet).
Qualifications
of teachers
and other
professional
staff 8
Percentage of teachers and other professional staff who were four- or five-year trained (based on the total number
of base grade staff):
2009 2010 2011
4 years 78% 77% 78%
5 years 17% 18% 18%
8 This figure does not include Polytechnic teachers.
Workplace
diversity
programs
Workplace diversity is well established within the
department’s corporate culture and management
systems. Initiatives are aligned with planning and
implementation activities within frontline service delivery
areas and are drawn together through the overarching
Workplace Diversity Program 2008–2012. The program
focuses on the following goals with some achievements
highlighted below:
Goal 1: Fair treatment and removal of barriers
• Anti-bullying and harassment training for new and
existing managers and staff in relevant areas continues
to be provided in conjunction with State Service
Principles and Code of Conduct workshops.
• Ongoing promotion of the Workplace Flexibility
Arrangement Policy and Right to Request (parental leave
provisions).
• Implementation of a revised Grievance Resolution Policy
and Guidelines following a consultation process.
Goal 2: Implementation of special initiatives to
achieve a workforce that is representative of the
community it serves
• The Partnerships in Teaching Excellence teaching
scholarship program now offers specific opportunities
for pre-service teachers who identify as Aboriginal and
Torres Strait Islanders. A specific scholarship place will
be made available in 2011 for pre-service teachers with
a disability.
Goal 3: Recognition of the diversity available in
the workplace
• Ongoing implementation of the department’s
performance management frameworks – Managing
for High Performance (non-school-based) and Leading
for High Performance (school-based) which allows for
performance plans to be tailored to the individual
needs of employees.
Disability
Framework
for Action
The Disability Framework for Action 2005–2010 (DFA)
sets out the government’s vision of Tasmania as
an inclusive and caring community. It provides a
whole-of-government approach to addressing the
needs of people with disability in the design and delivery
of all government policies, programs, services and
facilities. The DFA complements Tasmania Together, the
community’s 20 year social, environmental and economic
plan. A review of the DFA is currently underway to
support the commitments in the National Disability
Strategy 2010–2020.
The Department of Education’s Disability Action Plan
2008–2010 (DAP) located at: http://www.education.tas.
gov.au/dept/strategies/disability includes measures to
address issues identified in the framework as important
to people with a disability. This plan will remain in place
until a full review commences following the release of the
new DFA.
Some of the following outcomes resulting from the
implementation of the plan have been achieved.
Goal 1. Service Delivery: Program and service
provisions are flexible to meet the diverse needs of
people with a disability.
Child and family centres
A total of 16 child and family centres (CFCs) are being
established across Tasmania. These centres will provide
a range of integrated services that support families with
the health and wellbeing, learning and development of
children from birth to school age, preparing them for
a healthy life and success at school. One CFC has been
completed and opened with several more anticipated for
completion later in 2011.
Launching into Learning (LiL)
LiL provides specific funding to schools to develop
and lead initiatives with families and the community to
support childrens’ early learning prior to Kindergarten.
Currently 121 schools are participating in LiL. Feedback
suggests that very young children with disabilities are
being identified earlier and supported alongside other
families within their local community through a range of
LiL programs and initiatives.
Student Learning Policy
The Student Learning Policy has continued to be developed
through the work of the Principals’ Reference Group.
It currently outlines key principles to support student
learning and sets of indicators against each principle for
schools to measure student and school improvement
outcomes. A consultation process has been undertaken
with principals to refine the document and is currently
undergoing review for final production and the
development of an implementation plan. Professional
learning will be considered within the implementation
phase within each Learning Service.
48
Required Reporting – Employee Development Programs

Goal 2. Physical Access: All schools, public access
areas and work environments are safe and accessible
for people with a disability.
With the release of the Disability Discrimination Act’s
(DDA) Disability (Access to Premises – Buildings) Standards
2010, the department began to require architectural
consultants to design to the new standards. To establish
confidence that new works comply with the upgraded
Building Code of Australia (BCA) and the DDA standards,
the department has provided a professional access
consultant with plans for new building proposals – to
audit these for compliance.
Employee
participation
in industrial
relations
matters
Unions and employees were represented on a range of
departmental consultative committees and processes
relating to professional, industrial and operational
matters. The following award/agreements were
negotiated and approved by the Tasmanian Industrial
Commission:
• The Tasmanian Polytechnic and Tasmanian Skills
Institute Teaching Staff Award – a new award to
cover teachers in the Polytechnic and Skills Institute,
effective from 1 January 2011.
• Polytechnic and Skills Institute Teaching Staff
Industrial Agreement – a new agreement covering
teachers in the Polytechnic and Skills Institute,
effective from 1 January 2011.
Matters which are currently being negotiated:
• Teaching Service Salaries and Conditions of
Employment Agreement.
• Department of Education Teacher Aides Industrial
Agreement.
• Principals’ Leadership Agreement.
• Translation of library technicians to the Tasmanian
State Service Award.
Employees and unions were consulted regularly to
ensure employees were fully informed on these matters
as they progressed.
Internal
grievances
procedures
Published grievance procedures were available to
employees and clients, including parents. During
2010–11, three new grievance cases were submitted
to the Conduct and Investigations Unit of the Human
Resources Management Branch. As at 30 June 2011,
two cases were still being resolved. The Conduct
and Investigations Unit managed the process of good
character clearances for schools and safety screening
applications for the child care industry.
Required Reporting – Employment
49

Occupational Health and Safety
The department proactively applied strategies aimed
at preventing, mitigating and reducing workplace
related injuries. A strong emphasis was also placed on
rehabilitation, which included assisting staff to return to
work in the shortest possible time.
Key statistics for occupational health, safety and welfare,
and workers compensation for the reporting year were
as follows:
• A total of 506 compensation claims were received,
which is a slight increase from previous reporting years
due to inclusion of the Tasmanian Academy and the
Tasmanian Polytechnic in the statistics.
• The cost of all claim payments decreased by $1.55
million, down from $6.745 million to $5.195 million.
Occupational
health, safety
and welfare
and workers
compensation
statistics
Number of claims
Referrals for rehabilitation
Injury type 2008–09 2009–10 2010–11 2008–09 2009–10 2010–11
Back 76 82 82 15 27 29
Head 46 47 43 1 5 5
Lower limbs 114 103 113 23 26 25
Multiple 63 44 27 12 6 7
Neck 9 13 15 2 2 3
Shoulder 26 31 37 7 10 22
Stress 63 56 60 54 45 36
Systemic 3 3 10 0 1 2
Trunk 19 20 22 2 5 9
Upper limbs 83 98 97 16 21 21
Total 502 497 506 132 148 159
50
Required Reporting – Occupational Health and Safety

Public Access to the Department
Community
awareness of
the agency
and its
services 9
The Communication Services Unit and the Marketing
and Information Services Unit delivered the following
services to all areas of the department:
• public communication and marketing advice
• support to develop publications and websites
• coordination of major public information campaigns.
Opportunities for media coverage promoting education
and information services were routinely identified
and developed by both units. These included launches
and events, feature stories and interviews showcasing
departmental programs.
9 Lists of departmental publications and contact officers are located in the appendices.
Public
interest
disclosures
The main objective of the Public Interest Disclosures
Act 2002 is to encourage and facilitate disclosures
about improper conduct or detrimental action by
public officers and public bodies. The department’s
Public Interest Disclosures Policy and Model Procedures
are available on the department’s website and available
for viewing at Letitia House, Olinda Grove, Mount
Nelson, during office hours. From 1 July 2010 through to
30 June 2011, the department did not receive any public
interest disclosures.
Appeals
against
decisions of
the agency
Legislation administered by the department contains
provisions for appeals against departmental decisions.
The Conduct and Investigations Unit assists employees
and members of the public with grievance and appeal
matters. Accordingly, all enquiries should be directed to:
Manager, Conduct and Investigations
Department of Education
GPO Box 169, Hobart, Tasmania, 7001
Ph (03) 6233 7538
Right to
Information
Requests
During the 2010–11 year, the department received
42 requests under the Right to Information Act 2009.
This is the first year of operation under this Act.
Assessments under this Act are more comprehensive
due to the legislative concept making more
departmental information available to the public.
Of the 42 applications for assessed disclosure accepted
by 30 June 2011, 12 were provided within the time limit
of 20 days. A further seven were resolved within one
week of the due date. Nine remained unresolved as at
30 June 2011. The average response time was 30 days.
A total of 28 of the applications were received from
politicians or media and were complex requests involving
a large amount of information across various areas of the
department.
Right to information requests
Number
Granted in full 11
Granted in part 12
Refused/exempt/information not held 8
Withdrawn 0
Not assessed disclosure 2
Not decided as at 30 June 2011 9
Total requests received in 2010–11 42
Requests for personal information 10
Requests for other information 32
Requests to amend documentation 0
Required Reporting – Public Access to the Department
51

Legislation Administered, Enacted
and Amended
Legislation
enacted and
amended
• Education and Training (Tasmanian Polytechnic) Act
2008 was amended to alter the governance of the
Tasmanian Polytechnic from a statutory authority to
the Department of Education.
• Education and Training (Tasmanian Academy) Act
2008 was amended to alter the governance of the
Tasmanian Academy from a statutory authority to
the Department of Education.
• Education and Training (Transitional Provisions) Act
2010 – came into effect on 1 January 2011 to abolish
the Boards of the Tasmanian Polytechnic and the
Tasmanian Academy and enable the transfer of
employees and property to the Department of
Education.
• Education and Training (Consequential Amendments and
Rescissions) Act 2010.
• Education Act 1994 – to accommodate the change
of governance of the Tasmanian Academy and the
Tasmanian Polytechnic.
• Teachers Registration Act 2000 – to accommodate the
changed governance of the Tasmanian Academy and
the Tasmanian Polytechnic.
• Education and Training (Tasmanian Skills Institute) Act
2008 – to further clarify the function of the Tasmanian
Skills Institute.
Legislation
administered
Allport Library and Museum of Fine Arts
Agreement Act 1966
Subordinate legislation: Allport Library and Museum of
Fine Arts Regulations 2002
Archives Act 1983
Subordinate legislation: Archives Regulations 2004
Building and Construction Industry Training Fund
Act 1990
Subordinate legislation: Building and Construction
Industry Training Fund Regulations 2004 and Building
and Construction Industry Training Fund Orders 1999
and 2001
Child Care Act 2001
Subordinate legislation: Child Care (Fees)
Regulations 2003
Christ College Act 1926
Education Act 1994
Subordinate legislation: Education Regulations 2005
Education and Training (Tasmanian Academy)
Act 2008
Education and Training (Tasmanian Polytechnic)
Act 2008
Education and Training (Tasmanian Skills Institute)
Act 2008
Libraries Act 1984
Subordinate legislation: Libraries Regulations 2002
Tasmanian Qualifications Authority Act 2003
Subordinate legislation: Tasmanian Qualifications
Authority (Fees) Regulations 2003
Teachers Registration Act 2000
Subordinate legislation: Teachers Registration
Regulations 2001
University of Tasmania Act 1992
Vocational Education and Training Act 1994
Subordinate legislation: Vocational Education and
Training Regulations 2005
Youth Participation in Education and Training
(Guaranteeing Futures) Act 2005
52
Required Reporting – Legislation Administered, Enacted and Amended

Statutory and Non-statutory Bodies
Statutory
bodies
Allport Library and Museum of Fine Arts
Management Committee
The function of this committee is to administer the funds
and property of the Allport Library and Museum of Fine
Arts and of the Allport Bequest, and to give effect to the
provisions and general purpose of the will of Henry
Allport. The committee was established under section
19 of the Libraries Act 1984.
Minister’s Child Care Advisory Council
The council advises and assists the Minister in the
exercise of powers and the performance of functions
under and in respect of the Child Care Act 2001.
Established under section 73 of the Act, the council
provides advice directly to the Minister on matters
relating to child care, including policy, concerns and
issues, community awareness and the status of the
industry.
Schools Registration Board
The board was established in 1995. Its primary function
is to register non-government schools and ensure that
non-government schools comply with the standards for
education determined by the Minister. The legislative
basis for registration is contained in section 51 of the
Education Act 1994.
Skills Tasmania Board
The Skills Tasmania Board is established under the
Vocational Education and Training Act 1994 and is
responsible to the Minister for the performance of the
functions of Skills Tasmania, and the achievement of its
objectives. Skills Tasmania is responsible for planning,
purchasing and supporting the delivery of vocational
education and training services for Tasmania; the
development of policy advice for skills development;
promotion of industry investment and training; and the
development, regulation and administration of the
system in Tasmania. Skills Tasmania’s annual report is
available online at www.skills.tas.gov.au/skillstas
State Library and Archives Trust
The trust administers property acquired by gift, bequest,
or device, and ensures that all applicable conditions are
met. It was established under section 16 of the Libraries
Act 1984.
Tasmanian Building and Construction Industry
Training Board
The Building and Construction Industry Training Fund Act
1990 provides for the board to be principal advisor to
the Minister on all matters relating to training in the
building and construction industry, particularly in relation
to skill requirements and training arrangements for the
industry. The board maintains and administers the
Building and Construction Industry Training Fund. The
board was established under section 4 of the Act. An
electronic copy of the board’s annual report is available
on request.
Tasmanian Library Advisory Board (TLAB)
The functions of the board are to consider and report
on matters referred to it by the Secretary of the
department and to advise the Minister on any issues
relating to library services. It must also report to the
Secretary of the department at the end of each financial
year. The board was established under section 11 of the
Libraries Act 1984.
Tasmanian Academy Board (abolished May 2011)
The Tasmanian Academy Board was established under
the Education and Training (Tasmanian Academy) Act 2008
and was responsible to the Minister for the performance
of the functions of the Academy, and the achievement of
the objectives specified in its corporate plan. The
Tasmanian Academy was responsible for preparing Year
11 and 12 students for entrance into higher education and
for promoting the benefits of tertiary studies to improve
employment, financial and social outcomes for individuals
in the Tasmanian community.
Tasmanian Polytechnic Board (abolished May 2011)
The Tasmanian Polytechnic Board was established under
the Education and Training (Tasmanian Polytechnic) Act 2008
and was responsible to the Minister for the performance
of the functions of the Tasmanian Polytechnic, and the
achievement of the objectives specified in its corporate
plan. The Tasmanian Polytechnic’s focus is on young and
mature-age students who prefer applied learning and are
seeking a pathway and qualifications that will prepare
them for work, further their career or enable them to
change careers. It also provided alternate pathways to
university.
Tasmanian Qualifications Authority (TQA)
The authority advises the Minister on matters relating to
qualifications in Tasmania. It accredits courses for senior
secondary, higher education and vocational education and
training, and registers providers of higher education and
vocational education and training. It determines
assessment for obtaining a qualification in an accredited
course, and collects, records and distributes student
information relating to senior secondary education,
vocational education and training, and higher education.
The authority was established under the Tasmanian
Qualifications Authority Act 2003. TQA’s annual report is
available online at http://www.tqa.tas.gov.au/1548
Tasmanian Skills Institute Board
The Tasmanian Skills Institute Board is established under
the Education and Training (Tasmanian Skills Institute) Act
2008 and is responsible to the Minister for the
performance of the functions of the Tasmanian Skills
Institute, and the achievement of the objectives specified
in its corporate plan. The Tasmanian Skills Institute’s
focus is on providing and promoting education and
training to employed people. Its purpose is to develop
workforce skills in close consultation with industry.
The board’s annual report is available online at
http://www.skillsinstitute.com.au/.
Teachers Registration Board
The board is empowered under the Teachers Registration
Act 2000 to administer the teacher registration system to
ensure that only those people who meet agreed
standards and legislative requirements are able to teach in
Tasmania. The board’s annual report is available online at
www.trb.tas.gov.au
Required Reporting – Statutory and Non-statutory Bodies
53

University of Tasmania Council
Established under the University of Tasmania Act 1992, the
council appoints the vice-chancellor and principal, who is
the chief academic and executive officer of the
university. The council also appoints the deans and the
heads of school, on the recommendation of the
vice-chancellor. An academic senate advises the council
on all academic matters relating to the university.
The council’s annual report is available online at
www.utas.edu.au.
Nonstatutory
bodies
School Improvement Boards
Boards were established in 2007, as part of the Student at
the Centre plan. Their function is to ensure that Learning
Services are responding to the improvement plans and
needs of schools and that the statewide programs they
manage are meeting the needs of schools across the
state. Each of the boards also provides advice in relation
to its functions. The boards collectively provide advice to
the Minister on the improvement and development of
the Tasmanian schools network, including progress to
date and opportunities for further improvement. They
identify ways to enhance the Tasmanian schools network
towards a single, seamless system, to review education
system performance against Tasmania Together targets
and develop strategies for stronger school and
community relationships.
Tasmanian Aboriginal Corporation for Education
(TACE)
The association is an incorporated community
organisation specialising in education. Its purpose is to
represent the views of Tasmanian Aboriginal communities
on education to the state and Australian governments,
as well as private education providers. The association,
which receives state and Australian Government
funding, is committed to the principle of Aboriginal
self-determination.
Tasmanian Home Education Advisory Council
(THEAC)
The council assists in the management and support of
home education in Tasmania. The role of the council is
also to provide advice and information to the Minister
about home education. It is responsible for monitoring
individual home education programs and provides a
reference point for enquiries, responds to community
concerns, and maintains liaison with other agencies about
home education.
54
Required Reporting – Statutory and Non-statutory Bodies

Other Annual Reports
Tasmanian Library Advisory Board Annual Report
On behalf of the Tasmanian Library Advisory Board (TLAB), I am pleased to submit the 25th annual report of the
board as required under the Libraries Act 1984 as amended in 2000.
Role and
structure
The statutory role of the TLAB, as defined by the
Libraries Act 1984, is to advise the Minister for Education
and Skills, and the Secretary of the Department
of Education on matters relevant to the provision
of public library services in Tasmania. The Libraries
Amendment Act 2000 extended the membership
structure to provide a wide representation from the
Tasmanian community, comprising a mix of rural and
urban interests. The current board was appointed on
1 April 2010 and will expire on 31 December 2011.
Board
membership
Ministerial nominees:
Ms Shirley Abel (chairperson)
Ms Lorraine Hamilton
Ms Beverley Jennings
Dr Stefan Petrow
Dr Dianne Snowden
Ms Leonie McNair
Dr Mark Briggs
Ms Maxine Griffiths
Local Government Association of
Tasmania nominees:
Mr Stephen Brown
Alderman Sandra French
Ms Narelle Calphy
Alderman Doug Chipman
Nominee of the Secretary of the
Department of Education:
Ms Siobhan Gaskell, Director, LINC Tasmania
Board
meetings
The board held four meetings during 2010–11 in Launceston on 2 September 2010, Rosny on 2 December 2010
and in Hobart on 24 February 2011 and 2 June 2011.
Major issues
considered
by the board
LINC Tasmania
The board recognises that the environment in
which the provision of library, archive, heritage, and
adult learning services is changing rapidly, as are the
information and skills needs of Tasmanians. The board
congratulates LINC Tasmania on the achievement of
bringing services together into a statewide network
to respond to these changes and challenges and
better serve our clients and their needs. This further
complements the vision for the national strategy for
Re-imagining Library Services which puts people at the
centre of services and focuses on making content
available to all, whether it is online or at a physical
location.
The board supports the need to expand LINC
Tasmania client group to include those who need
greater information and technology access, literacy
and life skills and support to participate fully in work
and community life in today’s society. New key target
groups will include second chance learners including
those with low literacy and qualification levels and
identified equity groups, recognising that their
expectations and purposes will be diverse.
The board believes that the new LINC Tasmania brand
will encourage existing and prospective clients to use
LINC Tasmania services whether through a physical
service point or through the Virtual LINC. The new
name also better reflects expansion in library services
under the new network model.
Strategic Plan 2011–2013
Given that the last two years have been a period of
transition and consolidation for LINC Tasmania, it was
timely that a new strategic plan reflects the vision for
LINC Tasmania. The board commends LINC Tasmania
for the extensive work undertaken to develop LINC
Tasmania’s Strategic Plan 2011–2013 and acknowledges
this major achievement. The board provided input into
the development of the plan during 2010–11 and believes
that the plan places the organisation well to respond
to future challenges. In particular, challenges around
LINC Tasmania’s priorities over the next three years
which include strengthening and sustaining connections
with existing clients – readers, learners, researchers,
educators and partners – as well as connecting with new
clients in new ways, particularly those who need greater
information and technology access, skills and support
to participate fully in work and community life in the
21st Century.
LINC Tasmania’s Strategic Plan 2011–2013 includes
strategies to promote a new culture within LINC
Tasmania into the future to support new services,
innovation and emerging technologies while
strengthening the best of existing library services. The
board fully supports the rigorous performance and
evaluation framework to assess achievements against
key performance indicators and looks forward to being
involved in monitoring progress.
Required Reporting – Other Annual Reports
55

LINCs and Capital Investment Program
The board is pleased to note substantial progress
during the year on the construction and development
of four of the proposed regional LINCs. At
Queenstown, the regional LINC will integrate with
the child and family centre to form the West Coast
Community Services Hub. The centre has progressed
well and was scheduled for completion in August 2011.
Plans for Bridgewater and Scottsdale are also well
advanced. Construction at Bridgewater commenced
in June 2011 and the proposal for Scottsdale is almost
finalised, with construction due to begin in the second
half of 2011. Plans for a hub at George Town have been
completed, with negotiations regarding the proposed
site progressing with the local community. An
independent site analysis has been completed ready for
consultation and decision for the proposed fifth LINC
at Sorell.
2010–11 Budget
Information provided to the board in early 2010 flagged
that significant budget demands for LINC Tasmania
can be expected in future state budgets as will most
likely be the case for all state government agencies. The
board is aware that the continuing priority on budget
savings in the near future will undoubtedly put pressure
on the delivery of services across the network in order
for LINC Tasmania to be efficient and sustainable in
its operations. The board will have an active role in
processes around rationalisation of services to ensure
that the integrity of services is maintained whilst
acknowledging the challenging times ahead.
Digital Strategy
In order to support the new direction of LINC
Tasmania into the 21st Century, the Digital Strategy Plan
2010–2013 will provide direction and define the key
information technology initiatives and priorities for the
organisation over the next three years. The board is
strongly supportive of the principles of wireless access
for LINC Tasmania clients and will advocate strongly
to resolve user registration and unauthenticated access
issues that have hindered progress in this area. The
board is concerned that Tasmania lags behind other
state and territory libraries in the provision of wireless
access in that we are the only jurisdiction not offering
this service to clients.
Review of the Libraries Act and Archives Act
The board has considered a briefing on the need to
modernise the Libraries Act 1984 and Archives Act 1983
and relevant subordinate legislation in light of the
changing face of library and archives services. Work
has commenced on scoping this extensive project with
the board’s support including the recommendation
to include archives matters in TLAB’s functions. The
board looks forward to providing input into the
review and ensuring that existing legislated principles
such as the provision of public access to information,
government record keeping and published legal deposit
is preserved. Conversely, the board will have an active
role in ensuring new technological advancements,
demographic change, the creation of LINC Tasmania,
the merger of archives, heritage, community learning,
literacy, reference, digital and online functions are
reflected in any revised legislation.
Transfer of National Archives Office to TAHO
The decision to co-locate the National Archives
Australia (NAA) was made in early 2010 following
successful negotiations between the Australian
Government and the Tasmanian Government. This
decision was a result of a public commitment by the
Australian Government to maintain national archives
face-to-face services in each state and territory by
co-locating with other local institutions. In Tasmania,
officers of both the local NAA and TAHO have
commenced planning the details of the co-location
arrangements, including looking at capacity for
establishing an integrated service delivery model, and
any fit-out modifications required to accommodate
additional records and services.
Collection storage and disposal
Reports have also been provided to the board about
identification, development and implementation of
strategies to maximise capacity in the Tower Building at
91 Murray Street to meet the demand for storage for
Tasmanian information. The board welcomed funding to
expand storage space which focused on: the transfer of
the National Archives railway records and infrastructure
to TAHO to be located in the Tower Building, relocating
collections and reconfiguring storage within the building
to make better use of space particularly for the newly
acquired railway records. Further storage improvements
have resulted in the colocation of Tasmanian collections
to reduce the footprint of general reference collections
and improve utilisation of the storage areas.
The board is delighted that LINC Tasmania and Rotary
Tasmania have entered into a partnership to maximise
the re-use of withdrawn library books. The aim of
the partnership is to promote cooperation between
the organisations in the most effective deployment
of withdrawn library materials to maximise ‘second
use’ opportunities. Particular emphasis is support of
Rotary’s program of Donations in Kind which delivers
books and serials to libraries in developing countries in
the Asia Pacific region as well as supporting requests
for materials, where appropriate, from Tasmanian
community organisations.
A statewide policy to guide the appropriate and
sustainable disposal of an increased volume of
library materials has also been developed. The policy
includes dissemination of books and materials through
literacy programs, repatriation to other institutions
as appropriate, donations, in-library book sales, and
recycling for materials with no ‘second-use’ value or
damaged beyond repair.
Literacy services
The board is pleased that LINC Tasmania’s role in
implementing the $11 million Adult Literacy Action Plan is
already making a difference to the lives of Tasmanians
with more people accessing literacy support services
through LINCs than ever before. Clients supported
through the literacy coordinator network are improving
literacy skills needed to meet the demands of everyday
life—in their families, communities and workplaces.
As at the end of June 2011, 20 out of 23 literacy
coordinators have been appointed along with around
150 volunteer tutors who provided support services
and programs to individuals and families. The initial role
for the literacy coordinators is to establish a pool of
volunteer tutors, implement systems for coordinating
and monitoring activity and building relationships
56
Required Reporting – Other Annual Reports

with other services providers such as Job Network
providers. The board has been impressed with the
work of LINC Tasmania’s professional and committed
staff in bringing the Adult Literacy Action Plan to life and
looks forward to seeing more positive outcomes in the
future.
In addition to extending the statewide literacy
coordinator network, the board commends the success
of LINC Tasmania’s initiatives relating to encouraging
early literacy skills and supporting the role of parents
and carers in this regard. The Bookstart initiative that
was initially trialled at Bridgewater in 2008 is being
introduced to a larger number of communities in 2011
in cooperation with child health centres and child and
family centres that are being established across the state.
Bookstart provides parents with a reading information
pack at their newborn’s four week health check with
follow up advice and support provided by the local
literacy coordinator.
Meetings
with the
Minister
During the year the Minister was advised about board
deliberations through correspondence and meetings to
discuss issues arising including matters such as budget
allocation for the purchase of new library resources, the
impact of budget cuts to LINC Tasmania and the delivery
of library services in particular. The then Minister for
Education and Skills, Ms Lin Thorp MLC attended the
board meeting on 2 December 2010.
Board
operations
The board’s scope of deliberations during the past
financial year expanded to include the new role of
libraries within the new integrated service delivery of
LINC Tasmania. In light of this, the board eagerly
anticipates having a role in the review of legislation
particularly around the functions of the board.
Discussions around the board’s operations including its
responsibilities under the Right to Information Act 2009
occurred over several meetings. The board already
complies with the required and routine disclosure
through annual reporting processes and furthermore
agreed to delegate the responsibility to make
determinations for ‘assessed disclosure’ to the
Department of Education’s Manager, Legal Services.
‘Assessed disclosure’ refers to the method that
encourages release of information by methods other
than through the annual report and is often a result of a
specific request from an organisation or individual.
The board would like to acknowledge and express its
appreciation of the hard work of LINC Tasmania staff in
providing members with detailed briefing papers for each
meeting including regular status and statistical reports and
professional advice.
Lastly, I would like to sincerely thank each of the board
members for their support, interest and commitment to
the business of the board during the past year.
Shirley Abel
Chairperson
Required Reporting – Other Annual Reports
57

State Library and Archives Trust Annual Report
I am pleased to submit the 26th annual report of the
State Library and Archives Trust (SLAT). The Trust
is required by the Libraries Act 1984 to administer any
property acquired by the Trust through gift, bequest or
device for the advancement of library and/or archives
knowledge in Tasmania. The Trust awards grants and, on
occasions, travelling scholarships aimed at assisting the
professional development of librarians, archivists, and
library and archives workers.
Conferences
and seminars
Major Australian conferences and seminars attended by
Tasmanian librarians, archivists and library and archives
workers with support from the Sir John Morris
Memorial Trust Fund in 2010–11 included:
• 10th Asia Pacific Health and Law Libraries
Symposium at Adelaide, South Australia in August
2010.
• Australian Library and Information Association
National Access Conference at Brisbane, Queensland
in September 2010.
• Australian Institute for the Conservation of Cultural
Material Conference at Melbourne, Victoria in
November 2010.
• 15th Australian Library and Information Association
Information Online Conference at Sydney, New
South Wales in February 2011.
• Fundamental to Democracy Parliamentary Librarians’
Conference at Canberra, Australian Capital Territory
in March 2011.
• 2nd Annual Learning Commons Development and
Design Forum at Brisbane, Queensland in March 2011.
• Swancon 36/Natcon 50 Conference at Perth, Western
Australia in April 2011.
Twenty applications were funded by the Sir John Morris
Memorial Trust Fund for the 2010–11 year in accordance
with the Trust Deed. The total amount of grant funding
was $21,144. This represents a small decrease in the
previous year’s grant allocation of $22,443 which was
shared across 23 applicants, and is due to continuing
budget restraint by government employers. The
successful applicants prepared reports on their activities
and also made presentations to gatherings of library
and archives professionals. All reports are available on
request from the secretary of the Trust. Through the
assistance provided for these activities, the Trust has
continued to help raise the skills and knowledge of
library and archives workers throughout Tasmania.
Travelling
scholarships
TM Crisp
Memorial
Sporting
Library
Fund
The Trust awarded a Sir John Morris Memorial Trust
Travelling Scholarship in 2010–11 to Ms Jan Lavelle
from LINC Tasmania. Ms Lavelle travelled to New
Zealand to explore digital preservation and potential
service delivery models available through the National
Library of New Zealand. Following her visit Ms Lavelle
The Trust also administers the TM Crisp Memorial
Sporting Library Fund, which provides grants for the
purchase of sporting books for public and reference
libraries. The sum of $700 was made available from the
produced a report on the Rosetta system, which is being
used by the National Library of New Zealand, for LINC
Tasmania’s consideration. The system provides improved
digital object management capabilities as compared with
existing systems in use in the State Library of Tasmania.
fund to the State Library in 2010–11 for the purchase of
books on sporting pursuits, including cricket, tennis and
other notable sporting works.
Meetings
and funds
Three ordinary meetings of the SLAT were held during
the reporting year: in August and November 2010, and
March 2011. A special meeting was held in January to
consider the Trust’s Future Investment Policy.
The Tasmanian firm, Shadforths Financial Group Ltd,
which was appointed in 1999 by the Trust to provide
financial investment advice and brokerage services,
has continued to work with the Trust in allocating
investments across a range of investment managers.
The Trust has followed a conservative strategy with
its portfolio, however, the effects of the global financial
crisis continued to produce a negative impact on the
Trust’s investments in 2010–11. The value of investments
regained an amount of the ground lost in 2008–09 but
the overall value of the market investments remains at a
lower level than original cost price.
I would like to express my sincere appreciation to each
of the members of the State Library and Archives Trust,
Ms Simone Bingham of the University of Tasmania, Mr
Patrick Tierney of the Public Trustee, Mr Ross Latham,
State Archivist, Mrs Caroline Homer, Acting State
Archivist and Ms Siobhan Gaskell, Director, Library and
Information Services, for their ongoing dedication and
contribution to the success of the Trust. I also offer my
sincere appreciation to Mr Ray Sakaris and Ms Maxine
Turner for their excellent administrative support to the
work of the SLAT.
Shirley Abel
Chairperson
58
Required Reporting – Other Annual Reports

