Department of Education
DoE Annual Report 2010-2011 - Department of Education
DoE Annual Report 2010-2011 - Department of Education
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<strong>Department</strong><br />
<strong>of</strong> <strong>Education</strong><br />
Annual Report 2010–11<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong>
Hon Nick McKim MP<br />
Hon Michelle O’Byrne MP<br />
Minister for <strong>Education</strong> and Skills Minister for Children<br />
Level 9, Marine Board Building<br />
Ground Floor, Public Building<br />
1 Franklin Wharf 53 St John Street<br />
HOBART Tasmania 7000 LAUNCESTON Tasmania 7250<br />
Dear Ministers<br />
In accordance with the requirements <strong>of</strong> section 36 <strong>of</strong> the Tasmanian State Service Act 2000 and section 27 <strong>of</strong> the Financial<br />
Management and Audit Act 1990, I am pleased to submit to you this report <strong>of</strong> the activities <strong>of</strong> the <strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
for the financial year 2010–11.<br />
Since commencing my position as Secretary <strong>of</strong> the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> on 21 February I have visited a number <strong>of</strong><br />
schools, colleges, corporate <strong>of</strong>fices, principal meetings and polytechnic sites, I am continually impressed with the level <strong>of</strong><br />
commitment and dedication <strong>of</strong> our people to deliver a quality education in this state. I would like to publicly acknowledge<br />
and sincerely thank Jenny Gale who had been leading the department for eight months prior to my appointment.<br />
The <strong>Department</strong> <strong>of</strong> <strong>Education</strong>’s priorities include the early years, literacy and numeracy, retention into post-Year 10<br />
education and building a knowledge based society. Initiatives and actions that the department undertakes to progress these<br />
key priorities ensure we achieve our two overarching goals <strong>of</strong> enabling every Tasmanian to reach their potential, at all stages<br />
<strong>of</strong> life and to nurture a culturally rich, socially cohesive and economically productive community.<br />
Launching into Learning (LiL), demonstrates the government’s commitment to giving every Tasmanian child the best possible<br />
start in life. The Launching into Learning Longitudinal Study 2007–2014 Progress Report 2010 highlights the positive effects <strong>of</strong> the<br />
LiL program and shows the tangible differences that LiL is making in the lives <strong>of</strong> Tasmanian youngsters.<br />
Providing schools with resources to optimise educational opportunities for students appropriate to their local needs has<br />
been Tasmania’s approach to implementing the Smarter Schools National Partnership reforms. The emphasis on evidence-based,<br />
local solutions to address local need is a feature <strong>of</strong> this approach. Schools have been empowered to drive improvement<br />
strategies that are meaningful, relevant and appropriate to their contexts. While addressing the specific reforms required<br />
through each <strong>of</strong> the National Partnerships is an agreed priority, local ownership <strong>of</strong> plans and targets, building capacity in<br />
principals, leaders, teachers and schools and ensuring sustainable approaches have been at the forefront <strong>of</strong> planning and<br />
implementation.<br />
The department plays a pivotal role, together with families, in giving our young people both a broad education, based on<br />
foundational literacy and numeracy skills, and a passport into adulthood to successfully undertake work and family life.<br />
Through the Raising the Bar Closing the Gap (RTBCTG) initiatives we have been working to deliver improved literacy and<br />
numeracy outcomes in our primary and secondary schools. A total <strong>of</strong> 36 Tasmanian primary schools have already received<br />
funding under this initiative, with schools with the highest concentration <strong>of</strong> need receiving the greatest levels <strong>of</strong> support.<br />
Total funding <strong>of</strong> $9.975 million over four years (2011–2014) enabled the successful RTBCTG strategy to be implemented into<br />
13 government secondary schools from February 2011, and five focus schools are benefitting from the RTBCTG Indigenous<br />
Extension initiative.<br />
The Tasmania’s <strong>Education</strong> Performance Report 2010 – Government Schools, highlights steady improvement in the public education<br />
system, indicating that the government’s goals for education are on track. Since the release <strong>of</strong> the first report for 2007,<br />
there has been progress across a range <strong>of</strong> measures including: student attendance, parental satisfaction with reporting and<br />
closing the Indigenous equity gap. Since 2007, ‘Good’ and ‘Excellent’ criteria have increased from six to ten and the ‘Issue’ and<br />
‘Concern’ criteria have reduced from five to one. While schools still need to keep improving, the report demonstrates their<br />
capacity to do that.<br />
In 2010, the post-Year 10 education and training model was refined. With effect from the start <strong>of</strong> 2011, the Tasmanian<br />
Polytechnic and the Tasmanian Academy were established as business units within the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>, following<br />
the dissolution <strong>of</strong> their respective boards. The Tasmanian Skills Institute is continuing as a statutory authority and retains its<br />
role in technical and further education skills development for apprentices and trainees. These changes are focused on making<br />
a difference to very important outcomes for Tasmania—more qualified Tasmanians, higher skill levels, an increased number<br />
<strong>of</strong> Tasmanian Certificates <strong>of</strong> <strong>Education</strong> (TCEs) and better productivity.<br />
Retention into Year 11 is a departmental priority and is being further enhanced by programs funded under the Youth,<br />
Attainment and Transition National Partnership and the Smarter School National Partnerships reforms, in particular, the Low<br />
Socioeconomic Status (SES) School Communities – Transition Initiatives.<br />
The department’s priority <strong>of</strong> building a knowledge based society continues to be actioned through LINC Tasmania which<br />
brings together library services, research and information, adult literacy support, community learning, online access, plus<br />
world class archive and heritage services. This strategy is based on transforming and modernising the services to strengthen<br />
and sustain connections with existing clients – readers, learners, researchers, educators – as well as connecting with new<br />
clients in new ways, particularly those who need greater information and technology access, literacy, life skills and support to<br />
participate fully in work and community life.<br />
2010–11 has seen the near completion <strong>of</strong> the Building the <strong>Education</strong> Revolution (BER) which has provided a wide range <strong>of</strong> firstclass<br />
facilities delivered directly into many Tasmanian schools and communities. Local communities now have better access to<br />
use school facilities than ever before, and that is something we are keen to encourage.<br />
This report affirms the many positive contributions that are being made across all parts <strong>of</strong> the department and highlights how<br />
we are striving to meet the education, training and information needs <strong>of</strong> all Tasmanians. I would like to thank all those who<br />
have contributed to the work and initiatives this report describes.<br />
Colin Pettit<br />
Secretary<br />
October 2011
Contents<br />
About this Report 2<br />
<strong>Department</strong> at a Glance 3<br />
Strategic Focus 4<br />
Services 6<br />
Organisation 8<br />
Clients 9<br />
Workforce 11<br />
Finances 14<br />
Pre-Compulsory and<br />
Compulsory <strong>Education</strong> –<br />
Output Group 1 15<br />
Early Years 16<br />
Direction 16<br />
Major Initiatives 16<br />
Performance 18<br />
Child Care 21<br />
Direction 21<br />
Major Initiatives 21<br />
Performance 21<br />
Literacy and Numeracy 22<br />
Direction 22<br />
Major Initiatives 22<br />
Performance 24<br />
Post-Compulsory <strong>Education</strong><br />
and Skills Development –<br />
Output Group 2 30<br />
Direction 31<br />
Major Initiatives 31<br />
Performance 33<br />
LINC Tasmania –<br />
Output Group 3 34<br />
Direction 35<br />
Major Initiatives 35<br />
Performance 37<br />
Required Reporting 40<br />
Employment 41<br />
Employee Development Programs 45<br />
Occupational Health and Safety 50<br />
Public Access to the <strong>Department</strong> 51<br />
Legislation Administered, Enacted and Amended 52<br />
Statutory and Non-statutory Bodies 53<br />
Other Annual Reports 55<br />
Tasmanian Library Advisory Board 55<br />
State Library and Archives Trust 58<br />
Allport Library and Museum <strong>of</strong> Fine Arts 59<br />
Tasmanian Home <strong>Education</strong> Advisory Council 61<br />
Schools Registration Board 64<br />
Asset Management/Risk Management 66<br />
Climate Change 67<br />
Pricing Policies/Administered Payments 69<br />
Loss and Damage/Debts Written Off 70<br />
Major Capital Projects 71<br />
Contracts and Tenders 79<br />
Financial Statements 84<br />
Statement <strong>of</strong> Comprehensive Income 85<br />
Statement <strong>of</strong> Financial Position 86<br />
Statement <strong>of</strong> Cash Flows 87<br />
Statement <strong>of</strong> Changes in Equity 88<br />
Notes to the Financial Statements 89<br />
Superannuation Certificate 127<br />
Certification <strong>of</strong> Financial Statements 128<br />
Auditor-General’s Report 129<br />
Appendices 131<br />
Additional Performance Measures 132<br />
Tasmania Together Activity Report 134<br />
Tasmania’s <strong>Education</strong> Summary 2010 – 148<br />
Government Schools<br />
Abbreviations and Acronyms 149<br />
Publications 150<br />
Contact Details 151<br />
Index 152<br />
Photograph Acknowledgements 153<br />
1
About this Report<br />
This report meets the department’s legislative reporting obligations and provides information for all<br />
Tasmanians with an interest in education, training and information services. The report provides an<br />
overview <strong>of</strong> the operations, major initiatives and performance <strong>of</strong> the department during the 2010–11 year.<br />
Information on the department’s activities and achievements that have contributed to the successes <strong>of</strong><br />
education, training and information services in Tasmania is included. The report also provides information<br />
on major activities contributing to the achievement <strong>of</strong> Tasmania Together benchmark targets.<br />
Structure <strong>of</strong> the report<br />
The report is presented in sections to meet the different information needs <strong>of</strong> a range <strong>of</strong> readers.<br />
<strong>Department</strong> at a Glance<br />
The introductory pages provide an overall picture <strong>of</strong> the department: services, structure, clients,<br />
workforce and finances.<br />
Pre-Compulsory and Compulsory <strong>Education</strong><br />
This section highlights the early years, child care and literacy and numeracy initiatives <strong>of</strong> the<br />
department’s output group 1.<br />
Post-Compulsory <strong>Education</strong> and Skills Development<br />
This section highlights the initiatives <strong>of</strong> the department’s output group 2.<br />
LINC Tasmania<br />
This section highlights the initiatives <strong>of</strong> the department’s output group 3.<br />
Required Reporting<br />
This section provides information on the financial, administrative and human resource management<br />
aspects <strong>of</strong> the department.<br />
Financial Statements<br />
This section provides the financial statements <strong>of</strong> the department for the 2010–11 financial year.<br />
Feedback or enquiries regarding this report are welcome. They should be directed to Tony Luttrell,<br />
Manager, <strong>Education</strong>al Performance Services at tony.luttrell@education.tas.gov.au<br />
This report, and further information, is available on our website at www.education.tas.gov.au<br />
2<br />
About this Report
<strong>Department</strong><br />
at a Glance
Strategic Focus<br />
In 2010–11, the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> has responsibility<br />
for learners throughout all stages <strong>of</strong> life, from birth to<br />
early adulthood and into adult life. This presents exciting<br />
opportunities to further integrate and collaborate across the<br />
department, and to provide comprehensive lifelong learning<br />
for all Tasmanians.<br />
Together, the department’s three output groups:<br />
Pre-Compulsory and Compulsory <strong>Education</strong> (birth to 18<br />
years), Post-Compulsory <strong>Education</strong> and Skills Development,<br />
and LINC Tasmania, underpin the department’s strategic<br />
priorities. The achievement <strong>of</strong> outcomes is supported<br />
by business units providing corporate support, policy<br />
development, regulation and reporting on educational<br />
performance.<br />
The department’s strategic priorities include the early years,<br />
literacy and numeracy, and retention into post-Year 10<br />
education and training. The work undertaken in the early<br />
years, schools, colleges <strong>of</strong> the Tasmanian Academy and the<br />
Tasmanian Polytechnic, and LINC Tasmania is critical in<br />
helping us to achieve our two overarching goals <strong>of</strong> enabling<br />
every Tasmanian to reach their potential at all stages <strong>of</strong><br />
life and nurturing a culturally rich, socially cohesive and<br />
economically productive community.<br />
Early years initiatives<br />
The Launching into Learning (LiL) initiative continues to provide<br />
significant advancement within the department’s early years<br />
priority. In 2010, research revealed the significant and positive<br />
influence that LiL is having on student performance from<br />
all socioeconomic backgrounds, and particularly for the<br />
most disadvantaged students. The department is increasing<br />
its investment in LiL and the early years with an additional<br />
$2 million – bringing total funding to $6.4 million.<br />
LiL will continue to target support to areas <strong>of</strong> greatest need<br />
in supporting parents as their child’s first and <strong>of</strong>ten most<br />
influential teachers, and to provide a cooperative interface<br />
between families, early years services and agencies in local<br />
communities.<br />
The early years priority is further supported through the<br />
establishment <strong>of</strong> integrated child and family centres across<br />
the state. The centres provide a local setting for families,<br />
service providers, the local community, and government and<br />
non-government organisations to work together to provide<br />
quality, accessible and integrated programs and services.<br />
In 2011–12, $25.4 million in capital funding will enable the<br />
construction <strong>of</strong> 11 centres across the state, with one major<br />
centre already open and six centres to be opened by the<br />
end <strong>of</strong> 2011. This is a project <strong>of</strong> strategic importance for the<br />
department and the Tasmanian Government.<br />
Two centres in development are funded under the National<br />
Partnership for Indigenous Early Childhood Development. The<br />
process for their establishment is mirroring the process being<br />
followed by state funded centres, and will feature strong<br />
Aboriginal community engagement and the employment <strong>of</strong><br />
Aboriginal staff.<br />
The Australian Government also has the early years at the<br />
top <strong>of</strong> its educational agenda and, as such, the Council <strong>of</strong><br />
Australian Governments (COAG) endorsed the Australian<br />
Early Development Index (AEDI) as a national progress<br />
measure <strong>of</strong> young children’s early health and development in<br />
the years before they start school. The Tasmanian results <strong>of</strong><br />
the AEDI confirm the value <strong>of</strong> the government’s focus on the<br />
early years and the decision to locate child and family centres<br />
in the most vulnerable communities.<br />
The introduction <strong>of</strong> the national Early Years Learning<br />
Framework provides a curriculum framework for Kindergarten<br />
and child care services and programs throughout the state.<br />
The framework is an essential part <strong>of</strong> the transition to the<br />
National Quality Framework, which will be fully implemented<br />
in 2012. There has been a significant level <strong>of</strong> action by the<br />
department towards this transition through 2010–11.<br />
Literacy and numeracy focus<br />
The department is continuing its strong focus on literacy<br />
and numeracy improvement through three Smarter School<br />
National Partnerships: Literacy and Numeracy, Improving Teacher<br />
Quality and Low Socio-economic Status School Communities. The<br />
partnerships, which are co-investments with the Australian<br />
Government, provide significant support for improving<br />
literacy and numeracy in schools.<br />
Schools are being further supported to improve literacy and<br />
numeracy outcomes with the extension <strong>of</strong> the innovative<br />
and successful Raising the Bar Closing the Gap (RTBCTG)<br />
program into secondary schools. The RTBCTG 7 Up program<br />
complements the existing program in primary schools,<br />
which assists identified schools to develop a whole-<strong>of</strong>-school<br />
approach to literacy and numeracy improvement.<br />
Considerable focus has been given to the Adult Literacy<br />
Action Plan, which aims to improve the core skills levels <strong>of</strong><br />
Tasmanians—to improve access to, and participation in,<br />
further education, employment and training. This plan is being<br />
jointly implemented by Skills Tasmania and LINC Tasmania<br />
with the establishment <strong>of</strong> a community and workplace<br />
network <strong>of</strong> adult literacy support, a statewide team <strong>of</strong><br />
coordinators and trained volunteers, the Employer Pledge<br />
Program and the Adult Literacy Community Grants Program. This<br />
plan forms part <strong>of</strong> an $11 million investment over four years.<br />
Improving Aboriginal education<br />
outcomes<br />
The department has recently released the state’s Aboriginal<br />
education strategy Closing the Gap on Aboriginal <strong>Education</strong><br />
Outcomes 2010–2014: a strategy for Aboriginal student<br />
success through school improvement. This strategy outlines<br />
initiatives to improve the success <strong>of</strong> Aboriginal students<br />
in schools by supporting the particular needs <strong>of</strong> individual<br />
schools, students and their families. Support is provided<br />
for selected focus schools to ensure that intensive effort<br />
is dedicated to those Aboriginal students with the highest<br />
needs.<br />
The strategy also includes initiatives for building the capacity<br />
<strong>of</strong> the Tasmanian education system to deliver the quality,<br />
inclusive teaching and leadership necessary to achieve the<br />
targets set for improvement in Aboriginal student outcomes.<br />
The department has been allocated a further $1.9 million<br />
over two years by the Australian Government for an<br />
extension literacy and numeracy program for Aboriginal<br />
students. The implementation <strong>of</strong> this will be consistent with<br />
the Raising the Bar Closing the Gap initiative, and funding is<br />
being directed to five high Aboriginal enrolment and high<br />
need schools.<br />
Curriculum development<br />
In 2011, the Tasmanian Curriculum continues as the required<br />
curriculum for all government primary and secondary<br />
schools. The first stage <strong>of</strong> the new Australian Curriculum will<br />
be released in 2012, aligning teaching and learning with all<br />
other Australian states and territories. This will mean some<br />
4<br />
<strong>Department</strong> at a Glance – Strategic Focus
changes to what is currently taught in Tasmanian schools,<br />
however, these changes will not be large as there is strong<br />
alignment between both curricula. 2011 is a preparation<br />
year for this transition, as schools plan and are supported to<br />
implement the Australian Curriculum from 2012.<br />
Post-Year 10 reforms<br />
The enactment <strong>of</strong> the post-Year 10 reforms is a key<br />
element <strong>of</strong> the department’s strategic focus. The Tasmanian<br />
Polytechnic and the Tasmanian Academy (including all<br />
colleges) continued as educational institutions but within<br />
the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> this year. This positions<br />
the department as a whole, to tackle key issues such as<br />
retention and attainment with even greater cooperative<br />
energy. Students will have access to multiple pathways and<br />
support to assist their progression from early childhood<br />
through to university, vocational education and training, and<br />
to enter the workforce.<br />
Retention, attainment and skills<br />
The department directs considerable energy towards<br />
improving youth retention and educational attainment<br />
through a range <strong>of</strong> parallel strategies.<br />
As outlined above, significant reforms are being undertaken<br />
to support this priority.<br />
The department provides targeted education strategies<br />
that encourage more students to remain engaged with<br />
education and to further build their knowledge and skills.<br />
This includes the Flexible <strong>Education</strong> Grants Program to support<br />
non-government organisations in their work with local<br />
schools to provide more flexible, personalised learning<br />
options for secondary students and to improve attendance<br />
and retention in schools. The Tasmanian Academy has<br />
a large distance education provision through its Flexible<br />
Learning Network and this includes supporting the learning<br />
<strong>of</strong> Year 11 and 12 students in a number <strong>of</strong> district high<br />
schools. Flexible learning across Kindergarten to Year 10 is<br />
further supported by the creation <strong>of</strong> the Tasmanian eSchool,<br />
incorporating the department’s distance and online learning<br />
services. Funding is also provided to each Learning Service<br />
to enable the development and expansion <strong>of</strong> flexible learning<br />
opportunities in schools.<br />
The Retention and Attainment Strategy will guide the work<br />
<strong>of</strong> the department in improving the transition <strong>of</strong> students<br />
from Year 10 to further education and training and engaging<br />
students so they stay in education and training and gain a<br />
meaningful Year 12 or equivalent qualification.<br />
The Guaranteeing Futures strategy continues to support<br />
the work <strong>of</strong> schools and colleges. The strategy provides<br />
programs and activities that help young people make<br />
successful transitions from compulsory schooling to further<br />
education, training or employment. Guaranteeing Futures<br />
teams work from within Learning Services, providing<br />
dedicated pathway planning assistance for students, together<br />
with teachers, principals and parents.<br />
The Tasmanian Skills Strategy guides more than $100 million<br />
annually in skills investment and the rollout <strong>of</strong> the state and<br />
Australian Government funded Productivity Places Program.<br />
The program has been extended to provide opportunities<br />
for over 3,500 people in the coming year to enter the<br />
workforce or obtain the qualifications and skills they need to<br />
progress in their current employment. This highly successful<br />
program is directly addressing the needs <strong>of</strong> workers,<br />
business and industry to meet the demands <strong>of</strong> the modern<br />
labour market.<br />
LINC Tasmania network<br />
The expansion <strong>of</strong> the LINC Tasmania network (formerly<br />
known as Community Knowledge Network) throughout<br />
2010–11 allowed more Tasmanians to access information<br />
and community learning opportunities through the statewide<br />
network <strong>of</strong> physical service points as well as online through<br />
the Virtual LINC. LINC Tasmania’s vision is to enrich the lives<br />
<strong>of</strong> Tasmanians by linking them to learning and information,<br />
their history and their community. This vision complements<br />
the changing environment in the provision <strong>of</strong> library, archive,<br />
heritage, reference and adult learning services, as well as the<br />
changing information and skill needs <strong>of</strong> Tasmanians.<br />
Support for lifelong learning<br />
LINC Tasmania’s core strategy to encourage lifelong learning<br />
is supported by the ongoing development <strong>of</strong> Learning<br />
and Information Network Centres (LINCs) in regional<br />
centres throughout the state. Two new LINCs commenced<br />
construction during 2010–11 in Queenstown and Bridgewater<br />
which will provide these communities with modern, vibrant<br />
facilities and access to information when and how they want.<br />
A major focus for LINC Tasmania in the past year has been<br />
on enabling more people to re-engage with education by<br />
building capacity to provide literacy support services and<br />
programs to adult and families with low literacy skills; and,<br />
to facilitate community learning that supports the existing<br />
and emerging learning needs <strong>of</strong> Tasmanians, particularly<br />
opportunities to enhance pathways to work, further learning<br />
and social inclusion.<br />
Capital investments<br />
Capital works to support the department’s priorities and<br />
community needs are progressing across the state. Major<br />
school construction projects, including Kingston High<br />
School and the newly formed Austins Ferry Primary School<br />
and Windermere Primary School have been completed<br />
this year. Works on the new Port Sorell Primary School<br />
project are planned to commence, subject to approval by<br />
the Parliamentary Standing Committee on Public Works<br />
(PSCPW).<br />
Six child and family centres will be completed and open by<br />
the end <strong>of</strong> 2011, including Beaconsfield, Clarence Plains,<br />
Ravenswood, East Devonport, Break-O-Day (St Helens) and<br />
West Coast (Queenstown). Other centres in Burnie and the<br />
Derwent Valley are due for completion in 2012.<br />
Construction <strong>of</strong> LINCs at Queenstown and Bridgewater<br />
have commenced in 2010–11, with construction <strong>of</strong> the LINCs<br />
at Scottsdale and George Town planned to commence in<br />
2011–12.<br />
Close to $65 million has been allocated in the department’s<br />
Capital Investment Program for 2011–12, which also includes an<br />
additional three trade training centres.<br />
Most <strong>of</strong> Tasmania’s remaining Building the <strong>Education</strong> Revolution<br />
(BER) construction projects have been completed in schools<br />
across the state in 2010–11. This brings total expenditure<br />
<strong>of</strong> approximately $300 million on upgrades and new<br />
construction projects under BER since 2009.<br />
Moving forward together<br />
The department is striving to improve outcomes for all<br />
learners and at all stages <strong>of</strong> their lives. By bringing together<br />
and continually improving early years programs, schools,<br />
post-Year 10 education and skills, and programs and services<br />
for adults across the state, the department is providing even<br />
greater opportunities for Tasmanians to learn and reach their<br />
potential—throughout their lives.<br />
<strong>Department</strong> at a Glance – Strategic Focus<br />
5
Services<br />
Individual outputs <strong>of</strong> the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> in<br />
2010–11 were provided under the following output groups:<br />
• Pre-Compulsory and Compulsory <strong>Education</strong> –<br />
Output Group 1<br />
• Post-Compulsory <strong>Education</strong> and Skills Development –<br />
Output Group 2<br />
• LINC Tasmania – Output Group 3<br />
There were 201 government schools and colleges including<br />
the Polytechnic and other learning centres at the start <strong>of</strong><br />
2011, comprising:<br />
• 128 Primary<br />
• 29 Secondary<br />
• 26 Combined (Kindergarten – Year 10)<br />
• 8 Colleges<br />
• 1 Polytechnic<br />
• 9 Special (this includes the four Early Childhood<br />
Intervention Centres)<br />
The schools (not including Colleges or the Polytechnic) are<br />
distributed across the following Learning Services:<br />
• Learning Services (North) – 54<br />
• Learning Services (North-West) – 53<br />
• Learning Services (South) – 45<br />
• Learning Services (South-East) – 40<br />
<strong>Education</strong> services for students who are unable to attend a<br />
school are provided by Distance <strong>Education</strong> Tasmania<br />
through the Tasmanian eSchool.<br />
Early Years is responsible for the promotion <strong>of</strong> early years<br />
learning and care for young children. The unit provides<br />
support for schools, education and care services and their<br />
communities in the implementation <strong>of</strong> high quality programs<br />
and effective practices that support learning from birth to<br />
eight years. There is a strong focus on strategies that assist<br />
early literacy development and school readiness. The unit<br />
assists the Learning Services to implement Launching into<br />
Learning, which supports families and young children in<br />
Tasmanian school communities. Support is also provided to<br />
the Child and Family Centre project.<br />
Located within the Early Years, the Child Care Unit<br />
licenses and regulates education and care in Tasmania.<br />
The unit is responsible for the administration <strong>of</strong> the Child<br />
Care Act 2001 and supports and monitors the development<br />
<strong>of</strong> high quality education and care programs and services in<br />
Tasmania.<br />
Learning Services (four regions) support the<br />
implementation <strong>of</strong> programs at a local level and provide<br />
support for schools to initiate and promote system<br />
requirements and directions. They are led by General<br />
Managers with accountability and responsibility for the<br />
delivery <strong>of</strong> a high quality service. Support provided by<br />
Learning Services to schools includes pr<strong>of</strong>essional learning<br />
in teaching, curriculum and assessment, operational human<br />
resources, finance, and facilities support. Learning Services<br />
have a key role in facilitating the sharing <strong>of</strong> resources,<br />
knowledge, innovation and learning between schools and<br />
across the state, and respond to schools on the basis <strong>of</strong> their<br />
improvement needs.<br />
Post-Year 10 education and training is provided through<br />
the Tasmanian Polytechnic and the eight colleges <strong>of</strong><br />
the Tasmanian Academy. Some combined and regional<br />
secondary schools also provide post-Year 10 education and<br />
training services either on their own or in partnership with<br />
the Tasmanian Polytechnic or Tasmanian Academy.<br />
The Tasmanian Polytechnic provides industry-relevant,<br />
applied learning opportunities for Tasmanians for the<br />
purposes <strong>of</strong> work preparation and career development.<br />
It delivers qualifications from certificate 1 to advanced<br />
diploma across a wide range <strong>of</strong> industry areas. It supports<br />
students, particularly those re-engaging with learning,<br />
and wherever practical works with rural and regional<br />
communities to expand their access to education and training<br />
opportunities.<br />
The Tasmanian Academy provides post-Year 10 education<br />
services to young students to support their achievement <strong>of</strong><br />
the Tasmanian Certificate <strong>of</strong> <strong>Education</strong>, and their entry into<br />
the workforce or further education and training. Through<br />
its eight colleges, the Academy provides Year 10 leavers with<br />
pastoral care together with a diverse selection <strong>of</strong> academic<br />
and vocational courses, the latter <strong>of</strong> which may be provided<br />
in partnership with the Polytechnic or other providers.<br />
LINC Tasmania is an integrated statewide service network<br />
that provides all Tasmanians with access to opportunities for<br />
skills development and information access through its four<br />
main service areas:<br />
• archives and heritage<br />
• library and information<br />
• literacy and courses<br />
• online and computers.<br />
The network is comprised <strong>of</strong> online services along with<br />
physical service points, with services accessed through:<br />
• urban and regional LINCs, including Risdon Prison LINC<br />
• online access centres<br />
• branch libraries<br />
• the Hobart LINC, the Tasmanian Archive and Heritage<br />
Office and State Library Service (located in the 91 Murray<br />
Street building).<br />
LINC Tasmania’s focus is on lifelong learning for all<br />
Tasmanians and to deliver information, literacy support,<br />
education and training services statewide.<br />
As part <strong>of</strong> LINC Tasmania, the Tasmanian Archive and<br />
Heritage Office preserves and manages the cultural memory<br />
and documentary record <strong>of</strong> Tasmania, including the legal<br />
framework for government recordkeeping.<br />
Central support<br />
The department service delivery areas are supported by the<br />
following business units responsible for corporate support,<br />
policy development, resource allocation and review. Many<br />
<strong>of</strong> the business units contribute to more than one service<br />
delivery area.<br />
Strategic Policy and Performance (SPP) in consultation<br />
with key stakeholders, leads the department’s contribution<br />
to, and implementation <strong>of</strong>, national education policy and<br />
strategy from the early years to Year 10, and ensures<br />
alignment with state and national policy and strategy.<br />
SPP provides support to the Secretary and Learning Services as<br />
they develop, implement and align Tasmanian education policy,<br />
and where required, leads statewide policy development. SPP<br />
also represents the department in cross-government activities<br />
and liaises with peak educational bodies.<br />
SPP develops and implements data and information systems<br />
about school, student and state performance that supports<br />
school leaders and helps to improve overall education<br />
performance. The unit is also responsible for overseeing<br />
and supporting the development and implementation<br />
<strong>of</strong> accountability frameworks to promote sustained<br />
improvement in education and child care services.<br />
6<br />
<strong>Department</strong> at a Glance – Services
<strong>Education</strong>al Performance Services (EPS) monitors<br />
and measures student outcomes in the pre-compulsory<br />
and compulsory years <strong>of</strong> schooling including achievement in<br />
literacy and numeracy; and also provides statewide programs<br />
for assessment and statistical moderation against the<br />
standards <strong>of</strong> the Tasmanian Curriculum. It reports Tasmanian<br />
compliance with national assessment program requirements,<br />
national reporting for the schooling sector to the end <strong>of</strong><br />
Year 12 and monitoring and reporting on the educational<br />
accountability information required for specific purpose<br />
programs. It is also responsible for corporate reporting and<br />
facilitating the collection, storage and utilisation <strong>of</strong> student<br />
and school data, particularly for the purposes <strong>of</strong> publishing<br />
the annual Tasmanian <strong>Education</strong> Performance Report and<br />
individual school improvement reports.<br />
Skills Tasmania is responsible for developing strategy<br />
and policy relating to skills and workforce development<br />
in Tasmania, and for purchasing vocational education and<br />
training from the Tasmanian Polytechnic, the Tasmanian<br />
Skills Institute and other Registered Training Organisations<br />
(RTOs), to support the skill development needs <strong>of</strong><br />
Tasmanian enterprises and individuals. Skills Tasmania also<br />
manages the regulation <strong>of</strong> apprenticeships and traineeships,<br />
provides support services to RTOs and other service<br />
providers, and is generally responsible for the development,<br />
regulation and administration <strong>of</strong> the training system in<br />
Tasmania. As a statutory authority, Skills Tasmania reports<br />
separately through a board to the Minister.<br />
Tasmanian Qualifications Authority (TQA) is<br />
responsible for consolidated statements <strong>of</strong> qualifications,<br />
and accreditation and registration in the senior secondary,<br />
vocational education and training, and higher education<br />
sectors. As a statutory authority, the TQA reports<br />
separately through a board to the Minister.<br />
Finance and Resource Services (FRS) ensures that the<br />
department has a strong financial and resource management<br />
focus and infrastructure to enable the appropriate and<br />
effective delivery <strong>of</strong> education, skills and LINC Tasmania<br />