Allport Library and Museum of Fine Arts Annual Report
The mission of the Allport Library and Museum of
Fine Arts is to ensure that the bequest which Henry
Allport made in 1965 is highly valued and enjoyed by its
beneficiaries, the people of Tasmania, and is recognised
for its major contribution to Australia’s heritage.
The objectives and principles which support that
mission are:
• providing maximum access to the collection within the
limits of preservation and security considerations
• maintaining the highest standards in collection
development and service
• encouraging the Tasmanian community to participate in
the development and preservation of the collection.
Last year’s report expressed concerns relating to
proper maintenance and display of the collections, as
well as availability of the human resources required to
manage the library and museum. Although the budgetary
constraints continue, it has been pleasing to see that there
has been development of a strategy for future exhibitions,
better promotion of the Allport library and museum in
the media, and an increase in visitor numbers.
Interpretation
The primary focus of activity during the year has been
the creation and installation of interpretive material to
enhance the enjoyment of visitors to Allport. This has
been a long-standing goal of the committee.
The entrance to Allport has been given more
prominence with appropriate signage and a decorative
wall panel (incorporating images of collection items)
around the doors. A new showcase has been installed
just outside the entrance for the display of new
acquisitions and other collection items. Fourteen
interpretation panels have been installed – in the gallery,
display rooms and library – each accompanied by a
mobile information sheet listing in detail the items on
display in the space. A large panel has also been installed
to provide information about the Allport family and its
contribution to Tasmanian society and culture.
The interpretive material was written by staff of the
Tasmanian Archive and Heritage Office (largely by Marian
Jameson); designed by InGraphic Detail (Julie Hawkins
and Kelly Eijdenberg) with editorial advice from Chris
Viney; and constructed and installed by Red Arrow
(Tim Williams). The extensive photographic work was
undertaken by staff of the Digital Services section of the
Tasmanian Archive and Heritage Office.
Exhibitions
and displays
Cockatoos: A portfolio of all species, a set of prints by
William T Cooper published in 2001, was displayed in
the Allport Gallery from August to November 2010.
This exhibition was especially popular with school
groups. Flower Power: the botanical prints of Ferdinand Bauer,
was on show from December 2010 to March 2011. Both
exhibitions received favourable reviews in the Mercury.
The major exhibition for the year, Fishes from the end of
the world: William Buelow Gould’s Sketchbook of Fishes in
Macquarie Harbour, 1832 was opened by the Tasmanian
author Richard Flanagan on 1 April 2011 at an event
in the Allport Gallery to mark the inscription of the
sketchbook on the UNESCO Australian Memory of the
World Register. (There were two further inscriptions
on the Register: a 1796 Sydney theatre playbill, which is
held by the National Library of Australia; and the minute
books of pre-Federation Australian trade unions, which
are held by 12 Australian collecting institutions. Digital
images of these items were displayed at the event.)
The event and the exhibition received considerable
publicity both locally and interstate.
In October 2010, descendants of Henry Hinsby attended
an evening function in Allport for the launch of the book
Henry Hinsby: A distinguished apothecary of Hobart Town
by Therese Binns, as part of the Hinsby family reunion
celebrations.
In December 2010, the Allport Print Room was reopened
as a permanent display area to feature a continuous display
of the Alecto edition of the facsimile plates of Banks’
Florilegium. There are 738 plates in the edition; they are
being displayed in numerical order in groups of 15, for
three months at a time.
New acquisitions have been displayed at monthly
intervals in the new display foyer case. During the
Christmas period there was a seasonal display of drinking
vessels from the decorative arts collection and ceramic
candlesticks.
Access
There were 6,772 visitors in 2010–11 (an increase of
33.9% on the previous year). Staff responded to a total
of 304 enquiries from members of the public, tourists,
academics and other researchers. Collection items have
been reproduced in a wide range of books, reports,
theses, brochures, signs, exhibitions and television and
film documentaries, as well as on websites.
There were visits and tours throughout the year from
groups including the Australiana Society (as part of a
Tasmanian tour of museums and heritage houses); local
and interstate booksellers who exhibited at the Hobart
Book Fair in February 2011; the Lyceum and Moreton
Clubs of Queensland; and groups of students from
Tarremah School and from Mount Stuart Primary School,
Rosetta Primary School, Goulburn Street Primary School
and Waimea Primary School.
On 30 September 2010, the ABC Collectors program
filmed a short segment in Allport for inclusion in a
program about presenter Gordon Brown’s favourite
places in Hobart.
Required Reporting – Other Annual Reports
59

Acquisitions
of note
Books and manuscripts:
• Review of Matthew Flinder’s Observations on the
coasts of Van Diemen’s Land, in the June 1801 issue of
Algemeine Geographische Ephemeriden
• Paper tiger: a visual history of the thylacine by Carol
Freeman (Boston, Brill, 2010)
• Nouvelle relation du voyage a la recherche de La Perouse
execute par M. d’Entrecasteaux by M. le Chevalier de
Freminville (Brest, JB Lefournier, 1838)
• Manuscript cheques signed by John Glover (1835 and
1838), James Kelly (1835), from the Bank of Australasia
(1847) and the VDL Commissariat (1856)
Fine arts:
• Frances Fearnley Rowntree, three undated pencil
drawings (Silos, Castray Esplanade; Wentworth House,
Bothwell; and Rae Place)
• Joseph Goodhart, three etchings (Old Pioneer’s Hut
New Norfolk Tasmania: Solitude, 1927; Richmond Bridge,
Tasmania, c.1926; and Kelly’s Steps, 1936)
• John Gould and HC Richter, seven lithographs of
Tasmanian endemic species from The Birds of Australia,
1848
• Unknown artist (possibly Knud Bull), [William
Watchorn seated in his study]. Watercolour, c.1850
• Antoine Maurin, portrait of Bruni D’Entrecasteaux.
Lithograph (Paris, Lemercier, 1837)
• Robert Proctor Beauchamp, Lake and mountains and
Tree, stream and mountains. Oil paintings, undated
• Norma Bull, Port Arthur. Etching, c.1930
• Charles Robinson, Askrigg, Gretna. Pencil drawing,
undated
• Roy Cox, Richmond Village Tasmania. Watercolour,
undated
• John Eldershaw, Hobart Docks. Watercolour, undated
• E Wake Cook, Island of the Dead, Port Arthur.
Watercolour, c.1868
Decorative arts:
• Asparagus server, Caughley porcelain, c.1785, printed
with an unusual horizontal version of the Fisherman
pattern
• Quintal [tulip vase], pearlware, c.1790
• Coffee can and saucer, Davenport, platinum lustre,
c.1807–10
• English hot water jug and coffee pot with emblem of
Tasmanian Club, c.1915
Conservation
The management committee continues to support
the conservation and maintenance of the collection
by allocating up to 25% of its annual income from
the Endowment Fund and from interest earned for
conservation treatments. In 2010–11 the committee
funded:
• treatment of two oil paintings at the Centre for
Cultural Materials Conservation at the University of
Melbourne
• repairs to, and maintenance of two clocks; and minor
repairs to two items of furniture
• the design and construction of seven custom-made
storage boxes for rare and fragile photographic material
• a conservation assessment of 150 items and groups of
items in the manuscript collection.
Management
Committee
The Allport Library and Museum of Fine Arts
Management Committee held three meetings in
2010–11, on 29 July 2010, 1 December 2010 and
17 March 2011.
Membership of the committee has remained unchanged.
It comprises:
• Mr John Upcher, chairperson (nominated by the
trustees of the estate of Henry Allport)
• Ms Amanda Wojtowicz (nominated by the trustees of
the estate of Henry Allport)
• Dr AV (Tony) Brown, a Trustee of the Tasmanian
Museum and Art Gallery (nominated by the Board of
Trustees)
• Dr Keith Adkins (appointed by the Minister for
Education)
• Ms Siobhan Gaskell, Director, Community Knowledge
Network (nominated by the Secretary of the
Department of Education).
John Upcher
Chairperson
60
Required Reporting – Other Annual Reports

Tasmanian Home Education Advisory Council Annual Report
Definition
Home education is when parents assume responsibility
for planning, implementing and evaluating their
children’s learning program from the home base.
In Tasmania, parents who are home educating their
children are required to register with the Tasmanian
Home Education Advisory Council.
Role of the
Tasmanian
Home
Education
Advisory
Council
The Tasmanian Home Education Advisory Council
(THEAC) was established by the Minister for
Education to assist in the management and support of
home education in Tasmania. The role of THEAC is to:
• provide policy advice and information to the Minister
in relation to home education
• maintain a register of parents who are home
educating
• be responsible for adequate monitoring of home
education and to advise on the adequacy of
individual programs of home education
• provide a reference point for inquiries regarding home
education
• respond to community concerns about home
education
• maintain liaison with other agencies on matters
regarding home education
• organise ongoing support and assistance to home
educators.
Membership
THEAC consists of six members appointed by the
Minister for Education, three nominated by home
educators and three nominated by the Minister for
Education.
During 2010 there were no changes to the membership.
Members for 2010 are detailed below.
Member Comments From Until
Ms Anne French Ministerial appointee 31/10/2005 31/12/2011
Mr Peter Norton Ministerial appointee 01/01/2007 31/12/2012
Mr Simon Deeth
Ministerial appointee
01/05/2008
(chair from 16/03/2009)
30/04/2014
Ms Jacinta Sinclair Home educator nominee 01/08/2009 31/07/2012
Mrs Keren Golab Home educator nominee 01/10/2009 30/09/2012
Mrs Margaret Sonnemann Home educator nominee 01/10/2009 30/09/2012
Employees
THEAC employed two part-time administration
officers and two part-time monitoring officers during
2010.
Administration officers
The key function of the administration officers is to
provide administrative support to THEAC, including
maintaining the THEAC database, and to execute
THEAC decisions.
Monitoring officers
The key function of the monitoring officers is to assist
THEAC in the monitoring of home education according
to established THEAC policies and practices.
Contact details
23 Canning Street, Launceston, Tasmania 7250
Phone/Fax: 6334 5381
Email: admin@theac.org.au
Website: www.theac.org.au
Charter
Context
THEAC is responsible for monitoring new and
ongoing home education programs for families who
have registered for home education and have made
themselves available for the monitoring process.
THEAC is not responsible for families who withdraw
their children from school, or do not send their
children to school, and have not applied for home
education.
Beliefs and values
THEAC members believe that:
• all children are entitled to receive an adequate and
appropriate education, including students who are
being home educated
• home education is an excellent educational option for
many children
• home education should continue to be recognised
and supported as a legitimate option for education in
Tasmania
Required Reporting – Other Annual Reports
61

• all matters and information relating to individual
circumstances of home educators should be
addressed in accordance with the requirements of
privacy legislation
• monitoring should be sensitive to differing beliefs
and practices, and be undertaken in a spirit of
collaboration, support and assistance
• home educating parents should be free to choose
from a wide variety of resources, commercial
programs and curriculum materials in line with their
educational values and beliefs
• THEAC should not favour any particular home
education program or curriculum materials
• THEAC should maintain its independence from
the Department of Education, and from any other
government agency or non-government affiliation,
and be directly responsible to the Minister for
Education.
Operating principles
The employees and members of THEAC operate
according to the following principles:
• closely apply the home education beliefs and values in
relation to their work
• maintain a non-intrusive and professional point of
reference for all home education queries
• ensure that all families registered with THEAC are
adequately monitored in a collaborative manner
according to THEAC procedures
• maintain accurate records of matters pertaining to
THEAC’s business
• ensure liaison with other agencies and professionals
involved with home educators
• respond quickly to enquiries raised about home
education either in general or in relation to individual
circumstances
• provide accurate and timely information and policy
advice to the Minister.
Report
on council
activities for
2010
Meetings
THEAC conducted nine regular meetings during
the year. The main function of the meetings was to
consider the monitoring reports relating to home
educators’ programs and new applications for home
education. Two workshops were held to discuss the
administration and management role and function
of THEAC and to review and update policies and
procedures.
The Manager Legal Services Unit, Department of
Education attended the March meeting to discuss
a range of issues including privacy and access to
information, public liability coverage, and child
protection.
A representative from Gateway/Baptcare attended
the November meeting to update council on services
available to families.
Ministerial liaison
THEAC maintained liaison with the Minister for
Education throughout the year through the provision
of minutes of THEAC meetings. The Minister met
with council and staff at THEAC’s October meeting.
A report Reasons home educators commence home
education – A summary of findings was prepared for the
Minister at the Minister’s request.
The four Learning Services within the Department
of Education were provided with weekly updates of
newly registered and ceasing home educating families.
Registration and monitoring
During 2010, the parents of 191 children were
approved for registration as home educators through
THEAC. Together with families with ongoing home
education programs, monitoring reports for 416
children from 240 families were prepared. A total of
624 students from 334 families were registered with
THEAC as at 31 December 2010.
Policy and procedure issues
The administration officers continued to maintain
administrative procedures for THEAC and support for
home educators.
The monitoring officers visited families statewide as
requested by THEAC and presented reports on these
families to THEAC for consideration. THEAC members
assisted with the monitoring process as required.
THEAC received 324 requests for its Information on
Home Education Registration sheet during the year.
Administration
THEAC conducted a periodic internal performance
review with regard to accountability of the council and
its members and in the assessment of performance in
the development of policy and the management and
administration of home education in Tasmania.
THEAC conducted performance reviews for all
permanent staff members.
Options for enhancing the security of monitoring
officers were considered.
Public and professional relations
THEAC maintained liaison with various government
departments, in particular the Department of
Education, in carrying out its support for home
educators.
The principal of the former Distance Education
Tasmania visited the office to brief the administration
officer concerning the new Tasmanian eSchool.
THEAC continued to disseminate information
both within the community at large and within the
community of home educators throughout the state.
THEAC established a Facebook page.
There were continuing discussions on revamping the
THEAC website.
62
Required Reporting – Other Annual Reports

Notices about home education were placed in the
Back to School supplement in regional newspapers at
the beginning of the year.
Home educator get-together/information sessions
were held in November in both Launceston and
Hobart. Both were well attended.
Support for home educating families
Development of the Australian Curriculum continued
to be monitored to gauge any impact for home
educators.
THEAC supported, and represented with attendance
by council members and staff, a statewide family
picnic which was organised by local home educators.
This was held at Ross on 6 March 2010 and was very
well attended.
Many home educators continued to use resources
from the Department of Education’s Distance
Education Tasmania (now Tasmanian eSchool) to
supplement their programs.
Forty-five home educated children registered for
the 2010 National Assessment Program – Literacy and
Numeracy (NAPLAN).
Five newsletters were published for home educators
over the year. These newsletters provided information
updates and were used to continue a supportive liaison
between THEAC and home educators.
A submission was made to the Transitional CEO
Population Health, Department of Health and Human
Services concerning the inequity of access experienced
by home educators in the areas of access to speech
pathology services, access to government school
social workers, access to pathway planners for career
counselling and access to the Training and Apprenticeship
Program (TAPP).
The chair and one council member met with Centrelink
officers to continue discussions on implications for 16+
year-old home educated children arising from changes
to Centrelink Youth Allowance requirements.
Financial report
THEAC utilises the services of an accountant to
prepare relevant financial documents with a THEAC
member maintaining the treasurer’s position.
An audited financial report for the period July 2009
to June 2010 has been presented to the Minister for
Education.
Simon Deeth
Chairperson
Required Reporting – Other Annual Reports
63

Schools Registration Board Annual Report
Establishment
and function
The Schools Registration Board (the board) was
established on 1 July 1995 under Part 5 of the Education
Act 1994. The board is an independent statutory body
with its composition and powers defined under the Act
and its supplementary Regulations. Its primary function
is to ensure that non-government schools comply with
the educational standards determined by the Minister
for Education. In addition, it must assess and determine
applications for:
(a) The registration of new non-government schools
(b) The renewal of the registration of existing schools.
Members
Members of the board are appointed by the Minister (Education Act 1994 45 (1-3)) and as of 30 June 2011 included:
Ms Jenny Cranston
Ms Lynne Hanlon
Mr Tony Crehan
Mr Jon Hosford
Ms Angela Briant
Ms Gillian Unicomb
Mrs Helen Healy
Mr Ian Dalton
Chairperson
Department of Education
Organisations representing registered schools
Organisations representing registered schools
Organisations representing teachers of registered schools
Organisations representing teachers of registered schools
Catholic Education
Organisations representing parents of children at registered schools
Standards
for the
registration
of schools
The matters on which the Minister may determine a
standard are contained at section 53 (1) of the Education
Act 1994 and have been revised as a result of the
amendments to the Act proclaimed on 1 January 2004.
The standards for registration are:
(a) the proposed curriculum of a school
(b) the qualifications required of teachers at a school
(c) the facilities to be provided at a school
(d) the minimum number of students to attend a school
(e) the kinds of students to attend a school
(f) the enrolment and attendance procedures of a school
(g) the financial viability of a school
(h) the governance of a school
(i) the impact of a new school on other schools
(j) a documented grievance process
(k) any other prescribed matter.
‘Prescribed matter’ to date includes a Code of Conduct
for Employees and a Review and Development process.
Board
meetings
The board met five times in 2010–11 when it considered
matters relating to applications for re-registration and
reviews of existing schools, as well as other procedural
and policy issues. All meetings were held in Hobart.
The meeting dates in 2010–11 were: 28 July 2010,
22 September 2010, 24 November 2010, 16 March 2011
and 1 June 2011.
A workshop was undertaken by the board on
2 March 2011 to review the Schools Registration Board
handbook.
Registration
of schools
For a current list of non-government schools in Tasmania
see: http://www.srb.tas.gov.au/Schools/schoollist.htm
1. Application for a new school
There were no applications for new schools in 2010–11.
2. Review of registered schools
In Tasmania, there are 66 registered schools. Seven of
the schools have additional campuses in other parts of
the state; of these, three have more than one additional
campus.
The following schools were reviewed between July 2010
and June 2011:
• Community Christian Academy, Launceston
• Herrick Presbyterian Covenant School, Gladstone
• Sacred Heart Catholic School, Geeveston
• Launceston Christian School, Launceston
• Scotch Oakburn College, Launceston
• Geneva Christian School, Latrobe
• Launceston Church Grammar School, Launceston
• Seabrook Christian College, Somerset
• Trinity College, Poatina
• Christian Schools Tasmania, Hobart
• St Michael’s Collegiate School, Hobart
• Stella Maris Catholic Primary School, Burnie
• Ballarat & Clarendon College, King Island
• The Hutchins School, Hobart
• Star of the Sea College, George Town
• Community Christian Academy, Newstead.
64
Required Reporting – Other Annual Reports

In addition the board inspected Lambert School, under
sections 56–58 of the Education Act 1994.
3. School closures/amalgamations
There were no amalgamations in 2010–11.
The Kinder Cottage in Lindisfarne ceased to operate
from 31 December 2010.
4. Changes to registration
Schools are required to notify the Schools Registration
Board of any significant or notifiable changes in relation
to their registration details.
In November 2003, the Schools Registration Board
determined that, in order to fully consider proposals to
change registration, schools are to notify the board six
months before the intended change is to take place.
No changes were considered by the board in 2010–11.
Jenny Cranston
Chairperson
Statement of
expenditure
1 July 2010 to
30 June 2011
Expenditure $
Salary costs 39,602
Meetings, including sitting fees 24,467
Miscellaneous 4,948
Travel 9,292
Total expenditure 78,309
Required Reporting – Other Annual Reports
65

Asset Management/Risk Management
Asset
management
Assets are managed within whole-of-government
policies and guidelines. Key strategies for the effective
and efficient use of assets include:
• optimising the use of built resources to support the
provision of a range of educational programs and
curriculum choices at dispersed sites
• managing capital funding for building improvements
equitably and according to priorities, ensuring
appropriate standards of accommodation to support
best practice in service delivery
• optimising maintenance effort through strategic
management and managing resources in accordance
with statutory obligations, occupational health and
safety, optimum service delivery and asset retention
• progressing initiatives to identify, rank and mitigate risks
within the context of the government’s overall risk
management strategy
• progressing towards industry best practice in
procurement practices and full compliance with
Treasury requirements
• maximising the responsible use of facilities, facilitating
partnership agreements for sharing facilities, and using
community and shared facilities where appropriate
• supporting the Asset Strategy Steering Committee
to provide strategic oversight and direction in asset
management
• Oversight of the Strategic Asset Management Plan
(SAMP).
Risk
management
The department’s risk management activities are
governed by the department’s Risk Management and
Audit Committee. The committee is chaired by the
Secretary. Members include Deputy Secretaries, the
General Manager of a Learning Service, the Director
responsible for LINC Tasmania, the Manager Internal
Audit and one external member. Four meetings were
held during the year, some of which were attended
by the Tasmanian Auditor-General, staff from the
Tasmanian Audit Office, and the financial auditor.
The Tasmanian Risk Management Fund (TRMF) covers
the department’s insurable risk including workers
compensation, general liability and property damage.
Contributions to the fund totalled $9.60 million
(excluding GST). The contribution included $7.93 million
for workers compensation and $1.32 million for the loss
of and damage to property.
The Property Protection Scheme is a self-funded pool
that covers the cost for the loss or damage to schools’
and colleges’ facilities and contents.
DoE’s insurance arrangements do not cover students
against the cost of treatment of injuries suffered in
school-based activities except for students engaged in
vocational education and training, workplace learning or
special learning activities. Parents/guardians are required to
meet any costs for the treatment of injuries.
Workplace learning students are also covered in respect
of general liability claims brought against them.
Key risk management initiatives during the year included:
• the commencement of an initiative to identify common
risks faced by schools and colleges, and for the risks to
be formally managed and reported on to central office
• the continuation of the implementation of the
Information Security project
• seminars held throughout Tasmania to inform school
and college principals of their obligations as ‘Responsible
Officers’ under Workplace Legislation in respect of
occupational health and safety, duty of care and risk
management
• the continuation of advisory services provided to
raise risk management awareness throughout the
department
• support provided to all schools, colleges and
management areas during emergencies
• providing all staff members with the opportunity to be
vaccinated against the seasonal influenza virus.
ICT risk
management
ICT risks are managed within a whole-of-government
framework, and are supported by department policies
and guidelines. The following key strategies enable
effective and efficient use of the ICT system.
Backups of all systems occur regularly to minimise the
risks of losing data, with backups stored offsite. High
availability options are considered for critical systems,
with specific redundant hardware components in
servers (e.g. additional power supplies and network
cards) included as a minimum requirement. Disaster
recovery plans are tested for several major systems on a
rotational basis.
Access from outside the departmental network is
restricted, and a range of access levels have been set for
staff, students and the public to ensure that access to
information is limited to a ‘needs-only’ level.
Risks to confidentiality, integrity and availability are
identified, and mitigation strategies implemented where
appropriate.
66
Required Reporting – Asset Management/Risk Management

Climate Change
The department’s long-term vision is for all Tasmanian
schools to be sustainable with students having the
opportunity to learn as part of a whole school approach
to sustainability.
Under the Tasmanian Framework for Action on Climate
Change the department produced an Emissions Reduction
Plan in 2009 which works in conjunction with the
department’s Strategic Asset Management Plan (SAMP)
to develop energy efficiency improvements in existing
facilities.
These documents provide the framework for achieving the
department’s broader goals of contributing to the reduction
of global greenhouse gas emissions by also encouraging
innovation in areas such as recycling, transportation, green
building initiatives and moving towards carbon neutral
facilities. The department intends to:
• use less energy
• reduce transport/travel related emissions while
maintaining continuity of business operations
• reduce levels of office waste
• develop and lead an education program aimed at
engaging staff, students and the broader community.
The key elements of the department’s initiatives are:
• The recently opened Kingston High School, Austins
Ferry Primary School, Romaine Park Primary School,
Somerset Primary School and Windermere Primary
School were designed as 5 Star Green Star facilities
as well as new buildings at the Jordan River Learning
Federation in Bridgewater. The new primary school
being planned for the Port Sorell community will also
be designed to meet the 5 Star Green Star rating.
• As part of the Building the Education Revolution
infrastructure projects, the department specified that,
wherever possible, the inclusion of energy efficiency
measures including water tanks, insulation, and energy
efficient hot water, lighting, glazing, heating and cooling
be undertaken in schools under the Primary Schools for
the 21st Century element.
• Actively implementing a stringent and ongoing review
of the vehicle fleet requirements to include more fuel
efficient vehicles and the use of hybrid cars where
feasible. A total of 99% of the department’s light vehicle
fleet meets the minimum greenhouse ratings and
overall the department has reduced the size of the
vehicle fleet by 37 vehicles (14%).
• The introduction of the Energy Saving Guide, an
incentive-based energy funding model and an increased
focus on climate change, has resulted in a significant
reduction in electricity consumption. Notably the
department benefited from a 4.2 gigawatt (6%)
decrease in electricity usage for the 2008 calendar year
and a further 2.0 gigawatt hours (3%) decrease for the
2009 calendar year. These reductions in consumption
have delivered important reductions in greenhouse
gas emissions over the two year period. Reductions in
energy consumption continued to be achieved during
2010, with an overall savings in consumption of 5.8
gigawatt hours (9.2%).
• As a means of measuring the department’s greenhouse
gas reductions, an interactive website has been
developed for Tasmanian Government schools to set
targets and monitor energy, greenhouse gas, water and
waste.
• A $2.8 million Sustainability Learning Centre will be built
on the site of the Hobart College at Mount Nelson.
The Australian Government funded centre is being built
through a partnership between Greening Australia,
CSIRO, the Department of Education, the Catholic
Education Office and the Association of Independent
Schools and will:
o deliver specialist science, ecology and
sustainability education
o provide a new home for Greening Australia
(Tasmania) which will contribute $300,000 to
the project, and CSIRO Education Centre
o be the first educational 6-Star Green Star
rated building in Tasmania and use recycled
building materials. The building demonstrates
sustainability principles as an educational tool
o encourage ‘hands on' education using the
building itself as a tool, nurseries, field activities,
interpretive trails and bush classrooms
o maximise use of solar energy resulting in zero
net external energy for teaching areas and
feature recycled stormwater and sewerage
o be a carbon-neutral building in initial
construction and ongoing use and will exhibit
plant cultivation and biodiversity. As an
additional feature of the project, materials
from a large warehouse and cottage in
Hobart have been recycled and will make
up 70-80% of the new centre’s materials. A
construction contract has been awarded to
Vos Construction Pty Ltd and work should
commence on site in August 2011. Vos
Construction Pty Ltd is harvesting additional
materials from the demolition of the Clarence
Health Centre.
• An audit of actual waste removal and management at
several schools was completed during 2009–10 and
has indicated that the department’s waste levels have
decreased by 11%. To further promote the importance
of effective waste management the department’s
Climate Change Steering Committee has implemented
a new statewide waste management contract. A
key feature of the new contract will be reporting of
levels of waste removal and the resultant greenhouse
gas emissions. This will substantially improve the
department’s information and management of waste and
enable improvements in recycling to be identified and
introduced.
Required Reporting – Climate Change
67

Measuring
and
reporting
An initial audit of the state government’s greenhouse
gas emissions for 2006–07 identified that the
department emitted 20,866 t CO2-e.
Since the audit of 2006–07 emissions, the department
has conducted in-house audits and monitoring and has
internally assessed its 2010–11 emissions level at 17,962 t
CO2-e – a reduction of 2,904 t CO2-e (13.9%).
2010–11 Projected Total GHGe from Department of Education
2006–07
Total
% of Total Projected
2010–11
Total
% of Total
Energy (stationary sources)
Electricity (from grid) 8,257 40 6,829 38
Energy (transport)
Diesel vehicles 32 0 32 0
Petrol vehicles 2,442 12 2,100 12
Air travel 297 1 245.619 1
Waste (staff)
Office waste 9,838 47 8,756 49
Total 20,866 100 17,962 100
Total reduction tonnes GHGe 2,904
Data collation for 2010–11 is being completed and during the first quarter of 2011–12 the department will finalise
uploading of energy and waste information into the Online System for Comprehensive Activity Reporting (OSCAR)
for ongoing data monitoring and reporting.
68
Required Reporting – Climate Change

Pricing Policies/Administered Payments
Pricing
policies
The department has some limited service-delivery
activities that require pricing of goods and services. In
accordance with the government’s policy on fees and
charges, the department is working towards pricing
models which are generally based on full cost-recovery
and/or commercial rates.
The department maintains a Fees and Charges Manual
that provides information on the fees and charges for
which the department is responsible. These are subject
to ongoing review.
Fees and charges subject to the Fee Units Act 1997 were
revised and gazetted in accordance with the provisions
of that legislation on 31 March 2011.
Administered
payments
The department administers the grant and subsidy
programs which are outlined below.
Accommodation allowance for tertiary
students
An allowance is paid to eligible full-time tertiary
students, whose parents are residents of Tasmania,
to assist with accommodation expenses when they
are required to live away from their primary place of
residence to undertake their chosen course of study.
In 2010–11, an allowance of $1,050 was paid to eligible
students receiving Youth Allowance or other equivalent
Australian Government benefits, and to students
approved under the special family provisions of the
scheme.
This scheme has been closed to new applicants with
effect from 1 July 2011.
Australian Government grants to nongovernment
schools
This grant program relates to Australian Government
funding for non-government schools.
Also included is additional funding for the Australian
Government Universal Access to Early Childhood
Education and Digital Education Revolution programs, and
funding under the Australian Government Building the
Education Revolution (BER) Stimulus Package. The BER
program will be completed early in 2011–12.
These funds are administered on behalf of the Australian
Government Department of Education, Employment
and Workplace Relations (DEEWR) and, upon receipt,
are forwarded to non-government schools.
Non-government schools: Capital assistance
These grants provide funding to non-government
schools and non-government school authorities for
assistance with eligible capital projects in accordance
with sections 64–70 of the Education Act 1994. This
program was indexed from 2009–10 onwards.
Non-government schools: Grants
The program covers the cost of grants which are
distributed to registered non-government schools in
accordance with Part 5, Division 3 of the Education Act
1994 and Part 6 of the Education Regulations 1995.
Non-government schools: Special needs funding
These grants are provided for additional learning
support for students with high and/or additional needs.
Non-government schools: Student assistance
These grants enable schools to support students in need
to meet the costs of educational supplies, spectacles, and
special bursaries.
Administered payments: Expenditure
Program Expenditure $ ’000
Australian Government grants to non-government schools 202,788
Non-government schools: Capital assistance 1,141
Non-government schools: Grants 50,816
Non-government schools: Special needs funding 780
Non-government schools: Student assistance 315
Total 255,840
Required Reporting – Pricing Policies/Administered Payments 69

Loss and Damage/Debts Written Off
Loss and
damage
The potential exists for general liability claims arising
from the department’s activities to be brought against
the agency. In addition, facilities, contents and motor
vehicles are subject to loss and damage arising from
many different causes, including vandalism. Under the
department’s asset management policy, responsibility
for the management of facilities rests with individual site
managers.
Summary of claims lodged with the Tasmanian Risk Management Fund in 2010–11
Item Number of claims Total value of
claims $
General property 24 1,760,531
General liability 8 122,124
Motor vehicle 24 34,981
Personal accident (for volunteers and students engaged in
2 440
workplace learning activities)
Transit/removal 2 3,678
Total 60 1,921,754
Property
protection
scheme
Summary of claims for 2010–11
Number of claims lodged 677
Total value of claims $1,348,935
Highest valued claim $51,284
Number of schools lodging claims 122
Average cost per claim $1,993
Debts
written off
Category Number of debts Amount $
Minor debts up to $50 51,955 149,342.47
Minor debts between $50 and $500 3,235 107,487.16
Debts over $500 515 33,612.90
Subtotal 55,705 290,442.53
Central office 1,402.78
School debt write-offs 234,760.25
Total 526,605.56
70
Required Reporting – Loss and Damage/Debts Written Off

Major Capital Projects
Summary
of major
capital
projects
completed
during
2010–11
Capital Program
Total cost
$’000
Capital Investment Program 99,011
Building the Education Revolution – Primary Schools for the 21st Century 223,659
Building the Education Revolution – Science & Language Centres 30,890
Total 353,560
List of
individual
major
capital
projects
completed
during
2010–11
Capital Investment Program Type Total cost
$’000
Beaconsfield Early Learning and
Care Centre
Green Skills Centre of
Excellence
Kingston High School
King Island District High School
Ogilvie High School
Reducing class sizes from Year
2 to 7
Renewing structures and
locations of schools –
Somerset/West Somerset
Rose Bay High School
School amalgamations
Secondary School Renewal
Program
Secondary schools science
laboratories upgrade
Southern Support School
Sustainable Tourism and
Hospitality Training Centre
Construction of the Beaconsfield Early Learning and Care
Centre
Construction of a new state of the art facility for construction
and allied trades, joinery and furnishings industries
Establishment of a new high school catering for a total of 700
students from Years 7 to 10
Upgrading of existing infrastructure, building services and
school amenities
Redevelopment of kitchens, canteen and art learning areas
including enhancement of administration to improve access and
security and redevelopment of general learning areas
Construction of more classrooms at those schools
experiencing accommodation pressure as a result of the
commitment to reducing class sizes
Provision of a $5.7 million capital development fund to renew
structures and locations of existing schools
Refurbishment of science laboratories and general learning
areas (stage 2 of redevelopment)
Development of two new primary schools: Austins Ferry
Primary School – amalgamation of Abbotsfield and Roseneath
Primary Schools. Windermere Primary School – amalgamation
of Claremont and Mt Faulkner Primary Schools
New Montrose Bay High School – redevelopment of Rosetta
High School through merger with Claremont High School
Glenorchy Project, Tasman District School, Cressy
District High School and Triabunna District High School –
redevelopment and upgrade of science laboratories
Establishment of a contemporary learning centre for students
with disabilities
Redevelopment of existing buildings to provide a Culinary
Centre of Excellence
1,800
6,907
32,790
800
4,740
2,250
5,672
3,380
18,700
6,000
Taroona High School Stage 2 redevelopment 1,750
Total 99,011
1,800
6,142
6,280
Required Reporting – Major Capital Projects
71

Building the Education
Revolution – Primary Schools
for the 21st Century
Type
Total cost
$’000
Albuera Street Primary School Extension of existing multi-purpose hall to include library 2,000
Ashley School
Construction of a new design and technology workshop to
include library
250
Austins Ferry Primary School
Construction of new library and covered outdoor learning
areas – amalgamation of Abbotsfield and Roseneath Primary
2,850
Schools
Avoca Primary School Upgrade of sports facility 250
Beaconsfield Primary School Construction of new multi-purpose building 2,000
Bellerive Primary School Construction of new classrooms 2,000
Blackmans Bay Primary School Refurbishment of classrooms and multi-purpose hall 2,495
Boat Harbour Primary School
Construction of new library and classrooms and new multipurpose
hall
2,000
Bowen Road Primary School
Extension of existing library and multi-purpose hall and
modification of existing classrooms
2,000
Bracknell Primary School Refurbishment of school library and multi-purpose hall 250
Brighton Primary School Refurbishment of multi-purpose hall/community access area 3,000
Bruny Island District School Construction of new multi-purpose hall 250
Burnie Primary School Construction of new assembly hall 2,500
Cambridge Primary School Construction of new classrooms 2,500
Campbell Street Primary School Refurbishment of existing library and classrooms 2,000
Cape Barren Island School Construction of new multi-purpose hall to include library 250
Collinsvale Primary School Extension to multi-purpose hall to provide community facility 250
Cooee Primary School Construction of multi-purpose hall 850
Cressy District High School Refurbishment of existing gymnasium 850
Cygnet Primary School Construction of new library and refurbishment of existing
2,000
toilets
Deloraine Primary School Construction of new library 2,000
Devonport Primary School Construction of new multi-purpose hall and refurbishment of 2,500
administration and car park
Dodges Ferry Primary School Refurbishment of learning areas, pathways, library, and school 2,500
amenities
Dover District High School Refurbishment of existing multi-purpose hall and classrooms 850
Dunalley Primary School Refurbishment of existing multi-purpose hall and ICT centre 850
East Devonport Primary School Construction of new gymnasium and conversion of existing
2,500
multi-purpose hall to general learning areas
East Launceston Primary School Construction of new library and conversion of existing
3,000
classrooms into new Kindergarten
East Ulverstone Primary School Extension of existing multi-purpose hall 2,000
Edith Creek Primary School Refurbishment of existing classrooms 250
Evandale Primary School Redevelopment of existing library and extension of existing
2,000
multi-purpose hall
Exeter Primary School Extension of library to incorporate multi-purpose hall 3,000
Fairview Primary School Extension of existing classrooms 2,000
Forest Primary School Construction of multi-purpose hall to incorporate existing
850
library
Forth Primary School Construction of new performing arts centre 2,000
Franklin Primary School Construction of new library 850
Geeveston District High School Construction of new library 850
Glenorchy Primary School Construction of new multi-purpose hall 2,850
Goulburn Street Primary School Refurbishment of existing library and construction of new
multi-purpose hall
2,000
72
Required Reporting – Major Capital Projects

Building the Education
Revolution – Primary Schools
for the 21st Century
Hagley Farm Primary School
Havenview Primary School
Type
Construction of new multi-purpose hall and refurbishment of
existing classrooms
Construction of undercover outdoor learning facility and
refurbishment of existing multi-purpose hall
Total cost
$’000
Hillcrest Primary School Refurbishment of existing classrooms and multi-purpose hall 2,000
Howrah Primary School Refurbishment and redevelopment of school buildings 3,000
Huonville Primary School Upgrade of existing classrooms, teacher support spaces, gym 3,000
and amenities
Illawarra Primary School Construction of new classrooms 2,000
Invermay Primary School Construction of community access centre 1,993
Jordan River Learning
Construction of new multi-purpose hall 2,000
Federation
Jordan River Learning
Extension of existing multi-purpose hall 1,500
Federation – East Derwent
Campus
Jordan River Learning
Redevelopment of existing library and redevelopment of
1,500
Federation – Gagebrook
Campus
existing multi-purpose hall
Kempton Primary School Refurbishment of administration building and Kindergarten 250
King Island District High School Construction of performing arts centre 850
Kingston Primary School Refurbishment of library, classroom, offices and multi-purpose 2,500
hall
Lauderdale Primary School Construction of gymnasium/multi-purpose hall 3,000
Lansdowne Crescent Primary
School
Extension of existing multi-purpose hall and construction of
new classroom
3,000
850
2,000
Lenah Valley Primary School Construction of new library and associated learning areas 2,500
Levendale Primary School Refurbishment of existing classrooms 250
Lindisfarne North Primary Upgrade of existing multi-purpose hall and classrooms 2,000
School
Longford Primary School Upgrade of existing library and multi-purpose hall 2,000
Margate Primary School Construction of new multi-purpose hall/sports facility/
2,500
gymnasium
Maydena Primary School Construction of new multi-purpose hall 250
Mayfield Primary School Construction of a new indoor sports centre and refurbishment 2,000
of general learning areas and office accommodation
Miandetta Primary School Refurbishment of multi-purpose building, classrooms and
2,000
outdoor learning areas
Montagu Bay Primary School Construction of new multi-purpose hall and conversion of
2,000
existing multi-purpose hall into library and existing library into
classrooms
Montello Primary School Construction of new multi-purpose hall and refurbishment of 2,000
existing classrooms
Moonah Primary School Upgrade existing library and gymnasium and refurbishment of 2,000
classrooms
Mount Nelson Primary School Extension of existing library and multi-purpose room 850
Mount Stuart Primary School Construction of new general learning areas and student toilets 2,500
Moriarty Primary School Construction of new multi-purpose hall to include library 850
Mountain Heights School Redevelopment of existing buildings to provide early childhood 850
learning facilities
Mowbray Heights Primary Construction of new multi-purpose hall 3,000
School
Natone Primary School Refurbishment of the existing library 250
New Norfolk Primary School Refurbishment of multi-purpose hall, library and learning areas 2,000
Required Reporting – Major Capital Projects
73

Building the Education
Revolution – Primary Schools
for the 21st Century
New Town Primary School
Nixon Street Primary School
Northern Support School
Norwood Primary School
Type
Construction of new library and community access centre,
classrooms and office areas
Refurbishment of multi-purpose hall, gymnasium/performing
arts centre
Construction of independent living unit and improved student
access
Construction of new classrooms and refurbishment of existing
library and multi-purpose hall
Total cost
$’000
Oatlands District High School Construction of new multi-purpose hall 2,000
Orford Primary School Construction of new multi-purpose hall 850
Ouse District High School Construction of new multi-purpose hall 250
Penguin Primary School Redevelopment of existing library and multi-purpose hall 2,500
Perth Primary School
Construction of new multi-purpose hall and extension of
2,000
Kindergarten learning space
Port Dalrymple School Construction of performing arts centre 1,959
Princes Street Primary School Construction of multi-purpose room and classrooms and
2,500
refurbishment of school amenities
Punchbowl Primary School Construction of new classrooms and Kindergarten 2,000
Railton Primary School Extension to existing multi-purpose hall 850
Ravenswood Heights Primary Construction of multi-purpose hall and refurbishment of
1,968
School
learning areas, administration and school amenities
Redpa Primary School Construction of a new outdoor undercover learning area 250
Riana Primary School Refurbishment of Kindergarten 850
Richmond Primary School Construction of multi-purpose hall and learning areas 2,000
Ridgley Primary School Construction of new gymnasium and refurbishment of
2,250
reception and administration areas – amalgamation of Ridgley
and Waratah Primary Schools
Ringarooma Primary School Construction of new multi-purpose hall 850
Risdon Vale Primary School Refurbishment of school buildings, learning areas, general
2,000
indoor and outdoor areas
Riverside Primary School Construction of a new library resource centre and multipurpose
3,000
hall
Rokeby Primary School Refurbishment of existing classrooms 2,000
Romaine Park Primary School Construction of new library, multi-purpose hall and classrooms 6,000
– amalgamation of Acton, Brooklyn, and Upper Burnie Primary
Schools
Rosetta Primary School Extension of existing library and administration and
2,500
construction of new classrooms
Sandy Bay Infant School Construction of new classrooms and refurbishment of existing
850
multi-purpose hall
Sassafras Primary School Refurbishment of multi-purpose hall 250
School of Special Education – Refurbishment of disability access toilets 125
Burnie
School of Special Education – Refurbishment of existing library 125
Devonport
Sheffield School Refurbishment of classrooms and multi-purpose room 2,000
Smithton Primary School Refurbishment of existing library and staff amenities and
2,500
existing multi-purpose hall
Snug Primary School Construction of multi-purpose hall 1,999
Somerset Primary School Construction of new library and multi-purpose hall –
2,850
amalgamation of Somerset and West Somerset Primary
Schools
Sorell School Redevelopment of existing multi-purpose hall and classrooms 2,500
2,500
3,000
850
3,000
74
Required Reporting – Major Capital Projects

Building the Education
Revolution – Primary Schools
for the 21st Century
Type
Total cost
$’000
South Hobart Primary School Construction of gymnasium/performing arts centre 2,000
Southern Support School Refurbishment of existing multi-purpose hall 250
Springfield Gardens Primary Construction of new library and new classrooms 2,000
School
St Leonards Primary School Extension of library and administration area 2,000
St Marys District High School Construction of new classrooms 850
St Marys District High School – Provision of new early childhood education and birth to 4 year
850
Fingal Campus
facilities
Stanley Primary School Extension of existing multi-purpose hall 250
Strahan Primary School Construction of a new library 250
Summerdale Primary School Construction of new administration building and classrooms
3,000
and refurbishment of existing classrooms
Table Cape Primary School Construction of new classrooms and multi-purpose hall 2,500
Taroona Primary School Construction of new classrooms 2,000
Tasmanian eSchool Refurbishment of library and classrooms 850
Timsbury Road School Further development and enhancement of learning areas 250
Trevallyn Primary School Upgrade of early learning classrooms 2,500
Triabunna District High School Refurbishment of existing classrooms and existing multipurpose
850
hall
Waimea Heights Primary Construction of new library and classroom space 2,000
School
Warrane Primary School Construction of new library 2,000
Waverley Primary School Refurbishment of staff room accommodation and upgrade of
2,000
primary classrooms
Wesley Vale Primary School Refurbishment of existing library and multi-purpose hall and
classrooms
2,000
West Launceston Primary
School
West Ulverstone Primary
School
Construction of new multi-purpose facility and new early
childhood classrooms
Refurbishment of multi-purpose hall, library, learning areas and
outdoor areas
2,000
Wilmot Primary School Construct new multi-purpose hall 250
Windermere Primary School Construction of new classrooms – amalgamation of Claremont 4,500
and Mt Faulkner Primary Schools
Winnaleah District High School Construct new multi-purpose hall – merger of Branxholm
250
Primary School
Youngtown Primary School Construction of new library and performing arts centre and
2,500
redevelopment of administration and toilet block
Total 223,659
1,995
Required Reporting – Major Capital Projects
75

Building the Education
Revolution – Science &
Language Centres
Type
Total cost
$’000
Brooks High School Science centre 1,899
Cosgrove High School Science centre 1,210
Cressy District High School Science upgrade 774
Deloraine High School Science upgrade 927
Devonport High School Science and language upgrade 1,597
Elizabeth College Science upgrade 1,889
Huonville High School Upgrade of existing science laboratories 386
Jordan River Learning
Federation
Science centre 1,970
Lilydale District School Construction of new rural science centre 862
Montrose Bay High School New science and language centre 1,970
New Norfolk High School Science centre 1,899
New Town High School Science and language centre upgrade 1,735
Newstead College Connected Schools Languages upgrade 1,440
Penguin High School Science upgrade 1,880
Queechy High School Science upgrade 1,878
Reece High School Science and language centre 1,167
Rose Bay High School Language upgrade 1,202
Scottsdale High School Establishment of a new language learning centre 197
Sorell School Science centre 1,765
Taroona High School Science and language centre 1,888
Ulverstone High School Science centre 1,730
Yolla District High School Science upgrade 625
Total 30,890
Summary
of ongoing
major capital
projects
Capital Program
Estimated
total cost
$’000
Estimated
cost to
complete
$’000
Capital Investment Program 150,604 80,060
Building the Education Revolution – Primary Schools for the 21st Century 8,500 2,223
Total 159,104 82,283
List of
individual
ongoing
major
capital
projects
Capital Investment
Program
Albuera Street
Primary School
Project
Refurbishment of some existing
classrooms, administration area and
general purpose room
Estimated
total cost
$’000
Estimated
cost to
complete
$’000
Estimated
completion
year
2,032 572 2011
Burnie High School
Redevelopment of the Burnie High
School site following a fire on that site
7,814 2,373 2011
Bridgewater and
Geeveston Child and
Family Centres
Construction of new child and family
centres for the Indigenous community
at Bridgewater and Geeveston
8,000 7,118 2012
76
Required Reporting – Major Capital Projects

Capital Investment
Program
Bridgewater and
Southern Midlands
Education Renewal
Program
Campbell Town Child
Care Centre
Child and Family
Centres
Community
Knowledge Network
(CKN) Projects *
Elizabeth College
(PY10 Reforms)
Learning and
Information Network
Centre (LINC)
Local Schools Working
Together
Port Sorell Primary
School
School Amalgamation –
Burnie Project
Sheffield School
St Leonards Primary
School
Trade Training
Centres
Project
Construction of contemporary
educational facilities in Bridgewater and
the Southern Midlands including the
provision of three birth to age 4 child and
family centres, three Kindergarten to
Year 4 early years sites, one Year 5 to 8
middle school, including a Year 0 to 12 and
beyond learning centre
Construction of a new child care centre at
Campbell Town
Development of 11 child and family
centres: Beaconsfield, Burnie, Chigwell,
Clarence Plains, East Devonport, George
Town, Derwent Valley, Queenstown,
Ravenswood, Risdon Cove, St Helens.
Development of new LINCS to be located
at George Town, Queenstown and
Scottsdale
Redevelopment of existing science
learning areas including preparation
storage and staff areas and improved
circulation
Redevelopment of the Bridgewater
Library to create a LINC
Estimated
total cost
$’000
Estimated
cost to
complete
$’000
Estimated
completion
year
30,000 6,850 2012
1,000 950 2012
35,493 23,577 2012
11,000 7,850 2012
2,158 68 2011
3,568 1,629 2012
Sustainability Learning Centre 2,500 1,967 2012
Commencement of a four year
development to establish a state of the art
primary school at Port Sorell
Romaine Park Primary School –
development of new primary school on
Parklands High School site for the merger
of Brooklyn, Acton and Upper Burnie
Primary Schools
Refurbishment of classrooms,
multi-purpose room, canteen and child
care facility
Upgrade to administration and library
areas and adjacent classroom (including
significant underpinning works)
Construction of new trade training
centres for the Break O’Day,
Bridgewater, Circular Head, Dorset,
George Town and Huon Valley
communities
13,000 12,654 2012
7,700 396 2012
850 99 2011
750 212 2011
24,739 13,745 2012
Total 150,604 80,060
* Now referred to as LINC Tasmania
Required Reporting – Major Capital Projects 77

Building the
Education
Revolution –
Primary Schools for
the 21st Century *
Bridport Primary
School
Glen Dhu Primary
School
Scottsdale Primary
School
Yolla District High
School
Project
Estimated
total cost
$’000
Estimated
cost to
complete
$’000
Estimated
completion
year
Extension of existing multi-purpose hall 2,000 603 2011
Upgrade of early childhood classrooms
and refurbishment of existing multipurpose
hall
2,000 216 2011
Construction of new multi-purpose
2,500 511 2011
hall and refurbishment of library and
administration areas
Construction of new classrooms 2,000 893 2011
Total * 8,500 2,223
* Whilst construction works have been completed for a majority of these projects, the final contractual arrangements and payments
remained outstanding as at 30 June 2011.
78
Required Reporting – Major Capital Projects

Contracts and Tenders
Summary of participation by local businesses: contracts >$50,000 (ex GST) (including consultancies)
Totals
Total number of contracts awarded 121
Total number of contracts awarded to Tasmanian businesses 107
Total value of contracts awarded $89,172,978
Total value of contracts awarded to Tasmanian businesses $88,134,903
Total number of tenders called and/or quotation processes run 57
Total number of bids and/or written quotations received 861
Total number of bids and/or written quotations received from Tasmanian businesses 712
Contracts >$50,000
Information and communication technology
Contractor Location Description
Infoasis
C9 Gothic Holdings
Logica
3 Tier Technology
Prologic
Synateq
Quill Consultancy
Squiz
Optio
Technology One
XVT Solutions
UXC
Insight 4
The Learning Edge
Future Medium
Dialog Information
Technology
Alphawest
Dilignet Pty Ltd
Optio
Anittel
Logica
ProLogic
Telstra
Ernst & Young
Mercury Computer
Systems
Alphawest
Kingston, Tasmania
Launceston, Tasmania
Hobart, Tasmania
North Hobart, Tasmania
North Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
South Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Battery Point, Tasmania
South Brisbane,
Queensland
Hobart, Tasmania
Camena, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Hobart, Tasmania
Melbourne, Victoria
Melbourne, Victoria
Hobart, Tasmania
Provision of systems software development,
associated services and support
Provision of IT infrastructure services and associated
support
Provision of an online recruitment system and
associated services
Endpoint protection software solution
Period of
contract
09/10 – 08/15
09/10 – 08/15
03/11 – 02/14
07/11 – 06/14
Value of
contract $
1,000,000
300,000
228,244
204,000
Total 1,732,244
Required Reporting – Contracts and Tenders 79

Education content and service delivery
Contractor Location Description
The University of Western
Australia
Campbell Page Employment
Services
Centre for Training in Social
Housing
Period of
contract
Value of
contract $
Nedlands,
Western Australia
Assessment screening tool 11/10 – 10/14 150,000
Moonah, Tasmania Skills Tasmania Productivity Places Program – 02/11 – 12/11 81,000
Existing Worker Initiative delivery of training in
2011
Surry Hills,
New South Wales
Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training in
2011
Esset Australia Launceston, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training
in 2011
Handa Training Solutions Moonah, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training in
2011
Housing Industry Association
Ltd.
Hobart, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training in
2011
MEGT Institute North Hobart, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training in
2011
Pharmaceutical Society of
Australia
Parkville, Victoria Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training in
2011
Seafood Training Tasmania Battery Point, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training in
2011
Stepping Ahead Training and
Development
Ulverstone, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training in
2011
Tasmanian Skills Institute Hobart, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Initiative delivery of training in
2011
Australian Employment and
Training Solutions
Mt Waverley, Victoria Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Anglicare Tasmania Hobart, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Australian Nursing and
Midwifery Federation
Avidity Training and
Development
Housing Industry Association
Ltd.
Ridleyton, South Australia Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Waverley, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Hobart, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Learning Partners Pty Ltd Launceston, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
MEGT Institute North Hobart, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Tasmanian Polytechnic Hobart, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Tasmanian Skills Institute Hobart, Tasmania Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Water Training Australia Torrumbarry, Victoria Skills Tasmania Productivity Places Program –
Existing Worker Stream 2011
Workskills Training &
Development
Australian Employment and
Training Solutions
Campbell Page Employment
Services
Duerinckx Enterprises
Pty Ltd
Skills Tasmania Productivity Places Program –
Hobart, Tasmania
Existing Worker Stream 2011
Mt Waverley, Victoria Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Moonah, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Ulverstone, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
02/11 – 12/11 66,325
02/11 – 12/11 427,500
02/11 – 12/11 306,040
02/11 – 12/11 67,500
02/11 – 12/11 50,625
02/11 – 12/11 164,250
02/11 – 12/11 144,450
02/11 – 12/11 274,950
02/11 – 12/11 839,480
06/11 – 12/11 106,250
06/11 – 12/11 68,400
06/11 – 12/11 105,000
06/11 – 12/11 167,750
06/11 – 12/11 198,000
06/11 – 12/11 124,500
06/11 – 12/11 50,625
06/11 – 12/11 188,866
06/11 – 12/11 491,700
06/11 – 12/11 84,000
06/11 – 12/11 63,600
09/10 – 12/10 126,000
09/10 – 12/10 62,000
09/10 – 12/10 195,000
80
Required Reporting – Contracts and Tenders

Contractor Location Description
Eco Training Australia
Brookvale, New South
Wales
Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Esset Australia Launceston, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
HR Company Pty Ltd Hobart, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Tasmanian Polytechnic Hobart, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Asset Training Rosny, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Australian Employment and
Training Solutions Pty Ltd
Avidity Training and
Development
Campbell Page Employment
Services
Eco Training Australia
Independent Health Care
Service
Mt Waverley, Victoria Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Waverley, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Moonah, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Brookvale, New South
Wales
Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Moonah, Tasmania Skills Tasmania Productivity Places Program –
Job Seeker – Round 2
Period of
contract
Value of
contract $
09/10 – 12/10 130,000
09/10 – 12/10 144,000
09/10 – 12/10 96,000
09/10 – 12/10 247,500
06/11 – 12/11 52,000
06/11 – 12/11 279,000
06/11 – 12/11 177,250
06/11 – 12/11 245,700
06/11 – 12/11 60,000
06/11 – 12/11 55,500
Northern Joblink Inc Launceston, Tasmania Skills Tasmania Productivity Places Program – 06/11 – 12/11 59,000
Job Seeker Stream 2011
Seafood Training Tasmania Battery Point, Tasmania Skills Tasmania Productivity Places Program – 06/11 – 12/11 60,000
Job Seeker Stream 2011
Tasmanian Polytechnic Hobart, Tasmania Skills Tasmania Productivity Places Program – 06/11 – 12/11 1,250,668
Job Seeker Stream 2011
Work & Training Ltd Moonah, Tasmania Skills Tasmania Productivity Places Program – 06/11 – 12/11 60,000
Job Seeker Stream 2011
Learning Partners Pty Ltd Launceston, Tasmania Skills Tasmania provision of trade training 02/11 – 12/11 220,000
Avidity Training and
Development
Waverley, Tasmania
Skills Tasmania Skills Equip Program – delivery of
training in 2011
Tasmanian Polytechnic Newnham, Tasmania Skills Tasmania Skills Equip Program – delivery of
training in 2011
Workskills Training &
Development
Avidity Training and
Development
02/11 – 12/11 52,500
02/11 – 12/11 106,610
Hobart, Tasmania Skills Tasmania Skills Equip Program – delivery of 02/11 – 12/11 69,040
training in 2011
Waverley, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 52,000
Esset Australia Launceston, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 201,600
MEGT Institute North Hobart, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 51,000
Seafood Training Tasmania Hobart, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 309,000
Tasmanian Polytechnic Hobart, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 82,500
TransTrain Ulverstone, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 60,000
Total 8,724,679
Building and construction
Contractor Location Description
Scenport Constructions
Pty Ltd
Nicholls Constructions (Tas)
Pty Ltd
R & S Rosier Constructions
Pty Ltd
Moonah, Tasmania
Launceston, Tasmania
St Leonards, Tasmania
Albuera Street Primary School
redevelopment – upgrade of
classrooms and administration
Bicheno Primary School –
construction of Early Learning and Care
Centre
Break O'Day Trade Training Centre,
St Helens and St Marys
Period of
contract
Value of
contract $
08/10 – 12/10 1,367,500
05/11 – 11/12 482,260
03/11 – 09/12 2,984,000
Fairbrother Pty Ltd Devonport, Tasmania Burnie High School – redevelopment 11/10 – 07/11 6,638,976
Circular Head Trade Training Centre, 01/11 – 07/12 2,148,500
Stubbs Constructions Pty Ltd Wivenhoe, Tasmania
Smithton
Required Reporting – Contracts and Tenders
81

Contractor Location Description
J Hutchinson Pty Ltd t/a
Hutchinson Builders
T & V Mead Pty Ltd t/a Mead
Con
R & S Rosier Constructions
Pty Ltd
Vos Construction and Joinery
Pty Ltd
Taswide Building Pty Ltd
Perry's Building and Services
Pty Ltd
PA & LP Goodluck Building
Contractors
Wayston Pty Ltd
J Hutchinson Pty Ltd t/a
Hutchinson Builders
Geoff Anderson Pty Ltd
Cordwell Lane Building
Pty Ltd
Mead Holdings Pty Ltd trading
as MACI Constructions
Wyatt Constructions Pty Ltd
Fairbrother Pty Ltd
20th Century Plumbing
Pty Ltd
Programmed Maintenance
Services Ltd
Mead Holdings Pty Ltd trading
as MACI Constructions
CDC Development (Tas)
Pty Ltd
Jackman Builders Pty Ltd
Ausco Modular Pty Ltd
Geoff Anderson Pty Ltd
Hobart Irrigation & Turf
Services
20th Century Plumbing
Pty Ltd
Cam River Cabins
Geoff Anderson Pty Ltd
Hobart, Tasmania
Spreyton, Tasmania
St Leonards, Tasmania
Kingston, Tasmania
Mornington, Tasmania
Marion Bay, Tasmania
Bracknell, Tasmania
Glenorchy, Tasmania
Hobart, Tasmania
Derwent Park, Tasmania
Hobart, Tasmania
Latrobe, Tasmania
Kingston, Tasmania
Launceston, Tasmania
Derwent Park, Tasmania
Moonah, Tasmania
Launceston, Tasmania
Blackmans Bay, Tasmania
North Hobart, Tasmania
Launceston, Tasmania
Derwent Park, Tasmania
Mornington, Tasmania
Derwent Park, Tasmania
Wynyard, Tasmania
Derwent Park, Tasmania
Clarence Plains Child and Family Centre
East Devonport Child and Family
Centre – construction
St Helens Child and Family Centre –
construction
Construction of the Sustainability
Learning Centre – Mount Nelson
Cygnet Primary School – additional
works to administration building and
old library building
Dunalley Primary School – Stage 2
supplementary works
Hagley Farm Primary School – museum
and Kindergarten works
Hazelwood School 1 – front entry and
car park upgrade
Huon Valley Trade Training Centre
Kingston Primary School – DDA access
ramp
Lansdowne Crescent Primary School –
refurbishment of preparatory rooms
Latrobe Primary School – new double
classroom
Lenah Valley Primary School – discovery
studio redevelopment
Lilydale District School – refurbishment
of existing administration building
New Town High School – drainage
rectification
St Marys District High School – painting
services
Ravenswood Child and Family Centre
Distance Education Tasmania 2 –
refurbishment of facilities
Rose Bay High School – extension of
gymnasium
Cressy District High School – site
preparation for modular classroom unit
South Hobart Primary School –
classroom refurbishment
Rocherlea Primary School – sports oval
resurfacing
Swansea Primary School – stormwater
upgrade
Wesley Vale Primary School – modular
classroom unit
Woodbridge School – Marine
Discovery Centre alterations and
additions
Period of
contract
Value of
contract $
10/10 – 07/11 4,405,322
08/10 – 02/11 2,126,180
10/10 – 06/11 2,457,069
06/11 – 06/13 2,058,911
10/10 – 12/10 277,522
08/10 – 11/10 89,200
10/10 – 05/11 65,900
11/10 – 12/10 192,963
06/11 – 02/13 4,403,794
07/10 – 09/10 72,395
12/10 – 03/11 306,860
04/11 – 07/12 357,800
01/11 – 03/11 179,607
09/10 – 01/11 432,017
06/11 – 07/12 101,628
10/10 – 09/15 114,200
08/10 – 05/11 3,069,000
02/11 – 04/11 599,693
04/11 – 06/12 178,500
09/10 – 10/10 112,228
12/10 – 01/11 147,066
10/10 – 03/11 81,202
10/10 – 11/10 53,198
10/10 – 12/10 345,000
12/10 – 02/11 142,000
Total 35,990,491
1 Hazelwood School has now been renamed the Southern Support School.
2 Distance Education Tasmania is now referred to as the Tasmanian eSchool.
82
Required Reporting – Contracts and Tenders