services across the state. The unit provides guidance in<br />
financial and budget management for the agency and fosters<br />
an environment which supports strong financial management<br />
within the department, whilst enabling innovation and<br />
improvements to resource management across all areas <strong>of</strong><br />
the department.<br />
Facilities and Capital Planning (FCP) ensures that<br />
the department has high quality, accessible, functional, well<br />
maintained, safe and secure facilities for the appropriate and<br />
effective delivery <strong>of</strong> education, skills and LINC Tasmania<br />
services across the state. The unit also provides support<br />
for innovative strategic asset management across the<br />
department.<br />
Human Resources Management Branch (HRMB)<br />
provides support and services on human resources and<br />
people management issues to all areas <strong>of</strong> the department.<br />
This includes providing HR policy development,<br />
implementation and advice; processing <strong>of</strong> payroll and<br />
employee benefits; establishment, recruitment and reporting<br />
services; safety, injury and risk management; workplace<br />
consultancy; industrial advice; and advice on the attraction,<br />
induction, retention and development <strong>of</strong> the department’s<br />
workforce.<br />
Information and Technology Services (ITS) provides<br />
timely and high quality information and communications<br />
technology related services and support to schools, colleges,<br />
libraries and corporate units within the department.<br />
These services include the provision and maintenance<br />
<strong>of</strong> information technology infrastructure hardware and<br />
network services, the identification <strong>of</strong> opportunities<br />
for business improvement through technology, and the<br />
development and maintenance <strong>of</strong> standards and processes<br />
for information technology issues across the department.<br />
The unit is also responsible for information and document<br />
management systems and processes including archiving and<br />
disposal schedules.<br />
Portfolio Co-ordination Unit<br />
The unit comprises four areas:<br />
• Ministerial Services is the primary point <strong>of</strong> contact<br />
between the department and the <strong>of</strong>fice <strong>of</strong> the Minister for<br />
<strong>Education</strong> and Skills, and is responsible for managing the<br />
flow <strong>of</strong> information, advice and documents between the<br />
department and the Minister’s Office. The unit also assists<br />
with policy and administrative matters for the department.<br />
• Legal Services provides support to school and nonschool<br />
areas within the department on legal issues. Staff<br />
also manage the department’s responsibilities under the<br />
Right to Information Act 2009 (previously the Freedom <strong>of</strong><br />
Information Act 1991).<br />
• Communication Services manages internal and external<br />
communication and media, responds to enquiries from<br />
the media and issues media releases. The unit provides<br />
a media advisory service to the department, develops<br />
communication strategies for education programs and<br />
initiatives, and assists with major education events.<br />
• Marketing and Information Services is responsible<br />
for managing the department’s websites (technical and<br />
content), developing publications such as enrolment<br />
guides and other information for parents and students,<br />
undertaking graphic design for publications, managing events<br />
and handling copyright for the department.<br />
Internal Audit provides the Secretary with reports on<br />
the administrative effectiveness and efficiency <strong>of</strong> programs<br />
conducted by the department and conducts special<br />
investigations as required.<br />
New arrangements<br />
Post-Year 10 (PY10) responsibilities transferred to the<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong> in January 2011. This involves<br />
the five colleges that were previously transitioned as the<br />
Tasmanian Academy as well as the Tasmanian Polytechnic.<br />
The Tasmanian Academy now consists <strong>of</strong> all eight colleges and<br />
together with the Tasmanian Polytechnic operates through<br />
the PY10 division <strong>of</strong> the department.<br />
In 2011, the following changes occurred within the<br />
Kindergarten to Year 10 (K-10) sector:<br />
• Fingal Primary School was annexed under St Marys District<br />
High School becoming St Marys District High School –<br />
Fingal Campus.<br />
• Acton, Upper Burnie and Brooklyn Primary Schools were<br />
amalgamated, becoming Romaine Park Primary School.<br />
• The Tasmanian eSchool was created. As Tasmania’s online<br />
service provider it incorporates Distance <strong>Education</strong><br />
Tasmania, The Online Campus and Centre for Extended<br />
Learning (CELO).<br />
• Claremont Primary School and Mt Faulkner Primary School<br />
amalgamated to become Windermere Primary School.<br />
• Abbotsfield Primary School and Roseneath Primary School<br />
amalgamated to become Austins Ferry Primary School.<br />
• Bridgewater High, Bridgewater Primary, East Derwent<br />
Primary, Gagebrook Primary and Herdsmans Cove Primary<br />
Schools were amalgamated, becoming the Jordan River<br />
Learning Federation with the following campuses:<br />
o Senior School Campus<br />
o Middle School Campus<br />
o East Derwent Campus<br />
o Gagebrook Campus<br />
o Herdsmans Cove Campus.<br />
<strong>Department</strong> at a Glance – Services<br />
7
<strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
Organisation Chart as at 30 June 2011<br />
Learning<br />
Services<br />
General Managers<br />
School<br />
Principals<br />
Early Years and<br />
Schools<br />
Deputy Secretary<br />
State and National<br />
Programs<br />
Manager<br />
Strategic Policy and Performance<br />
Curriculum<br />
Manager<br />
<strong>Education</strong>al<br />
Performance Services<br />
Manager<br />
Early Years<br />
Director<br />
Academy<br />
General Manager<br />
College<br />
Principals<br />
Post Year 10<br />
Deputy Secretary<br />
Polytechnic<br />
General Manager<br />
All Campuses<br />
Secretary<br />
Government<br />
<strong>Education</strong> and<br />
Training<br />
International<br />
Marketing<br />
Operations<br />
Business<br />
LINC<br />
Tasmania<br />
Director<br />
All Libraries,<br />
LINCs, OACs<br />
Heritage and<br />
Archives<br />
Manager and<br />
State Archivist<br />
Corporate<br />
Services<br />
Deputy Secretary<br />
Human<br />
Resources<br />
Managers<br />
Facilities and<br />
Capital Planning<br />
Director<br />
Information and<br />
Technology<br />
Services<br />
Director<br />
Portfolio<br />
Co-ordination<br />
Unit<br />
Manager<br />
Finance and<br />
Resource Services<br />
Director<br />
Internal Audit<br />
Manager<br />
8<br />
<strong>Department</strong> at a Glance – Organisation
Clients<br />
Licensed child care services 2010–11 1<br />
Category<br />
Number<br />
0–5 year-olds 2 76<br />
5–12 year-olds 3 104<br />
0–12 year-olds 80<br />
Family day care schemes 12<br />
Total 272<br />
Class sizes (average number <strong>of</strong> students)<br />
Sector 2008–09 2009–10 2010–11<br />
Kindergarten 18.4 18.6 19.2<br />
Primary 23.1 23.1 23.0<br />
Secondary 4 23.3 23.0 22.7<br />
School and college students in each Learning Service<br />
(August census 2010)<br />
North-West<br />
Primary 7,917<br />
Secondary 4,013<br />
Combined 1,393<br />
College (DoE) 5 0<br />
Special 195<br />
North-West<br />
South-East<br />
North<br />
North<br />
Primary 9,355<br />
Secondary 4,269<br />
Combined 2,790<br />
College (DoE) 5 1,297<br />
Special 240<br />
South<br />
Primary 9,103<br />
Secondary 4,537<br />
Combined 472<br />
College (DoE) 5 828<br />
Special 344<br />
South<br />
South-East<br />
Primary 6,926<br />
Secondary 2,188<br />
Combined 2,270<br />
College (DoE) 5 1,154<br />
Special 0<br />
School and college students (August census 2010)<br />
Sector FTE Number<br />
Primary 31,183.1 6 33,301<br />
Secondary 14,996.1 15,007<br />
Combined 6,666.9 6,925<br />
College (including<br />
Polytechnic/Academy)<br />
7,805.0 8,719<br />
Special 385.5 779<br />
Total 61,036.6 64,731<br />
1 <strong>Department</strong> target for 2010–11 (dependant on market forces) was 290.<br />
2 Long day care and occasional care centres only.<br />
3 After school, before school and vacation care centres only.<br />
4 As secondary school students are not organised into classes which exclusively<br />
undertake a complete education program, the department has adopted the English<br />
class size as a proxy measure.<br />
5 No breakdowns are available for the Polytechnic/Academy by Learning Service.<br />
This figure only includes the three department colleges as at August 2010.<br />
6 This primary school student count includes Kindergarten students who attend school<br />
on a part-time basis.<br />
<strong>Department</strong> at a Glance – Clients<br />
9
Proportion <strong>of</strong> active registered library users 7 by<br />
region 2010–11<br />
Region Number % <strong>of</strong> active users<br />
North 35,698 26.5%<br />
North-West 29,248 21.7%<br />
South 69,932 51.8%<br />
Total 134,878 100%<br />
Record retrievals and extended queries 2010–11<br />
Number<br />
For government clients 1,377<br />
For public clients 12,717<br />
Total 14,094<br />
Percentage <strong>of</strong> active registered library users by<br />
gender 2010–11<br />
Gender Number % <strong>of</strong> active users<br />
Female 85,946 63.7%<br />
Male 48,398 35.9%<br />
Unknown 543 0.4%<br />
Visits to LINCs 2010–11<br />
Region<br />
Number<br />
South 1,656,482 8<br />
North 840,888<br />
North-West 731,291<br />
Total 3,228,661<br />
7 An active registered library user is a person who has a current library card and has used it in the last two years.<br />
8 Excludes izone visits to Hobart building, not to Hobart LINC. The izone is a newly refurbished space on the second floor <strong>of</strong> the State Library building,<br />
91 Murray Street, Hobart. It brings together the combined resources and services <strong>of</strong> TAHO and the State Reference Service.<br />
Active registered library users by age group 30 June 2011<br />
18,000<br />
16,000<br />
14,000<br />
12,000<br />
10,000<br />
8,000<br />
6,000<br />
4,000<br />
2,000<br />
0<br />
No Code<br />
05–09<br />
10–14<br />
15–19<br />
20–24<br />
25–29<br />
30–39 40–49 50–59 60–69 70–79 80–89 90–99 99+<br />
Adult education participation by age group 2010–11<br />
3,000<br />
2,500<br />
2,000<br />
1,500<br />
1,000<br />
500<br />
0<br />
0–04<br />
05–09<br />
10–14<br />
15–19<br />
20–24<br />
25–29<br />
30–39 40–49 50–59 60–69 70–79 80–89 90–99 99+<br />
10<br />
<strong>Department</strong> at a Glance – Clients
Workforce<br />
Whole <strong>of</strong><br />
department<br />
as at 30 June 2011<br />
Services FTE Number<br />
Learning Services<br />
Primary schools 3,255.34 4,352<br />
Combined schools 897.52 1,136<br />
Secondary schools 1,730.26 2,035<br />
Special schools 199.16 296<br />
Student support 166.74 217<br />
Learning Services – Learning 69.42 79<br />
Learning Services – Programs 18.57 20<br />
Learning Services staff 105.15 122<br />
Post Year 10<br />
Tasmanian Academy including Colleges 718.43 947<br />
Tasmanian Polytechnic 557.43 702<br />
Shared Services 213.65 237<br />
Post Year 10 central support 17.90 18<br />
Central Support<br />
Office <strong>of</strong> the Secretary 3.00 3<br />
Strategic Policy and Performance 12.70 13<br />
<strong>Education</strong>al Performance Services 19.40 20<br />
Aboriginal <strong>Education</strong> 13.14 14<br />
Child and Family Centres 16.00 16<br />
Child Care Unit 13.10 15<br />
English as an Additional Language 36.27 48<br />
Early Years 4.80 5<br />
Programs 42.35 57<br />
Corporate Services 4.00 4<br />
Human Resources Management 62.62 67<br />
Finance and Resources Services 41.08 45<br />
Facilities and Capital Planning 25.30 26<br />
Information and Technology Services 114.63 121<br />
Portfolio Co-ordination Unit 11.60 13<br />
Internal Audit 6.00 6<br />
LINC Tasmania<br />
LINCs East 9 110.65 170<br />
LINCs West 9 78.10 108<br />
Resource Discovery and Collections 49.60 59<br />
Strategy and Performance 17.30 20<br />
Tasmanian Archive and Heritage Office 30.40 32<br />
Statutory Authorities and Boards<br />
Skills Tasmania 55.68 59<br />
Tasmanian Qualifications Authority 18.00 20<br />
Teachers Registration Board 7.22 10<br />
Overall Total 8,742.52* 11,112*<br />
9 LINCs East includes Regional Services and Support and the Hobart, Launceston and Rosny LINCs. LINCs West includes Burnie,<br />
Devonport, Glenorchy, Huon and Kingston LINCs.<br />
* The Tasmanian Academy and the Tasmanian Polytechnic transferred to the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> on 1 January 2011 and figures are<br />
inclusive <strong>of</strong> this change.<br />
<strong>Department</strong> at a Glance – Workforce 11
School<br />
employees<br />
(Full-Time<br />
Equivalent)<br />
Academy/Colleges<br />
10%<br />
Polytechnic 8%<br />
Special schools 3%<br />
Secondary<br />
schools 23%<br />
Primary<br />
schools 44%<br />
Combined<br />
schools 12%<br />
Indigenous<br />
Australians<br />
employed<br />
At 30 June 2011, 116 individuals identifying as Indigenous Australians were employed within the department,<br />
representing 1.04% <strong>of</strong> the total workforce.<br />
Teaching<br />
workforce *<br />
Teachers employed<br />
Position FTE Number<br />
Base grade teachers 4,051.11 4,936<br />
Advanced skills teachers 465.10 489<br />
Principals and assistant principals 411.30 415<br />
Total 4,927.51 5,840<br />
Appointment <strong>of</strong> permanent base grade teachers<br />
Position 2008 2009 2010<br />
New graduates appointed through scholarship program 11 7 18<br />
Appointments through merit selection 115 79 70<br />
Conversions to permanent status 67 184 183<br />
Average age <strong>of</strong> teachers<br />
Position Female Male<br />
Base grade teachers 44.0 44.1<br />
Advanced skills teachers 46.9 45.8<br />
Principals and assistant principals 50.5 49.6<br />
* The Tasmanian Academy and the Tasmanian Polytechnic transferred to the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> on 1 January 2011 and figures are<br />
inclusive <strong>of</strong> this change.<br />
12<br />
<strong>Department</strong> at a Glance – Workforce
Age <strong>of</strong> principals<br />
and assistant<br />
principals<br />
(30 June 2011)<br />
180<br />
160<br />
140<br />
120<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
30–34 35–39 40–44 45–49 50–54 55–59 60–64 65+<br />
Gender<br />
balance in<br />
promoted<br />
positions<br />
350<br />
300<br />
250<br />
200<br />
150<br />
100<br />
2009 2010 2011<br />
Advanced skills teachers – female<br />
Advanced skills teachers – male<br />
Principals and assistant principals – female<br />
Principals and assistant principals – male<br />
<strong>Department</strong> at a Glance – Workforce<br />
13
Finances<br />
Expenditure<br />
($’000)<br />
2010–11 * Pre-Compulsory and Compulsory <strong>Education</strong> 755,800<br />
Post-Compulsory <strong>Education</strong> and Skills Development 213,457<br />
LINC Tasmania 40,065<br />
Administered payments 255,840<br />
Capital Investment Program ** 20,659<br />
Total 1,285,821<br />
* Expenditure figures are accrual based as reported in the department’s financial statements.<br />
** Actual expenditure $215.502m – adjustment made for capitalisation <strong>of</strong> building works ($194.843m) to the Statement <strong>of</strong> Comprehensive<br />
Income and school payment eliminations.<br />
14<br />
<strong>Department</strong> at a Glance – Finances
Pre-Compulsor y<br />
and Compulsor y<br />
<strong>Education</strong> –<br />
Output Group 1<br />
15
Early Years<br />
Direction<br />
Major<br />
Initiatives<br />
Launching<br />
into<br />
Learning<br />
(LiL)<br />
In the early years the focus is on schools developing<br />
strong relationships with parents and community<br />
services, including strategies and programs that<br />
promote and support the importance <strong>of</strong> the early years<br />
for children’s successful learning and development. This<br />
will be strengthened with the ongoing implementation<br />
<strong>of</strong> the Council <strong>of</strong> Australian Governments’ (COAG)<br />
National Early Childhood Development Strategy and the<br />
National Partnership Agreements on Early Childhood<br />
<strong>Education</strong> and the Quality Agenda for Early Childhood<br />
<strong>Education</strong> and Care.<br />
Child and family centres being built around the state<br />
will be administered by the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> to<br />
Launching into Learning (LiL) is a program based<br />
on research about the importance <strong>of</strong> learning<br />
3.1.1<br />
opportunities prior to Kindergarten. LiL aims to<br />
give Tasmania’s youngest children the best possible start<br />
in life. The philosophy <strong>of</strong> LiL is to intentionally support<br />
parents as their child’s first, ongoing and <strong>of</strong>ten most<br />
influential teachers.<br />
Launching into Learning is led and managed in each<br />
Learning Service by a management group including<br />
the Manager Learning, principals and early childhood<br />
teachers. The project continues to employ at least 38<br />
staff with over 2,200 children attending with parent/s on<br />
a regular basis. The majority <strong>of</strong> staff employed are early<br />
childhood teachers and teacher aides.<br />
Partnerships and linkages with other agencies are<br />
developing and collaborations have led to cooperative<br />
work practices, especially between schools, the Child<br />
Health and Parenting Services, and Housing Services.<br />
With improved support and services to young children<br />
and families as the goal, the range <strong>of</strong> pr<strong>of</strong>essional<br />
partnerships being formed is increasing. Launching into<br />
Learning schools are determining their local needs and<br />
working closely with, or using resources to secure social<br />
workers, child health nurses, family support workers,<br />
child care pr<strong>of</strong>essionals, as well as teacher assistants to<br />
provide a holistic and cohesive approach to supporting<br />
families and their young children.<br />
Pre-compulsory early education and care through<br />
the Launching into Learning initiative constitutes a core<br />
component <strong>of</strong> this innovative development. An amount<br />
<strong>of</strong> $25.4 million is being invested in this project.<br />
The state government’s Launching into Learning initiative<br />
began in 2006 as a four year, $12.6 million commitment<br />
to families and young children aged from birth to four<br />
years. In 2008, the government committed a further<br />
$4.25 million in annual funding until 2013.<br />