Other
Contractor Location Description Period of
Contract
Value of
contract $
Sunshine Cleaning Services Pty Newstead, Tasmania Burnie Library – cleaning services 03/11 – 03/16 168,675
Ltd
ABC Healthcare Services Moonah, Tasmania Claremont College – cleaning services 03/11 – 03/16 783,870
ISS Cleaning Services Moonah, Tasmania Huon LINC – cleaning services 09/10 – 08/15 111,915
General & Window Cleaning Montrose, Tasmania Rosny College – cleaning services 09/10 – 08/15 882,735
Services Pty Ltd
Sunshine Cleaning Services Newstead, Tasmania Ulverstone Library – cleaning services 07/11 – 06/16 71,800
Pty Ltd
Biniris (Aust) Pty Ltd Hobart, Tasmania Letitia House, Mount Nelson – provision 08/11 – 07/16 220,775
of contract cleaning services
Collings Property Services Launceston, Tasmania Department's office accommodation and 05/11 – 04/16 750,555
the State Library of Tasmania – provision
of contract cleaning services
Veolia Environmental Services Mornington, Tasmania Statewide solid, liquid and hazardous 02/11 – 01/21 17,000,000
waste removal services
Pink Hygiene Solutions Derwent Park, Tasmania Supply and servicing of a range of wash 09/10 – 08/15 900,000
room products
Southern Hygiene Services Sandy Bay, Tasmania Supply and servicing of a range of wash 09/10 – 08/15 100,000
room products
ERM Howrah, Tasmania Supply of retail energy services 01/11 – 12/13 20,510,000
Total 41,500,325
Contracts for consultancies >$50,000
Building and construction
Consultant Location Description
Philp Lighton Architects Hobart, Tasmania Burnie Child and Family Centre –
architectural consultancy services
Philp Lighton Architects Launceston, Tasmania Campbell Town Child Care Centre –
architectural consultancy services
Morrison & Breytenbach
Architects Pty Ltd
Carroll and Cockburn
Architects Pty Ltd
Hobart, Tasmania Derwent Valley Child Care Centre –
architectural consultancy services
Launceston, Tasmania Scottsdale LINC – provision of
architectural consultancy services for
establishment
Period of
consultancy
Value of
contract $
09/10 – 09/12 230,844
09/10 – 09/12 72,565
12/10 – 12/12 150,400
01/11 – 12/12 223,330
ARTAS Pty Ltd Launceston, Tasmania Provision of architectural consultancy 01/11 – 12/13 548,100
services for establishment of a new
primary school at Port Sorell
Total 1,225,239
Summary of total costs of contracts awarded >$50,000
Item Total cost $
Information and communications technology 1,732,244
Educational content and service delivery 8,724,679
Building and construction (including consultancies) 37,215,730
Other 41,500,325
Total 89,172,978
Required Reporting – Contracts and Tenders 83

Financial
Statements
Table of Contents
Statement of Comprehensive Income
Statement of Financial Position
Statement of Cash Flows
Statement of Changes in Equity
Notes to and forming part of the Financial Statements
Superannuation Certificate
Certification of Financial Statements
Auditor-General’s Report
85
86
87
88
89
127
128
129

Statement of Comprehensive Income
For the
year ended
30 June 2011
Notes
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Continuing Operations
Revenue and other income from transactions
Revenue from government
Appropriation revenue – recurrent 2.10(a), 6.1 886,246 911,999 877,308
Other revenue from government 2.10(a), 6.1 14,318 11,810 7,609
Grants 2.10(b), 6.2 970 2,937 3,502
Sales of goods and services 2.10(c), 6.3 29,996 37,547 25,060
Fees and fines 2.10(d), 6.4 300 313 309
Interest 2.10(e) 2,528 2,222 1,382
Contributions received 2.10(f), 6.5 90 997 25,386
Other revenue 2.10(g), 6.6 25,147 23,730 21,694
Total revenue and other income from transactions 959,595 991,555 962,250
Expenses from transactions
Employee benefits 2.11(a), 7.1 616,858 654,146 573,206
Depreciation 2.11(b), 7.2 44,537 31,281 27,898
Supplies and consumables 2.11(c),7.3 174,159 182,288 168,522
Grants and subsidies 2.11(d), 7.4 115,674 112,951 174,372
Other expenses 2.11(e), 7.5 43,412 49,315 41,599
Total expenses from transactions 994,640 1,029,981 985,597
Net operating result from continuing operations (22,839) (38,426) (23,347)
Non-operational capital funding
Revenue from government 2.10(a), 6.1
Appropriation revenue – works and services 2.10(a), 6.1 212,926 188,618 221,036
Other revenue from government 2.10(a), 6.1 12,206 14,737 –
Total non-operating capital funding 225,132 203,355 221,036
Net result from transactions (net operating
202,293 164,929 197,689
balance)
Other economic flows included in net result
Net gain/(loss) on non-financial assets 2.12(a)(c), 8.1 (1,027) 2,030 1,029
Net gain/(loss) on financial instruments and statutory 2.12 (b) 8.2 – (296) (219)
receivables/payables
Total other economic flows included in net result (1,027) 1,734 810
Net result 189,060 166,663 198,499
Other economic flows – other non-owner changes
in equity
Changes in physical asset revaluation reserve 19,214 59,322 68,806
Total other economic flows – Other non-owner
19,214 59,322 68,806
changes in equity
Comprehensive result 208,274 225,985 267,305
This Statement of Comprehensive Income should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian Academy)
and has not been subject to audit.
Explanations of material variances between budget and actual outcomes, including the impact of the Tasmanian Polytechnic and
Tasmanian Academy transfer, are provided in note 4 of the accompanying notes.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated from
1 January 2011.
Financial Statements – Statement of Comprehensive Income
85

Statement of Financial Position
As at
30 June 2011
Notes
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Assets
Financial assets
Cash and deposits 2.13(a), 13.1 63,688 60,547 63,315
Receivables 2.13(b), 9.1 8,305 14,285 15,687
Non-financial assets
Assets held for sale 2.13(c), 9.2 4,519 16,487 9,633
Property, plant and equipment 2.13(d), 9.3 1,235,758 1,534,373 1,056,114
Library book stock 2.13(d), 9.3 15,038 18,490 13,880
Heritage collections 2.13(d), 9.3 47,614 60,337 58,320
Other assets 2.13(e), 9.4 1,264 2,139 2,081
Total assets 1,376,186 1,706,658 1,219,030
Liabilities
Payables 2.14(a), 10.1 8,587 12,230 21,424
Employee benefits 2.14(b), 10.2 123,214 148,603 118,093
Other liabilities 2.14(d), 10.3 10,435 20,200 21,231
Total liabilities 142,236 181,033 160,748
Net assets 1,233,950 1,525,625 1,058,282
Equity
Contributed equity – 248,007 –
Reserves 12.1 161,063 254,197 194,875
Accumulated funds 1,072,887 1,023,421 863,407
Total equity 1,233,950 1,525,625 1,058,282
This Statement of Financial Position should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian Academy)
and has not been subject to audit.
Explanations of material variances between budget and actual outcomes, including the impact of the Tasmanian Polytechnic and
Tasmanian Academy transfer, are provided in note 4 of the accompanying notes.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated from
1 January 2011.
86
Financial Statements – Statement of Financial Position

Statement of Cash Flows
For the
year ended
30 June 2011
Notes
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Cash flows from operating activities
Cash inflows
Revenue from government
Appropriation receipts – recurrent 886,246 911,736 880,961
Other revenue from government 14,318 9,328 12,044
Grants 970 1,557 3,502
Sales of goods and services 30,341 38,090 23,023
Fees and fines 300 313 309
GST receipts 43,000 58,436 48,496
Interest received 2,528 2,216 1,382
Other cash receipts 25,146 25,523 20,836
Total cash inflows 1,002,849 1,047,199 990,553
Cash outflows
Employee benefits (611,762) (645,367) (566,699)
GST payments (43,000) (56,618) (50,024)
Supplies and consumables (174,077) (190,644) (170,501)
Grants and subsidies (115,674) (116,403) (174,372)
Other cash payments (42,942) (47,360) (41,801)
Total cash outflows (987,455) (1,056,392) (1,003,397)
Net cash from (used by) operating activities 13.2 15,394 (9,193) (12,844)
Cash flows from investing activities
Cash inflows
Revenue from government
Appropriation receipts – recurrent 198,608 188,618 221,036
Other revenue from government 12,206 12,206 –
Proceeds from the disposal of non-financial assets – 2,078 59
Cash inflow on administrative restructure 12.2 – 1,415 –
Total cash inflows 210,814 204,317 221,095
Cash outflows
Payments for acquisition of non-financial assets (249,603) (197,892) (203,776)
Cash outflow on administrative restructure 12.2 – – (359)
Total cash outflows (249,603) (197,892) (204,135)
Net cash from (used by) investing activities (38,789) 6,425 16,960
Net increase (decrease) in cash and cash equivalents held (23,395) (2,768) 4,116
Cash and deposits at the beginning of the reporting period 87,083 63,315 59,199
Cash and deposits at the end of the reporting
period
13.1 63,688 60,547 63,315
This Statement of Cash Flows should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian
Academy) and has not been subject to audit.
Explanations of material variances between budget and actual outcomes, including the impact of the Tasmanian Polytechnic and
Tasmanian Academy transfer, are provided in note 4 of the accompanying notes.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated
from 1 January 2011.
Financial Statements – Statement of Cash Flows
87

Statement of Changes in Equity
For the
year ended
30 June 2011
Notes
Contributed
Equity
$'000
Reserves
$’000
Accumulated
Funds
$’000
Total
Equity
$’000
Balance as at 1 July 2010 – 194,875 863,407 1,058,282
Total comprehensive result – 59,322 166,663 225,985
Transactions with owners in their
capacity as owners:
Decrease in equity associated
with CLAF* proceeds
– – (6,649) (6,649)
Administrative restructure – 12.2
net assets received
248,007 – – 248,007
Total 248,007 59,322 160,014 467,434
Balance as at 30 June 2011 248,007 254,197 1,023,421 1,525,625
Notes
Contributed
Equity
$'000
Reserves
$’000
Accumulated
Funds
$’000
Total
Equity
$’000
Balance as at 1 July 2009 – 126,069 682,039 808,108
Total comprehensive result – 68,806 198,499 267,305
Transactions with owners in their
capacity as owners:
Decrease in equity associated
with CLAF* proceeds
– – (3,727) (3,727)
Administrative restructure – 12.2
net assets transferred
– – (13,404) (13,404)
Total – 68,806 181,368 250,174
Balance as at 30 June 2010 – 194,875 863,407 1,058,282
* CLAF = Crown Land Administration Fund. CLAF proceeds from property disposals are controlled by the Department of Treasury and
Finance. The department recognises these proceeds at the time of sale.
This Statement of Changes in Equity should be read in conjunction with the accompanying notes.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated
from 1 January 2011.
88
Financial Statements – Statement of Changes in Equity

Notes
Notes to and
forming part
of the financial
statements for
the year ended
30 June 2011
Note Description Page No.
1 Administered financial statements 91
1.1 Schedule of administered income and expenses 91
1.2 Schedule of administered assets and liabilities 91
1.3 Schedule of administered cash flows 92
1.4 Schedule of administered changes in equity 92
2 Significant accounting policies 93
2.1 Objectives and funding 93
2.2 Basis of accounting 95
2.3 Reporting entity 95
2.4 Functional and presentation currency 95
2.5 Change in accounting estimate 95
2.6 Changes in accounting policies 96
2.7 Administered transactions and balances 96
2.8 Activities undertaken under a trustee or agency relationship 96
2.9 Transactions by the government as owner – restructuring of administrative arrangements 97
2.10 Income from transactions 97
2.11 Expenses from transactions 98
2.12 Other economic flows included in net result 98
2.13 Assets 99
2.14 Liabilities 100
2.15 Leases 100
2.16 Unrecognised financial instruments 100
2.17 Judgements and assumptions 100
2.18 Foreign currency 101
2.19 Comparative figures 101
2.20 Budget information 101
2.21 Rounding 101
2.22 Departmental taxation 101
2.23 Goods and services tax 101
3 Departmental output schedules 101
3.1 Output group information 101
3.2 Reconciliation of total output groups comprehensive result to Statement of Comprehensive 105
Income
3.3 Reconciliation of total output groups net assets to Statement of Financial Position 105
3.4 Administered output schedule 106
3.5 Reconciliation of total administered output groups comprehensive result to administered
Statement of Changes in Equity
106
3.6 Reconciliation of total administered output groups net assets to schedule of administered
assets and liabilities
106
4 Explanations of material variances between budget and actual outcomes 107
4.1 Statement of Comprehensive Income 107
4.2 Statement of Financial Position 107
4.3 Statement of Cash Flows 108
5 Events occurring after balance date 108
6 Income from transactions 108
6.1 Revenue from government 108
6.2 Grants 109
6.3 Sales of goods and services 109
6.4 Fees and fines 109
6.5 Contributions received 109
6.6 Other revenues 109
Financial Statements – Notes
89

Note Description Page No.
7 Expenses from transactions 110
7.1 Employee benefits 110
7.2 Depreciation 110
7.3 Supplies and consumables 110
7.4 Grants and subsidies 111
7.5 Other expenses 111
8 Other economic flows included in net result 111
8.1 Net gain/(loss) on non-financial assets 111
8.2 Net gain/(loss) on financial instruments and statutory receivables/payables 111
9 Assets 112
9.1 Receivables 112
9.2 Assets held for sale 112
9.3 Property, plant and equipment, library book stock and heritage 113
9.4 Other assets 115
10 Liabilities 115
10.1 Payables 115
10.2 Employee benefits 115
10.3 Other liabilities 115
11 Commitments and contingencies 116
11.1 Schedule of commitments 116
11.2 Contingent assets and liabilities 116
12 Reserves 117
12.1 Reserves 117
12.2 Administrative restructuring 117
13 Cash flow reconciliation 118
13.1 Cash and deposits 118
13.2 Reconciliation of net result to net cash from operating activities 119
13.3 Acquittal of capital investment and special capital investment funds 119
14 Financial instruments 121
14.1 Risk exposures 121
14.2 Categories of financial assets and liabilities 122
14.3 Reclassification of financial assets 122
14.4 Comparison between carrying amount and net fair value of financial assets and liabilities 123
15 Details of consolidated entities 123
15.1 List of entities 123
15.2 Statement of payments for Schools Registration Board 123
16 Notes to administered statements 123
16.1 Explanations of material variances between budget and actual outcomes 123
16.2 Administered revenue from government 124
16.3 Administered grants 124
16.4 Administered sales of goods and services 124
16.5 Administered fees and fines 124
16.6 Administered other revenue 124
16.7 Administered supplies and consumables 124
16.8 Administered grants and subsidies expenses 124
16.9 Administered receivables 125
16.10 Administered cash and deposits 125
16.11 Reconciliation of administered net result to net cash from administered operating activities 125
16.12 Financial instruments (administered) 125
16.13 Categories of administered financial assets and liabilities 126
16.14 Comparison between carrying amount and net fair value of financial assets and liabilities 126
17 Transactions and balances relating to a trustee or agency arrangement 126
90
Financial Statements – Notes

Note 1: Administered financial statements
1.1
Schedule of
administered
income and
expenses
Notes
2011
Budget
$’000
2010
Actual
$’000
2010
Actual
$’000
Administered revenue and other income from
transactions
Revenue from government
Appropriation revenue – recurrent 2.10(a), 16.2 241,233 255,840 277,625
Grants 2.10(b), 16.3 1,200 2,308 15,388
Sales of goods and services 2.10(c), 16.4 329 168 183
Fees and fines 2.10(d), 16.5 – 28 1
Other revenue 2.10(g), 16.6 – 22 46
Total administered revenue and other income from
242,762 258,367 293,243
transactions
Administered expenses from transactions
Supplies and consumables 16.7 – – 218
Grants and subsidies 2.11(c), 16.8 241,233 255,840 277,625
Transfers to the Consolidated Fund 1,529 2,530 16,361
Total administered expenses from transactions 242,762 258,370 294,204
Administered net result from transactions
– (3) (961)
attributable to the state
Other economic flows – – –
Administered comprehensive result – (3) (961)
This Schedule of Administered Income and Expenses should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian
Academy) and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 16.1 of the accompanying notes.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were
consolidated from 1 January 2011.
1.2
Schedule of
administered
assets and
liabilities
Notes
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Administered assets
Administered financial assets
Cash and deposits 2.13(a), 16.10 218 – –
Receivables 2.13(b), 16.9 – 8 11
Total administered assets 218 8 11
Administered net assets 218 8 11
Administered equity
Accumulated funds 218 8 11
Total administered equity 218 8 11
This schedule of administered assets and liabilities should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian
Academy) and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 16.1 of the accompanying notes.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were
consolidated from 1 January 2011.
Financial Statements – Notes
91

1.3
Schedule of
administered
cash flows
Notes
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Administered cash flows from operating activities
Administered cash inflows
Appropriation receipts – recurrent 241,233 255,840 277,625
Grants 1,200 2,308 16,138
Sales of goods and services 329 176 178
Fees and fines – 29 1
Other cash receipts – 17 44
Total administered cash inflows 242,762 258,370 293,986
Administered cash outflows
Grants and subsidies 241,233 255,840 277,625
Supplies and consumables – – 218
Transfers to Consolidated Fund 1,529 2,530 16,361
Total administered cash outflows 242,762 258,370 294,204
Administered net cash from (used by) operating
16.11 – – (218)
activities
Net increase (decrease) in administered cash held – – (218)
Administered cash and deposits at the beginning of the
218 – 218
reporting period
Administered cash and deposits at the end of the
reporting period
16.10 218 – –
This schedule of administered cash flows should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian
Academy) and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 16.1 of the accompanying notes.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated
from 1 January 2011.
1.4
Schedule of
administered
changes in
equity
Accumulated
Funds
$’000
Total
Equity
$’000
Balance as at 1 July 2010 11 11
Total comprehensive result (3) (3)
Balance as at 30 June 2011 8 8
Accumulated
Funds
$’000
Total
Equity
$’000
Balance as at 1 July 2009 972 972
Total comprehensive result (961) (961)
Balance as at 30 June 2010 11 11
This schedule of administered changes in equity should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian
Academy) and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 16.1 of the accompanying notes.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were
consolidated from 1 January 2011.
92
Financial Statements – Notes

Note 2: Significant accounting policies
2.1
Objectives
and funding
The Department of Education is responsible to the
Minister for Education and Skills, and to the Minister for
Children. The department provides services through
the following organisational units:
Learning Services
Learning Services support schools in each of the
North-West, North, South and South-East areas of
the state. In providing support Learning Services work
collaboratively with schools and through a School
Improvement Board appointed by the Minister for
Education and Skills.
Support includes professional learning across teaching,
curriculum and assessment, and operational human
resources, finance and facilities support. Learning
Services have a key role in facilitating the sharing of
resources, knowledge, innovation and learning between
schools and across the state and respond to schools on
the basis of their improvement needs. Each Learning
Service has a responsibility for a statewide program
area.
Learning Services work with a network of senior
secondary colleges and schools consisting of primary
schools, special schools, combined schools, and
secondary schools and distance education programs.
Skills Tasmania
Skills Tasmania:
• provides advice to the Minister in relation to the
allocation of resources for vocational education and
training (VET), development and management of
plans, programs and activities for the purchase of
VET to implement specific government initiatives
• provides planning and policy advice to the Minister on
state and national initiatives for VET
• provides services and support to registered training
providers, apprentices and trainees, industry, and
government training advisory bodies including the
regulation of VET
• provides policy advice, develops and implement
policy and strategies for skills development
• provides support for improved personal, social and
economic outcomes for people from equity groups.
LINC Tasmania
LINC Tasmania (formerly known as the Community
Knowledge Network) includes a statewide network of
LINCs and the Tasmanian Archive and Heritage Office.
It also provides adult education services including
adult literacy programs. LINC Tasmania’s focus is on
lifelong learning for all Tasmanian’s ensuring access to
Tasmania’s cultural and documentary heritage and to
deliver information, education and training, literacy
support and other community services across the
state.
Post Year 10
The department delivers post-Year 10 education and
training services primarily through the eight colleges of
the Tasmanian Academy and through the Tasmanian
Polytechnic. These services support students continuing
their education or training following the completion
of Year 10. They also support adult learners seeking
new or increased vocational skills as well as second
chance learners. The activities of the Academy and
the Polytechnic are complemented by limited service
delivery for Year 11 and Year 12 in some combined
schools and secondary schools. The final element of
the government’s post-Year 10 delivery model is the
Tasmanian Skills Institute, a statutory body which works
with government and employers to build skills within the
Tasmanian workforce.
From 1 January 2011 five colleges were transferred
back under control of the department along with the
Tasmanian Polytechnic.
Early Years
The Child Care Unit is accountable to the Minister for
Children and is responsible for licensing and monitoring
all child care services under the Child Care Act 2001.
Organisational support units
The services provided by the department are supported
by the following major organisational units: Strategic
Policy and Performance; Educational Performance
Services; the Tasmanian Qualifications Authority (TQA);
Finance and Resource Services (FRS); Facilities and
Capital Planning (FCP); Human Resources Management
(HRM) Branch; and Information and Technology Services
Branch (ITS). In addition, from 1 January 2011 following
the transfer of the Tasmanian Academy and Tasmanian
Polytechnic to the Department of Education, the Shared
Services unit was also brought under the department
within Corporate Services
Outputs of the department
The individual outputs of the Department of Education
are provided under the following output groups:
Output group 1: Pre-Compulsory and Compulsory
Education
Output group 2: Post-Compulsory Education and Skills
Development
Output group 3: LINC Tasmania
Financial Statements – Notes
93

Output group 1:
Pre-Compulsory and Compulsory Education
Description
The purpose of this output group is to provide a range
of educational services that will help students develop
intellectually, socially, morally, emotionally and physically
in a stimulating, inclusive and supportive environment.
These services are focused on the delivery of education
to students in schools enrolled in classes up to Year 10.
The department’s outcomes to which this output group
contributes are:
• all students in Tasmanian Government schools
receiving high quality teaching focused on the
achievement of high standards
• student progress being assessed, monitored and
reported against standards that are consistent across
schools
• a fair and just distribution of the benefits of schooling
across all students, leading to minimal difference in
measurable outcomes between identified student
groups
• all students in Tasmanian Government schools
receive teaching that appropriately utilises
information and communication technology to
provide more effective learning
• all students participate fully in schooling and complete
schooling until the end of Year 12 or the equivalent
• students perform at nationally comparable
achievement levels
• parents/carers of students participating in the
schooling of their children, and the community
and the general public are informed on educational
matters and involved in their school communities
• improved access to child care services that meet
state licensing guidelines and national standards for all
parents, carers and families.
Output group 2: Post-Compulsory Education
and Skills Development
Description
The purpose of this output group is to facilitate the
provision of Year 11 and 12 education and formally
recognised VET by registered training providers,
including schools.
The outputs in this group directly address the longterm
vision and goals set out in Tasmania Together,
the Tasmanian Skills Strategy as well as the Tasmanian
Innovation and Infrastructure strategies and the National
Agreements for Skills and Workforce Development and
Education.
The department’s outcomes to which this output group
contributes are:
• all students in Tasmanian Government schools and
colleges receive quality teaching leading to effective
learning
• all students participate fully in schooling and complete
schooling until the end of Year 12, or a training course
leading to a Certificate III outcome
• students perform at nationally comparable
achievement levels
• all students in Tasmanian Government schools
and colleges continue to receive teaching
that appropriately utilises information and
communications technology leading to more effective
learning
• fair and just distribution of the benefits of schooling
across all students and minimal difference in
measurable outcomes between identified student
groups
• parents/carers of students continue to participate in
the schooling of their children and the community
and the general public continue to be well informed
on educational matters and involved in their school
communities
• a strong adult training system including the Tasmanian
Skills Institute and the Tasmanian Polytechnic and a
strong system of private training
• provision of a quality assurance and regulatory
framework for vocational education and training,
involving:
- registration of training providers
- accreditation of courses
- recognition of overseas qualifications.
• approval and monitoring of apprentice and trainee
training contracts
• management of the purchase of vocational education
and training from registered training organisations to
ensure that:
- the number of Tasmanians with post-compulsory
education and training qualifications increases
- partnership arrangements are developed between
schools, colleges and the Tasmanian Polytechnic
- training provision is aligned to the government’s
economic and social policy including Tasmania’s
development strategies and the needs of industry.
Output group 3: LINC Tasmania
Description
The purpose of this output group is to provide statewide
library and information services, archival and community
learning services in accordance with the goals of
Tasmania Together.
The department’s outcomes to which this output group
contributes are:
• an informed, empowered and technologically literate
community of lifelong users of information and
information technology
• an improved quality of life for all Tasmanians and a
culturally rich community
• sustained economic development in the information
age through community and individual innovation
• equity of access to information and to resources for
innovation
• a community which values knowledge and ideas and
learning for life
• the enhanced capacity and increased opportunity for
the community to have access to and use the cultural
memory and documentary record of Tasmania
• ensuring that government accountability is able to be
monitored and assessed by the Tasmanian community
through access to the evidence of the activities of the
government.
Organisational restructure
On 7 June 2010, the former Minister for Education and
Skills, Hon Lin Thorp, announced changes to the then
current model for post-Year 10 education and training.
As a result, the Tasmanian Academy and the Tasmanian
94
Financial Statements – Notes

Polytechnic were brought under the Department of
Education from 1 January 2011. Subsequently, from
1 January 2011 the operations of these two entities
have been incorporated into the Department of
Education’s consolidated statements.
Other
Departmental activities are classified as either
controlled or administered.
Controlled activities involve the use of assets, liabilities,
revenues and expenses controlled or incurred by the
department in its own right. Administered activities
involve the management or oversight by the department
on behalf of the government of items controlled or
incurred by the government.
The department is predominantly funded through
Parliamentary appropriations. It also provides services
on a fee for service basis, as outlined in note 6.3. The
financial report encompasses all funds through which the
department controls resources to carry on its functions.
2.2
Basis of
accounting
The financial statements are a general purpose financial
report and have been prepared in accordance with:
• Australian Accounting Standards and interpretations
issued by the Australian Accounting Standards Board;
and
• The Treasurer’s Instructions issued under the
provisions of the Financial Management and Audit Act
1990.
The financial statements were signed by the Acting
Secretary on 30 September 2011.
Compliance with the Australian Accounting Standards
(AAS) may not result in compliance with International
Financial Reporting Standards (IFRS) as the AAS include
requirements and options available to not-for-profit
organisations that are inconsistent with IFRS.
The department is considered to be not-for-profit and
has adopted some accounting policies under the AAS
that do not comply with IFRS.
The financial statements have been prepared on an
accrual basis and, except where stated, are in accordance
with the historical cost convention. The accounting
policies are generally consistent with the previous year
except for those changes outlined in note 2.6.
The financial statements have been prepared as a going
concern. The continued existence of the department
in its present form, undertaking its current activities,
is dependant on government policy and on continuing
appropriations by Parliament for the department’s
administration and activities.
2.3
Reporting
entity
The financial statements include all the controlled
activities of the department. The financial statements
consolidate material transactions and balances of the
department and entities included in its output groups.
Material transactions and balances between the
department and such entities have been eliminated.
The department through a purchaser-provider
model predominately funds the operations of the
Tasmanian Skills Institute. However, this organisation
operates as a statutory authority. Accordingly, it has
been determined that the Tasmanian Skills Institute
is a separate reporting entity and its transactions are
not consolidated into the Department of Education’s
financial statements except for funds provided under
the purchaser-provider model.
Following the announcement on 7 June 2010 by the
former Minister for Education and Skills, legislation
was enacted to transition the Tasmanian Academy and
Tasmanian Polytechnic to the department. These entities
therefore are no longer separate reporting entities
and are consolidated into the department’s financial
statements from 1 January 2011.
The Tasmanian Qualifications Authority, Skills Tasmania,
Schools Registration Board and Teachers Registration
Board transactions and balances are included in these
financial statements.
See note 2.1 Objectives and Funding under the
subheading output group restructure in relation to
changes under the Tasmania Tomorrow initiative.
2.4
Functional
and
presentation
currency
The financial statements are presented in Australian
dollars, which is the department’s functional
currency.
2.5
Change in
accounting
estimate
During the year the department changed its
accounting estimate in respect to the fair value of its
specialised buildings. Refer to note 9.2(c) for further
details.
Financial Statements – Notes
95

2.6
Changes in
accounting
policies
a) Impact of new and revised accounting
standards
In the current year, the department has adopted all
of the new and revised standards and interpretations
issued by the Australian Accounting Standards Board
(AASB) that are relevant to its operations and effective
for the current annual reporting period. These include:
• AASB 2008-3 Amendments to Australian Accounting
Standards Arising from AASB 3 & AASB 127 – this
standard introduces some minor terminology
changes. There is no expected financial impact of
applying these changes.
• AASB 2009-5 Further Amendments to Australian
Accounting Standards arising from the Annual
Improvements Project – this standard introduces small
disclosure and classification changes. There is no
expected financial impact of applying these changes.
b) Impact of new and revised accounting
standards yet to be applied
The following applicable and revised new standards have
been issued by the AASB and are yet to be applied:
• AASB 9 ‘Financial Instruments’ was issued in December
2009 and is Phase I of the IASB’s comprehensive
project to replace IAS 39 (AASB 139). The standard
represents a significant change in the accounting for
financial assets and now only contains two primary
measurement categories (fair value or amortised
cost) and removes the previous categories of held to
maturity, available for sale and loans and receivables.
This standard has also been updated for the
classification and measurement of financial liabilities
and the derecognition of financial assets and liabilities.
The impacts of these amendments, which become
mandatory for the department’s 30 June 2014 financial
statements, have not yet been quantified.
• AASB 13 – Fair Value Measurements – this new
standard replaces the fair value measurement guidance
in individual AASB's with a single source of fair
value measurement guidance. It does not introduce
new requirements to measure assets or liabilities
at fair value, nor does it eliminate the practicability
exceptions to fair value measurements that currently
exist in certain standards. The impacts of this
new standard, which becomes mandatory for the
department’s 30 June 2014 financial statements, have
not yet been quantified.
• AASB 2010-6 Amendments to Australian Accounting
Standards – Disclosures on Transfer of Financial Assets
– this standard includes additional presentation and
disclosure requirements for financial assets. The
amendments, which become mandatory for the
department’s 30 June 2012 financial statements, have
not yet been quantified, but are limited to disclosure
changes only.
• AASB 10 – Consolidated Financial Statements – this new
standard introduces a new approach to determining
which investees should be consolidated and provides
a single model to be applied in the control analysis for
all investees. The impacts of this new standard, which
becomes mandatory for the department’s 30 June
2014 financial statements, have not yet been quantified.
• AASB 12 – Disclosure of Interests in Other Entities – this
new standard requires entities to disclose information
on their interests in subsidiaries, joint arrangements,
associates and or unconsolidated structured entities.
The impacts of this new standard, which becomes
mandatory for the department’s 30 June 2014 financial
statements, have not yet been quantified, but are
limited to disclosure changes only.
• AASB 1053 Application of Tiers of Australian Accounting
Standards – this standard establishes a differential
financial reporting framework consisting of two tiers
of reporting requirements for preparing general
purpose financial statements. The standard does not
have any financial impact on the department. However,
it may affect disclosures if reduced disclosure
requirements apply.
• AASB 1054 Australian Additional Disclosures – this
standard sets out the Australian-specific disclosures
for entities that have adopted Australian Accounting
Standards. The impacts of this new standard, which
becomes mandatory for the department’s 30 June
2012 financial statements, have not yet been quantified,
but are limited to disclosure changes only.
• Amendments to Australian Accounting Standards AASB 124
– Related Party Disclosures – this amendment introduces
a new definition for related parties and modifies
certain related party disclosure requirements for
government-related entities. The amendments, which
become mandatory for the department’s 30 June 2012
financial statements, have not yet been quantified, but
are limited to disclosure changes only.
2.7
Administered
transactions
and balances
The department administers, but does not control,
certain resources on behalf of the government as a
whole. These resources primarily relate to Australian
Government funding programs supporting nongovernment
schools within Tasmania. The department
is accountable for the transactions involving such
administered resources, but does not have the
discretion to deploy resources for the achievement of
the department’s objectives.
Administered assets, liabilities, expenses and revenues
are disclosed in note 1 to the financial statements.
2.8
Activities
undertaken
under a
trustee
or agency
relationship
Transactions relating to activities undertaken by the
department in a trust or fiduciary (agency) capacity do
not form part of the department’s activities. Trustee
and agency arrangements, and transactions/balances
relating to those activities, are neither controlled nor
administered.
Fees, commissions earned and expenses incurred in the
course of rendering services as a trustee or through
an agency arrangement are recognised as controlled
transactions.
96
Financial Statements – Notes

2.9
Net assets received under a restructuring of
Transactions administrative arrangements are designated as
contributions by owners and adjusted directly against
by the equity. Net assets relinquished are designated as
government distributions to owners. Net assets transferred are
as owner –
restructuring
of
administrative
arrangements
2.10
Income from
transactions
Income is recognised in the Statement of
Comprehensive Income when an increase in future
economic benefits related to an increase in an asset or
a decrease of a liability has arisen that can be measured
reliably.
a) Revenue from government
Appropriations, whether recurrent or capital, are
recognised as revenues in the period in which the
department gains control of the appropriated funds.
Except for any amounts identified as carried forward
in notes 6.1 and 16.2, control arises in the period of
appropriation.
b) Grants
Grants payable by the Australian Government are
recognised as revenue when the department gains
control of the underlying assets. Where grants are
reciprocal, revenue is recognised as performance
occurs under the grant.
Non-reciprocal grants are recognised as revenue when
the grant is received or receivable. Conditional grants
may be reciprocal or non-reciprocal depending on the
terms of the grant.
c) Sales of goods and services
Amounts earned in exchange for the provision of
goods are recognised when the significant risks and
rewards of ownership have been transferred to the
buyer. Revenue from the provision of services is
recognised in the proportion to the stage of completion
of the transactions at the reporting date. The stage of
completion is assessed by reference to surveys of work
performed.
initially recognised at the amounts at which they were
recognised by the transferring agency immediately
prior to the transfer. Details of these transactions are
provided in note 12.2.
d) Fees and fines
Revenue from fees and fines is recognised upon the time
the obligation to pay arises, pursuant to the issue of a
notice or invoice.
e) Interest
Interest on funds invested is recognised as it accrues
using the effective interest rate method.
f) Contributions received
Services received free of charge by the department, are
recognised as income when a fair value can be reliably
determined and at the time the services would have
been purchased if they had not been donated. Use of
those resources is recognised as an expense.
Contributions of assets at no cost of acquisition or
for nominal consideration are recognised at their fair
value when the department obtains control of the
asset, it is probable that future economic benefits
comprising the contribution will flow to the department
and the amount can be measured reliably. However,
where the contribution received is from another
government agency as a consequence of restructuring
of administrative arrangements, they are recognised as
contributions by owners directly within equity. In these
circumstances, book values from the transferor agency
have been used.
g) Other revenue
Revenue from other sources, including revenue
generated from school activities and also school levies,
is recognised as revenue when the department obtains
control over the assets comprising the contributions.
Control is normally obtained upon their receipt.
Financial Statements – Notes
97

2.11
Expenses
from
transactions
Expenses are recognised in the Statement of
Comprehensive Income when a decrease in future
economic benefit related to a decrease in asset or an
increase of a liability has arisen that can be measured
reliably.
a) Employee benefits
Employee benefits include, where applicable,
entitlements to wages and salaries, annual leave, sick
leave, long service leave, superannuation and other
post-employment benefits.
b) Depreciation
All applicable non-financial assets having a limited useful
life are systematically depreciated over their useful lives
in a manner which reflects the consumption of their
service potential. Land, being an asset with an unlimited
useful life, is not depreciated. Heritage assets are also
not depreciated as their value does not diminish.
Depreciation is provided for on a straight-line basis,
using rates which are reviewed annually. Major
depreciation periods are:
Plant and equipment
Buildings (masonry)
Buildings (timber framed)
Buildings (steel framed)
Sundry structures
Infrastructure
Library book stock
3–30 years
60 years
50 years
50 years
30 years
80 years
10–25 years
The department undertook a revaluation of its land,
buildings and heritage assets during 2009–10. As part of
this revaluation exercise the department reviewed and
amended the useful lives of its building and related assets,
as per the lives in the above list. These amendments
were made based on advice from the valuers, Liquid
Pacific Holdings Pty Ltd. For further details refer to note
9.3(c).
c) Supplies and consumables
Supplies and consumables are recognised when the
items have been received by the department.
d) Grants and subsidies
Grants and subsidies expenditure is recognised to the
extent that:
• the services required to be performed by the grantee
have been performed; or
• the grant eligibility criteria have been satisfied.
A liability is recorded when the department has a
binding agreement to make the grants but services have
not been performed or criteria satisfied. Where grant
monies are paid in advance of performance or eligibility,
a prepayment is recognised.
e) Other expenses
Other expenses are recognised when the associated
service and supply has been provided.
2.12
Other
economic
flows
included in
net result
Other economic flow measures the change in volume
or value of assets or liabilities that do not result from
transactions.
a) Gain/(loss) on sale of non-financial assets
Gains or losses from the sale of non-financial assets are
recognised when control of the assets has passed to
the buyer.
b) Impairment – financial assets
Financial assets are assessed at each reporting date
to determine whether there is any objective evidence
that there are any financial assets that are impaired. A
financial asset is considered to be impaired if objective
evidence indicates that one or more events have had
a negative affect on the estimated future cash flows of
that asset.
An impairment loss, in respect of a financial asset
measured at amortised cost, is calculated as the
difference between its carrying amount, and the
present value of the estimated future cash flows
discounted at the original effective interest rate.
All impairment losses are recognised in the Statement
of Comprehensive Income.
An impairment loss is reversed if the reversal can be
related objectively to an event occurring after the
impairment loss was recognised. For financial assets
measured at amortised cost and available-for-sale
financial assets that are debt securities, the reversal is
recognised directly in equity.
c) Impairment – non-financial assets
All non-financial assets are assessed to determine
whether any impairment exists. Impairment exists
when the recoverable amount of an asset is less than
its carrying amount. Recoverable amount is the higher
of fair value less costs to sell and value in use. The
department’s assets are not used for the purpose of
generating cash flows; therefore value in use is based on
depreciated replacement cost where the asset would be
replaced if deprived of it.
All impairment losses are recognised in the Statement
of Comprehensive Income unless a credit exists for the
same class of asset in the asset revaluation reserve.
In respect of other assets, impairment losses recognised
in prior periods are assessed at each reporting date
for any indications that the loss has decreased or no
longer exists. An impairment loss is reversed if there
has been a change in the estimates used to determine
the recoverable amount. An impairment loss is reversed
only to the extent that the asset’s carrying amount does
not exceed the carrying amount that would have been
determined, net of depreciation or amortisation, if no
impairment loss had been recognised.
98
Financial Statements – Notes

2.13
Assets
Assets are recognised in the Statement of Financial
Position where it is probable that the future economic
benefits will flow to the department and the asset has a
cost or a value that can be measured reliably.
a) Cash and deposits
Cash means notes, coins and deposits held at call with
a bank or financial institution, for the department and
schools, as well as funds held in the Special Deposits
and Trust Fund. Deposits are recognised at amortised
cost being their face value.
b) Receivables
Receivables are recognised at amortised cost, less
any impairment losses, however, due to the short
settlement period, receivables are not discounted back
to their present value.
c) Assets held for sale
Assets held for sale (or disposal groups compromising
assets and liabilities) that are expected to be recovered
primarily through sale rather than continuing use
are classified as held for sale. Immediately before
classification as held for sale, the assets (or components
of a disposal group) are remeasured in accordance with
the department’s accounting policies. Thereafter the
assets (or disposal group) are measured at the lower of
carrying amount and fair value less costs to sell.
d) Property, plant, equipment, infrastructure,
library book stock and heritage
(i) Valuation basis
Land, buildings, infrastructure, and heritage assets
and other long-lived assets are recorded at fair value
less accumulated depreciation. All other non-current
physical assets, including work in progress, are recorded
at historic cost less accumulated depreciation and
accumulated impairment losses.
In determining the fair value of land reference is made
to the best available market evidence of the price of the
same or similar asset, evidence is drawn from sale of
nearby land where available.
In determining the fair value of buildings and
infrastructure assets a determination is made whether
the asset is of a specialised nature or openly traded
in the market. The majority of the department’s
building and infrastructure assets are of a specialised
nature, i.e. school buildings. The fair value of the
department’s specialised buildings and infrastructure
is estimated by the sum of current market prices for
one or more transactions required to reproduce or
replace the assets with the modern equivalent, less
accumulated depreciation. As part of calculating an
asset’s depreciation a ‘utility’ factor has been applied
which factors in the current spare capacity. For nonspecialised
building and infrastructure assets the fair
value is derived from market evidence on a direct
comparison basis.
Heritage assets with an intrinsic value are valued with
reference to sales of identical or similar assets, evidenced
in an open and transparent market place. Assets for
which a buying price is readily accessible are valued at
this replacement cost.
All other non-current physical assets, including work in
progress, are recorded at historic cost less accumulated
depreciation and accumulated impairment losses.
Cost includes expenditure that is directly attributable to
the acquisition of the asset. The costs of self-constructed
assets includes the cost of materials and direct labour,
any other costs directly attributable to bringing the asset
to a working condition for its intended use, and the costs
of dismantling and removing the items and restoring the
site on which they are located. Purchased software that
is integral to the functionability of the related equipment
is capitalised as part of that equipment.
When parts of an item of property, plant and equipment
have different useful lives, they are accounted for as
separate items (major components) of property, plant
and equipment.
(ii) Subsequent costs
The cost of replacing part of an item of property, plant
and equipment is recognised in the carrying amount of
the item if it is probable that future economic benefits
embodied within the part will flow to the department
and its costs can be measured reliably. The carrying
amount of the replaced part is derecognised. The costs
of day-to-day servicing of property, plant and equipment
are recognised in profit or loss as incurred.
(iii) Asset recognition threshold
The asset capitalisation threshold adopted by the
department is $150,000 for intangible assets and major
capital works, and $10,000 for all other assets. Assets
valued at less than these thresholds are charged to the
Statement of Comprehensive Income in the year of
purchase (other than where they form part of a group of
similar items which are material in total).
(iv) Revaluations
The department revalues applicable assets on a program
of five years. In accordance, with AASB 116 Property,
Plant and Equipment, in years between valuations, indices
supplied by qualified valuers are used to establish fair
value.
Assets are grouped on the basis of having a similar
nature or function in the operations of the department.
e) Other assets
The department recognises some other small assets
such as prepayments of expenditure and GST input tax
credits received.
Financial Statements – Notes
99

2.14
Liabilities
Liabilities are recognised in the Statement of Financial
Position when it is probable that an outflow of
resources embodying economic benefits will result
from the settlement of a present obligation and the
amount at which the settlement will take place can be
measured reliably.
a) Payables
Payables, including goods received and services
incurred but not yet invoiced, are recognised at the
amortised cost which due to the short settlement
period, equates to face value, when the department
becomes obliged to make future payments as a result of
a purchase of assets or services.
b) Employee benefits
Liabilities for wages and salaries and annual leave are
recognised when the employee becomes entitled
to receive a benefit. Those liabilities expected to be
realised within 12 months are measured as the amount
expected to be paid. Other employee benefits are
measured as the present value of the benefit at 30 June
2011, where the impact of discounting is material, and
at the amount expected to be paid if discounting is not
material.
A liability for long service leave is recognised, and is
measured as the present value of expected future
payments to be made in respect of services provided by
employees up to the reporting date.
c) Superannuation
Defined contribution plans
A defined contribution plan is a post-employment
benefit plan under which an entity pays fixed
contributions into a separate entity and will have no
legal or constructive obligation to pay further amounts.
Obligations for contributions to defined contribution
plans are recognised as an expense when they fall due.
Defined benefit plans
A defined benefit plan is a post-employment benefit plan
other than a defined contribution plan.
The department does not recognise a liability for the
accruing superannuation benefits of departmental
employees. This liability is held centrally and recognised
within the Finance-General Division of the Department
of Treasury and Finance.
d) Other liabilities
Other liabilities, includes revenue received in advance,
where the department has received funds for which
goods or services have not yet been provided or where
specific conditions have not been met. The revenue
will be recognised in the following financial year when
the department gains control of the funds when the
goods or services have been provided or when specific
conditions have been met.
2.15
Leases
The department has entered into a number of
operating lease agreements for property, plant and
equipment, where the lessors effectively retain all of
the risks and benefits incidental to ownership of the
items leased. Equal instalments of lease payments
are charged to the Statement of Comprehensive
Income over the lease term, as this is representative of
the pattern of benefits to be derived from the leased
property.
The department is prohibited under Treasurer’s
Instruction 502 Leases from holding finance leases.
2.16
Unrecognised
financial
instruments
The department has no unrecognised financial
instruments.
2.17
Judgements
and
assumptions
In the application of Australian Accounting Standards,
the department is required to make judgements,
estimates and assumptions about carrying values
of assets and liabilities that are not readily apparent
from other sources. The estimates and associated
assumptions are based on historical experience and
various other factors that are believed to be reasonable
under the circumstances, the results of which form
the basis of making the judgements. Actual results may
differ from these estimates.
The estimates and underlying assumptions are
reviewed on an ongoing basis. Revisions to accounting
estimates are recognised in the period in which the
estimate is revised if the revision affects only that
period or in the period of the revision and future
periods if the revision affects both current and future
periods.
The department has made some judgements and
assumptions in its determination of fair value for
buildings. In particular:
(i) the application of a utility factor to the valuation of
specialised buildings to address the underutilisation of
some school buildings
(ii) the determination of projected long term enrolments
if the department were deprived of the asset and they
would be replaced.
Refer to note 9.3(c) for further details.
The department has made no other material
assumptions or judgements that may cause a material
adjustment to the carrying amounts of assets and
liabilities within the next reporting period.
Other judgements made by the department that
have significant effects on the financial statements
are disclosed in the relevant notes to the financial
statements.
100
Financial Statements – Notes

2.18
Foreign
currency
Transactions denominated in a foreign currency are
converted at the exchange rate at the date of the
transaction. Foreign currency receivables and payables
are translated at the exchange rates current as at
balance date.
2.19
Comparative
figures
Comparative figures have been adjusted to reflect any
changes in accounting policy or the adoption of new
standards.
Where amounts have been reclassified within the
financial statements, the comparative statements have
been restated.
The comparatives for administrative restructures are not
reflected in the financial statements.
2.20
Budget
information
Budget information refers to original estimates as
disclosed in the 2010–11 Budget Papers and is not
subject to audit. The budget data does not incorporate
the Tasmanian Polytechnic and Tasmanian Academy
except for the memorandum of understanding and
purchaser provider payments.
2.21
Rounding
All amounts in the financial statements have been
rounded to the nearest thousand dollars unless
otherwise stated. Where the result of expressing
amounts to the nearest thousand dollars would result
in an amount of zero, the financial statement will
contain a note expressing the amount to the nearest
whole dollar.
2.22
The department is exempt from all forms of taxation
Departmental except Fringe Benefits Tax, Payroll Tax and the
taxation Goods and Services Tax (GST).
2.23
Goods and
services tax
Revenue, expenses and assets are recognised net of the
amount of Goods and Services Tax, except where the
GST incurred is not recoverable from the Australian
Taxation Office (ATO). Receivables and payables are
stated inclusive of GST. The net amount recoverable, or
payable, to the ATO is recognised as an asset or liability
within the Statement of Financial Position.
In the Statement of Cash Flows, the GST component of
cash flows arising from operating, investing or financing
activities which is recoverable from, or payable to, the
Australian Taxation Office is, in accordance with the
Australian Accounting Standards, classified as operating
cash flows.
Note 3: Departmental output schedules
3.1
Output
group
information
Comparative information has not been restated for external administrative restructures.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian
Academy) and has not been subject to audit.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated
from 1 January 2011.
Financial Statements – Notes
101

Output
group 1
Pre-
Compulsory
and
Compulsory
Education
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Continuing operations
Revenue and other income from transactions
Revenue from appropriation 658,132 658,130 632,190
Interest revenue 2,528 1,940 1,373
Grants 40 93 2,661
Sales of goods and services 25,780 25,300 21,985
Contributions received – 898 –
Other revenue 25,147 19,230 43,846
Total revenue and other income from transactions 711,627 705,591 702,055
Expenses from transactions
Employee benefits 468,476 488,401 460,528
Superannuation 52,178 52,612 46,280
Depreciation 42,161 20,937 22,104
Grants and subsidies 9,327 13,494 7,173
Supplies and consumables
Communications 1,094 2,003 1,976
Consultants 1,342 1,683 1,228
Information and technology 23,649 16,038 19,806
Maintenance and property services 28,915 43,229 32,480
Travel and transport 3,214 3,611 3,606
Other supplies and consumables 89,988 72,587 69,009
Other expenses 36,613 41,205 37,135
Total expenses from transactions 756,957 755,800 701,325
Net operating result from continuing transactions (45,330) (50,209) 730
Other economic flows included in net result
Net gain/(loss) on sale of non-financial assets (1,027) 1,990 988
Net gain/(loss) on financial instruments and statutory receivables/payables – (296) (219)
Total other economic flows included in net result (1,027) 1,694 769
Net result (46,357) (48,202) 1,499
Other economic flows – other non-owner changes in equity
Changes in physical asset revaluation reserve 16,074 46,822 46,977
Total other economic flows – other non-owner changes in equity 16,074 46,822 46,977
Comprehensive result (30,283) (1,380) 48,476
Expense by output
1.1 In-school education 726,865 725,013 670,504
1.2 Learning Services 16,710 17,178 15,565
1.3 Educational Performance Services 2,051 2,301 2,555
1.4 Early Years 2,743 2,964 4,657
1.5 Grants and financial assistance 8,588 8,344 8,044
Total 756,957 755,800 701,325
Net assets
Total assets deployed for Pre-Compulsory and Compulsory Education 1,205,326 1,004,447
Total liabilities incurred for Pre-Compulsory and Compulsory Education (127,182) (128,024)
Net assets deployed for Pre-Compulsory and Compulsory
Education
1,078,144 876,423
102
Financial Statements – Notes

Output
group 2
Post-
Compulsory
Education
and Skills
Development
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Continuing operations
Revenue and other income from transactions
Revenue from appropriation 197,388 221,169 215,705
Interest revenue – 281 9
Grants 925 2,844 841
Sales of goods and services 861 8,688 357
Other revenue – 3,314 1,152
Total revenue and other income from transactions 199,174 236,296 218,064
Expenses from transactions
Employee benefits 65,504 78,521 38,602
Superannuation 7,170 8,808 3,648
Depreciation 27 6,146 2,016
Grants and subsidies 106,347 98,844 166,471
Supplies and consumables
Communications 137 998 138
Consultants 47 251 190
Information and technology 1,723 1,134 411
Maintenance and property services 4,149 7,628 909
Travel and transport 346 998 583
Other supplies and consumables 10,623 3,846 1,374
Other expenses 5,137 6,283 2,792
Total expenses from transactions 201,210 213,457 217,134
Net operating result from continuing transactions (2,036) 22,839 930
Other economic flows included in net result
Net gain/(loss) on sale of non-financial assets – – (6)
Net gain/(loss) on financial instruments and statutory receivables/payables – – –
Total other economic flows included in net result – – (6)
Net result (2,036) 22,839 924
Other economic flows – other non-owner changes in equity
Changes in physical asset revaluation reserve – 6,691 6,573
Total other economic flows – other non-owner changes in equity – 6,691 6,573
Comprehensive result (2,036) 29,530 7,497
Expense by output
2.1 Skills development contestable funding 48,228 44,674 52,991
2.2 Tasmanian Polytechnic 87,331 102,322 93,963
2.3 Tasmanian Academy 36,264 38,834 19,031
2.4 Post-compulsory in-school education 15,450 13,732 37,880
2.5 Skills Tasmania 7,594 7,729 7,985
2.6 Tasmanian Qualifications Authority 3,849 3,670 3,534
2.7 Grants and financial assistance 2,494 2,496 1,750
Total 201,210 213,457 217,134
Net assets
Total assets deployed for Post-Compulsory Education and Skills
Development
Total liabilities incurred for Post-Compulsory Education and Skills
Development
Net assets deployed for Post-Compulsory Education and Skills
Development
355,915 81,943
(36,282) (12,152)
319,633 69,791
Financial Statements – Notes
103

Output
group 3
LINC
Tasmania
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Continuing operations
Revenue and other income from transactions
Revenue from appropriation 30,726 32,700 29,663
Interest revenue – 1 1
Grants 5 – –
Sales of goods and services 3,745 3,559 2,716
Contributions received – 99 –
Other revenue – 1,186 1,046
Total revenue and other income from transactions 34,476 37,545 33,426
Expenses from transactions
Employee benefits 20,943 22,091 20,538
Superannuation 2,466 2,396 2,058
Depreciation 2,349 4,198 3,779
Grants and subsidies – 613 728
Supplies and consumables
Communications 438 189 188
Consultants 8 98 30
Information and technology 1,214 1,416 1,148
Maintenance and property services 2,143 3,390 2,528
Travel and transport 284 269 324
Other supplies and consumables 3,995 3,660 3,582
Other expenses 1,656 1,745 1,571
Total expenses from transactions 35,496 40,065 36,474
Net operating result from continuing transactions (1,020) (2,520) (3,048)
Other economic flows included in net result
Net gain/(loss) on sale of non-financial assets – 40 47
Total other economic flows included in net result – 40 47
Net result (1,020) (2,480) (3,001)
Other economic flows – other non-owner changes in equity
Changes in physical asset revaluation reserve 3,140 5,809 15,256
Total other economic flows – other non-owner changes in equity 3,140 5,809 15,256
Comprehensive result 2,120 3,329 12,255
Expense by output
3.1 Information Services and Community Learning 32,666 36,518 33,653
3.2 Tasmanian Archives and Heritage Office 2,830 3,547 2,821
Total 35,496 40,065 36,474
Net assets
Total assets deployed for LINC Tasmania 131,951 109,573
Total liabilities incurred for LINC Tasmania (6,058) (5,841)
Net assets deployed for LINC Tasmania 125,893 103,732
104
Financial Statements – Notes

Output
group
Capital
Investment
Program
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Continuing operations
Revenue and other income from transactions
Appropriation revenue – recurrent
Other revenue 14,318 11,810 7,359
Grants – – 1,345
Total revenue and other income from transactions 14,318 11,810 8,704
Expenses from transactions
Expenditure program* 977 20,659 30,663
Total expenses from transactions 977 20,659 30,663
Net operating result from continuing transactions 13,341 (8,849) (21,959)
Non-operational capital funding
Revenue from government
Appropriation revenue – works and services 212,926 188,618 221,036
Other revenue from government 12,206 14,737 –
Total non-operating capital funding 225,132 203,355 221,036
Net result from transactions (net operating balance)
Net result 238,473 194,506 199,077
Other economic flows – – –
Comprehensive result 238,473 194,506 199,077
Net assets
Total liabilities incurred for Capital Investment Program (11,510) (14,731)
Net assets deployed for Capital Investment Program (11,510) (14,731)
* Expenditure program relates to maintenance programs, Building the Education Revolution program administration costs and capital
expenditure which falls under the department’s capitalisation threshold.
3.2
Reconciliation
of total
output groups
comprehensive
result to
Statement of
Comprehensive
Income
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Total comprehensive result of output groups 208,274 225,985 267,305
Comprehensive result 208,274 225,985 267,305
3.3
Reconciliation
of total output
groups net
assets to
Statement
of Financial
Position
2011
Actual
$’000
2010
Actual
$’000
Total net assets deployed for output groups 1,512,160 1,035,215
Reconciliation to net assets
Assets unallocated to output groups 13,465 23,067
Net assets 1,525,625 1,058,282
Financial Statements – Notes 105

3.4
Administered
output
schedule
Comparative information has not been restated for external administrative restructures.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and
Tasmanian Academy) and has not been subject to audit.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were
consolidated from 1 January 2011.
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Administered revenue and other income from transactions
Revenue from appropriation 241,233 255,840 277,625
Grants 1,200 2,308 15,388
Other revenue 329 219 230
Total administered revenue and other income from
242,762 258,367 293,243
transactions
Administered expenses from transactions
Australian Government: grants to non-government schools 191,164 202,788 153,594
Australian Government: Investing In Our Schools – – 218
Non-government schools: grants 48,633 51,596 49,258
Non-government schools: capital assistance 1,050 1,141 74,454
Non-government schools: student assistance 386 315 319
Transfers to Consolidated Fund 1,529 2,529 16,361
Total administered expenses from transactions 242,762 258,369 294,204
Administered net result from transactions (net operating
– (3) (961)
balance)
Administered net assets
Total administered assets deployed 8 11
Administered net assets deployed 8 11
3.5
Reconciliation
of total
administered
output groups
comprehensive
result to
administered
Statement of
Changes in Equity
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Total administered net result of output groups – (3) (961)
Net surplus (deficit) – (3) (961)
3.6
Reconciliation
of total
administered
output groups
net assets to
schedule of
administered
assets and
liabilities
2011
Actual
$’000
2010
Actual
$’000
Total administered net assets deployed for output groups 8 11
Administered net assets 8 11
106
Financial Statements – Notes

Note 4: Explanations of material variances
between budget and actual outcomes
The following are brief explanations of material variances between budget estimates and actual outcomes. Variances
are considered material where the variance exceeds the greater of 10 per cent of budget estimate and $5.5 million.
4.1
Statement of
Comprehensive
Income
Note
Budget
$’000
Actual
$’000
Variance
$’000
Variance
%
Sales of goods and services 1 29,996 37,547 7,551 25
Employee benefits 2 616,858 654,146 (37,288) (6)
Depreciation 3 44,537 31,281 13,256 30
Other expenses 4 43,412 49,315 (5,903) (14)
Changes in physical asset revaluation reserve 5 19,214 59,322 40,108 209
Notes to Statement of Comprehensive Income variances
1. The variance has been influenced by the consolidation of the Tasmanian Academy and Tasmanian Polytechnic into the Department of Education. The original budget did not
reflect the sales of goods and services of these entities which contributed $8.4m to the actual result. This was offset by below budget sales in other areas of the department.
2. The variance is substantially the result of the Tasmanian Academy and the Tasmanian Polytechnic being consolidated into the Department of Education which contributed
$49.8m to the actual result. This was offset by salary saving in other areas of the department.
3. The variance is the result of a reassessment of the useful life of a number of specialised buildings which has resulted in a decrease in this non-cash expense item.
4. The variance has been influenced by the consolidation of the Tasmanian Academy and the Tasmanian Polytechnic into the Department of Education which contributed
$3.5m to the actual result. The original budget did not reflect these entities other expenses.
5. The variance is the result of the reassessment of the department’s valuation of specialised assets in the current year along with a revaluation of the land and buildings of the
Tasmanian Polytechnic and the Tasmanian Academy in line with the department’s valuation policies.
4.2
Statement
of Financial
Position
Note
Budget
$’000
Actual
$’000
Variance
$’000
Variance
%
Receivables 1 8,305 14,285 5,980 72
Assets held for sale 2 4,519 16,487 11,968 265
Property, plant and equipment 3 1,235,758 1,534,373 298,615 24
Heritage collections 4 47,614 60,337 12,723 27
Payables 5 8,587 12,230 (3,643) (42)
Employee benefits 6 123,214 148,603 (25,389) (21)
Other liabilities 7 10,435 20,200 (9,765) (94)
Reserves 8 161,063 254,197 93,134 58
Notes to Statement of Financial Position variances
1. The variance has been influenced by the consolidation of the Tasmanian Academy and the Tasmanian Polytechnic into the Department of Education which contributed
$1.4m to this balance. The original budget did not reflect the receivables of these entities. Also the variance is the result of delays in processing for payments of workers
compensation claims which contributed $2.5m.
2. The variance is the result of the budget estimate being based upon initial expectations. However, additional assets were identified for sale after the preparation of the
2010–11 budget.
3. The variance has been influenced by the consolidation of the Tasmanian Academy and the Tasmanian Polytechnic into the Department of Education which contributed
$276.1m to this balance. The original budget did not reflect the property, plant and equipment of these entities. In addition, the reassessment of the department’s valuation of
specialised assets along with a revaluation of the land and buildings of the Tasmanian Polytechnic and the Tasmanian Academy in line with the department’s valuation policies
had a major impact on this item.
4. The variance is the result of the collection being indexed at a greater rate than initially budgeted plus the effect of the indexation of the value of this class of asset.
5. The variance has been influenced by the consolidation of the Tasmanian Academy and the Tasmanian Polytechnic into the Department of Education which contributed
$1.4m to the balance. The original budget did not reflect the payables of these entities. In addition, the increased balance of this item above the initial budget was the result of
creditors associated with the significant capital program including the Building the Education Revolution.
6. The variance has been influenced by the consolidation of the Tasmanian Academy and the Tasmanian Polytechnic into the Department of Education which contributed
$21.9m to this balance. The original budget did not reflect the employee benefits of these entities. In addition, employee entitlement provisions were measured using a change
in calculation which resulted in an increase in the provision of $3.8m.
7. The variance is the result of the budget estimate being based upon the department not having an expectation of carry forward appropriations. However, appropriations of
$6.28m were required to be carried forward as provided under section 8A(2) of the Public Account Act 1986.
8. The variance is the result of the reassessment of the department’s valuation of specialised assets along with a revaluation of the land and buildings of the Tasmanian
Polytechnic and the Tasmanian Academy in line with the department’s valuation policies.
Financial Statements – Notes
107