work alongside their early childhood teachers. Some<br />
schools are also seeking specialist speech, language and<br />
occupational therapy services.<br />
LiL programs support families by working in partnership<br />
with parents before their children begin Kindergarten.<br />
It gives parents the skills to support their children,<br />
and help to deliver long-term benefits in their child’s<br />
education. In keeping with the planning principles<br />
underlying LiL, the majority <strong>of</strong> these school communities<br />
have a high proportion <strong>of</strong> families living in disadvantaged<br />
and challenging circumstances. There is evidence that<br />
these programs are likely to be effective in achieving<br />
learning success and to positively influence a wider range<br />
<strong>of</strong> outcomes than would occur with future intervention.<br />
LiL enables principals to create a school culture that<br />
values learning in the early years, lead the design <strong>of</strong><br />
appropriate strategies and programs, and facilitate the<br />
coordination and integration <strong>of</strong> relevant services in<br />
their school community. Through LiL, programs are<br />
developed that respond to the learning needs <strong>of</strong> young<br />
children in each community with a focus on working<br />
with parents, partnerships with other services, early<br />
literacy and school readiness and working with families<br />
with young children who find it difficult to access<br />
services.<br />
16<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Early Years
Schools participating in Launching into Learning as at 30 June 2011<br />
South – 20 schools<br />
Austins Ferry Primary School Cygnet Primary School Glenorchy Primary School Moonah Primary School<br />
Blackmans Bay Primary School Dover District High School Goodwood Primary School Rosetta Primary School<br />
Bowen Road Primary School Franklin Primary School Huonville Primary School Springfield Gardens Primary School<br />
Bruny Island District School Geeveston District High School Kingston Primary School Windermere Primary School<br />
Collinsvale Primary School Glen Huon Primary School Margate Primary School Woodbridge School<br />
South-East – 29 schools 1<br />
Bagdad Primary School Fairview Primary School Oatlands District High School Swansea Primary School<br />
Bellerive Primary School Howrah Primary School Orford Primary School Tasman District School<br />
Bothwell District High School Jordan River Learning Federation Ouse District School<br />
Triabunna District High School<br />
(including East Derwent, Gagebrook<br />
and Herdsmans Cove Campus)<br />
Brighton Primary School Kempton Primary School Richmond Primary School Warrane Primary School<br />
Campania District High School Levendale Primary School Risdon Vale Primary School Westerway Primary School<br />
Clarendon Vale Primary School Maydena Primary School Rokeby Primary School<br />
Dodges Ferry Primary School Molesworth Primary School Sorell School<br />
Dunalley Primary School New Norfolk Primary School South Arm Primary School<br />
North – 38 schools<br />
Avoca Primary School Flinders Island District High School Norwood Primary School St Leonards Primary School<br />
Beaconsfield Primary School Glen Dhu Primary School Perth Primary School St Marys District School<br />
Bicheno Primary School Hagley Primary School Port Dalrymple School Summerdale Primary School<br />
Bracknell Primary School Invermay Primary School Ravenswood Heights Primary School Waverley Primary School<br />
Bridport Primary School Lilydale District School Ringarooma Primary School West Launceston Primary School<br />
Campbell Town District High School Longford Primary School Riverside Primary School Westbury Primary School<br />
Cressy District High School Mayfield Primary School Rocherlea Primary School Winnaleah District High School<br />
Deloraine Primary School Meander Primary School Scottsdale Primary School Youngtown Primary School<br />
Evandale Primary School Mole Creek Primary School South George Town Primary School<br />
Exeter Primary School Mowbray Heights Primary School St Helens District High School<br />
North-West – 34 schools<br />
Burnie Primary School King Island District High School Ridgley Primary School Strahan Primary School<br />
Cooee Primary School Latrobe Primary School Romaine Park Primary School Table Cape Primary School<br />
Devonport Primary School Miandetta Primary School Rosebery District High School Ulverstone Primary School<br />
East Devonport Primary School Montello Primary School Sheffield School Wesley Vale Primary School<br />
East Ulverstone Primary School Mountain Heights School Smithton Primary School West Ulverstone Primary School<br />
Edith Creek Primary School Nixon Street Primary School Somerset Primary School Yolla District High School<br />
Forest Primary School Penguin Primary School Spreyton Primary School Zeehan Primary School<br />
Havenview Primary School Redpa Primary School Sprent Primary School<br />
Hillcrest Primary School Riana Primary School Stanley Primary School<br />
1 This count includes the Jordan River Learning Federation as one school.<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Early Years<br />
17
Child and<br />
Family<br />
Centres<br />
In 2010–11 the state government has committed<br />
$25.4 million in capital funding to enable the construction<br />
<strong>of</strong> child and family centres (CFC) statewide. The purpose<br />
<strong>of</strong> CFCs is to improve the learning, health and wellbeing<br />
<strong>of</strong> Tasmania’s very young children by supporting parents<br />
and enhancing accessibility <strong>of</strong> services in the local<br />
community.<br />
The vision <strong>of</strong> CFCs is that all Tasmanian children have<br />
the best possible start in life, are healthy, safe and curious<br />
learners, nurtured by confident, capable families living in<br />
strong, supportive communities.<br />
The centres will bring together and <strong>of</strong>fer a range <strong>of</strong><br />
integrated services; based on community need that make<br />
the most difference in the early years <strong>of</strong> a child’s life,<br />
providing access for children and their families within their<br />
local community.<br />
A total <strong>of</strong> six state government funded CFCs will be open<br />
by the end <strong>of</strong> 2011. Beaconsfield CFC was the first to<br />
open in January 2011. It provides a range <strong>of</strong> integrated<br />
services and programs including Launching into Learning and<br />
Child Health and Parenting Services. A common focus<br />
for all CFCs is the cultivation <strong>of</strong> partnerships with a range<br />
<strong>of</strong> services and a commitment to developing respectful<br />
relationships with families. The centres have a child focused<br />
approach combined with support and opportunities for<br />
parents, caregivers and families.<br />
Construction on five other centre buildings—Clarence<br />
Plains, Ravenswood, East Devonport, Break-O-Day<br />
(St Helens) and West Coast (Queenstown) will be<br />
completed by the end <strong>of</strong> 2011. Other centres in Burnie,<br />
Chigwell and the Derwent Valley are due for completion in<br />
2012. A date for the CFC at George Town is not available<br />
at this stage.<br />
Through the Council <strong>of</strong> Australian Governments (COAG)<br />
Partnership for Indigenous Early Childhood Development,<br />
the Australian Government has also provided the<br />
state government with $8.09 million to establish and<br />
operate two CFCs in Bridgewater and the Huon Valley<br />
(Geeveston).<br />
Performance<br />
Launching<br />
into Learning<br />
(LiL) data<br />
findings in<br />
2010 from<br />
the 2008<br />
program<br />
The overarching goal <strong>of</strong> LiL is to help children<br />
from socioeconomically disadvantaged<br />
3.1.1<br />
backgrounds to improve their educational<br />
performance through interventions in early<br />
development from birth to before Kindergarten.<br />
The <strong>Department</strong> <strong>of</strong> <strong>Education</strong> is conducting<br />
The Launching into Learning Longitudinal Study<br />
2007–2014. The 2010 Progress Report collected<br />
information on 1,299 regular 2 LiL students across<br />
104 schools and looks at the effect participation<br />
had on student performance as measured by the<br />
Kindergarten Development Check (KDC) and<br />
Performance Indicators in Primary Schools (PIPS). In the<br />
future the report will include Year 3 National Assessment<br />
Program – Literacy and Numeracy (NAPLAN) results.<br />
The 2010 results show that involvement in LiL has a<br />
significant impact in improving literacy and numeracy<br />
skills. All analyses point to the same conclusion: that<br />
LiL has a significantly positive influence on student<br />
performance from all socioeconomic backgrounds but<br />
the biggest performance gains occurred in children from<br />
more disadvantaged socioeconomic backgrounds.<br />
2 Defined as attendance <strong>of</strong> 75% or more LiL sessions for the year.<br />
18<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Early Years
2008 LiL<br />
Cohort,<br />
Reading<br />
Performance<br />
in Prep<br />
2010 3<br />
It is important to note that on average, children from<br />
higher socioeconomic backgrounds participated<br />
in 2008 LiL at higher rates than those from lower<br />
socioeconomic backgrounds. Future work requires<br />
continued and greater emphasis on engaging those<br />
families that find it hardest to access programs<br />
particularly those that are the most poorly resourced.<br />
The LiL group had an improvement <strong>of</strong> 7.3 percentage<br />
points in reading performance:<br />
• the LiL group had 10.1% <strong>of</strong> reading scores in the<br />
‘Below range’ compared to 17.4% for the non-LiL<br />
group.<br />
The LiL group had an improvement <strong>of</strong> 6.7 percentage<br />
points in numeracy performance:<br />
• the LiL group had 10.9% <strong>of</strong> numeracy scores in the<br />
‘Below range’ compared to 17.6% for the non-LiL<br />
group.<br />
The LiL group achieved a 10.5 percentage points<br />
increase in the number <strong>of</strong> children who achieved all<br />
Kindergarten Development Check (KDC) performance<br />
indicators when compared to the non-LiL group.<br />
3 ‘Students who did NOT participate in LiL’ or ‘Non-LiL group’ is used as a control in calculations <strong>of</strong> several measures. The standard<br />
approach used to choose a group <strong>of</strong> students who did not participate in LiL but attended the same schools where LiL was <strong>of</strong>fered. This<br />
approach provides the twin benefits that it logically defines the non-LiL group as students that could have potentially participated in LiL<br />
but did not and it reduces the influence <strong>of</strong> school level confounding variables by selecting the comparison group from the same school<br />
background.<br />
Students<br />
Achieving<br />
Expected<br />
Standards in<br />
Early Years<br />
Academic<br />
Performance<br />
Measures<br />
Interviews with LiL stakeholders suggest that, in<br />
addition to improving the immediate educational<br />
outcomes for children, the LiL program also produces<br />
additional positive effects for the community. By actively<br />
involving parents, LiL provides them with the necessary<br />
skills and resources needed to facilitate their child’s<br />
educational development. The LiL program also helps<br />
parents build substantial ongoing support networks.<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Early Years<br />
19
Launching into Learning Good Practice Example<br />
LiL in George Town is a collaborative endeavour<br />
between our two public schools. Our LiL Planning<br />
Team is made up <strong>of</strong> key staff from the two schools with<br />
coordination coming from a senior staff member funded<br />
through South George Town Primary School’s Low<br />
Socioeconomic Status (SES) National Partnership. Strong<br />
links have been established with other service providers<br />
in George Town, which is creating opportunities for<br />
shared services to families. We are creating a model <strong>of</strong><br />
integration, working alongside government and nongovernment<br />
organisations for the benefit <strong>of</strong> families,<br />
which will be further strengthened when the child and<br />
family centre is completed in George Town in 2012.<br />
Our Birth – 4 programs are designed for families<br />
throughout George Town. The programs are delivered<br />
in a consistent format irrespective <strong>of</strong> the venue.<br />
The choice <strong>of</strong> venues is determined by factors that<br />
include accessibility for families through a supportive<br />
environment, and appropriate space and costs. We see<br />
our support as falling into three tiers:<br />
• A playgroup at each school is the first tier <strong>of</strong> universal<br />
support for families with children under school age.<br />
There is a consistent approach so families hear and<br />
learn the same songs at both sessions. Two teacher<br />
assistants are employed alongside the teacher, helping<br />
families to feel welcome and supported.<br />
• Outreach programs into the community are the<br />
second tier <strong>of</strong> support. A teacher and teacher<br />
assistant talk with families and read and play with<br />
babies and children in the Child Health and Parenting<br />
Services (CHAPS) clinic foyer as families wait to see<br />
the nurse. Most recently we have organised for an<br />
Occupational Therapist from St Giles to join this<br />
outreach program. The family partnership model<br />
<strong>of</strong> interaction is used by LiL staff. More informal<br />
examples <strong>of</strong> 2nd tier support include our park parties<br />
and Tiny Tots on Show programs where multiple service<br />
providers join in outreach.<br />
• Very small play opportunities for specific, targeted<br />
families represent the third tier <strong>of</strong> support. LiL has<br />
formed a partnership with the Early Childhood<br />
Intervention Service (ECIS) to provide pre-Kinder<br />
experience for children with autism. Other third tier<br />
opportunities include meeting for c<strong>of</strong>fee at a local cafe,<br />
baby massage and in-home play sessions.<br />
Our work with families this year has also taken on an<br />
increased focus on supporting parents in their key role.<br />
Three LiL team members trained as facilitators for<br />
the Empowering Parents, Empowering Communities<br />
Course—Being a Parent. More than 20 parents are taking<br />
part in the course. There are considerable benefits<br />
already emerging for parents and children. LiL staff also<br />
have key roles in supporting other parent programs<br />
including the Pregnant and Young Parent Support (PYPS).<br />
As a LiL team we meet frequently, including fortnightly<br />
planning meetings. A task at the meetings is the<br />
processing <strong>of</strong> all child health referrals to ensure prompt<br />
contact with families. We prioritise pr<strong>of</strong>essional learning<br />
to support our work with young children and their<br />
families.<br />
Data confirms that our LiL Planning Team programs are<br />
succeeding in engaging an increasing number <strong>of</strong> families.<br />
In 2010 attendance at LiL programs grew by over 50%.<br />
LiL Planning Team<br />
South George Town Primary School<br />
Port Dalrymple School<br />
Early Years<br />
School<br />
Improvement<br />
Measures<br />
(as reported<br />
in Tasmania’s<br />
<strong>Education</strong><br />
Performance<br />
Report 2010)<br />
Key performance measure 2008 2009 2010 Tasmania<br />
Together<br />
Benchmark<br />
Percentage <strong>of</strong> Kindergarten students<br />
achieving expected outcomes 4 76.8% 76.0% 76.0% 3.1.1<br />
Percentage <strong>of</strong> Prep students achieving<br />
expected literacy outcomes 85.1% 85.7% 84.3% 3.2.2<br />
4 Tasmania Together benchmark 3.1.1 target for 2010 is 76%.<br />
20<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Early Years
Child Care<br />
Direction<br />
The Child Care Unit (CCU) is integral to maintaining<br />
the provision <strong>of</strong> quality child care in Tasmania. Staff<br />
• a system <strong>of</strong> licensing, including developing,<br />
implementing and reviewing licensing standards<br />
• support and advice to services and the wider<br />
community in regard to licensing<br />
• funding through specific programs.<br />
Major<br />
Initiatives<br />
Recognition<br />
Project<br />
MCCAC sees recognition <strong>of</strong> prior learning and<br />
experience as an effective tool to build on and<br />
complement the Child Care Scholarships program,<br />
Performance 5<br />
seek opportunities to work collaboratively with the<br />
child care community while maintaining the unit’s core<br />
functions <strong>of</strong> providing:<br />
The most significant issues continuing to affect the<br />
child care sector are the challenges associated with the<br />
recruitment and retention <strong>of</strong> child care staff, particularly<br />
In late 2007, the Minister’s Child Care Advisory Council<br />
(MCCAC) identified recruitment and retention <strong>of</strong><br />
suitable staff as its main priority and developed a<br />
successful budget bid to establish the recognition<br />
process as a significant, ongoing qualification pathway<br />
to help resolve the qualifications crisis.<br />
the Skills to Care initiative, and the Skills for Growth<br />
initiative. The first intake <strong>of</strong> the project was completed<br />
qualified staff. The CCU is working with the sector and<br />
the Minister’s Child Care Advisory Council to improve<br />
this and has facilitated and developed a number <strong>of</strong><br />
strategies to increase the number <strong>of</strong> qualified staff.<br />
Currently, planning is underway nationally for<br />
the implementation <strong>of</strong> the Council <strong>of</strong> Australian<br />
Governments’ (COAG) quality reform agenda. The<br />
National Partnership Agreement on the National Quality<br />
Agenda for Early Childhood <strong>Education</strong> and Care was signed in<br />
December 2009.<br />
The agreement requires significant change for licensing,<br />
accreditation and the work <strong>of</strong> the CCU. Work to<br />
enable these changes to occur smoothly commenced in<br />
2009–10 and will continue through to its implementation<br />
from 1 January 2012.<br />
in 2009–10 and the final intake will complete their<br />
involvement late in 2011. A total <strong>of</strong> 46 coaches have<br />
received assessor training, 36 <strong>of</strong> whom are still current<br />
and are co-assessing candidates in conjunction with<br />
Skills Institute coordinators. A total <strong>of</strong> 138 candidates<br />