4.3
Statement
of Cash
Flows
Note
Budget
$’000
Actual
$’000
Variance
$’000
Variance
%
Appropriation receipts – other 1 – 6,797 6,797 –
Sales of goods and services 2 30,341 38,090 7,749 26
GST receipts 3 43,000 58,436 15,436 36
GST payments 3 43,000 56,618 (13,618) 32
Payments for acquisition of non-financial assets 4 249,603 197,892 51,711 21
Notes to Statement of Cash Flows variances
1. The variance is the result of the budget estimate being based upon the department not having an expectation of carry forward appropriations. However, appropriations of
$6.28m were required to be carried forward as provided under section 8A(2) of the Public Account Act 1986.
2. The variance has been influenced by the consolidation of the Tasmanian Academy and the Tasmanian Polytechnic into the Department of Education which contributed
$8.6m in cash flows. The original budget did not reflect the sales of goods and services of these entities. This was offset by below budget sales in other areas of the
department
3. The variance has been influenced by the consolidation of the Tasmanian Academy and the Tasmanian Polytechnic into the Department of Education which contributed
$6.6m in GST receipts and $5.1m in GST payments. The original budget did not reflect the GST receipts and GST payments of these entities. In addition, the budget for these
items did not reflect significant capital programs including Building the Education Revolution.
4. The variance is the result of expenditure for capital programs not occurring at the rate that was budgeted for 2010–11.
Note 5: Events occurring after balance date
There have been no events subsequent to balance date which would have a material effect on the department’s Financial Statements as at 30 June 2011.
However, The Minister for Education and Skills has announced that a Reference Group would consult widely in preparing recommendations for
him on the provision of a viable government school system in Tasmania including:
• the process that should be undertaken to assess a school’s ongoing viability including the criteria, the consultation process to be used and any
transition arrangements required
• any legislative amendments if required
• any other matter that has the potential to affect school viability.
Note 6: Income from transactions
6.1
Revenue
from
government
Revenue from government includes revenue from appropriations, appropriations carried forward under section 8A(2)
of the Public Account Act 1986 and items Reserved by Law. The budget information is based upon original estimates which
has not been subject to audit.
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Continuing operations
Appropriation revenue – recurrent
Current year 886,246 911,999 877,308
Total 886,246 911,999 877,308
Revenue from government – other
Appropriation carried forward under section 8A(2) of the Public Account 14,318 11,810 7,609
Act 1986 taken up as revenue in the current year
Total 14,318 11,810 7,609
Non-operational capital funding
Appropriation revenue – works and services 212,926 188,618 221,036
Other revenue from government 12,206 14,737 –
Total 225,132 203,355 221,036
Total revenue from government 1,125,696 1,127,164 1,105,953
Section 8A(2) of the Public Account Act 1986 allows for an unexpended balance of an appropriation to be transferred to an Account in the Special
Deposits and Trust Fund for such purposes and conditions as approved by the Treasurer. In the initial year, the carry forward is recognised as
a liability, revenue received in advance. The carry forward from the initial year is recognised as revenue in the reporting year, assuming that the
conditions of the carry forward are met and the funds are expended.
108
Financial Statements – Notes

6.2
Grants
2011
$’000
2010
$’000
Continuing operations
Grants from the Australian Government
Specific grants 2,937 3,502
Total 2,937 3,502
6.3
Sales of
goods and
services
2011
$’000
2010
$’000
Goods
School supplies 6,312 5,596
Services
Overseas students 2,280 –
Adult education fees 1,550 1,902
School levies 10,322 9,243
Other student collections 6,630 6,057
Teachers’ registration fees 1,256 787
Other 9,197 1,475
Total 37,547 25,060
6.4
Fees and
fines
2011
$’000
2010
$’000
Library fines 313 309
Total 313 309
6.5
Contributions
received
2011
$’000
2010
$’000
Transfer of Australian Technical College – Northern Tasmania – Land & Buildings – 13,185
Tasmanian Risk Management Fund – insurance claims 880 12,043
Donation 18 –
Fair value of library books donated 99 158
Total 997 25,386
6.6
Other
revenue
2011
$’000
2010
$’000
Grants 222 2,492
Workers’ compensation refunds 4,040 3,609
Miscellaneous school revenue 14,434 10,462
Swimming and Water Safety program 287 231
LINC Tasmania collections 346 540
Skills Tasmania collections 228 –
Rental properties 249 163
Other 3,924 4,197
Total 23,730 21,694
Financial Statements – Notes
109

Note 7: Expenses from transactions
7.1
Employee
benefits
2011
$’000
2010
$’000
Wages and salaries 537,293 476,843
Annual leave 19,068 14,949
Sick leave 13,346 13,119
Long service leave 20,214 15,864
Superannuation – contribution scheme 34,935 28,420
Superannuation – defined benefit scheme 28,978 23,703
Other employee expenses 312 308
Total 654,146 573,206
Superannuation expenses relating to defined benefits schemes relate to payments into the Superannuation
Provision Account (SPA) held centrally and recognised within the Finance-General Division of the Department of
Treasury and Finance. The amount of the payment is based on an employer contribution rate determined by the
Treasurer, on the advice of the State Actuary. The current employer contribution is 12.3 per cent of salary.
Superannuation expenses relating to contribution schemes are paid directly to superannuation funds at a rate of
11.3 per cent of salary. In addition, departments are also required to pay into the SPA a ‘gap’ payment equivalent to
3.3 per cent of salary in respect of employees who are members of the contribution scheme.
7.2
Depreciation
2011
$’000
2010
$’000
Depreciation
Plant and equipment 1,573 1,259
Buildings 27,265 24,487
Library book stock 2,443 2,152
Total 31,281 27,898
7.3
Supplies and
consumables 2011
$’000
2010
$’000
Audit fees – financial audit 218 123
Consultants 3,997 6,516
Property services 37,074 29,357
Maintenance 32,285 30,040
Communications 3,208 2,327
Information technology 18,142 21,400
Travel and transport 4,998 4,674
Advertising and promotion 538 382
Materials and supplies 32,283 27,910
Miscellaneous school expenses 30,268 27,998
Books and periodicals 1,341 1,636
Equipment leases 1,472 1,378
Postage and freight 1,391 1,301
Training and development 2,324 2,258
Contractors 2,579 2,027
Copyright fees 1,336 1,245
Other supplies and consumables 8,834 7,950
Total 182,288 168,522
110
Financial Statements – Notes

7.4
Grants and
subsidies
2011
$’000
2010
$’000
Apprentice and trainee subsidies 1,432 1,280
Child care 913 741
Group training and ITAB state funding 577 578
Sundry grants, fees and scholarships 1,338 1,213
VET delivery 76,569 134,927
Accommodation allowance for tertiary students 947 945
Delivery of Tasmanian Certificate of Education programs and accredited training by the 23,524 30,578
Tasmanian Polytechnic and Tasmanian Academy
Other grant payments 7,651 4,110
Total 112,951 174,372
7.5
Other
expenses
2011
$’000
2010
$’000
Salary on-costs 49,313 41,592
Late penalty payments 2 7
Total 49,315 41,599
Note 8: Other economic flows included in
net result
8.1
Net gain/
(loss)
on nonfinancial
assets
2011
$’000
2010
$’000
Net gain on disposal of physical assets 2,030 1,029
Total net gain/(loss) on non-financial assets 2,030 1,029
8.2
Net gain/
(loss) on
financial
instruments
and
statutory
receivables/
payables
2011
$’000
2010
$’000
Impairment of:
Loans and receivables (296) (219)
Total net loss on financial instruments (296) (219)
Financial Statements – Notes
111

Note 9: Assets
9.1
Receivables
2011
$’000
2010
$’000
Central office receivables 7,883 11,226
Less: Provision for impairment (30) (30)
Total 7,853 11,196
School receivables 6,941 4,661
Less: Provision for impairment (509) (170)
Total 6,432 4,491
Comprising:
Tasmanian Risk Management Fund – 4,014
Sale of goods and services (inclusive of GST) 10,050 6,337
Tax assets 4,235 5,336
Total 14,285 15,687
Settled within 12 months 14,285 15,687
Total 14,285 15,687
Reconciliation of movement in provisions for impairment of receivables
Carrying amount at 1 July 200 200
Polytechnic and Academy opening balance transferred in 214 –
Amounts written off during the year 421 (219)
Increase/(decrease) in provision recognised in profit or loss (296) 219
Carrying amount at 30 June 539 200
9.2
Assets held
for sale
2011
$’000
2010
$’000
Land and buildings 16,487 9,633
Total 16,487 9,633
Settled within 12 months 16,487 9,633
Total 16,487 9,633
The assets held for sale consists of land and some buildings which have become surplus to the department’s
requirements and do not relate to any deliberations currently being considered by the reference group referred
to in note 5. It is intended that these be disposed—either by way of sale or through appropriate property swaps.
Steps have been taken for this purpose and it is likely that the disposals could occur within the next twelve months.
112
Financial Statements – Notes

9.3
Property,
plant and
equipment,
library book
stock and
heritage
(a) Carrying amount
2011
$’000
2010
$’000
Land
At fair value 368,624 352,746
Total land 368,624 352,746
Buildings
At fair value 928,849 520,912
Less: Accumulated depreciation 4,076 –
924,773 520,912
Works in progress (at cost) 231,675 177,224
Total buildings 1,156,448 698,136
Plant and equipment
At cost 32,130 26,975
Less: Accumulated depreciation 22,829 21,743
Total plant and equipment 9,301 5,232
Library book stock
At cost 31,906 27,398
Less: Accumulated depreciation 13,416 13,518
Total library book stock 18,490 13,880
Heritage
At fair value 60,337 58,320
Total heritage 60,337 58,320
Total property, plant and equipment, library book stock and heritage 1,613,200 1,128,314
The department’s land, buildings and heritage asset classes were independently valued during 2009–10 with an
effective date of 30 June 2010 by Liquid Pacific Holdings Pty Ltd. The revaluation of these assets was on a fair value
basis in accordance with relevant accounting standards and Treasurer’s Instructions. A subsequent adjustment was
made as a result of a reassessment of the use of a utility factor based upon school enrolments which was effective
from 30 June 2011. Refer to note 9.3(c) for further details.
The department holds a number of heritage assets. A significant component of these assets relate to the Allport
Library and Museum of Fine Arts and the Crowther Library. The Allport library, donated by the late Henry
Allport, comprises books, pamphlets, prints, historical maps and charts relating to Australia and the Pacific
including art works by convict and colonial landscape artists. The Crowther Library is a collection of books,
pamphlets, maps, manuscripts, photographs, works of art and museum objects such as medical instruments and
scrimshaw. It was formed during the lifetime of Sir William Crowther and presented by him to the State Library of
Tasmania over a period from 1964 until his death in 1981.
These items are not depreciated as they do not have limited useful lives as appropriate curatorial policies are in
place.
Financial Statements – Notes
113

(b) Reconciliation of movements
Reconciliations of the carrying amounts of each class of property, plant and equipment, library book stock and
heritage at the beginning and end of the current and previous financial year are set out below. Carrying value
means the net amount after deducting accumulated depreciation and accumulated impairment losses.
Land
$’000
Buildings
$’000
Work in
progress
$’000
Plant
and
equipment
$’000
Library
book
stock
$’000
Heritage
$’000
Total
$’000
2011
Carrying value at 1 July 352,746 520,912 177,224 5,232 13,880 58,320 1,128,314
Additions – – 194,843 1,361 1,923 14 198,141
Disposals (455) (618) – (82) – – (1,155)
Revaluation increments 3,156 54,183 – – – 1,983 59,322
Transfers to assets held for sale (10,393) – – – – – (10,393)
Net transfers free of charge 23,570 232,521 4,648 4,363 5,130 20 270,252
Depreciation expense – (27,265) – (1,573) (2,443) – (31,281)
Capitalised works to building assets – 145,040 (145,040) – – – –
Carrying value at 30 June 368,624 924,773 231,675 9,301 18,490 60,337 1,613,200
Land
$’000
Buildings
$’000
Work in
progress
$’000
Plant
and
equipment
$’000
Library
book
stock
$’000
Heritage
$’000
Total
$’000
2010
Carrying value at 1 July 291,541 472,219 42,591 5,290 14,452 45,760 871,853
Additions – – 214,793 965 1,422 13 217,193
Disposals (96) (126) – (133) – – (355)
Revaluation increments 71,364 (15,105) – – – 12,547 68,806
Transfer to assets held for sale (8,204) 14 – – – – (8,190)
Transfers from held for sale 202 187 – – – – 389
Net transfers free of charge (2,061) 8,050 – 369 158 – 6,516
Depreciation expense – (24,487) – (1,259) (2,152) – (27,898)
Capitalised works to building assets – 80,160 (80,160) – – – –
Carrying value as at 30 June 352,746 520,912 177,224 5,232 13,880 58,320 1,128,314
(c) Valuation of land and building assets at fair value
The department values its land and building asset classes at fair value. To determine fair value of these asset classes
at 30 June 2010, the department engaged an independent valuer during 2009–10. The valuation of the assets was
undertaken by Liquid Pacific Holdings Pty Ltd, effective 30 June 2010.
An inflation factor is applied each year in between the last formal valuation to determine fair value each year. For
2010–11, this inflation factor was 1.0% for land, 1.5% for buildings and 3.0% for heritage assets.
During 2010–11 the department obtained further evidence to assess the appropriateness of its current valuation
methodology for specialised buildings. As a result of this further evidence, the department made an adjustment
which increased the value of specialised buildings by $35.074m. The adjustment arose after specifically considering
the application of utility factor designed to address the underutilisation of specialised school buildings and
application of the above indexation. The revised methodology now reflects that the reduction in replacement cost
does not correlate in a linear manner with the reduction in the capacity of the school should the department be
deprived of the asset and that assets would be replaced.
The department will continue to review this current methodology and in 2011–12 will undertake further
assessments to validate ongoing appropriateness of this method.
114
Financial Statements – Notes

9.4
Other
assets
(a) Carrying amount
2011
$’000
2010
$’000
Other current assets
Prepayments 1,812 1,477
Accrued revenue 327 604
Total 2,139 2,081
Settled within 12 months 2,139 2,081
Total 2,139 2,081
Note 10: Liabilities
10.1
Payables
10.2
Employee
benefits
2011
$’000
2010
$’000
Creditors 7,893 20,006
Accrued expenses 4,337 1,418
Total 12,230 21,424
Settled within 12 months 12,230 21,424
Total 12,230 21,424
Settlement is usually made within 30 days.
2011
$’000
2010
$’000
Accrued salaries 16,638 12,070
Annual leave 12,481 9,401
Long service leave 119,220 96,293
State Service Accumulated Leave Scheme 264 329
Total 148,603 118,093
Settled within 12 months 43,055 34,086
Settled in more than 12 months 105,548 84,007
Total 148,603 118,093
10.3
Other
liabilities
2011
$’000
2010
$’000
Revenue received in advance
Appropriation carried forward from current and previous years under section 8A(2) of 6,280 11,791
the Public Account Act 1986
Other revenue received in advance 1,905 309
Other liabilities
Employee benefits – on-costs 12,015 9,131
Total 20,200 21,231
Settled within 12 months 13,619 16,042
Settled in more than 12 months 6,581 5,189
Total 20,200 21,231
Financial Statements – Notes
115

Note 11: Commitments and contingencies
11.1
Schedule of
commitments
2011
$’000
2010
$’000
By type
Capital commitments
Buildings 85,910 126,536
Total capital commitments 85,910 126,536
Lease commitments
Operating leases 8,131 10,605
Total lease commitments 8,131 10,605
By maturity
Capital commitments
One year or less 85,910 126,536
From one to five years – –
Total capital commitments 85,910 126,536
Operating lease commitments
One year or less 5,029 4,873
From one to five years 3,034 5,590
Over five years 68 142
Total operating lease commitments 8,131 10,605
Total 94,041 137,141
Note: Commitments are GST inclusive where relevant.
Capital commitments generally relate to the outstanding contractual amounts on building works but may be
subject to contract variations.
The department leases buildings, plant and equipment and fleet under operating leases expiring from one to ten
years. Leases generally provide the department with a right of renewal at which time all terms are re-negotiated.
Lease payments comprise a base amount plus an incremental contingent rental. Contingent rentals are based on
either movements in the Consumer Price Index or operating criteria.
11.2
Contingent
assets and
liabilities
Contingent assets and liabilities are not recognised in the Statement of Financial Position due to uncertainty
regarding the amount or timing of the underlying claim or obligation.
(a) Unquantifiable contingencies
At 30 June 2011 the department had a number of legal claims against it, generally relating to personal injury arising
from accidents on departmental premises. The Crown Solicitor has advised the department that the estimated
personal injury liability to be $1.486 million for 2010–11 ($2.931m for 2009–10). As this estimate is subject to many
factors that can impact on the final outcome, it has been decided not to include this figure in the commitments table.
The department has a number of leases on property it occupies. Some of these leases contain a ‘make good
provision’. A liability for these provisions has not been recognised in the Statement of Financial Position as the
value of these provisions cannot be reliably measured. The majority of leases cover a 5 to 10 year period and are
generally renewed, hence deferring any make good liability.
116 Financial Statements – Notes

Note 12: Reserves
12.1
Reserves
2011
$’000
2010
$’000
Physical asset revaluation reserve
Balance at the beginning of financial year 194,875 126,069
Revaluation increments
Land 3,156 71,364
Buildings 54,183 (15,105)
Heritage 1,983 12,547
Balance as at 30 June 254,197 194,875
12.2
Administrative
restructuring
(a) Nature and purpose of reserves
Physical asset revaluation reserve
The asset revaluation reserve is used to record increments and decrements on the revaluation of non-current
assets, as described in accounting policy note 2.13(d).
As a result of a restructuring of post-Year 10 education associated with the Tasmania Tomorrow initiative, the
department assumed responsibility for the assets, reserves and liabilities of the Tasmanian Polytechnic and the
Tasmanian Academy effective 1 January 2011.
Additionally, effective 1 January 2011, the department agreed that control of the land and buildings of three
campuses previously held by the Tasmanian Polytechnic should transfer directly to the Tasmanian Skills Institute.
These assets had a net book value of $82.822m at 31 December 2010 in the Tasmanian Polytechnic.
The department also agreed to transfer to the Tasmanian Skills Institute control of one other building at South
Burnie at this time. This was recorded on the department’s books at $4.772m.
The land and building assets being transferred from the Tasmanian Polytechnic, excluding the three campuses
being transferred directly to the Tasmanian Skills Institute, were also re-valued and their effective life aligned with
the department’s accounting policies before recognition. The effect of this action caused the valuation amount of
these assets to increase by $89.118m over the Polytechnic’s carrying value.
The 2010 actual reflects the transfer of Elizabeth College to the Tasmanian Polytechnic, whilst the 2011 actual
reflects the transfer of Tasmanian Polytechnic and the Tasmanian Academy as discussed above.
(a) Book value of assets and liabilities received or transferred
2011
$’000
2010
$’000
Net assets assumed/(transferred) on restructure
Financial assets
Cash and deposits 1,415 (359)
Receivables 796 –
Non-financial assets
Plant and equipment 9,414 (90)
Land and buildings 260,773 –
Other 1,564 (14,761)
Total assets relinquished 273,962 (15,210)
Liabilities
Payables 2,040 –
Employee benefits 21,564 (1,702)
Other liabilities 2,351 (104)
Total liabilities 25,955 (1,806)
Net assets assumed/(transferred) on restructure 248,007 (13,404)
Net contribution by the government as owner during the period 248,007 (13,404)
Financial Statements – Notes 117

(b) Reconciliation with Tasmanian Academy and Tasmanian Polytechnic financial statements as at
2011
$’000
Tasmanian
Academy
2011
$’000
Tasmanian
Polytechnic
2011
$’000
Total
Assets
Financial assets
Cash and deposits (2,667) 4,082 1,415
Receivables 24 772 796
Non-financial assets
Plant and equipment 224 9,190 9,414
Land and buildings 1 491 260,648 261,139
Other 57 1,507 1,564
Total assets relinquished (1,871) 276,199 274,328
Liabilities
Payables 51 1,989 2,040
Employee benefits 4,665 16,899 21,564
Other liabilities 342 2,009 2,351
Total liabilities 5,058 20,897 25,955
Net contribution by the government as owner during
the period
(6,929) 255,302 248,373
Explanation of variances between table (a) and (b)
1. The variance is a result of:
a. The valuation and adjustment to useful life of land and buildings as at 1 January 2011
b. The transfer of three campuses directly to the Tasmanian Skills Institute
c. The transfer of the one campus at South Burnie to the Tasmanian Skills Institute which was not recorded on the Polytechnic’s books
d. The transfer of the Newstead student residence and the Elizabeth College science block were transferred to Tasmanian Polytechnic on
1 July 2010 subsequently transferred back to the department on 1 January 2011.
Note 13: Cash flow reconciliation
13.1
Cash and
deposits
Cash and deposits includes the balance of the Special Deposits and Trust Fund held by the department, and other
cash held, excluding those accounts which are administered or held in a trustee capacity or agency arrangement.
2011
$’000
2010
$’000
Special Deposits and Trust Fund balance
T511 – Department of Education Operating Account 9,187 16,649
T648 – Library Fines Account 12 43
Total 9,199 16,692
Other cash held
School bank accounts 43,299 46,200
Tasmanian Polytechnic 6,297 –
Tasmanian Academy 1,045 –
Other bank accounts 589 342
Cash floats 118 81
Total 51,348 46,623
Total cash and deposits 60,547 63,315
2011
$’000
2010
$’000
Cash and deposits (as per Statement of Financial Position) 60,547 63,315
Total cash and cash equivalents 60,547 63,315
The definition of cash can be found at Note 2.13(a).
118
Financial Statements – Notes

13.2
Reconciliation
of net result
to net
cash from
operating
activities
2011
$’000
2010
$’000
Net operating result 166,663 198,499
Revenue from government – capital (188,618) (221,036)
Revenue from government – other (12,206) –
Depreciation 31,281 27,898
Gain from sale of non-financial assets (2,030) (1,029)
Contributions received (997) (21,372)
Movement in operating assets as a result of administrative restructuring (24,101) 1,806
Impairment losses 296 219
Decrease/(increase) in receivables 1,402 (7,325)
Decrease/(increase) in other assets (58) (826)
Increase/(decrease) in employee benefits 30,510 6,530
Increase/(decrease) in payables (10,304) (373)
Increase/(decrease) in other liabilities (1,031) 4,165
Net cash from operating activities (9,193) (12,844)
13.3
Acquittal
of capital
investment
and special
capital
investment
funds
The department received works and services appropriation funding to fund specific projects.
Not all projects listed below are capitalised as they may not meet the department’s capitalisation threshold of $150,000 or
have been deemed maintenance projects and are expensed through the statement of comprehensive income.
Cash outflows relating to these projects are listed below by category.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian
Academy) and has not been subject to audit.
(a) Project expenditure
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Capital Investment Program
New projects
Campbell Town Child Care Centre 200 50 –
Burnie High School 4,014 4,787 –
Cosgrove Specialist Sports School 1,000 – –
Port Sorell Primary School 500 346 –
Albuera Street Primary School 2,032 1,460 –
Post-Year 10 reforms – Elizabeth campus 2,158 432 –
Geilston Bay High School 100 155 –
King Island District High School 800 800 –
St Leonards Primary School 750 538 –
Sheffield School – 751 –
Triabunna District High School 100 100 –
Continuing projects
Beaconsfield Early Learning and Care Centre 800 1,918 1,120
Child and Family Centre – Bridgewater 3,624 26 179
Community Knowledge Network – Learning and Information
1,000 2,500 618
Network Centres
Cressy District High School – – 950
Establish a new Learning and Information Network Centre (LINC) 3,568 437 2
Local Schools Working Together program 1,000 33 500
Reducing class sizes from Years 2 to 7 450 450 450
School amalgamations Glenorchy 13,900 14,900 3,800
School amalgamations Burnie 6,200 6,804 500
Secondary schools science laboratories upgrade 1,600 1,600 200
Senior Secondary School Renewal program 3,000 6,064 1,594
Financial Statements – Notes
119

2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Blackmans Bay Primary School – – 1,307
Bridgewater and Southern Midlands Educational Renewal project 16,192 15,576 1,588
Child and family centres 20,000 7,951 2,055
Clarence High School – – 986
Deloraine High School – – 650
Howrah Primary School – – 1,446
Invermay Primary School – – 118
Kings Meadows High School – – 250
Kingston High School 10,750 7,540 21,000
Lauderdale Primary School 500 – 1,850
Margate Primary School – – 730
New Norfolk Primary School – – 1,100
Ogilvie High School 1,000 602 3,194
Parklands High School – – 650
Port Dalrymple School – – 695
Renewing structures and locations of schools 2,750 1,804 3,339
Rose Bay High School 1,000 1,052 1,917
Rosebery District High School – – 1,625
Snug Primary School – – 30
Southern Branch Support School and Inclusive Education Training facility – 1,150 800
Tasmania Tomorrow – 100 2,500
Tasmania Tomorrow – Infrastructure support 850 850 850
Taroona High School 500 500 863
Building the Education Revolution
Administrative support 1,800 1,491 1,859
National School Pride Program 500 30 25,524
Primary schools 122,822 115,300 135,080
Science and language centres 21,890 20,892 8,065
Total 247,350 218,989 229,984
(b) Classification of cash flows
The project expenditure above is reflected in the Statement of Cash Flows as follows
2011
$’000
2010
$’000
Cash outflows
Other cash payments
Wages and salaries 1,548 1,753
Superannuation 164 172
Other employee expenses 104 121
Buildings and infrastructure works and services 206,746 202,883
Information technology 11 36
Advertising and promotion 10 59
Supplies and consumables 212 181
Consultants 10,045 24,609
Travel and transport 130 146
Communications 19 24
Total cash outflows 218,989 229,984
120
Financial Statements – Notes

Note 14: Financial instruments
14.1
Risk
exposures
(a) Risk management policies
The department has exposure to the following risks from its use of financial instruments:
• credit risk
• liquidity risk
• market risk.
The Head of Agency has overall responsibility for the establishment and oversight of the department’s risk
management framework. Risk management policies are established to identify and analyse risks faced by the
department, to set appropriate risk limits and controls, and to monitor risks and adherence to limits.
(b) Credit risk exposures
Credit risk is risk of financial loss to the department if a customer or counterparty to a financial instrument fails to
meet its contractual obligations.
The credit risk in relation to cash is deemed to be low as counterparty failure is managed by dealing with financially
sound and reputable banks. The carrying amount of financial assets recorded in the financial statements, net of
any allowances for losses, represents the department’s maximum exposure to credit risk. The department is not
exposed to concentration of credit risk of any significance.
The department does not hold any collateral or other security against any financial assets.
Standard debtor terms are 30 days net. The department has established an allowance for impaired losses that
are re-assessed each year. Bad debts written-off during the year are used to determine estimated impairment.
Before any write-off, debtors are sent reminder notices and their debt may be forwarded onto a collection agency.
Individual debtors tend to be small in nature with no significant credit risk exposure to any individual debtor.
The collection of the amounts disclosed below is considered more likely than not therefore the amounts have not
been impaired.
The following tables analyse financial assets that are past due but not impaired:
Analysis of financial assets that are past due at 30 June 2011 but not impaired
Past due
30–59
days
$’000
Past due
60–89
days
$’000
Past due
90 days or
greater
$’000
Total
$’000
Receivables 1 2,074 513 1,641 4,228
Analysis of financial assets that were past due at 30 June 2010 but not impaired
Past due
30–59
Past due
60–89
Past due
90 days or
Total
$’000
days
$’000
days
$’000
greater
$’000
Receivables 1 118 839 271 1,228
1. These receivables relate only to those under the central control of the department, as such school debtors and miscellaneous debtors
have been excluded.
(c) Liquidity risk
Liquidity risk is the risk that the department will not be able to meet its financial obligations as they fall due.
The department’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its
liabilities when they fall due by regularly reviewing budgeted cash outflows to ensure that there is sufficient cash to
meet all obligations.
The following tables detail the undiscounted cash flows payable by the department by remaining contractual
maturity for its financial liabilities. It should be noted that as these are undiscounted, totals may not reconcile to the
carrying amounts presented in the Statement of Financial Position.
2011
Maturity analysis for financial liabilities
Financial
liabilities
1 year
$’000
2 years
$’000
3 years
$’000
4 years
$’000
5 years
$’000
More than
5 years
$’000
Undiscounted
total
$’000
Carrying
amount
$’000
Payables 12,230 – – – – – 12,230 12,230
Other
financial 7,949 236 – – – – 8,185 8,185
liabilities
Total 20,179 236 – – – – 20,415 20,415
Financial Statements – Notes
121

2010
Maturity analysis for financial liabilities
Financial
liabilities
1 year
$’000
2 years
$’000
3 years
$’000
4 years
$’000
5 years
$’000
More than
5 years
$’000
Undiscounted
total
$’000
Carrying
amount
$’000
Payables 21,424 – – – – – 21,424 21,424
Other
financial 12,016 84 – – – – 12,100 12,100
liabilities
Total 33,440 84 – – – – 33,524 33,524
(d) Market risk
Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because
of changes in market prices. The primary market risk that the department is exposed to is interest rate risk.
The department currently has the majority of its financial assets in variable interest rates to take advantage
of interest rate rises.
2011
$’000
2010
$’000
Variable rate instruments
Financial assets 50,641 46,200
Total 50,641 46,200
The department does not hold any financial instruments available for sale which would directly affect equity
as a result of changes in interest rates. Changes in variable rates of 100 basis points at reporting date would
have the following effect on the department’s profit or loss:
Statement of
Comprehensive Income
100 basis points
increase
$’000
100 basis points
decrease
$’000
100 basis points
increase
$’000
Equity
100 basis points
decrease
$’000
30 June 2011
Financial assets 506 (506) 506 (506)
Net sensitivity 506 (506) 506 (506)
30 June 2010
Financial assets 462 (462) 462 (462)
Net sensitivity 462 (462) 462 (462)
This analysis assumes all other variables remain constant. The analysis was performed on the same basis for 2010.
14.2
Categories
of financial
assets and
liabilities
2011
$’000
2010
$’000
Financial assets
Cash and cash equivalents 60,547 63,234
Loans and receivables 14,285 15,687
Total 74,832 78,921
Financial liabilities
Financial liabilities at amortised cost 20,415 33,524
Total 20,415 33,524
14.3
Reclassifications
of financial assets
The department has made no reclassifications of any financial assets held for the financial year.
122
Financial Statements – Notes