have been/are currently enrolled in the project.<br />
Of the 75 who participated in 2010, 17 obtained<br />
their Diploma qualification with the vast majority <strong>of</strong><br />
the remainder continuing with a training pathway to<br />
complete the gaps identified through the recognition<br />
process. An additional three candidates have completed<br />
the Diploma so far in 2011.<br />
Licensed<br />
Child Care<br />
Places<br />
During 2010–11, CCU met the state’s responsibility<br />
for licensing and standards. Data indicates that despite<br />
variations from year to year, there has still been an<br />
overall increase in places from 2008–09.<br />
Key performance measure 2008–09 2009–10 2010–11<br />
Licensed child care services: 6<br />
0–5 year-olds 7 83 81 76<br />
5–12 year-olds 8 111 109 104<br />
0–12 year-olds 77 77 80<br />
Family day care schemes 11 11 12<br />
Total 282 278 272<br />
Licensed centre-based child care places:<br />
Long day care 5,590 5,565 5,988<br />
Occasional care 703 671 499<br />
After school care 4,499 4,463 4,687<br />
Before school care 1,554 1,507 1,448<br />
Vacation care 4,052 4,031 4,143<br />
Total 16,398 16,237 16,765<br />
5 These measures support the achievement <strong>of</strong> Tasmania Together<br />
benchmark 1.2.1.<br />
6 DoE target for 2010–11 (dependant on market forces) was 290.<br />
7 Long day care and occasional care centres only.<br />
8 After school, before school and vacation care centres only.<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Child Care<br />
21
Literacy and Numeracy<br />
Direction<br />
Improving the literacy and numeracy performance<br />
<strong>of</strong> all Tasmanians remains one <strong>of</strong> the department’s<br />
highest priorities. The department has developed a<br />
comprehensive reform agenda that focuses on literacy<br />
and numeracy achievement in the early years, schools,<br />
post-Year 10 education and training, and adult education.<br />
The Tasmanian Curriculum sets the direction for learning<br />
for all students in Tasmanian Government schools.<br />
Students from Preparatory to Year 10 are assessed<br />
against key learning areas including English–literacy and<br />
Mathematics–numeracy, which are mandated areas <strong>of</strong><br />
study in the Tasmanian Curriculum. Assessment ratings<br />
and comments on English–literacy and Mathematics–<br />
numeracy are provided to parents each year, together<br />
with assessments on other learning areas as appropriate<br />
to the school and the student. The knowledge, skills,<br />
understandings and capacities that children develop are<br />
central to learning and necessary for success in all areas<br />
<strong>of</strong> the curriculum.<br />
Tasmania has joined other states and territories in<br />
endorsing the new Australian Curriculum. The Australian<br />
Curriculum will make clear what young people should<br />
be taught and the quality <strong>of</strong> learning that is expected<br />
<strong>of</strong> them. English and Mathematics are both Phase 1<br />
subjects which will be fully implemented (planning,<br />
teaching and reporting) in Tasmanian Government<br />
schools in 2012.<br />
Direction in early years education is strongly guided<br />
by research that indicates how vital the early years<br />
(0 to 5) are in the development <strong>of</strong> children as they begin<br />
and progress through school. This direction is supported<br />
by the Launching into Learning (LiL) initiative which<br />
focuses on early literacy and school readiness, and by the<br />
development <strong>of</strong> integrated child and family centres in key<br />
areas across the state.<br />
The Raising the Bar Closing the Gap initiative is a pillar<br />
<strong>of</strong> Tasmania’s literacy and numeracy improvement<br />
strategy and aims to significantly increase the number <strong>of</strong><br />
children finishing primary school with functional literacy<br />
and numeracy skills. The extension <strong>of</strong> the program<br />
into selected secondary schools in 2011–12 is further<br />
advancing this direction.<br />
Learning Services work with schools to improve<br />
the learning outcomes <strong>of</strong> all students. To ensure<br />
responsiveness to school needs, each Learning<br />
Service is overseen by its School Improvement Board.<br />
Every school has an explicit literacy strategy as part<br />
<strong>of</strong> their school improvement plan so that every child’s<br />
literacy learning needs can be supported.<br />
Major<br />
Initiatives<br />
The department’s direction and literacy and numeracy<br />
goals are supported by a range <strong>of</strong> targeted initiatives.<br />
The progress and influence <strong>of</strong> these initiatives are<br />
generally reflected in literacy and numeracy performance<br />
over time—see ‘Performance’ (next section).<br />
Early years<br />
In the early years, a key focus <strong>of</strong> the Launching into<br />
Learning program is on early literacy and school<br />
readiness. The latest results from the longitudinal<br />
analysis <strong>of</strong> this program clearly demonstrate the<br />
continued effectiveness in boosting the educational<br />
outcomes for participating students, and particularly<br />
those from lower socioeconomic backgrounds.<br />
The role <strong>of</strong> parents and carers involvement in their child’s<br />
education, especially in the early years, is extremely<br />
important and provides the foundation on which all future<br />
literacy and numeracy learning is built. In 2010–11 the<br />
department allocated $27.7 million to child and family<br />
centres, $2 million to early years literacy and numeracy,<br />
and $100,000 to the Reading Together initiative.<br />
Raising the<br />
Bar Closing<br />
the Gap<br />
The goal <strong>of</strong> the Raising the Bar Closing the Gap<br />
(RTBCTG) initiative is to have more children finish<br />
primary school and start their secondary education<br />
with functional literacy and numeracy skills.<br />
The department committed $8 million to this initiative<br />
in 2010–11.<br />
In 2010–11, further funding <strong>of</strong> $975,000, increasing to<br />
$3 million per annum for three years from 2011–12,<br />
is provided to extend the RTBCTG initiative into<br />
government secondary schools. This funding will initially<br />
target students in Years 7 and 8, and then broaden the<br />
target group to gradually encompass students from Years<br />
7–10. This strategy will result in an increased number<br />
<strong>of</strong> students finishing secondary school with functional<br />
literacy and numeracy skills. The implementation <strong>of</strong><br />
this initiative will provide additional staffing to selected<br />
secondary schools whilst building teacher capability and a<br />
whole-<strong>of</strong>-school improvement approach.<br />
22<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Literacy and Numeracy
RTBCTG is complemented by Smarter Schools National<br />
Partnerships for Literacy and Numeracy, and Low Socioeconomic<br />
Status School Communities. The National<br />
Partnerships are co-investments with the Australian<br />
Government that provide significant support for<br />
improving literacy and numeracy in schools. Teacher<br />
learning, and building teacher capability in a sustainable<br />
way, is a priority within the Tasmanian approach to the<br />
National Partnership for literacy and numeracy and<br />
has predominantly underpinned all actions in schools.<br />
Students in Years 5, 6, 7 and 8 are being specifically<br />
targeted for initiatives, and implementation is requiring<br />
primary and secondary schools to work together.<br />
Closing the<br />
Gap on<br />
Aboriginal<br />
<strong>Education</strong><br />
Outcomes<br />
The Tasmanian Closing the Gap strategy (2010–14)<br />
complements work through the Smarter Schools<br />
National Partnership for Literacy and Numeracy to lift the<br />
performance <strong>of</strong> Aboriginal students. This strategy aims<br />
to better meet the educational needs <strong>of</strong> Aboriginal<br />
students and improve performance through whole-<strong>of</strong><br />
school approaches to personalised learning, literacy and<br />
numeracy improvement and community engagement.<br />
A feature <strong>of</strong> the strategy is the identification <strong>of</strong> focus<br />
schools, based on high Aboriginal student enrolment<br />
and high educational need. Focus schools are receiving<br />
specialised support from Aboriginal <strong>Education</strong> Services<br />
to support inclusive teaching and improve community<br />
engagement.<br />
Many Aboriginal students in Tasmania achieve lower<br />
outcomes compared to their non-Aboriginal peers.<br />
A range <strong>of</strong> targeted strategies to improve outcomes<br />
are designed to close this gap. These strategies include:<br />
in-class tuition, personalised mentoring and tutoring,<br />
as well as support for speech, hearing and other<br />
impediments that hinder progress. Specialised<br />
pr<strong>of</strong>essional learning for tutors that focuses on quality<br />
teaching programs and cultural awareness is also<br />
provided.<br />
The National Aboriginal and Torres Strait Islander <strong>Education</strong><br />
Action Plan (NATSIEAP) has enabled extension funding <strong>of</strong><br />
$1.9 million to support five NATSIEAP focus schools to<br />
incorporate the Raising the Bar Closing the Gap strategy<br />
into their schools—Raising the Bar Closing the Gap<br />
Indigenous extension. This program commenced in Term 1,<br />
2011 and will continue until December, 2012. The Raising<br />
the Bar Closing the Gap Indigenous extension program will<br />
help to accelerate literacy and numeracy achievement <strong>of</strong><br />
participating Aboriginal students.<br />
Literacy and<br />
numeracy<br />
learning<br />
initiatives<br />
The following funded literacy and numeracy initiatives<br />
occurred in 2010–11:<br />
• Learning Services Support for Schools – schools,<br />
in conjunction with their Learning Services, are<br />
best placed to develop individualised literacy and<br />
numeracy plans. Funding <strong>of</strong> $3 million in 2010–11<br />
was provided for Learning Services to support<br />
schools in literacy improvement. Schools have been<br />
supported with focused pr<strong>of</strong>essional learning and<br />
have been working together to interpret data and<br />
better diagnose and address the learning needs <strong>of</strong><br />
their students.<br />
• Literacy Grants – literacy intervention support was<br />
provided to schools with the highest <strong>Education</strong>al<br />
Needs Index (ENI).<br />
• Reading Recovery – a school-based literacy<br />
intervention for Year 1 was a funded improvement<br />
strategy with 56 schools participating in 2010.<br />
• Reading Together – a family literacy program which<br />
supports pre-school and adult literacy at 18 locations<br />
statewide.<br />
• Flying Start – the Flying Start resource is a staffing<br />
allocation made to primary and combined schools<br />
to support literacy teaching and learning from<br />
Kindergarten through to Year 2. All primary and<br />
combined schools provided this early intervention in<br />
literacy.<br />
• Student Links – an initiative to improve outcomes<br />
for students moving from Year 6 to Year 7, which<br />
provides additional support to schools and<br />
communities to address the specific needs <strong>of</strong> students<br />
at risk during transition periods. Projects and programs<br />
vary and include the provision <strong>of</strong> personal support<br />
through case management and curriculum designed<br />
around individual student needs and capacities.<br />
• Partnerships in Teaching Excellence (PiTE) – this preservice<br />
training program is in part used to better<br />
prepare beginning teachers as literacy/numeracy<br />
teachers and improve pr<strong>of</strong>essional learning for<br />
experienced teachers; 20 students were part <strong>of</strong> this<br />
initiative in 2010 with 23 students participating in 2011.<br />
Literacy and<br />
Numeracy<br />
Plans<br />
In response to the NAPLAN 2011 results, a strategy<br />
has been developed and implemented. The strategy will<br />
see each school carefully analysing their school data to<br />
identify specific aspects <strong>of</strong> literacy and numeracy that<br />
require further focus. Schools have also been provided<br />
with additional data to assist with their analysis as well<br />
as direct access to web-based teaching resources and<br />
strategies and support. In addition the Curriculum and<br />
<strong>Education</strong>al Performance Services teams are providing<br />
further school level support, including help desk<br />
assistance to aid their analysis and planning.<br />
Principals and teachers are translating their findings into<br />
revised Literacy and Numeracy Plans at the school level,<br />
and implementing teaching and learning strategies to<br />
address the identified areas <strong>of</strong> future focus.<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Literacy and Numeracy<br />
23
Transition<br />
to the<br />
Australian<br />
Curriculum<br />
2011 is a preparation year for the learning areas <strong>of</strong><br />
English, mathematics, science and history within the<br />
Australian Curriculum. English, mathematics and science<br />
will be implemented in schools from 2012. Preparation<br />
has involved awareness-raising, familiarisation and<br />
developing understanding <strong>of</strong> content, intent and<br />
rationale. Other learning areas will continue to be<br />
implemented as they become fully developed by the<br />
Australian Curriculum, Assessment and Reporting<br />
Authority (ACARA).<br />
Premier’s<br />
Reading<br />
Challenge<br />
The Premier’s Reading Challenge <strong>of</strong>fers students the<br />
incentive to read more <strong>of</strong>ten and widely. Students in<br />
Years Prep to 6 are challenged to read a book a week<br />
for 10 weeks. The Challenge aims to improve the<br />
literacy <strong>of</strong> Tasmanian students, help raise awareness<br />
<strong>of</strong> the importance <strong>of</strong> reading amongst parents and the<br />
wider community, and give young students a love <strong>of</strong><br />
reading to set them up with one <strong>of</strong> life’s most precious<br />
skills. Over 11,500 primary school students completed<br />
the Premier’s Reading Challenge, with more than 115,000<br />
books read and over 1,670 book reviews submitted.<br />
Performance<br />
The department is responsible for monitoring and<br />
accountability. <strong>Education</strong>al Performance Services<br />
(EPS) provides schools with data from international,<br />
national and statewide assessments to assist schools<br />
to tailor programs to help each student to lift his/<br />
her performance. These assessments include<br />
the Kindergarten Development Check (KDC),<br />
Performance Indicators in Primary Schools (PIPS),<br />
The National Assessment Program – Literacy and<br />
Numeracy (NAPLAN), Trends in International<br />
Mathematics and Science Study (TIMSS) and Programme<br />
for International Student Assessment (PISA).<br />
The state government remains firmly committed to<br />
transparency and accountability for ongoing school<br />
improvement. The government strongly supports<br />
the effective assessment and reporting <strong>of</strong> student<br />
achievement, including the diagnostic value <strong>of</strong> the<br />
NAPLAN.<br />
Tasmania’s<br />
<strong>Education</strong><br />
Performance<br />
Reports<br />
The department compiles a state and regional summary<br />
<strong>of</strong> educational performance in government schools<br />
each calendar year. This includes reporting on literacy<br />
and numeracy performance. The latest report (2010) can<br />
be viewed online from http://www.education.tas.gov.au<br />
School<br />
Improvement<br />
Reports<br />
School Improvement Reports have been provided to<br />
compare achievement and improvement in individual<br />
schools across consecutive years—since 2008<br />
(2007 data). The fourth release <strong>of</strong> school<br />
information was made available to the public in<br />
June 2011 (2010 data) and can be viewed online at<br />
http://schoolimprovement.education.tas.gov.au. The data<br />
on literacy and numeracy allow schools to compare their<br />
results against previous achievements to determine the<br />
progress that is being made. The reports also identify<br />
areas <strong>of</strong> strength so that successful strategies can be<br />
shared with other schools.<br />
24<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Literacy and Numeracy
National<br />
Assessment<br />
Program –<br />
Literacy and<br />
Numeracy<br />
(NAPLAN)<br />
In May each year, Years 3, 5, 7 and 9 students across<br />
Australia are tested on aspects <strong>of</strong> literacy and<br />
numeracy using a common test in Reading, Writing,<br />
Language Conventions (spelling, grammar and<br />
punctuation) and Numeracy.<br />
Results from these tests are used at school and state<br />
level to evaluate the effectiveness <strong>of</strong> teaching, the<br />
learning initiatives and programs in place, and to clarify<br />
a direction for continued improvement in literacy<br />
and numeracy performance. The NAPLAN testing<br />
and reporting assists the department to address<br />
educational disadvantage and to direct resources to<br />
where they are most needed.<br />
These measures support the achievement <strong>of</strong><br />
Tasmania Together benchmarks 3.2.2 and 3.2.3.<br />
http://www.tasmaniatogether.tas.gov.au/<br />
Student results in the NAPLAN tests are reported<br />
against a continuous reporting scale for each test<br />
type, described by ten achievement bands and enable<br />
individual achievement to be compared to the national<br />
average. The achievement scale for each year level<br />
is described using six <strong>of</strong> the ten achievement bands;<br />
the first band being the lower level <strong>of</strong> knowledge and<br />
skills attained; and the top band describing higher level<br />
knowledge and skills. One band is designated as the<br />
national minimum standard (NMS) for each test and<br />
year level.<br />
National Assessment Program—Literacy and Numeracy National Assessment Scale<br />
Band 10<br />
Band 10<br />
Band 9<br />
Band 8<br />
Band 8<br />
Band 9<br />
Band 8<br />
Band 9<br />
Band 8<br />
Students are<br />
above the national<br />
minimum standard<br />
Band 7<br />
Band 6<br />
Band 5<br />
Band 4<br />
Band 3<br />
Band 2<br />
Band 1<br />
Band 6<br />
Band 5<br />
Band 4<br />
Band 3<br />
Band 2<br />
Band 1<br />
Students are<br />
above the national<br />
minimum standard<br />
Students are<br />
at the national<br />
minimum standard<br />
Students are<br />
below the national<br />
minimum standard<br />
Band 7<br />
Band 6<br />
Band 5<br />
Band 4<br />
Band 3<br />
Students are<br />
above the national<br />
minimum standard<br />
Students are<br />
at the national<br />
minimum standard<br />
Students are<br />
below the national<br />
minimum standard<br />
Band 7<br />
Band 6<br />
Band 5<br />
Band 4<br />
Students are<br />
above the national<br />
minimum standard<br />
Students are<br />
at the national<br />
minimum standard<br />
Students are<br />
below the national<br />
minimum standard<br />
Band 7<br />
Band 6<br />
Band 5<br />
Students are<br />
at the national<br />
minimum standard<br />
Students are<br />
below the national<br />
minimum standard<br />
Year 3 Year 5 Year 7<br />
Year 9<br />
Source: ACARA – http://www.nap.edu.au<br />
Notes<br />
The NAPLAN data for 2011 are preliminary. Final data are reported in<br />
the NAPLAN National Report.<br />
The average age and years <strong>of</strong> schooling are determined as at the<br />
time <strong>of</strong> testing.<br />
The percentages <strong>of</strong> students represented in the tables have been<br />
rounded and may not sum to 100.<br />
Exempt students were not assessed and are deemed not to have<br />
met the national minimum standard.<br />
Participation rates are calculated as all assessed and exempt<br />
students as a percentage <strong>of</strong> the total number <strong>of</strong> students in the<br />
year level, as reported by schools, which includes those absent and<br />
withdrawn.<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Literacy and 5 th percentile Numeracy –<br />
In the tables, standard deviation is abbreviated as S.D. Standard<br />
deviation is the measure <strong>of</strong> variability in the students’ performances.<br />
Approximately 68 per cent <strong>of</strong> student results are expected to fall<br />
How to read the graphs<br />
700<br />
600<br />
500<br />
400<br />
300<br />
Each group’s results are represented<br />
in a vertical column with various colours.<br />
80 th percentile –<br />
80% <strong>of</strong> students<br />
achieve below<br />
this score<br />
Mean scale<br />
score<br />
20 th percentile –<br />
20% <strong>of</strong> students<br />
achieve below<br />
95 th percentile –<br />
95% <strong>of</strong> students<br />
achieve below<br />
this score<br />
5% <strong>of</strong> students<br />
achieve below<br />
Band 8<br />
and<br />
above<br />
Band 7<br />
Band 6<br />
Band 5<br />
Band 4<br />
Band 3<br />
and<br />
below<br />
25
NAPLAN – Reading<br />
NAPLAN - Reading<br />
Legend<br />
Exempt<br />
1 band below<br />
NMS<br />
AT NMS<br />
1 band above<br />
NMS<br />
2 bands above<br />
NMS<br />
3 bands above<br />
NMS<br />
4 bands above<br />
NMS<br />
NMS = National Minimum Standard<br />
Achievement <strong>of</strong> Year 3 Students<br />
Percentage <strong>of</strong> Students<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
TAS 2009<br />
1<br />
5<br />
13<br />
19<br />
22<br />
20<br />
20<br />
TAS 2010<br />
1<br />
5<br />
11<br />
17<br />
22<br />
21<br />
24<br />
TAS 2011<br />
2<br />
6<br />
13<br />
17<br />
19<br />
19<br />
25<br />
AUS 2011<br />
2<br />
4<br />
10<br />
17<br />
21<br />
21<br />
24<br />
Achievement <strong>of</strong> Year 5 Students<br />
Percentage <strong>of</strong> Students<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
TAS 2009<br />
1<br />
8<br />
15<br />
21<br />
24<br />
19<br />
12<br />
TAS 2010<br />
1<br />
8<br />
15<br />
23<br />
24<br />
18<br />
11<br />
TAS 2011<br />
1<br />
9<br />
15<br />
22<br />
24<br />
17<br />
12<br />
AUS 2011<br />
2<br />
7<br />
14<br />
23<br />
26<br />
18<br />
11<br />
Achievement <strong>of</strong> Year 7 Students<br />
Percentage <strong>of</strong> Students<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
TAS 2009<br />
1<br />
6<br />
15<br />
25<br />
27<br />
17<br />
8<br />
TAS 2010<br />
1<br />
5<br />
14<br />
25<br />
28<br />
19<br />
9<br />
TAS 2011<br />
2<br />
5<br />
17<br />
26<br />
26<br />
17<br />
7<br />
AUS 2011<br />
2<br />
4<br />
15<br />
26<br />
27<br />
19<br />
8<br />
Achievement <strong>of</strong> Year 9 Students<br />
Percentage <strong>of</strong> Students<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
TAS 2009<br />
1<br />
8<br />
16<br />
26<br />
28<br />
16<br />
5<br />
TAS 2010<br />
1<br />
8<br />
20<br />
28<br />
26<br />
13<br />
4<br />
TAS 2011<br />
1<br />
8<br />
19<br />
28<br />
26<br />
14<br />
5<br />
AUS 2011<br />
2<br />
6<br />
17<br />
27<br />
27<br />
16<br />
5<br />
26 Pre-Compulsory and Compulsory <strong>Education</strong> – Literacy and Numeracy
Commentary<br />
• Tasmania’s 2011 results for all year levels in Reading<br />
were comparable with its 2010 results, and over the<br />
longer-term, 2008 results.<br />
• Tasmania’s 2011 results for Reading were comparable<br />
to Australia.<br />
• The percentage <strong>of</strong> Tasmanian students at or above<br />
the national minimum standard are within 1.6% <strong>of</strong> the<br />
Australian figure—across all year levels.<br />
• The extent <strong>of</strong> the gap between Tasmania and Australia<br />
was equivalent to incorrect responses on less than one<br />
question in the Reading test.<br />
• Some schools in lower socioeconomic areas are<br />
showing improvements, indicating that initiatives aimed<br />
at raising the literacy levels <strong>of</strong> students in these schools<br />
(see ‘Major Initiatives’) are making a positive difference.<br />
Explanatory<br />
notes to the<br />
charts<br />
• Literacy performance is represented by achievement<br />
on the Reading tests, because Reading is generally<br />
considered the most reliable measure <strong>of</strong> overall<br />
literacy achievement.<br />
• All figures are inclusive <strong>of</strong> government and nongovernment<br />
schools.<br />
• The percentages <strong>of</strong> students represented have been<br />
rounded and may not sum to 100.<br />
• Exempt students were counted as assessed, are<br />
deemed not to have met the national minimum<br />
standard and are included in the result for each test.<br />
• These measures have been sourced from the national<br />
website for NAPLAN – www.nap.edu.au<br />
• The 2009 and 2010 measures are taken from the<br />
Stage 2 release <strong>of</strong> those results.<br />
• The 2011 measures are taken from the Stage 1<br />
(preliminary) release <strong>of</strong> 2011 results and some minor<br />
changes can occur between the Stage 1 and Stage 2<br />
reporting due to be released in December 2011.<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Literacy and Numeracy<br />
27
NAPLAN – Numeracy<br />
NAPLAN - Numeracy<br />
Legend<br />
Exempt<br />
1 band below<br />
NMS<br />
AT NMS<br />
1 band above<br />
NMS<br />
2 bands above<br />
NMS<br />
3 bands above<br />
NMS<br />
4 bands above<br />
NMS<br />
NMS = National Minimum Standard<br />
Achievement <strong>of</strong> Year 3 Students<br />
Percentage <strong>of</strong> Students<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
TAS 2009<br />
1<br />
5<br />
14<br />
23<br />
26<br />
20<br />
12<br />
TAS 2010<br />
1<br />
4<br />
12<br />
23<br />
28<br />
20<br />
12<br />
TAS 2011<br />
2<br />
3<br />
13<br />
25<br />
26<br />
18<br />
12<br />
AUS 2011<br />
2 2<br />
11<br />
24<br />
27<br />
20<br />
13<br />
Achievement <strong>of</strong> Year 5 Students<br />
Percentage <strong>of</strong> Students<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
TAS 2009<br />
1<br />
6<br />
18<br />
30<br />
27<br />
13<br />
5<br />
TAS 2010<br />
1<br />
6<br />
15<br />
29<br />
28<br />
15<br />
7<br />
TAS 2011<br />
1<br />
5<br />
17<br />
30<br />
27<br />
14<br />
6<br />
AUS 2011<br />
2<br />
4<br />
14<br />
28<br />
28<br />
16<br />
9<br />
Achievement <strong>of</strong> Year 7 Students<br />
Percentage <strong>of</strong> Students<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
TAS 2009<br />
1<br />
6<br />
18<br />
29<br />
27<br />
14<br />
5<br />
TAS 2010<br />
1<br />
5<br />
17<br />
30<br />
26<br />
14<br />
7<br />
TAS 2011<br />
2<br />
6<br />
17<br />
28<br />
25<br />
15<br />
8<br />
AUS 2011<br />
2<br />
4<br />
14<br />
26<br />
26<br />
17<br />
12<br />
Achievement <strong>of</strong> Year 9 Students<br />
Percentage <strong>of</strong> Students<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
TAS 2009<br />
1<br />
5<br />
19<br />
32<br />
27<br />
12<br />
4<br />
TAS 2010<br />
1<br />
6<br />
19<br />
32<br />
27<br />
12<br />
4<br />
TAS 2011<br />
1<br />
7<br />
23<br />
29<br />
23<br />
11<br />
5<br />
AUS 2011<br />
2<br />
5<br />
18<br />
28<br />
24<br />
15<br />
9<br />
28<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Literacy and Numeracy
Commentary<br />
• Tasmania’s 2011 results for all year levels in Numeracy<br />
were comparable with its 2010 results, and over the<br />
longer-term, 2008 results.<br />
• The only significant change was improvement in<br />
Year 5 Numeracy from 2008, matching a national<br />
improvement.<br />
• Tasmania’s 2011 results were generally comparable to<br />
Australia in Numeracy for the percentage <strong>of</strong> students<br />
at or above national minimum standard, demonstrating<br />
that students are achieving quite well in the basic skills.<br />
• The extent <strong>of</strong> the gap between Tasmania and Australia<br />
was equivalent to incorrect responses on about one<br />
question in the Numeracy test(s).<br />
• Often Tasmanian students matched national<br />
performance on problem-solving tasks in Numeracy, but<br />
performed less well in some specific areas such as spatial<br />
terminology.<br />
• Some schools in lower socioeconomic areas are<br />
showing improvements, indicating that initiatives aimed<br />
at raising the numeracy levels <strong>of</strong> students in these<br />
schools (see ‘Major Initiatives’) are making a positive<br />
difference.<br />
Explanatory<br />
notes to the<br />
charts<br />
• All figures are inclusive <strong>of</strong> government and nongovernment<br />
schools.<br />
• The percentages <strong>of</strong> students represented have been<br />
rounded and may not sum to 100.<br />
• Exempt students were counted as assessed and<br />
are deemed not to have met the national minimum<br />
standard and are included in the result for each test.<br />
• These measures have been sourced from the national<br />
website for NAPLAN – www.nap.edu.au<br />
• The 2009 and 2010 measures are taken from the<br />
Stage 2 release <strong>of</strong> those results.<br />
• The 2011 measures are taken from the Stage 1<br />
(preliminary) release <strong>of</strong> 2011 results and some minor<br />
changes can occur between the Stage 1 and Stage 2<br />
reporting due to be released in December 2011.<br />
Closing the Gap on Aboriginal <strong>Education</strong> Outcomes<br />
Key performance measure 2007 2008 2009 2010<br />
Tasmania Together<br />
Benchmark<br />
Percentage gap in Indigenous<br />
students achieving expected<br />
outcomes<br />
9.7% 7.4% 9.4% 7.4%<br />
3.2.2<br />
In terms <strong>of</strong> a national comparison, Tasmania has the<br />
smallest differences in mean score results between<br />
Aboriginal and non-Aboriginal students for all tests and<br />
year levels in NAPLAN. On average, the gap between<br />
Aboriginal and non-Aboriginal students is 50% less in<br />
Tasmania than other states and territories.<br />
Pre-Compulsory and Compulsory <strong>Education</strong> – Literacy and Numeracy 29
Post-Compulsory<br />
<strong>Education</strong> and Skills<br />
Development –<br />
Output Group 2<br />
30
Direction<br />
Major<br />
Initiatives<br />
Retention<br />
and<br />
Attainment<br />
Strategy<br />
The <strong>Department</strong> <strong>of</strong> <strong>Education</strong>’s goal for all Tasmanians<br />
is that they gain appropriate skills and qualifications to<br />
enable them to participate in a globalised, creative and<br />
innovation-based community and economy.<br />
To this end, the department is progressing the<br />
implementation <strong>of</strong> an evolved model <strong>of</strong><br />
post-Year 10 education and training in 2011.<br />
Amendments to legislation that came into effect from<br />
1 January 2011 have brought the Tasmanian Polytechnic<br />
and Tasmanian Academy under the auspices <strong>of</strong> the<br />
department, providing the opportunity for an increased<br />
strategic focus to support the achievement <strong>of</strong> improved<br />
educational outcomes for all Tasmanians.<br />
Through the Tasmanian Polytechnic and Tasmanian<br />
Academy and some district and regional schools, the<br />
department provides post-Year 10 education and<br />
The Retention and Attainment Strategy will guide the<br />
work <strong>of</strong> the department in improving the transition <strong>of</strong><br />
students from Year 10 to further education and training,<br />
and engaging students so they stay in education and<br />
training, and gain a meaningful Year 12 or equivalent<br />
qualification.<br />
A key initiative <strong>of</strong> the strategy is the introduction <strong>of</strong><br />
tracking <strong>of</strong> students from Year 10 to the completion<br />
<strong>of</strong> Year 12 or equivalent. This includes following up<br />
at-risk and disengaged students and supporting their<br />
re-engagement.<br />
The strategy focuses on a range <strong>of</strong> areas to support<br />
transition, engagement and achievement <strong>of</strong> qualifications<br />
including:<br />
• high quality pathway planning<br />
• open and consistent communication between<br />
schools, colleges <strong>of</strong> the Academy and the Polytechnic,<br />
underpinned by a collaborative culture<br />
• a coordinated approach to course <strong>of</strong>ferings<br />
• quality information available to and accessible by<br />
students, parents and teachers<br />
• quality teaching<br />
• quality learning support and learning environments<br />
• relevant and flexible programs.<br />
training opportunities to enable every Tasmanian to<br />
reach their potential at any stage <strong>of</strong> life. The department<br />
aims to nurture a culturally rich, socially cohesive and<br />
economically productive community.<br />
Tasmania’s target is for 90% <strong>of</strong> students to attain Year 12<br />
or its equivalent by 2015 which is the national target set<br />
through the National Partnership Agreement on Youth<br />
Attainment and Transitions. Currently, Tasmania’s rates<br />
<strong>of</strong> participation and achievement in post-compulsory<br />
education and training are lower than most other<br />
Australian states and many OECD countries.<br />
A significant focus for the department is to address<br />
student retention beyond Year 10, and to do so, the<br />
department is working to improve the transition <strong>of</strong><br />
students from Year 10, their engagement in programs in<br />
Year 11 and beyond, and their attainment <strong>of</strong> meaningful<br />
qualifications.<br />
Progress<br />
The strategy has been agreed to by all Year 11 and 12<br />
leaders in the Polytechnic and Academy. It has been<br />
disseminated to secondary school principals through a<br />
range <strong>of</strong> processes including face-to-face meetings and a<br />
workshop.<br />
Work has commenced in conjunction with pathway<br />
planners to develop the transition support processes for<br />
the strategy. Research has been undertaken to investigate<br />
suitable special engagement programs. Colleges have also<br />
commenced work on the development <strong>of</strong> special interest<br />
programs focused on improving retention.<br />
Initial investigation has been undertaken into the<br />
development <strong>of</strong> a student tracking system.<br />
The 2012 Your Guide to <strong>Education</strong> and Training in Years 11<br />
and 12 was disseminated to all secondary schools in June<br />
2011.<br />
Discussions have commenced with district and regional<br />
high schools and Aboriginal <strong>Education</strong> Services to<br />
explore factors affecting the transition, engagement and<br />
achievement <strong>of</strong> students at higher risk <strong>of</strong> disengagement,<br />
as well as possible programs to address these factors.<br />
Post-Compulsory <strong>Education</strong> and Skills Development 31
Guaranteeing<br />
Futures<br />
Trade<br />
Training<br />
Centres<br />
Guaranteeing Futures initiatives are focused on<br />
retention and participation <strong>of</strong> young people<br />
3.3.1<br />
in post-compulsory education and training.<br />
Starting in the compulsory years, young Tasmanians<br />
are provided with pathway planning and transition<br />
support as well as extensive career, work and<br />
enterprise education.<br />
All Tasmanian secondary school students develop<br />
pathway plans. Pathway planning <strong>of</strong>ficers (PPOs) will<br />
continue to support schools. In line with the Learner<br />
at the Centre strategy, PPOs will focus on supporting<br />
Year 10 students to make successful transitions<br />
beyond secondary school by developing personal<br />
pathway plans and facilitating relevant pathway<br />
experiences.<br />
Given the focus on students having a future pathway<br />
and the ability to follow it, career planning will be<br />
further integrated into the curriculum. With the<br />
supporting pathway planners, teachers can match and<br />
develop a student’s aspirations and their education<br />
program.<br />
Guaranteeing Futures initiatives continued to be<br />
monitored to ensure they deliver the best results for<br />
young Tasmanians.<br />
The Tasmanian Government has accessed the<br />
Australian Government’s Trade Training Centre in<br />
Schools program as part <strong>of</strong> its strategy to increase<br />
vocational training opportunities for people living in<br />
rural and remote areas. The aim has been to establish<br />
skill hubs in regional areas, involving as many schools<br />
in the area as possible.<br />
The Tasmanian Polytechnic has responsibility for<br />
collaborating with local communities to develop<br />
and submit applications for projects on behalf <strong>of</strong> the<br />
government sector in the state.<br />
The centres are designed to deliver a number <strong>of</strong><br />
trade competencies (not all at each site) covering<br />
auto electric, electro-technology, bricklaying and<br />
plastering, ro<strong>of</strong>ing and general plumbing, metals,<br />
carpentry and joinery, welding, floor tiling and<br />
horticulture–all generally up to Certificate II level<br />
qualifications which will articulate to Certificate III.<br />
The Tasmanian Government has a ten year plan<br />
for trade training centres that includes both state,<br />
Catholic and independent schools. Future projects<br />
will include the refurbishment <strong>of</strong> existing facilities to<br />
The department has developed and will maintain<br />