14.4
Comparison
between
carrying
amount and
net fair value
of financial
assets and
liabilities
Carrying
amount
2011
$’000
Net fa ir
value
2011
$’000
Carrying
amount
2010
$’000
Net fa ir
value
2010
$’000
Financial assets
Cash and cash equivalents 60,547 60,547 63,234 63,234
Receivables 14,285 14,285 15,687 15,687
Total financial assets 74,832 74,832 78,921 78,921
Financial liabilities
Payables 12,230 12,230 21,424 21,424
Other – revenue received in advance 8,185 8,185 12,100 12,100
Total financial liabilities 20,415 20,415 33,524 33,524
Note 15: Details of consolidated entities
15.1
List of
entities
The following entities have been consolidated by the department:
• Schools Registration Board • Tasmanian Qualifications Authority 2
• Skills Tasmania 1 • Teachers Registration Board 2
Although the above are separate reporting entities for administrative purposes they operate as part of the department.
1. Skills Tasmania is not required to prepare financial statements.
2. For further breakdown of these organisations’ financial activities refer to entities financial statements.
15.2
Statement
of Payments
for the
Schools
Registration
Board
2011
$’000
2010
$’000
Salaries 40 92
Travel 9 –
Meetings 24 4
Miscellaneous 5 2
Total expenditure 78 98
Note 16: Notes to administered statements
16.1
Explanations
of material
variances
between
budget
and actual
outcomes
There were no material variances between budget estimates and actual outcomes for 2010–11. Variances are
considered material where the variance exceeds the greater of 10 per cent of budget estimate and $1.5m.
Financial Statements – Notes
123

16.2
Administered
revenue from
government
16.3
Administered
grants
Administered revenue from government includes revenue from appropriations.
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and
Tasmanian Academy) and has not been subject to audit.
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were
consolidated from 1 January 2011.
2011
Budget
$’000
2011
Actual
$’000
2010
Actual
$’000
Continuing operations
Appropriation revenue – recurrent
Current year 241,233 255,840 277,625
Total administered revenue from government 241,233 255,840 277,625
2011
$’000
2010
$’000
General grants
Australian Government: Recurrent receipts (schools) 2,308 3,595
Australian Government: Recurrent receipts (TAFE) – 11,597
Australian Government: Capital receipts (child care) – 196
Subtotal general grants 2,308 15,388
Total 2,308 15,388
16.4
Administered
sales of goods
and services
2011
$’000
2010
$’000
Archives services 18 20
Curriculum services 83 87
Computer services 22 42
State Library services 43 33
Other 2 1
Total 168 183
16.5
Administered
fees and fines
2011
$’000
2010
$’000
Group assurance commission 28 1
Total 28 1
16.6
Administered
other revenue
2011
$’000
2010
$’000
Other revenue from ordinary activities 22 46
Total 22 46
16.7
Administered
supplies and
consumables
16.8
Administered
grants and
subsidies
expenses
2011
$’000
2010
$’000
Other supplies and consumables – 218
Total – 218
2011
$’000
2010
$’000
Non-government schools: Grants by Australian Government 202,788 226,938
Non-government schools: Grants by state government 51,596 49,258
Non-government schools: Capital assistance 1,141 1,110
Non-government schools: Student assistance 315 319
Total 255,840 277,625
124
Financial Statements – Notes

16.9
Administered
receivables
2011
$’000
2010
$’000
Central office receivables 8 11
Total 8 11
Settled within 12 months 8 11
Total 8 11
16.10
Administered
cash and
deposits
Administered cash and deposits include the balance of the special deposits and trust fund accounts held by the
department, and other cash held, which are administered or held in a trustee capacity or agency arrangement.
2011
$’000
2010
$’000
Special Deposits and Trust Fund balance
T511 – Department of Education Operating Account – –
Total – –
16.11
Reconciliation
of
administered
net result to
net cash from
administered
operating
activities
2011
$’000
2010
$’000
Net result (3) (961)
(Increase)/decrease in receivables 3 743
Net cash from (used by) operating activities – (218)
16.12 (a) Risk management policies
Financial The department has exposure to the following risks from its use of financial instruments:
instruments • credit risk
(administered) • liquidity risk
• market risk.
The Head of Agency has overall responsibility for the establishment and oversight of the department’s risk
management framework. Risk management policies are established to identify and analyse risks faced by the
department, to set appropriate risk limits and controls, and to monitor risks and adherence to limits.
(b) Credit risk exposures
Credit risk is risk of financial loss to the department if a customer or counterparty to a financial instrument fails to
meet its contractual obligations.
The credit risk in relation to cash is deemed to be low as counterparty failure is managed by dealing with financially
sound and reputable banks. The carrying amount of financial assets recorded in the financial statements, net of
any allowances for losses, represents the department’s maximum exposure to credit risk. The department is not
exposed to concentration of credit risk of any significance.
The department does not hold any collateral or other security against any financial assets.
Standard debtor terms are 30 days net. Collectability of receivables is reviewed at balance date and provision for
impairment is raised when collection of a debt is judged to be doubtful. There were no administered financial assets
that were past due as at 30 June 2011, for the year ended 30 June 2010 there were no administered financial assets.
The majority of the amount outstanding as at 30 June 2011 has been received since balance date.
(c) Liquidity risk
Liquidity risk is the risk that the department will not be able to meet its financial obligations as they fall due. The
department’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its
liabilities when they fall due.
As at 30 June 2011, the department had no administered financial liabilities.
(d) Market risk
Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of
changes in market prices. The primary market risk that the department is exposed to is interest rate risk.
As at 30 June 2011, there is no interest rate exposure on administered activities, as all financial instruments were
non-interest bearing.
Financial Statements – Notes
125

16.13
Categories of
administered
financial
assets and
liabilities
2011
$’000
2010
$’000
Administered financial assets
Cash and cash equivalents – –
Loans and receivables 8 11
Total 8 11
16.14
Comparison
between
carrying
amount and
net fair value
of financial
assets and
liabilities
Carrying
amount
2011
$’000
Net fa ir
value
2011
$’000
Carrying
amount
2010
$’000
Net fa ir
value
2010
$’000
Administered financial assets
Receivables 8 8 11 11
Total financial assets 8 8 11 11
Financial liabilities
Total financial liabilities – – – –
Note 17: Transactions and balances relating to a
trustee or agency arrangement
Account name
Opening balance
1 July 2010
$’000
Net transactions
during 2010–11
$’000
Closing balance
30 June 2011
$’000
Critchley Parker Junior Student Loan Fund 18 1 19
Sir John Morris Memorial Fund 1,123 61 1,184
TM Crisp Memorial Sporting Library 16 – 16
The department acts under a trustee arrangement in the administration of certain library and student funds.
These funds are neither administered nor controlled. Accordingly they are not recognised in the financial
statements. However, disclosure is made in aggregate the amount collected and distributed to external parties
during the reporting period and any amount undistributed at 30 June 2011.
126
Financial Statements – Notes

Superannuation Certificate
Financial Statements – Superannuation Certificate
127

Certification of Financial Statements
Department of Education
128
Financial Statements – Certification of Financial Statements

Auditor-General’s Report
Financial Statements – Auditor-General’s Report
129

130
Financial Statements – Auditor-General’s Report

Appendices
PHOTO TO COME
131

Additional Performance Measures
School Education
Performance measure 2008–09 2009–10 2010–11
Absentee rate (daily average Prep to Year 10) 8.85% 9.86% 8.69%
Parent opinion:
Overall, I am satisfied with the education my child receives from
90.6% 89.8% 91.5%
their school 1
My child’s report gives me a good understanding of how my child is
81.6% 82.4% 85.5%
progressing at school 1
My child’s school encourages parents to have a say in planning for
89.7% 88.6% 89.3%
the future 1
Eligible population of children who attended government Kindergartens 72.2% 72.8% 74.4%
Students participating in home education 538 614 605
Students enrolled in distance education:
Number 1,350 1,451 1,744
Full-time equivalents 909.6 883.1 967.3
Class sizes (average number of students):
Kindergartens:
Kindergarten-only classes 18.4 18.6 19.0
Kindergarten in combined classes 20.3 20.0 20.0
Primary schools:
Preparatory 21.1 21.1 21.4
Year 1 22.7 22.4 22.5
Year 2 23.1 22.8 22.9
Year 3 23.9 23.6 23.1
Year 4 24.0 23.9 23.3
Year 5 24.4 24.3 23.8
Year 6 24.3 24.0 23.8
Preparatory – Year 6 overall 23.1 23.1 23.0
Secondary schools by school type: 2
Secondary 23.7 23.6 23.8
Combined 21.4 20.8 19.6
All secondary 23.3 23.0 22.7
Ratio of students to teaching staff in Tasmanian Government schools:
Primary students per member of teaching staff 15.5 14.8 14.3
Secondary students per member of teaching staff 13.0 12.9 13.1
All students per member of teaching staff 14.3 13.9 13.7
Students with disabilities in special and regular education and early special
education:
Students attending early special education centres:
Number 540 558 582
Full-time equivalents 182.4 188.3 197.1
Students with the highest support needs (Register for
Students with Severe Disabilities) in special schools:
Number 138 157 210
Full-time equivalents 128.6 146.9 192.6
Students with the highest support needs (Register for
Students with Severe Disabilities) in regular schools:
Number 581 664 724
Full-time equivalents 563.4 639.4 693.1
Index of equity of achievement by socioeconomic status 3 10.3 10.8 10.8
132
Appendices – Additional Performance Measures

Corporate Services
Performance measure 2008–09 2009–10 2010–11
Unplanned staff absences 2.8% 3.0% 2.8%
Separation rates for staff aged under 55 years:
Tasmanian State Service Award (TSSA) general 3.5% 1.5% 2.3%
Education facility attendant 1.2% 1.5% 0.9%
Teaching service 1.2% 0.6% 0.7%
Teacher aide 1.5% 1.1% 1.3%
TSSA professional 4.0% 4 3.8% 2.6%
Allied health 6.0% 4 3.6% 4.3%
SES 4.6%
Average 1.8% 1.0% 1.1%
Access to internet-connected computers in classrooms (number of students
per computer):
Primary schools 3.8 3.5 3.2
Secondary schools 2.6 2.2 1.5
Combined schools 2.7 2.3 2.2
Colleges 4.7 3.3 2.6
Special schools 4.0 3.9 2.4
Government expenditure ($) per student (FTE) in government schools 5 13,258 6 N/A 7 N/A 8
1 Due to the implementation of the Tasmanian Academy and the Tasmanian Polytechnic in 2009, colleges who were previously included in the
Parent Opinion Survey were omitted from the 2009 and 2010 data collection.
2 As secondary school students are not organised into single classes which exclusively undertake a complete education program, the department
has adopted English class size as a proxy measure.
3 This index is the slope measuring the effect of socioeconomic status on literacy and numeracy scores. A smaller value denotes greater equity.
Reference values are related to national data from NAPLAN, and to data from PISA, an international education project.
4 Allied health employees (social workers and speech pathologists) were included in the professional category in previous years. Due to the TSSA,
they are now reported separately. TSSA professional includes librarians, curators and archivists.
5 Includes notional user cost of capital and payroll tax. Excludes capital investing cost.
6 Productivity Commission, Report on Government Services 2011, Table 4A.8.
7 Department of Education interim figure, unpublished data.
8 This figure was unavailable at the time of publication.
Appendices – Additional Performance Measures
133

Tasmania Together Activity Report
As at 30 June 2011, the Department of Education had the coordinating agency responsibility for the following
Tasmania Together benchmarks.
GOAL 1: A reasonable lifestyle and standard of living for all Tasmanians
Standard 1.2: Improve access to accredited care services for dependants
1.2.1 Child care availability: number of licensed places
Child care
licensing
and
accreditation
The number of child care places is determined by market forces. Target figures for future years are established
annually on advice about new services or the expansion of existing services. In May 2011, the number of licensed
child care services was 272. The number of places in licensed, centre-based services was 16,765.
The Australian Government requires that long day care, family day care and outside school hours care are quality
assured and accredited through the National Childcare Accreditation Council.
During 2010–11, the department’s Child Care Unit met the state’s responsibility for licensing and standards.
From January 2012, long day care, family day care and outside school hours will be regulated through the
National Quality Framework which brings accreditation and licensing together into the one streamlined system.
The state will undertake this new regulatory role for Tasmania.
Contribution towards the benchmark
The state government remains committed to processes that enable families to access high quality child care
services.
Data gathered for 2010–11 indicated an increase of 528 places from the previous year. This increase is despite a
reduction in the overall number of licensed child care services. There continues to be a decrease in the number
of licensed ‘occasional care’ centre-based child care places.
134
Appendices – Tasmania Together Activity Report – Goal 1

GOAL 3: High quality education and training for lifelong learning and a skilled workforce
Standard 3.1: Support pre-school children for an equal start
Kindergarten
Development
Check (KDC)
3.1.1 Proportion of children meeting the Kindergarten Development Check
The KDC assists teachers to identify Kindergarten students at risk of not achieving expected developmental
outcomes. This assessment is administered by Kindergarten teachers during first and third term for the early
identification of Kindergarten students at risk of not achieving expected developmental outcomes in three
areas—physical, social and cognitive. In Tasmania, Kindergarten is the first year of formal schooling and results of
the KDC do not reflect the impact of schooling.
In 2010, 76.0% of students achieved all 21 markers of the KDC. This figure is the same as 2009 and meets the
Tasmania Together target for 2010.
Launching
into Learning
National
early
childhood
reform
Launching into Learning (LiL) is an initiative to provide support and intervention before children begin Kindergarten.
The number of students involved in this initiative continues to grow. In 2011 there are 121 schools participating
in the project. Partnerships and linkages with other agencies are developing and collaborations have led to
cooperative work practices especially between schools, child health and parenting and housing services.
All schools in Tasmania currently receive state funding to provide at least 10 hours of Kindergarten to students
a week. As part of the National Partnership Agreement on Early Childhood Education with the Australian
Government, funding has been provided for achieving Universal Access to Early Childhood Education. This program is
enabling the department to progressively implement a strategy to provide all Tasmanian children with access to at
least 15 hours of Kindergarten by 2013. In 2010–11, $1.94 million was provided to deliver this initiative to 49 state
government and 26 non-government schools.
Contribution towards the benchmark
The government is committed to strengthening education links between a child’s early years and their later
learning success. The department conducts The Launching into Learning Longitudinal Study 2007–2014. The 2010
results show that involvement in LiL has had a significant impact in improving literacy and numeracy skills as
measured against KDC and Performance Indicators in Primary Schools (PIPS) performance. All analyses point to
the same conclusion: that LiL has a significantly positive influence on student performance from all socioeconomic
backgrounds but the biggest performance gains occurred for children from more disadvantaged socioeconomic
backgrounds.
Standard 3.2: Support improved levels of community literacy
3.2.1 Proportion of persons (15–74) who are considered to be functionally literate
Tasmanian
Adult Literacy
Action Plan
The Tasmanian Adult Literacy Action Plan aims to increase the proportion of Tasmanians with the literacy skills
needed to meet the demands of everyday life.
The government is investing $11 million over four years to establish a new community and workplace network of
support for Tasmanians seeking to build their literacy skills.
Literacy
Coordinator
Network
LINC Tasmania’s literacy coordinator network is operating from urban and regional communities across Tasmania
in Burnie, Devonport, Glenorchy, Hobart, Kingston, Launceston, Rosny, Huonville, Sorell, Bridgewater, Smithton,
Deloraine, George Town, Scottsdale, St Helens and Queenstown.
Literacy coordinators use a wide range of strategies to help Tasmanians improve their literacy skills, including the
use of trained volunteer tutors.
As at 31 March 2011, 19 literacy coordinators and 258 volunteer tutors were providing support for individuals,
families and groups across the state. An additional 150 volunteers were in training with the Tasmanian Polytechnic.
Appendices – Tasmania Together Activity Report – Goal 3
135

Efforts to build the volunteer tutor pool in regional communities have continued.
From July 2011, an additional three literacy coordinators will be employed to work with the Department of
Justice to support inmates and offenders. One position will be located at Risdon Prison and two based with
Community Corrections – South and North.
LINC Tasmania is aiming to support more than 15,000 Tasmanians through this network by 2020.
Adult Literacy
Investment
Fund
The government is investing $I million annually to support literacy skills development programs in workplaces
and in community settings.
The inaugural competitive rounds of the Skills Tasmania Employer Pledge Program ($500,000) and Adult Literacy
Community Grants Program ($200,000) opened in February across Tasmania. Fifteen projects are being funded
across a variety of community organisations, employers and associations, with activity commencing from 1
July 2011.
Skills Tasmania is running a number of pilot programs with peak industry bodies under the Employer Pledge
Program. Partnerships with the Aged Care Services, The Tasmanian Skills Institute and Tasmanian Council
of Social Services (TasCOSS) have commenced providing literacy support to employees in the community
services sector, including aged care, and to apprentices and trainees.
Skills Tasmania has set up an Adult Literacy Support Officer Register, which will provide resource support
for the Employer Pledge Program and Adult Literacy Community Grants Program. Approximately 40 teachers have
registered their interest.
Skills development programs are being provided through the LINC Tasmania network ($300,000) to
help Tasmanians take those important first steps to new skills. These programs focus on reading, writing,
numeracy, oral communication and learning skills in particular contexts, for example, numeracy skills for
work on farms or reading skills needed to obtain a drivers licence.
Communications
strategy
An innovative adult literacy brand has been developed to harness a statewide effort to raise community
awareness, to remove stigma and to encourage Tasmanians to take action on adult literacy.
The brand is envisaged as a whole-of-state brand and organisations such as the Tasmanian Association of
Community Houses (TACH), the Tasmanian Polytechnic and LINC Tasmania will be invited to use the brand
from October 2011 to promote adult literacy services and programs.
Other child
and family
literacy
initiatives
In addition to extending the statewide literacy coordinator network, LINC Tasmania continues to implement
its early literacy strategy including:
• Rock & Rhyme – an interactive session for young babies aged 0-24 months with their parents or carers
• Storytime – sessions of sharing stories for pre-schoolers around Tasmania
• Baby Bookpacks – designed to introduce parents to books suitable for three different age groups
• Bookstart – a community-based program that provides families with a reading information pack at their
newborn’s four week health check and follow-up contact along with a free DVD and booklet called
It’s Rhyme Time upon collection of their baby’s new library card.
Contribution towards the benchmark
LINC Tasmania and Skills Tasmania are jointly responsible for implementing the Tasmanian Adult Literacy
Action Plan.
3.2.2 Student performance against national literacy and numeracy benchmarks and
3.2.3 Individual year group performance for Years 3, 5, 7 and 9 against national
literacy and numeracy benchmarks
National
Assessment
Program –
Literacy and
Numeracy
(NAPLAN)
All students in Years 3, 5, 7 and 9 across Australia sit common year level tests in the National Assessment
Program – Literacy and Numeracy (NAPLAN). The tests are in Reading, Writing, Language Conventions (spelling,
grammar and punctuation) and Numeracy, and have been held each year since 2008.
NAPLAN tests were conducted for the fourth time in May 2011 and individual student reports were sent
home to parents in September. 2011 will be the second year that the same cohort of students have sat the
tests two years apart which will enable the department and schools to have more data to assist in gauging
student improvement (for example Year 3 students in 2008 sat the tests in Year 5 in 2010 and Year 3 students
in 2009 sat the tests in Year 5 in 2011).
136 Appendices – Tasmania Together Activity Report – Goal 3

Raising the Bar
Closing the Gap
(RTBCTG)
The Raising the Bar Closing the Gap (RTBCTG) initiative aims to raise the bar on key measures of student
literacy and numeracy and also close the gap between high and low achievers. The government initially
committed $32 million over four years (2008–11) for the RTBCTG primary school initiative. The initiative
will continue to be implemented from 2012. Additional funding of $9.975 million over four years enabled
the successful strategy to be implemented into 13 government secondary schools from February 2011.
The RTBCTG Indigenous extension initiative is funded at $1.9 million for two years under the Australian
Government’s Expansion of literacy and numeracy programs for underachieving Indigenous students.
Smarter Schools
National
Partnerships
The three Tasmanian schooling sectors (government, Catholic, and independent) have developed one Bilateral
Agreement and Final Implementation Plan, which addresses all three Smarter Schools National Partnerships:
• Low Socioeconomic Status (SES) School Communities National Partnership
• Literacy and Numeracy National Partnership
• Improving Teacher Quality National Partnership
Tasmania has adopted a multi-strategy approach to addressing the COAG reforms with a Low SES emphasis
interwoven with both the Literacy and Numeracy and Improving Teacher Quality National Partnership (NP)
initiatives. The strategies are to:
• prioritise support for low SES communities and students achieving at or below National Minimum Standard
in NAPLAN assessment, especially Indigenous and disadvantaged students
• focus intervention and provide explicit support for students at transition points – Years 6–7 and Years 10–11
• recognise that teaching is central to school improvement and student achievement and build capability in a
way that will be sustainable; beyond the life of the National Partnership funding
• develop the capacity of principals and teachers to effectively use student, school and system wide data to
inform whole of school/network approaches to improve student learning outcomes
• encourage schools to combine together as networks working, in partnership, with their extended school
communities to support students and their families in a holistic way.
Literacy
Grants
Funding of $2.5 million has been provided during 2010–11 to support literacy intervention for high Economic
Needs Index (ENI) schools.
Reading
Recovery
Reading Recovery is an early literacy intervention that provides specialist one to one teaching for students who
have made slow progress learning to read and write after their first compulsory year of school. Funding of
$608,159 has been provided during 2010–11 to continue this program.
Flying Start
Funding of $10.7 million was provided during 2010–11 for all schools to access the Flying Start program which
focuses on early intervention in literacy, numeracy and social skills from Kindergarten to Year 2.
Early Years
Literacy
Funding of $220,000 was provided during 2010–11 to improve learning opportunities for young people
through the provision of books for parents to read to their children.
Premier's
Reading
Challenge
The Premier’s Reading Challenge aims to improve the literacy of Tasmanian students, help raise awareness
of the importance of reading amongst parents and the wider community and give young students a love of
reading to set of them up with one of life’s most precious skills. The Challenge has been operating successfully
for the last five years.
Contribution towards the benchmark
Increasing students’ performance in literacy and numeracy is a key focus for the government and is reflected
in the Department of Education’s Learner at the Centre 2009–11 strategy.
Tasmania’s 2011 NAPLAN results for all year levels in Reading, Language Conventions and Numeracy were
comparable with its 2010 results, and over the longer-term, 2008 results.
Due to the change in the Writing genre in testing for 2011, a new Persuasive Writing scale has been
established by ACARA. This new scale is not comparable with the previous Narrative Writing scale.
Appendices – Tasmania Together Activity Report – Goal 3
137

Summary:
The proportion of Tasmanian students achieving at or above the National Minimum Standard was comparable to
the Australian value in:
• Year 3 Persuasive Writing and Numeracy
• Year 5 Numeracy
• Year 7 Reading
• Year 9 Reading and Numeracy
The proportion of Tasmanian students achieving at or above the National Minimum Standard was less than the
Australian value in:
• Year 3 Reading, Spelling, Grammar and Punctuation
• Year 5 Reading, Persuasive Writing, Spelling, and Grammar and Punctuation
• Year 7 Persuasive Writing, Spelling, Grammar and Punctuation and Numeracy
• Year 9 Persuasive Writing, Spelling, and Grammar and Punctuation
The state government remains firmly committed to the value of transparency and accountability for ongoing
school improvement. The government strongly believes in the effective assessment and reporting of student
achievement, including the diagnostic value of the NAPLAN.
Standard 3.3: Access to and participation in lifelong learning that is responsive to individual
and community needs
3.3.1 Retention from Year 10 to 12
Retention and
Attainment
Strategy
Guaranteeing
Futures
Legislation,
Pathway
Planning and
Transition
Support
The Retention and Attainment Strategy was developed to improve the transition of students from Year 10 to
further education and training and engage students so they stay in education and training and gain a meaningful
Year 12 or equivalent qualification.
A key component of the strategy is tracking students from Year 10 to the completion of Year 12 or equivalent,
including following up at-risk and disengaged students and supporting their re-engagement.
The strategy focuses on high quality pathway planning, improving communication between schools, colleges
of the Academy and the Polytechnic, ensuring a coordinated approach to course offerings, provision of
quality information for students, parents and teachers, quality teaching, quality learning support and learning
environments, and relevant and flexible programs.
Pathway planning is provided for all government school students in Year 10. Students in Years 11 and 12 are
required to review their pathway plan as part of their Tasmanian Certificate of Education (TCE).
A number of vocational learning opportunities are offered to Year 10 students through education, community,
business and industry partnerships.
All Tasmanian Government schools lodge their Year 10 students’ intended education, training or work
destinations with the Tasmanian Qualifications Authority (TQA) at the end of Term 3 each year.
Refinement to
post-Year 10
education and
training sector
Refinements to the post-Year 10 education and training sector came into effect in January 2011 with legislative
changes bringing the Tasmanian Academy and Tasmanian Polytechnic under the administration of the
department. This arrangement will increase opportunities to ensure the best possible student-centred model for
post-Year 10 education and training.
The eight colleges of the Academy are focused on academic achievement, together with the provision of VET
options either directly or through the Polytechnic or other providers.
The Tasmanian Polytechnic is the entry point for all adults wishing to undertake VET.
The Tasmanian Skills Institute continues as a statutory authority which focuses on skills development for
employees in enterprises.
Contribution towards the benchmark
The Australian and Tasmanian governments have committed to working collaboratively to increase the
educational engagement, attainment and successful transitions of young people via a National Partnership
Agreement on Youth Attainment and Transition.
138 Appendices – Tasmania Together Activity Report – Goal 3

The Tasmanian Academy is accountable for the outcomes of young students, particularly in relation to the
achievement of their goals as specified in their Year 10 pathway plan.
Initiatives stemming from the Retention and Attainment Strategy will directly contribute to the retention and
attainment of young Tasmanians.
Guaranteeing Futures initiatives are programs and activities that support young people to make a successful
transition from compulsory schooling to further education, training or employment.
Standard 3.4: Ensure education and training provides our workforce with the skills to support
our business and industry
3.4.1 Proportion of Tasmanians with high level skills/qualifications (Certificate III+)
Productivity
Places
Program
(Skills Tasmania) *
Trade Training
Centres
in Schools
Program
Tasmania continued its successful participation in the joint Australian and state government Productivity Places
Program, which provided funding for jobseeker and existing worker training places in areas of skills shortages. An
emphasis of the program is on higher level qualifications.
In 2010–11 over 3,400 training places were funded. Of these places 1,300 were allocated to jobseekers with
65% at Certificate III. In the same period over 2,100 places were allocated to existing workers with over 75% at
Certificate IV or above.
2011–12 is the final year of the Productivity Places Program.
Tasmania has accessed the Australian Government’s Trade Training Centres in Schools Program to support increased
attainment of qualifications by Tasmanians, particularly in rural and regional communities.
Three trade training centres constructed at George Town, Dorset and Bridgewater were completed in October
2010. In 2011, they offered a suite of VET programs for students enrolled in Years 11 and 12 as well as preemployment
VET programs for young people and adults preparing to undertake apprenticeship employment.
Construction of a centre at Smithton commenced in January and at St Helens in March with both due for
completion in 2011. Construction at Huonville commenced in June with scheduled completion early in 2012.
Contribution towards the benchmark
Tasmania has fewer people with formal qualifications and fewer higher level qualifications than other states and
territories. Recent figures show improvement. The number of Tasmanians achieving a qualification in Certificate
III or higher, including university courses, has risen from just under 40.8% in 2007 to 44.3% in 2010.
3.4.2 Participation in post-secondary education and training
Tasmanian
Skills Strategy
(Skills Tasmania) *
In 2008, Tasmania’s first-ever comprehensive skills strategy was launched. The purpose of the Tasmanian Skills Strategy is
to guide investment to meet the state’s skills needs.
The framework of the skills strategy is geared towards learners and employers and identifies four themes for
investment in skills: increasing opportunity; a better system for clients; workforce development; and skills for the future.
Each theme is accompanied by actions.
Two of the targets are drawn from Tasmania Together:
• increase the proportion of 15–64 year-olds with Certificate III and above skills/qualifications to 43% by
2010 and 49% by 2015
• increase the proportion of 15–64 year-olds enrolled in education and training to 18.9% by 2010 and 20% by 2015.
Throughout 2010–11, implementation of the strategy continued and included the following initiatives:
• In 2011, two adult literacy programs were launched: the Employer Pledge Program for workplace literacy and
Adult Literacy Community Grants Program. These programs provide support to employees in workplaces and
learners in the community wishing to improve their literacy and numeracy skills. The programs form part
of the Tasmanian Adult Literacy Action Plan, which guides an $11 million investment aimed at adults having the
literacy skills they need to fully participate in their family life, the community, learning and employment.
• Skills Tasmania in partnership with Business/Higher Education Round Table (B-HERT) and the University of
Tasmania held the first B-HERT in North-West Tasmania. This event provided businesses the opportunity
for improved access to the skills and knowledge of the higher education and VET systems and to discuss how
both systems can better meet the needs of the industry in the North-West region. Further Business/Higher
Education Roundtables are planned in 2011–12.
* Skills Tasmania is a separate statutory authority and is responsible for progress against this initiative.
Appendices – Tasmania Together Activity Report – Goal 3
139

• Completion of two key infrastructure projects: the Green Skills Centre of Excellence for
Construction Training Centre (Tasmanian Skills Institute); and the Sustainable Tourism and
Hospitality Training Centre (Tasmanian Polytechnic), providing state of the art training facilities
to Tasmanian learners. Funding for these projects was provided by the Australian Government’s
Teaching and Learning Capital Fund.
Implementation is the shared responsibility of all stakeholders in skills development, including government,
Retention and
Attainment
Strategy
A suite of initiatives has been developed as part of the Retention and Attainment Strategy to improve participation
in post-secondary education.
Individual tracking of students from Year 10 to the completion of Year 12 or equivalent, and working with those
individuals at-risk of or who have disengaged is a key initiative.
Skills Equip
(Skills Tasmania) *
Equity Support
programs
(Skills Tasmania) *
In 2010, Skills Tasmania funded 32 programs through Skills Equip—a competitive bids program to support
people with barriers to develop employability skills and greater opportunities for employment. Funding included
support for language and literacy, women, return to work and study programs, and Aboriginal programs.
Increasing opportunity is one of the four themes of the Tasmanian Skills Strategy. To execute this strategy,
Skills Tasmania has developed an equity policy and action plan which will deliver on increasing opportunity and
reducing disadvantage by:
• increasing participation and achievement in VET
• improving employment outcomes
• increasing the responsiveness of the training system.
This plan covers all equity groups and is implemented through two programs, Skills Equip and the Equity Support
Program – Small Grants, as well as informing all Skills Tasmania’s purchasing mechanisms. It is monitored by the
Skills Tasmania Equity Committee, a sub-committee of the Skills Tasmania Board.
Contribution towards the benchmark
The Tasmanian Skills Strategy has assisted progress of the Tasmania Together targets of increasing the proportion
of 15–64 year-olds with Certificate III or above skills/qualifications and increasing the proportion of 15–64 yearolds
enrolled in education or training. Tasmania’s participation in the Productivity Places Program played a key role
with 2,900 additional training places for existing workers and job seekers being funded in 2009–10.
The department’s Retention and Attainment Strategy will support young Tasmanians to make the transition to Year
11 and 12.
3.4.3 Number of Tasmanians commencing apprenticeship and traineeship contracts
Apprenticeships
for
existing
workers
(Skills Tasmania) *
Apprenticeships for existing workers extends state government apprenticeship funding to employees wishing
to achieve a qualification in a traditional trade. Previously, apprenticeships were only funded for new workforce
entrants. This significant policy change responds to the need to increase the skills of the existing workforce.
Following the implementation of the revised policy, 670 existing workers commenced a traditional trade
apprenticeship during 2010. This is an increase of 60 on the 2009 figure.
Contribution towards the benchmark
The government is committed to tackling skills shortages and encouraging people into traineeships and
apprenticeships. In 2010, there were 8,892 traineeships and other apprenticeship commencements, which is
almost 1,000 commencements above the 2010 target of 7,900.
* Skills Tasmania is a separate statutory authority and is responsible for progress against this initiative.
140 Appendices – Tasmania Together Activity Report – Goal 3