valuable resources to support students to develop their<br />
pathway plans for their future beyond Year 10.<br />
Progress<br />
Specific initiatives include:<br />
• Working on water – 80+ Year 9 and 10 students<br />
around the state participated in this three day<br />
experience providing an overview <strong>of</strong> marine careers.<br />
• Step out in Bricks – 70+ Year 9 and 10 students around<br />
the state participated in this one week intensive<br />
hands-on experience in brick laying.<br />
• Design Your Future in Engineering – 36 Year 10 students<br />
around the state participated in this extended<br />
experience exploring pathways into engineering.<br />
• Try A Trade – approximately 1,600 Year 9 students<br />
around the state participated in this one day<br />
experience designed to give students an opportunity<br />
to undertake an activity in three trade areas.<br />
• youthBUILD – 70 Year 10 students at seven<br />
participating secondary schools and Claremont<br />
College took part in this year long program which<br />
introduces students to careers in building and<br />
construction.<br />
bring them up to industry standard and to <strong>of</strong>fer training<br />
in traditional trade areas and emerging industries.<br />
Progress<br />
Three centres constructed at George Town, Dorset<br />
and Bridgewater, which were completed in October<br />
2010, <strong>of</strong>fered a suite <strong>of</strong> VET programs for students<br />
enrolled in Years 11 and 12 in 2011, as well as preemployment<br />
VET programs for young people and adults<br />
preparing to undertake apprenticeship employment.<br />
Students in Years 9 and 10 also access VET programs at<br />
these centres.<br />
Construction <strong>of</strong> three further centres is underway.<br />
Construction at Circular Head commenced in<br />
January and at Break O’Day in March with both due<br />
for completion in 2011. Construction at Huonville<br />
commenced in June with scheduled completion early<br />
in 2012.<br />
As at 30 June, the number <strong>of</strong> programs run in 2011<br />
was 11 at Scottsdale, 13 at George Town and 36<br />
at Bridgewater (comprising 15 Certificate I and II<br />
programs plus 21 taster programs).<br />
Student This Australian Research Council Linkage Project is<br />
Retention a collaborative longitudinal study being undertaken<br />
by the University <strong>of</strong> Tasmania and the <strong>Department</strong><br />
Beyond the <strong>of</strong> <strong>Education</strong> which was approved in May for<br />
Compulsory commencement in July 2011. The project will<br />
Years in Rural, investigate the nature, impact and efficacy <strong>of</strong> a<br />
Regional and range <strong>of</strong> intervention strategies at primary school,<br />
Disadvantaged<br />
Communities<br />
Project<br />
secondary school and college levels aimed at enhancing<br />
student retention in education beyond the compulsory<br />
years <strong>of</strong> schooling. It will build knowledge <strong>of</strong> the ways<br />
in which factors known to influence retention interact<br />
with one another and other relevant but underresearched<br />
variables. This three year study will be<br />
located in rural, regional and disadvantaged areas <strong>of</strong><br />
Tasmania.<br />
32<br />
Post-Compulsory <strong>Education</strong> and Skills Development
Qualification<br />
for Teacher<br />
Registration<br />
From I January 20II, Tasmanian Polytechnic teachers<br />
were required to be registered with the Teachers<br />
Registration Board. To gain full registration, either<br />
general, or specialist VET, Polytechnic teachers must<br />
hold or obtain a recognised teaching qualification.<br />
Specialist VET registration recognises teaching<br />
qualifications and industry/vocational qualifications<br />
that are appropriate for the VET sector and enables<br />
a teacher to deliver vocational education in a school<br />
or Polytechnic setting.<br />
Teachers employed at the Polytechnic prior to<br />
the introduction <strong>of</strong> registration and who met the<br />
criteria for specialist VET registration were granted<br />
provisional registration, specialist VET.<br />
As a result <strong>of</strong> a memorandum <strong>of</strong> understanding<br />
between the University <strong>of</strong> Tasmania and the Tasmanian<br />
Polytechnic the teaching qualification, the Bachelor<br />
<strong>of</strong> <strong>Education</strong> (Applied Learning), was developed.<br />
This qualification will recognise the significant skill<br />
and experience <strong>of</strong> Polytechnic teachers and has been<br />
submitted to the Teachers Registration Board for<br />
assessment as a recognised qualification.<br />
Polytechnic teachers will be strongly supported in<br />
undertaking this qualification with individual mentoring<br />
and facilitated study groups being organised through<br />
the Polytechnic. It was anticipated that in excess <strong>of</strong><br />
180 teachers (including approximately 160 from the<br />
Polytechnic) would commence in first semester in July 20II.<br />
Taste <strong>of</strong><br />
Polytechnic<br />
2010<br />
Performance<br />
Partnerships between schools, The Tasmanian<br />
Polytechnic, and, in some instances, business and<br />
industry, allow students to access short-term<br />
training programs in a range <strong>of</strong> areas. The areas<br />
include metals, manufacturing, textiles, fashion,<br />
hospitality, engineering, construction, community<br />
services, hairdressing and business administration at the<br />
Tasmanian Polytechnic and combined this learning with<br />
school and, at times, work placement.<br />
The partnership has continued with the Tasmanian<br />
Polytechnic in 2011 and incorporates the Trainee and<br />
Apprenticeship Pathway Program (TAPP).<br />
Performance measure<br />
Attainment measures for 15–19 year-olds, achieving:<br />
2008–09 2009–10 2010–11<br />
Actual 1 Actual 1 Target<br />
2011–12<br />
Target<br />
Tasmania<br />
Together<br />
Benchmark<br />
120 credit points in education and training 3,796 3,931 3,937 4,196<br />
Some vocational education and training 4,727 4,952 4,876 5,072<br />
A Tasmanian Certificate <strong>of</strong> <strong>Education</strong> 2,667 2,825 2,782 2,894<br />
A tertiary entrance rank 2,076 2,235 2,201 2,289<br />
3.4.2<br />
3.4.2<br />
3.4.2<br />
3.4.2<br />
NSSC Census 2 7,500 8,002 8,000 8,000<br />
Apparent retention rate Years 10–12 3 62.2% 73.0% 67.0% 69.0%<br />
Full year training equivalents 4 12,300 13,800 13,500 13,500<br />
3.3.1<br />
Training participation rate 13.0% 14.8% 14.0% 14.0%<br />
Student Satisfaction – Graduates 5 90.5% 89.8% 90.0% 90.0%<br />
Student Satisfaction – Module Completers 5 83.9% 82.2% 87.0% 87.0%<br />
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<br />
are based on the 2010 calendar year. Completion and participation rates are affected by economic circumstances and targets assume these circumstances, especially youth<br />
employment opportunities, will remain stable over this period.<br />
2 While Tasmanian education underwent a significant restructure <strong>of</strong> Post Year 10 education in 2009, processes were undertaken by the department to ensure that data<br />
provided fully complied with collection definitions. Actuals are full-time equivalent post–Year 10 students regardless <strong>of</strong> age, as at the Mid-Year Census.<br />
3 Apparent retention rate is a measure <strong>of</strong> the number <strong>of</strong> school students in a designated year <strong>of</strong> education expressed as a percentage <strong>of</strong> their respective cohort group in a base<br />
year. Figures relate to government school students. The increase in the 2010 rate is due to a combination <strong>of</strong> many factors, most notably students studying longer, new entrants<br />
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<br />
setting for 2010–11 and 2011–12 reflects that some <strong>of</strong> the increase is anticipated to be temporary in nature.<br />
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<br />
group as a percentage <strong>of</strong> the estimated residential population in the corresponding age groups. Figures are based on ABS population figures, catalogue number 3201.0.<br />
5 Student satisfaction is the percentage <strong>of</strong> students satisfied with the overall quality <strong>of</strong> training. These results are based on a survey <strong>of</strong> a sample <strong>of</strong> students and therefore are not<br />
‘actual’ figures but rather estimates with a 95 % confidence level. Each estimate is the mid-point <strong>of</strong> a range; the range is the 95% confidence interval (if the survey covered all<br />
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.<br />
Sources: Tasmanian Qualifications Authority, National Schools Statistics Collection (NSSC), Australian Bureau <strong>of</strong> Statistics (ABS) Schools, Australia (cat. no. 4221.0), Skills Tasmania’s Provider<br />
Collection, ABS Population by Age and Sex, Australian States and Territories (cat. no. 3201.0) National Centre for Vocational <strong>Education</strong> Research (NCVER) Student Outcomes Survey.<br />
Post-Compulsory <strong>Education</strong> and Skills Development<br />
33
LINC Tasmania –<br />
Output Group 3<br />
34<br />
LINC Tasmania – Output Group 3
Direction<br />
Major<br />
Initiatives<br />
Learning<br />
and<br />
Information<br />
Network<br />
Centres<br />
(LINCs)<br />
including<br />
Virtual<br />
LINC<br />
LINC Tasmania, formally known by its project name, the<br />
Community Knowledge Network (CKN), encompasses<br />
a breadth and depth <strong>of</strong> service delivery including Learning<br />
and Information Network Centres (LINCs) and the<br />
Tasmanian Archive and Heritage Office (TAHO).<br />
The integrated statewide service network provides all<br />
Tasmanians with access to: library services, research and<br />
information, adult literacy support, community learning,<br />
online access and a world class archive and heritage<br />
service. LINC Tasmania operates online through Virtual<br />
LINC and physical service points across the state.<br />
The focus throughout 2010–11 was on developing the<br />
new LINC Tasmania vision, values and priority areas to<br />
inform the new strategic and business plan for 2011–13.<br />
The development work involved extensive consultation<br />
with clients, the Tasmanian Library Advisory Board and<br />
staff to draw out strategic priorities and measureable<br />
targets. The strategic direction <strong>of</strong> LINC Tasmania focuses<br />
on making information, learning and literacy services more<br />
accessible to all Tasmanians—where, when and how they<br />
need them, building on the strength <strong>of</strong> existing services<br />
along with a fresh focus on second chance learning and<br />
adult literacy. With around 200,000 Tasmanians already<br />
accessing LINC Tasmania’s combined services, its aim is to<br />
benefit even more Tasmanians—particularly those who<br />
need greater information, technology access, skills and<br />
support to participate fully in work and community life.<br />
This vision will continue into the coming years as LINC<br />
Tasmania becomes fully established within the community.<br />
The organisation’s transformation required a cultural<br />
shift in the community to align with the changing face <strong>of</strong> a<br />
traditional library to the new integrated service delivery<br />
model. Research on community attitudes was undertaken<br />
to inform the creation <strong>of</strong> the LINC brand, services and<br />
the vision which demonstrated strong support for the<br />
LINC Tasmania concept. The next 12 months present an<br />
important challenge as LINC Tasmania works towards<br />
ensuring that all Tasmanian’s know about the new<br />
LINCs are located in urban and regional locations<br />
statewide and provide a community-based hub where<br />
Tasmanians can access information, community learning<br />
and literacy services. The statewide LINC network<br />
includes Risdon Prison LINC and seven urban LINCs.<br />
Construction for new regional LINCs in Queenstown and<br />
Bridgewater continued during 2010–11 with Queenstown<br />
expected to be completed in September 2011. Planning<br />
for two new regional LINCs at Scottsdale, and George<br />
Town, to be rolled out during 2010–13, is underway with<br />
proposals and site plans being finalised in consultation with<br />
the local communities. The proposed LINC for Sorell was<br />
deferred as part <strong>of</strong> the 2011–12 budget.<br />
The new Bridgewater and Queenstown LINCs will be<br />
co-located with Service Tasmania and the child and family<br />
centres. Although the buildings are not yet complete, the<br />
LINC Manager and literacy coordinators at each site have<br />
been appointed. This means that the preliminary work in<br />
assessing local needs and demand can be undertaken so<br />
the new LINCs can be operational from day one.<br />
organisation and gain an understanding <strong>of</strong> how to best<br />
meet existing and prospective client needs.<br />
As part <strong>of</strong> the redevelopment <strong>of</strong> LINC Tasmania,<br />
considerable strategic effort has been applied bringing<br />
together 450 existing staff statewide and shaping the<br />
workforce to deliver the new business objectives. LINCs<br />
have brought together employees with diverse specialist<br />
skills and knowledge, in library services, adult learning,<br />
literacy, and technology. The LINC structures emphasise<br />
teams with strong internal communication and networks,<br />
and an over-riding focus on customer service. The new<br />
service environment requires structures and skill sets that<br />
can operate across the broader network and reach out to<br />
communities in new and different settings.<br />
Leadership across the organisation to initiate systematic<br />
cultural change across LINC Tasmania was integral<br />
to support managers and their teams to understand,<br />
participate in and engage with new business initiatives.<br />
Due to the significant business and cultural changes,<br />
the last two years have focused attention on the need<br />
for strong leadership at all levels <strong>of</strong> the organisation.<br />
In 2010, LINC Tasmania continued to build a widespread<br />
leadership culture through delivery <strong>of</strong> the Leading at All<br />
Levels Program. During 2009, 79 employees undertook the<br />
program and a further 74 participated in 2010. Feedback<br />
from participants and their managers was very positive. The<br />
program is seen as a valuable development opportunity,<br />
particularly in a time <strong>of</strong> considerable change. The<br />
concentrated effort on leadership is part <strong>of</strong> an overarching<br />
strategic Planning and Performance Management Framework<br />
which has been developed and implemented over 2010–11.<br />
A number <strong>of</strong> issues over the years warranted a reevaluation<br />
<strong>of</strong> arrangements regarding LINC Tasmania’s<br />
administrative responsibility for staff at the Parliamentary<br />
Library. This resulted in the Parliament deciding to take full<br />
responsibility for services <strong>of</strong> the Parliamentary Library. This<br />
move aligns Tasmania to all the states whose Parliaments<br />
have full control and responsibility for their Parliamentary<br />
libraries.<br />
The focus on improving LINC Tasmania’s delivery online<br />
commenced with a transitional website going live with<br />
the new URL www.linc.tas.gov.au. This site provides a<br />
single online portal with links to the websites <strong>of</strong> the four<br />
organisations that existed prior to the formation <strong>of</strong> LINC<br />
Tasmania. The redevelopment <strong>of</strong> all associated websites<br />
will become Virtual LINC. Virtual LINC will provide an<br />
integrated and comprehensive LINC Tasmania online<br />
presence which will continue to grow and mirror a range<br />
<strong>of</strong> services <strong>of</strong>fered through physical LINC outlets. Virtual<br />
LINC clients are able to access a wide range <strong>of</strong> services<br />
including viewing digitised content from the unique<br />
collections <strong>of</strong> the Tasmanian Archive and Heritage Office,<br />
browse the network’s collection <strong>of</strong> books, DVDs and other<br />
resources, reserve and renew books, access electronic<br />
databases <strong>of</strong> information and enrol in courses. There<br />
are also facilities for clients to lodge online requests for<br />
information or assistance from LINC staff.<br />
LINC Tasmania 35
Literacy<br />
services<br />
The LINC Tasmania literacy network is being<br />
3.2.1<br />
extended under the state government’s Adult<br />
Literacy Action Plan to provide more support<br />
for Tasmanians, particularly those living in regional<br />
communities. The extension to LINC Tasmania’s<br />
literacy coordinator network progressed during<br />
2010–11 with 19 coordinators appointed and 394<br />
volunteer tutors operating in urban and regional<br />
communities across the state. An extra 100 tutors<br />
are in training and a further three coordinators are<br />
being recruited to commence in July 2011 to work<br />
with the <strong>Department</strong> <strong>of</strong> Justice to support prisoners<br />
and <strong>of</strong>fenders. Literacy coordinators work with a<br />
team <strong>of</strong> volunteers to help people access support and<br />
programs to build adult literacy skills in communities and<br />
workplaces. Literacy coordinators have been undergoing<br />
comprehensive training and collaborate regularly to build<br />
skills and knowledge and share experiences.<br />
In addition to expanding the literacy coordinator network,<br />
the government’s action plan also provides $300,000 per<br />
annum to support literacy skills development initiatives<br />
across LINC Tasmania. This funding is being distributed<br />
across the LINC network to develop and implement<br />
learning programs that attract, engage and support new<br />
clients to develop their literacy skills.<br />
Community<br />
learning<br />
To better ensure that LINC Tasmania is serving<br />
the needs <strong>of</strong> all Tasmanians, community learning is<br />
structured around two key themes, each aimed at<br />
different target groups:<br />
• Work and Life Skills provides learning opportunities<br />
designed to develop skills which enhance pathways<br />
for work, further learning and or social inclusion.<br />
It targets job seekers, second chance learners,<br />
low socioeconomic groups or groups who are<br />
disadvantaged in ways that negatively impact upon<br />
their capacity to contribute to the community.<br />
• Leisure and Lifestyle <strong>of</strong>fers fee-based courses to<br />
clients seeking leisure activities such as relaxation<br />