GOAL 5: Vibrant, inclusive and growing communities where people feel valued and connected
Standard 5.1: Tasmania has inclusive and supportive communities
5.1.2 Hours of community usage of public education facilities
Building the
Education
Revolution
(BER)
Work through the Building the Education Revolution (BER) has delivered multi-purpose halls and libraries, science
and language centres, general learning areas and new and upgraded gymnasiums and other sporting facilities for
schools.
A report released by the BER Implementation Taskforce praised Tasmania for the way school communities were
engaged in all aspects of the project planning – from what they wanted from their new facilities, to actual design
and project implementation and management.
Community and sporting groups are being urged to take advantage of the first-class education facilities that are on
offer around Tasmania.
Contribution towards the benchmark
In the State of the State Address on 3 March 2009, the Minister announced that an insurance scheme would be put
in place to provide protection for legal liability claims made against community groups hiring DoE facilities. The
insurance cover was trialled for a period of two years, commencing I July 2009. This has been extended for a
third year to 30 June 2012.
The department, in conjunction with the Office of Sport and Recreation, implemented the necessary
arrangements for the scheme to commence operating from I July 2009. The department continues to make its
facilities available at times convenient for both schools and intended hirers.
The government has a continued commitment to increasing parent and community involvement in school life
and further connecting schools with their local communities. In 2010, school facilities were utilised by community
groups for a total of 94,922* hours, a decrease of 5,470 hours from 2009.
Standard 5.4: Access and utilisation of communications technology
5.4.1 Public access to internet services
Contribution towards the benchmark
The government is committed to providing a rich learning and information network where all Tasmanians can
connect to the community and to the world. Through LINC Tasmania, more Tasmanians are able to access a
computer, the internet and the vast range of information available to them.
As at 30 June 2011, the statewide network of LINCs, libraries and online access centres (OACs) provide
Tasmanians with 642 1 public access internet computers.
The number of services now available via LINC Tasmania’s online portal at www.linc.tas.gov.au, also known
as Virtual LINC, is increasing. Virtual LINC includes online access to the TALISPlus catalogue and library
holds service, access to subscription electronic databases, plus a gateway to thousands of online resources
and materials. In particular, the number of digitised records from heritage and archival holdings are increasing,
providing access to unique Tasmanian collections, 24 hours, 7 days per week. Services provided through the
physical network include computer access, information, education, training and support to increase skills and
knowledge.
1
This figure includes a total of 58 computers located at OACs in schools and at community-managed OACs that were not previously
included in this figure.
* All colleges of the Tasmanian Academy and Tasmanian Polytechnic were not included in 2010 data collection but will be reported in next
year’s data collection. Some schools reported that due to Building Education Revolution (BER) construction work some facilities had restricted
access in 2010. The level of utilisation is generally driven by community demand.
Appendices – Tasmania Together Activity Report – Goal 5
141

Standard 5.5: A valued role in community life for Tasmania’s young people now and in the future
5.5.1 Percentage of 15 to 19 year-olds not employed or in education
Student
tracking
Guaranteeing
Futures
Initiative:
Pathway
Planning
Destination
studies
An initiative commenced in 2011 as part of the Retention and Attainment Strategy to track students from Year 10
to the completion of Year 12 or equivalent. This will include following up at-risk and disengaged students and
supporting their re-engagement.
Pathway planning is provided by 24.25 full-time equivalent (FTE) pathway planning officers for students in
government secondary schools with particular focus on supporting Year 10 students to make successful post-
Year 10 transitions to further education and training.
The Youth Participation in Education and Training (Guaranteeing Futures) Act 2005, which came into effect in 2008,
requires that a Record of Participation (indicating where the student intends to go in the following year) is lodged
by the school with the TQA at the end of Year 10 for all Tasmanian students. This data is collected and collated
by the TQA and is updated during the year to determine the actual student destination to ensure all young
people are on a pathway after Year 10.
Contribution towards the benchmark
The Tasmanian Skills Strategy, in conjunction with the Retention and Attainment Strategy and Guaranteeing Futures
initiatives, is focused on keeping young people engaged in education, training and employment, as well as
addressing skills shortages. Through the actions of these strategies, more opportunities exist for all Tasmanians
to acquire the skills they need for long term participation in the workforce.
These actions are designed to:
• improve the retention of students from Year 10 to Year 12 and decrease the percentage of 15 to 19
year-olds neither employed nor in education
• increase the number of young people enrolling in higher education or VET courses
• increase the number of Tasmanians with higher level qualifications.
Standard 5.6: Foster an inclusive society that acknowledges and respects our multicultural
heritage, values diversity and treats everyone with compassion and respect
5.6.3 Teacher training in discrimination
Gender and
sexuality
diversity
support
materials
Safe and
Supportive
Schools
professional
learning
Anti-Discrimination Policy support materials on understanding gender and sexual diversity are available on the
department’s website as support resources for teachers to foster a better understanding of gender identity and
diversity issues in school communities.
Tasmanian teachers are able to access information on gender and sexuality diversity on the Bullying. No way!
website. This website is maintained by the National Safe and Secure School Community project in which
Tasmania is a partner.
The National Safe Schools Framework was released in March 2011 and distributed to all Australian schools. This
document provides schools with strategies, actions, information and resource materials to assist them develop
school environments where all students are respected.
In 2010–11, Tasmania developed the Tasmanian Safe Schools Framework which will be launched early in 2011–12.
This document also provides schools with information about how to develop and maintain school cultures that
are supportive of and safe for all students.
Schools undertake a range of professional learning including Schoolwide Positive Behaviour Support, Restorative
Practice and KidsMatter, which provide evidence-based frameworks for creating a positive school community.
Contribution towards the benchmark
Learning Services support schools by providing comprehensive and quality web-based professional resources for
teachers, such as the Anti-Discrimination Policy support materials.
Learning Services, including social workers and support staff, continued to work closely with Working It Out
(WIO) and Family Planning Tasmania, to progress the professional learning networks and web-based classroom
resources to help teachers address anti-discrimination, and gender and sexuality based bullying and harassment.
142 Appendices – Tasmania Together Activity Report – Goal 5

GOAL 6: Dynamic, creative and internationally recognised arts community and culture
Standard 6.3: Promote awareness of Tasmania’s multicultural past and present
6.3.2 Number of schools integrating multicultural perspectives in the curriculum
Primary
Implementation
Program
In 2011, 109 primary schools offered a language program in Chinese, French, German, Indonesian, Italian or
Japanese. These programs incorporate an intercultural language learning approach.
Studies of Asia
Agreements
to support
intercultural
approaches
Studies of Asia is integral to Asian languages programs and work continued to integrate this area across the
curriculum, particularly in the area of the arts. A number of schools have established connections with overseas
sister schools, sharing aspects of arts, language and culture.
Australian Curriculum schools are being encouraged to embed Studies of Asia as a cross-curriculum priority of the
new Australian Curriculum.
The department has agreements and relationships with a range of countries to support the learning and teaching
of their languages and cultures in Tasmanian schools. These include the Goethe Institute, the French Embassy,
the Italian Government, the Japan Foundation, the Consulate General of the Republic of Indonesia and the
Chinese Consulate General.
Contribution towards the benchmark
Tasmania is an increasingly diverse society, with a wide range of cultures. The department is committed to
increasing respect for our multicultural heritage and promotes a number of initiatives that schools can access
to further support multicultural education across Tasmania. In 2010, 82.1%* of schools integrated multicultural
perspectives into their curriculum, this is an increase from the 2009 figure of 81.0%.
* All colleges of the Tasmanian Academy, and the Tasmanian Polytechnic were not included in 2010 data collection but will be
reported in next year’s data collection.
Standard 6.5: Identify, conserve and present significant representations of the built and
movable heritage and cultural landscapes
6.5.1 Number of enrolments in cultural heritage courses (Skills Tasmania) **
Contribution towards the benchmark
Cultural heritage courses were available through the University of Tasmania and the VET system. Higher
education courses included higher degree, postgraduate and undergraduate courses in Architecture,
Environmental Design, Tourism (History and Heritage units), and Law (Heritage Law units).
VET institute courses were for architects, librarians, archivists, historians, conservators, museum or gallery
curators, architectural associates, library technicians, museum or art gallery technicians, library assistants, and
museum or gallery attendants.
In 2010, 837 participants undertook cultural heritage courses, which is below the 2010 target of 1,000. However,
this was an increase on the 2009 figure of 781 indicating that participation is moving in the right direction.
** Skills Tasmania is a separate statutory authority and is responsible for progress against this initiative.
6.5.2 Percentage of significant items conserved
Contribution towards the benchmark
Preventing the deterioration of cultural heritage items remains an important focus for LINC Tasmania.
The 2010–11 treatment program for priority government records included: Lower Court records; 150 Public
Works Department plans; items from the Convict series; the Gaol Department, the Supreme Court and Lands
Department registers.
Non-government records included the newly acquired photographic material from the Mt Lyell Mining Company;
Gustav Weindorfer letters; records from St. George’s Church and photographs from the Trinity Bellringers.
Heritage collections work included exhibition and displays implementing current conservation standards;
treatment of new acquisitions such as J. C. Goodhart prints and the rehousing of The Cruise of the Beacon by
Bishop Nixon.
Appendices – Tasmania Together Activity Report – Goal 6
143

6.5.3 Number of heritage documents and artefacts publicly available in digital format
Contribution towards the benchmark
The annual digitisation program continues to be a priority for the LINC Tasmania. Work completed in 2010–11
includes:
• the Whitfeld Index (Tasmanian Section): a selective personal name index for 19th century Tasmania
• records of naturalisation
• selected logbook returns sent in from lighthouse keepers
• plans of the city of Hobart and suburbs
• registers of volunteers enrolled in the Southern Tasmanian Volunteer Artillery
• selected photographs
• botanical illustrations
• continuation of the Convict Record digitisation project
• Gould’s Sketchbook of Fish (recently registered on UNESCO International Memory of the World)
• Colonial Lunatic Asylum register.
At LINC Tasmania, approximately 200,045 heritage documents and artefacts were available online at the end of
June 2011.
Other cultural institutions outside the Department of Education also contribute to this benchmark.
144 Appendices – Tasmania Together Activity Report – Goal 6

GOAL 7: Acknowledgement of the right of Aboriginal people to own and preserve their culture,
and share with non-Aboriginal people the richness and value of that culture
Standard 7.1: Recognise, promote, share and celebrate Aboriginal culture and heritage,
encouraging mutual recognition and respect between Aboriginal and non-Aboriginal people
7.1.1 Percentage of teaching staff who have received professional development
specifically related to their role as teachers of Indigenous studies
Aboriginal
perspectives
through the
Tasmanian
Curriculum and
the Australian
Curriculum
Professional learning and curriculum support has been provided to primary and secondary schools through staff
meetings and contact with individual teachers based on demand from schools. This has included cross-cultural
awareness of Aboriginal studies/perspectives linking to the Australian and Tasmanian curricula and how these
can be implemented in the classroom. Examples included learning sequences that explore land, language, culture,
place and the relationships between Tasmanian Aboriginal people and the environment.
Aboriginal
Sharers of
Knowledge
(ASK)
Program
The Aboriginal Sharers of Knowledge (ASK) Program increases awareness and understanding of Tasmanian
Aboriginal cultures, both historical and contemporary. Tasmanian Aboriginal people are primarily contracted as
cultural ambassadors because the focus for student learning is on local culture, history and knowledge.
Aboriginal ambassadors demonstrate and talk to students about their Aboriginal skills, talents and knowledge in
their area of expertise including art, music, dance, poetry, history and other occupational and recreational skills.
ASK ambassadors support teachers in implementing Aboriginal perspectives as required by the Tasmanian
Curriculum.
Aboriginal
Artist in
Residence
Program
The Aboriginal Artist in Residence Program is a five-day program offering schools access to prominent Tasmanian
Aboriginal artists to work across all year levels with particular focus on the Arts curriculum.
Ningenneh
Tunapry
Aboriginal
Education
Programs
The Learning and Discovery Unit of the Tasmanian Museum and Art Gallery (TMAG), in conjunction with the
Aboriginal Education Unit, offered a series of workshops by Aboriginal people utilising the Ningenneh Tunapry
gallery at the TMAG.
The Ningenneh Tunapry exhibition presents the story of Tasmanian Aboriginal history, people and culture.
A series of school programs and teacher workshops were delivered by TMAG staff and Aboriginal Sharers of
Knowledge (ASK). All programs were fully booked and attended by teachers and students from government,
independent and Catholic school sectors. Ningenneh Tunapry is a permanent exhibition, accessible to schools
and the community. The exhibition is supported by an education guide and website at: http://www.tmag.tas.gov.
au/learning_and_discovery/learning_resources/current_resources/ningenneh_tunapry
Contribution towards the benchmark
The Department of Education recognises the importance of ongoing professional development for all teachers
delivering Aboriginal education, and is working to ensure that this is a core component of the Closing the Gap
Indigenous education strategy 2010–14.
Appendices – Tasmania Together Activity Report – Goal 7
145

7.1.2 Percentage of schools integrating Aboriginal perspectives throughout all
relevant areas of the curriculum
Aboriginal
Cultural
Resources
Cultural resources including DVDs, learning sequences, sets of readers and jigsaw puzzles for younger students,
posters and support materials continue to be developed to support Tasmanian teachers, students and the
community across the curriculum.
Dare to Lead
Partnership
Gumnuts to
Buttons
Dare to Lead, in partnership with Aboriginal Education Services, provides principals and school leaders with
a practical opportunity to review, evaluate and celebrate approaches to Aboriginal cultural perspectives and
programs in schools. Through the development of Snapshots (a school’s reflection on its own programs and
practices) and subsequent follow up planning, school leaders can use data to drive school improvement in school
culture and student outcomes.
Gumnuts to Buttons is a visual and interactive simulation activity designed to introduce participants to new
knowledge and awareness of important events and occurrences in Tasmanian history, particularly from an
Aboriginal perspective.
The resource is used to foster an understanding of, and respect for, traditional and contemporary Aboriginal
cultures and is supported by ASK ambassadors.
Contribution towards the benchmark
The Department of Education continues to focus on Aboriginal education and increasing the integration of
Aboriginal perspectives and content into the curriculum. Schools are supported in this by the availability of
specific Tasmanian Aboriginal resources and materials both in hard copy and online.
In 2010, 83.6%* of schools integrated Aboriginal perspectives into their curriculum, which is an increase of over
2% on the 2009 figure of 81%.
* All colleges of the Tasmanian Academy, and the Tasmanian Polytechnic were not included in 2010 data collection but will be
reported in next year’s data collection.
146 Appendices – Tasmania Together Activity Report – Goal 7

GOAL 8: Open and accountable government that listens and plans for a shared future
Standard 8.2: Support the participation of young people in decision-making
8.2.2 Performance of students against national benchmarks for civics and
citizenship
Civics and
citizenship
curriculum
provision
Active
civics and
citizenship
education
Civics and citizenship education continued to be incorporated into the key strands of Democratic Values, and
Processes and Responsible Citizenship within the Society and History curriculum area.
Implementation of the Society and History curriculum continued in 2011. The National Statements of Learning
for Civics and Citizenship are embedded in the Society and History K–10 syllabus and support materials.
The Australian Curriculum will support students to relate well to others and foster an understanding of Australian
society, citizenship and national values. Goal 2 of the Melbourne Declaration on Educational Goals for Young
Australians refers to all young Australians becoming ‘active and informal citizens’.
A number of civics and citizenship related programs are available to schools and colleges to increase student
participation and knowledge of this curriculum area.
Celebrating Democracy Week is held annually and participating primary and secondary schools design and
implement events and activities to celebrate the week. Tasmanian students are represented at the Every
Voice Counts! Student forum held in Canberra each year as part of Celebrating Democracy Week. The forum
brings together students from all over Australia to debate topical civics and citizenship education issues, and to
participate in an intensive three-day program.
Contribution towards the benchmark
The 2010 Civics and Citizenship assessment for Year 6 and Year 10 students across both government and nongovernment
sectors, is part of the National Assessment Program (NAP) agreed to by all Ministers for Education
and Training. The NAP – Civics and Citizenship is one of a suite of national assessments (together with ICT and
Science Literacy) conducted across a random sample of students on a three year cycle.
The NAP – Civics and Citizenship assesses students’ knowledge and skills in civics and citizenship. Nationally, a
sample of 7,246 Year 6 students across 335 primary schools and 6,409 Year 10 students across 312 secondary
schools were assessed in October 2010. This included 945 Year 6 students across 47 primary schools and 774
Year 10 students across 39 secondary schools from the Tasmanian government and non-government sectors.
For Year 6 mean scores, Tasmania was ranked behind ACT and equal with NSW, Vic, WA and SA. It was placed
ahead of QLD and NT. For Year 10 mean scores Tasmania was ranked behind NSW and ACT and equal with
Vic, WA, SA, NT and QLD.
To meet national curriculum obligations, schools focus on Society and History at least until, and including, Year 9.
Appendices – Tasmania Together Activity Report – Goal 8
147

Tasmanian Education Summary 2010 - Government Schools
Priority
Area
Measure Category Measurement
Current
(2010)
Previous
Year
(2009)
Previous
3 Years
(2007–09)
†
Achievement
Improvement
Readiness for school Percentage of Kindergarten students achieving expected outcomes 76.0 76.0 75.7 High Stable Good
Overall
Progress
Early Years
Early literacy Percentage of Prep students achieving expected outcomes 84.3 85.7 84.7 High Stable Good
Early numeracy Percentage of Prep students achieving expected outcomes 84.8 84.5 84.3 High Stable Good
Literacy and
Numeracy #
Literacy testing
Numeracy testing
Percentage of Years 3, 5, 7 and 9 students achieving expected outcomes 92.3 91.8 92.1 Intermediate Stable Acceptable
Index of gain for Years 3–5, 5–7, 7–9 61.5 NA NA Intermediate NA NA
Percentage of Years 3, 5, 7 and 9 students achieving expected outcomes 93.6 93.4 93.8 Intermediate Stable Acceptable
Index of gain for Years 3–5, 5–7, 7–9 61.0 NA NA Intermediate NA NA
Student
Participation
Student attendance Rate of student attendance (%) 91.3 90.1 91.0 Intermediate Trend Up Good
Student retention Rate of students retained Year 10 to Year 12 (apparent) (%) 73.0 62.2 62.2 Intermediate Trend Up Good
School effectiveness Index of school effectiveness and improvement 73.7 76.9 70.6 Intermediate Stable Acceptable
Staff satisfaction Index of staff general satisfaction 6.9 6.9 6.6 High Stable Good
School
Improvement
Parent satisfaction
Percentage of parents generally satisfied 89.8 90.6 89.0 High Stable Good
Index of parent satisfaction with reporting 81.6 80.7 77.0 Intermediate Stable Acceptable
Student satisfaction Index of student general satisfaction 7.4 7.4 7.3 High Stable Good
Staff attendance Rate of staff attendance (%) 97.7 97.5 97.4 High Stable Good
Equity of
Outcomes
Indigenous equity Percentage gap in students achieving expected outcomes * 7.4 9.4 8.9 High Stable Good
Socioeconomic equity Index of equity of achievement by socioeconomic status * 10.8 10.8 10.6 Low Stable Issue
NA = No available data
# www.education.tas.gov.au/dept/reports/tasmanias-education-performance-report
* A smaller value denotes greater equity.
† Achievement is measured against the intermediate range
Note: Literacy and Numeracy measures include all Tasmanian schools.
- Gains are reported for the first time on the NAPLAN scale and show gains in
achievement from 2008, the first year of NAPLAN testing, to 2010.
- The student retention (apparent) intermediate range is 70 to 80.
KEY:
Overall Progress Categories
Improvement
Trend Up Stable Trend Down
High Excellent Good Acceptable
Achievement
Intermediate Good Acceptable Issue
Low Acceptable Issue Concern
148
Appendices – Tasmanian Education Summary 2010 – Government Schools

Abbreviations and Acronyms
AAS
AASB
ABS
ACARA
AEDI
BER
CFC
CCU
COAG
CKN
DDA
DFA
DoE
EAL
FCP
FRS
FTE
GST
ICT
IFRS
ITS
KDC
LiL
LINC
MCCAC
MLC
MP
N/A
NAA
NAP
Australian Accounting Standards
Australian Accounting Standards
Board
Australian Bureau of Statistics
Australian Curriculum,
Assessment and Reporting
Authority
Australian Early Development
Index
Building the Education Revolution
child and family centre
Child Care Unit
Council of Australian
Governments
Community Knowledge Network
Disability Discrimination Act
Disability Framework for Action
Department of Education
English as an Additional Language
Facilities and Capital Planning
Finance and Resource Services
full-time equivalent
Goods and Services Tax
information and communications
technologies
International Financial Reporting
Standards
Information and Technology
Services
Kindergarten Development
Check
Launching into Learning
Learning and Information
Network Centre
Minister’s Child Care Advisory
Council
Member of Legislative Council
Member of Parliament
not available
National Archives Australia
National Assessment Program
NAPLAN National Assessment Program –
Literacy and Numeracy
NMS
NSSC
OAC
OECD
PIPS
PPO
PISA
PL
national minimum standard
National Schools Statistics
Collection
online access centre
Organisation for Economic
Cooperation and Development
Performance Indicators in Primary
Schools
pathway planning officer
Programme for International
Student Assessment
professional learning
PY10 Post Year 10
RTBCTG Raising the Bar Closing the Gap
RTOs registered training organisations
SES socioeconomic status
SLAT State Library and Archives Trust
SPA Superannuation Provision
Account
SPP Strategic Policy and Performance
SRB Schools Registration Board
TACH Tasmanian Association of
Community Houses
TAFE Technical and Further Education
TAHO Tasmanian Archive and Heritage
Office
TAPP Traineeship and Apprenticeship
Programs
TCE Tasmanian Certificate of
Education
THEAC Tasmanian Home Education
Advisory Council
TLAB Tasmanian Library Advisory
Board
TSSA Tasmanian State Service Award
TQA Tasmanian Qualifications
Authority
UTAS University of Tasmania
UNESCO United Nations Educational,
Scientific and Cultural
Organisation
VET vocational education and training
Appendices – Abbreviations and Acronyms
149

Publications
Early Years Office
• Centre Based Care Licence Fees 2011–2012 –
pamphlet
• Approved Registration Bodies Licence Fees 2011–2012
– pamphlet
• Tasmanian Licensing Standards for Centre Based Child
Care, Class 4
• Child Care on School Sites – Information Sheet for
School Principals
• Being Active Matters
Updated versions of:
• Tasmanian Licensing Standards for Centre Based Child
Care, Class 1 (0-5 years)
• Tasmanian Licensing Standards for Centre Based Child
Care, Class 2 (5-12 years)
• Tasmanian Licensing Standards for Approved
Registration Bodies, Class 1 (0-12 years)
• Tasmanian Standards for Home Based Child Care,
Class 1 (0-12 years)
• Tasmanian Standards for In Home Child Care
(Approved Registration Bodies and In Home Child
Carers)
Strategic Policy and Performance
• Learner at the Centre 2009–2011 (revised)
Educational Performance Services
• Launching into Learning Longitudinal Study 2007–2014
Progress Report 2010
• Tasmania’s Education Performance Report 2010
• School Improvement Reports – website
Post Year 10
• PY10 Course Guide
• Your Guide to Education and Training in Years 11
and 12
• Polytechnic Graduation booklets
Corporate Services
• Engage – parent/carer magazine – October 2010 and
March 2011
• CorpTalk – August and December 2010
• Everyday Matters
• Premier’s Christmas Cards
• School Life
• Partnerships in Teaching Excellence – brochure
Learning and Information Network Centres
(LINCs)
• LINC Tasmania Christmas cards
• LINC learn discover access postcards:
o archives + heritage
o library + information
o literacy + courses
o online + computers
o client feedback
• LINC Tasmania bookmark and posters
• LINC Tasmania FAQ flyer
• Childrens’ Services at the LINC – brochure
• Bookstart Tasmania kits
• Summer Holiday Program – promotional material
• Premier’s Reading Challenge – promotional material
• LearnXpress seasonal course guides
• LearnXpress Enews – electronic template
Tasmanian Archive and Heritage Office (TAHO)
• Allport Library and Museum of Fine Arts – brochure
• Memory of the World – poster and catalogue
150 Appendices – Publications

Contact Details
Postal Address:
Department of Education
GPO Box 169
Hobart TAS 7001
Telephone: 1800 816 057
Facsimile: (03) 6233 7720
Email:
Website contacts:
servicecentre@education.tas.gov.au
www.education.tas.gov.au/dept/contact
Appendices – Contact Details 151

Index
A
Abbreviations and Acronyms 149
Aboriginal programs 4, 23, 29, 46, 54, 140, 145–146
Aboriginal Sharers of Knowledge program 145, 146
Administered Payments 69
Adult Education 10, 36
Adult Literacy Action Plan 4, 36, 38, 56, 57, 135, 136, 139
Allport Library and Museum of Fine Arts 39, 52, 53, 59–60
Apprenticeships and traineeships 7, 140
Archives 36, 38, 39, 53, 56, 58
Asset Management 7, 66, 67, 70
Auditor-General’s Report 129–130
Australian Curriculum 4, 5, 22, 24, 45, 46, 63, 143, 145
B
Building the Education Revolution 5, 67, 69, 71, 72–76, 120, 141
C
Capital Investment Program 5, 14, 56, 71, 76–77, 105, 119
Certification of Financial Statements 128
Child and family centres 4, 5, 16, 18, 22, 35, 38, 48, 57, 77, 120
Child care 4, 6, 7, 9, 16, 21, 52, 53, 134
Civics and citizenship education 147
Class sizes 9, 71, 119, 132
Clients – overview 9–10
Climate Change 67–68
Closing the Gap 4, 22, 23, 29, 46, 137, 145
on Aboriginal Outcomes 2010–2014
Contact Details 151
Contracts and Tenders 79–83
Cultural heritage 37, 143
D
Debts Written Off 70
Departmental output schedules 101–106
Disability Framework for Action 48
E
Early Years 4, 5, 6, 16–20, 22, 135, 137, 148
Employee development programs 45–48
Employment 41–49
Equity support programs 140
F
Finances – overview 14
Financial Statements 84–130
Flexible Education Grants Program 5
G
Grievances and investigations 49
Guaranteeing Futures 5, 32, 45, 52, 138, 139, 142
K
Kindergarten Development Check 18, 19, 24, 135
L
Launching into Learning 4, 6, 16, 17, 18, 20, 22, 48, 135
Learning and Information 5, 6, 10, 35–39, 56, 141
Network Centres (LINCs)
Learning Services 5, 6, 22, 23, 45, 142
Legislation Administered, Enacted and Amended 52
LINC Tasmania 5, 6, 7, 34–39, 55, 56, 57, 58, 104, 136, 141, 143, 144
Literacy 4, 5, 6, 7, 16, 18, 20, 22–29, 35, 36, 37, 38, 39, 46, 56,
57, 135, 136, 137, 139, 140, 148
Loss and Damage 70
M
Major Capital Projects 71–78
Multicultural perspectives in the curriculum 142, 143
N
National Assessment Program – 25–29, 136, 137, 138, 148
Literacy and Numeracy (NAPLAN)
National Partnerships 4, 16, 20, 21, 23, 31, 45, 135, 137, 138
New Arrangements 7
Non-statutory Bodies 53–54
Notes to the Financial Statements 89–126
Numeracy 4, 5, 7, 18, 19, 22–29, 38, 45, 46, 135, 136, 137, 138, 148
O
Occupational Health and Safety 50
Organisation – overview 8
P
Partnerships in Teaching Excellence (PiTE) 23, 44
Pathway planning 5, 31, 32, 45, 138, 142
Performance measures 18–20, 21, 24–29, 33, 37, 132–133
Performance Indicators in Primary Schools (PIPS) 18, 24, 135
Photograph Acknowledgements 153
Post-Compulsory Education and Skills Development 30–33
Pre-Compulsory and Compulsory Education 15–29
Premier’s Reading Challenge 24, 38, 137
Pricing Policies 69
Productivity Places Program 5, 80–81, 139
Public Access to the Department 51
Publications 150
R
Raising the Bar and Closing the Gap 4, 22, 23, 137
Reading Together 22, 23, 38
Required Reporting 40–83
Retention 4, 5, 31, 32, 33, 138, 139, 142, 148
Retention and Attainment Strategy 5, 31, 138, 139, 140, 142
Right to Information 51
Risk Management 66
152
Appendices – Index

S
Schools Registration Board 64–65
Services – overview 6–7
Significant accounting policies 93–101
Skills Tasmania 4, 7, 53
Smarter Schools National Partnerships 23, 137
State Library and Archives Trust 58
State Library of Tasmania 6, 58
Statement of Cash Flows 87
Statement of Changes in Equity 88
Statement of Comprehensive Income 85
Statement of Financial Position 86
Statutory Bodies 53–54
Superannuation Certificate 127
T
Tasmania Together Activity Report 134–147
Tasmanian Academy 4, 5, 6, 7, 31, 46, 52, 53, 117, 118, 138, 139
Tasmanian Curriculum 4, 7, 22, 145
Tasmanian Home Education Advisory Council 61–63
Tasmanian Library Advisory Board 55–57
Tasmanian Polytechnic 4, 5, 6, 7, 31, 47, 52, 53, 117, 118, 138, 139
Tasmanian Skills Strategy 5, 36, 139–140, 142
Trade training centres 5, 32, 77, 139
V
Vocational education and training 32, 33, 46, 47, 138–139,
140, 142, 143
Photograph Acknowledgements
Thank you to participating schools, colleges, libraries and online access centres.
Appendices – Index and Photograph Acknowledgement
153

Level 2, 99 Bathurst Street
Hobart Tasmania 7000
Telephone 1300 135 513
GPO Box 169
Hobart Tasmania 7001
www.education.tas.gov.au
ISSN 1449-1575
© State of Tasmania,
Department of Education,
2011
You may copy, distribute,
display, download and
otherwise freely deal with
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