or recreational pursuits, or clients seeking personal<br />
fulfilment, knowledge or skills which may be loosely<br />
related to vocational or community development.<br />
The priority for community learning is to extend<br />
access to second chance learners requiring foundation<br />
and employability skills development in order to<br />
enter formal training, the workforce, or for everyday<br />
life. In order to improve learning opportunities that<br />
support the existing and emerging learning needs <strong>of</strong> all<br />
Tasmanians, the community learning program is <strong>of</strong>fered<br />
directly to Tasmanians through the network <strong>of</strong> urban<br />
LINCs and regional centres.<br />
Participation in the traditional Adult <strong>Education</strong> program<br />
(now known as Leisure and Lifestyle) has declined by 27%<br />
between 2005 and 2010. Since assuming responsibility<br />
for Leisure and Lifestyle from TAFE Tasmania in<br />
October 2006, LINC Tasmania has worked hard to<br />
improve the program’s ongoing viability. Strategies<br />
have included consolidating programs, introducing an<br />
online enrolment system, revising fees, and improved<br />
course advertising. Despite these strategies, enrolments<br />
have continued to fall due to a decreasing client base,<br />
changing demographics, the current financial climate and<br />
competition from low-cost community programs or<br />
other providers.<br />
LINC Tasmania is building a contemporary community<br />
learning program that will place greater emphasis on<br />
basic Work and Life Skills courses and second chance<br />
education, which may be supported by activities linked<br />
to the Tasmanian Adult Literacy Action Plan. This focus<br />
is aligned with the Tasmanian Skills Strategy to connect<br />
more people to work and their community by removing<br />
barriers to participation, and improve adult literacy skills<br />
which is vital to increasing participation and productivity<br />
in Tasmania.<br />
Re-imagining<br />
Libraries<br />
Re-imagining statewide reference services continues<br />
to be a key strategic focus for LINC Tasmania.<br />
It is re-shaping the statewide reference collections<br />
and services to meet the needs <strong>of</strong> clients seeking<br />
information in the 21st Century. The strategy is being<br />
delivered through national cooperation and its focus<br />
on online service delivery, and emphasis on digitisation<br />
<strong>of</strong> our significant documentary heritage, has resulted<br />
in over 201,722 culturally or historically significant<br />
documents being digitised and made available online in<br />
the past financial year. The strategy has also reduced the<br />
duplication <strong>of</strong> those collections that are held and shared<br />
through distributed national collections.<br />
The strategy is aligned to the principals <strong>of</strong> the national<br />
Re-imagining Libraries agenda which outlines the way<br />
in which libraries will embrace new opportunities in<br />
service delivery to address the impacts that changes in<br />
technology are having on the service model.<br />
Collection The principles <strong>of</strong> the Reference Collections Policy and the<br />
management Retention and Withdrawal Policy for Library Materials and<br />
Donations, provide the framework for selection and<br />
de-selection—reflecting a preference for acquiring<br />
reference resources in electronic format where available<br />
and appropriate. These policies, in conjunction with<br />
the broader national agenda <strong>of</strong> the Re-imaging Libraries<br />
Collaborative Collections initiative, have been the impetus<br />
for significant changes to the storage and collection<br />
management <strong>of</strong> the general reference collections.<br />
Over 50% <strong>of</strong> the collections were assessed and major<br />
collection relocations have resulted in two key outcomes:<br />
contemporary collections with a mix <strong>of</strong> digital and print<br />
resources, and increased capacity for the storage <strong>of</strong><br />
Tasmanian material.<br />
Physical storage space and capacity was upgraded at the<br />
Tower Building, 91 Murray Street. Additional compactus<br />
were installed on four floors and the existing Heritage<br />
and Reference Collections were reconfigured into more<br />
logical arrangements. The transformation <strong>of</strong> storage<br />
area coincided with the transfer <strong>of</strong> the large collection<br />
<strong>of</strong> Tasmanian railways records from National Archives<br />
Australia which highlighted the need to improve facilities<br />
and make better use <strong>of</strong> available storage space.<br />
36<br />
LINC Tasmania
The Digitisation Program continued to provide a structured<br />
and robust program for the digitisation <strong>of</strong> collections<br />
and records held by TAHO. The program provides a<br />
framework for managing access to items in high demand<br />
and the preservation/migration <strong>of</strong> unique, fragile and<br />
unstable items. The program enables Tasmanian heritage<br />
items to be preserved and made accessible to people from<br />
all over the world, as well as locally, via Virtual LINC.<br />
Preventing the deterioration <strong>of</strong> cultural heritage items<br />
remains an important focus for LINC Tasmania. The<br />
2010–11 treatment program for priority government<br />
records included: Lower Court records; 150 Public<br />
Works <strong>Department</strong> plans; items from the Convict series;<br />
the Gaol <strong>Department</strong>, the Supreme Court and Lands<br />
<strong>Department</strong> registers. Tasmania’s convict records have<br />
global heritage significance and are inscribed into the United<br />
Nations <strong>Education</strong>al, Scientific and Cultural Organisation<br />
(UNESCO) International Memory <strong>of</strong> the World Register.<br />
At the end <strong>of</strong> June 2011, there were 201,722 heritage<br />
documents and artefacts available online and 47,320<br />
Tasmanian items were made newly available in 2010–11.<br />
eBooks go<br />
online<br />
Performance<br />
LINC Tasmania launched the new eBooks Plus service<br />
in late November 2010. The objective <strong>of</strong> the service is<br />
to deliver a statewide and fully integrated collection <strong>of</strong><br />
eBooks and eAudio to all LINC Tasmania clients. eBooks<br />
are electronic books available in a digital format so that<br />
it can be read, or listened to on a computer screen or a<br />
handheld device, such as web-enabled mobile phone or<br />
MP3 player. The service is free for anyone with a current<br />
library card and is available through www.linc.tas.gov.au,<br />
24 hours a day, seven days a week. For libraries, eBooks<br />
provide a new opportunity to reach clients who may not<br />
visit their local library facility regularly, but would like the<br />
convenience <strong>of</strong> borrowing eBooks from home.<br />
Clients embraced the new service from the beginning,<br />
with larger than expected loans and number <strong>of</strong> borrowers.<br />
There have been 11,700 eBook issues since the service<br />
started in late 2010. LINC Tasmania currently <strong>of</strong>fers 2,706<br />
eBook titles. It is expected that demand for eBooks will<br />
continue to grow as more people are using smart phones<br />
and eBook readers.<br />
Performance measure 2008–09 2009–10 2010–11<br />
DoE<br />
Target<br />
2010–11<br />
Tasmania<br />
Together<br />
Benchmark<br />
In-person visits to LINCs N/A 3,273,328 3,354,483 3,250,000<br />
Visits to Virtual LINC N/A 1 2,563,979 2,787,583 2,000,000<br />
People accessing education and training programs<br />
through LINCs (number <strong>of</strong> enrolments) 2 :<br />
25,640<br />
Work and Life Skills 2 N/A 1 5,625 6,754 7,000<br />
Leisure and Lifestyle 2 N/A 1 19,881 15,080 19,500<br />
Library items borrowed 5,171,196 5,002,129 5,015,518 3 5,100,000<br />
Tasmanian items newly available 37,488 48,929 47,320 30,000<br />
Percentage <strong>of</strong> significant items conserved 70% 70% 71% 73%<br />
Heritage documents and artefacts publicly<br />
available in digital format<br />
People accessing literacy support services<br />
through LINCs<br />
50,693 172,022 201,722 190,000<br />
N/A 1 262 500 760<br />
6.5.2<br />
6.5.3<br />
Volunteer hours contributed N/A 1 92,376 94,396 90,000<br />
1 New performance measures and ways <strong>of</strong> capturing data have been introduced meaning comparable data from previous years is not available.<br />
2 The former measure has been broken down to present a more accurate representation <strong>of</strong> the active enrolments for community education.<br />
3 This figure includes eBooks which have been available from 2010–11.<br />
LINC Tasmania<br />
37
Progress<br />
Expansion<br />
<strong>of</strong> the LINC<br />
service<br />
network<br />
and use <strong>of</strong><br />
services<br />
Physical visitor numbers to LINCs this year have<br />
improved by 3% compared to last year having reported<br />
3,354,483 visits overall. The number <strong>of</strong> physical visits to<br />
LINCs, branch libraries and OACs equates to 6.55 visits<br />
per capita in 2010–11, which is more than the Australian<br />
Library and Information Association (ALIA) national<br />
standard for libraries <strong>of</strong> 5.1 visits per capita. The higher<br />
performance <strong>of</strong> LINC Tasmania’s physical visit statistics<br />
may be accounted for due to the extended range<br />
<strong>of</strong> services it provides to clients, beyond just library<br />
services.<br />
There were 2,787,583 virtual visits through<br />
www.linc.tas.gov.au and the target for this indicator<br />
has been exceeded by 39%. Virtual visits now make<br />
up 45% <strong>of</strong> visits overall. Visits to the Archives site have<br />
grown due to the increase in items availability digitally<br />
and ongoing interest in genealogy research. As more<br />
resources are being made available online, clients are<br />
able to access heritage, archival and reference materials<br />
online without staff assistance. This is evidenced for<br />
example, from the number <strong>of</strong> remote enquiries which<br />
has decreased markedly while eResource logins have<br />
more than doubled from the previous year.<br />
LINC Tasmania’s public programs continued to<br />
attract a range <strong>of</strong> different demographic groups to<br />
LINCs with over 51,000 attendances at LINC public<br />
programs in 2010–11. Many <strong>of</strong> these were children<br />
participating in Storytime, Rock and Rhyme and<br />
Reading Together. There were 72% <strong>of</strong> attendances<br />
for reading development activities, which includes<br />
these activities primarily for children, but also book<br />
groups facilitated by LINCs and author visits for<br />
adults. Other adult literacy related events included<br />
information sessions for literacy volunteers,<br />
conversation groups, writing groups and sessions<br />
specifically with embedded literacy development,<br />
such as a cooking program at Huon LINC.<br />
Family or local history events held by TAHO and<br />
Reference and Online Services were also popular<br />
and were well attended across the state at LINCs as<br />
well as regional OACs.<br />
Literacy<br />
services<br />
and<br />
community<br />
learning<br />
The number <strong>of</strong> people accessing literacy support<br />
services through LINCs in 2010–11 has doubled from<br />
the previous year and is expected to further increase<br />
as the literacy coordinator network is fully established.<br />
A senior literacy coordinator has been appointed to<br />
provide ongoing workforce development and support<br />
for literacy coordinators and volunteers across the state.<br />
Delays in recruiting literacy coordinators meant the<br />
program started later than expected: however, since the<br />
establishment <strong>of</strong> the coordinator network, the number<br />
<strong>of</strong> clients accessing literacy support has increased in line<br />
with anticipated targets. As the literacy program ramped<br />
up, 28% <strong>of</strong> literacy clients improved by at least one<br />
level on the Australian Core Skills Framework which is the<br />
national framework <strong>of</strong> core skills considered essential for<br />
people to participate in Australian society.<br />
LINC Tasmania is also forming strategic partnerships<br />
with other organisations to address Tasmania’s literacy<br />
challenge. Some <strong>of</strong> these partnerships include:<br />
• Australian Bureau <strong>of</strong> Statistics – to support Tasmanians<br />
with low literacy skills to participate in the 2011<br />
Census.<br />
• Tasmanian Association <strong>of</strong> Community Houses (TACH)<br />
– to encourage local level partnerships between LINC<br />
Tasmania, TACH and its member houses.<br />
• <strong>Department</strong> <strong>of</strong> Health and Human Services (DHHS)<br />
– Population Health – cross-agency information<br />
sharing to support the development <strong>of</strong> a DHHS Health<br />
Literacy Action Plan and alignment with the Tasmanian<br />
Adult Literacy Action Plan and LINC Tasmania literacy<br />
coordinator network.<br />
• Skills Institute – skills recognition for literacy<br />
coordinators participating in a work-based learning<br />
program contributing to two skills sets from the new<br />
vocational Graduate Certificate <strong>of</strong> Language, Literacy<br />
and Numeracy.<br />
• Tasmanian Polytechnic – delivery <strong>of</strong> accredited<br />
training to volunteer literacy tutors.<br />
In addition to expanding the statewide literacy and<br />
learning coordinator network, LINC Tasmania<br />
continues to implement its successful early literacy<br />
strategy for young people and their families. These<br />
include:<br />
• Rock & Rhyme – an interactive session for young<br />
babies aged 0–24 months-old with their parents or<br />
carers<br />
• Baby Bookpacks designed to introduce parents to<br />
books suitable for three different age groups<br />
• Storytime sessions <strong>of</strong> sharing stories for<br />
pre-schoolers around the state<br />
• Premier’s Reading Challenge – was once again a<br />
success in 2010 with over 11,500 primary school<br />
students reading more than 115,000 books and<br />
submitting more than 1,670 book reviews.<br />
The Bookstart initiative, first trialled in Bridgewater in<br />
2008, has been progressively introduced into more<br />
communities. This program is delivered by LINC<br />
Tasmania in cooperation with child health centres<br />
and child and family centres to provide parents with<br />
a reading information pack at their newborn’s four<br />
week health check. Literacy coordinators provide<br />
follow up advice and support and invite parents<br />
and their baby to visit their local LINC or library to<br />
receive their baby’s new library card and a free DVD<br />
and booklet called It’s Rhyme Time.<br />
The expansion <strong>of</strong> the LINC network into literacy<br />
services and community learning has been a key<br />
initiative and growth area over the past year enabling<br />
more people to re-engage with education. In 2010–11<br />
there were 21,834 reported community learning<br />
enrolments, <strong>of</strong> which 6,754 or 31% were in the<br />
38<br />
LINC Tasmania
Work and Life Skills stream. Of the 31% <strong>of</strong> the Work and<br />
Life Skills stream, 44% <strong>of</strong> enrolments were in accredited<br />
training courses resulting in a statement <strong>of</strong> attainment<br />
or Certificate within the Australian Qualifications<br />
Framework. Overall enrolments in the Work and Life<br />
Skills stream increased by approximately 14% from the<br />
previous year. This is indicative <strong>of</strong> the introduction <strong>of</strong><br />
learning coordinators who are based in urban LINCs<br />
statewide and whose role it is to work alongside<br />
the literacy cooordinator and information services<br />
coordinator to strengthen integrated service provision<br />
across the state.<br />
1,392 volunteers provided the equivalent <strong>of</strong> 50 FTE staff<br />
in 2010–11, contributed 94,396 hours to community<br />
service delivery in the areas <strong>of</strong> literacy support, assistance<br />
for clients online and IT skills, courier services for<br />
homebound clients and assistance with family and local<br />
history. There were 394 literacy support volunteers<br />
resulting in a 40% increase in the number <strong>of</strong> volunteer<br />
hours contributed to literacy assistance.<br />
Tasmania’s<br />
cultural<br />
memory<br />
Following successful negotiations between the<br />
Australian Government and the Tasmanian<br />
Government in 2010, LINC Tasmania agreed to<br />
the co-location <strong>of</strong> the National Archives Australia<br />
(NAA) with TAHO. This decision was a result <strong>of</strong> a<br />
public commitment by the Australian Government<br />
to maintain national archives face-to-face services in<br />
each state and territory by co-locating with other<br />
local institutions. In Tasmania, the local NAA and<br />
TAHO have commenced planning the details <strong>of</strong> the<br />
co-location arrangements, including looking at capacity<br />
for establishing an integrated service delivery model,<br />
and any fit-out modifications required to accommodate<br />
additional records and services.<br />
In parallel with the Tasmanian Government <strong>of</strong>ficially<br />
regaining ownership <strong>of</strong> the Tasmanian railways system<br />
on 30 November 2009, TAHO accepted the transfer <strong>of</strong><br />
ownership <strong>of</strong> Tasmanian railway records from NAA.<br />
Non-government transfers received during the year<br />
included the newly acquired photographic material<br />
from the Mt Lyell Mining Company; Gustav Weindorfer<br />
letters; records from St. George’s Church and<br />
photographs from the Trinity Bellringers.<br />
The primary focus <strong>of</strong> activity for the Allport Library and<br />
Museum <strong>of</strong> Fine Arts (Allport) has been the creation<br />
and installation <strong>of</strong> interpretive material to enhance the<br />
enjoyment <strong>of</strong> visitors to Allport. Enhanced external<br />
signage, decorative wall panelling detailing images <strong>of</strong><br />
collection items, and a new showcase has given more<br />
prominence to the gallery entrance. As a result, visitors<br />
to the Allport increased substantially with 6,772<br />
visitors in 2010–11 which is an increase <strong>of</strong> 33.9% on the<br />
previous year.<br />
The Allport purchased several original artworks during<br />
the year and held exhibitions to showcase Tasmanian<br />
society and culture. The major exhibition for the year,<br />
Fishes from the end <strong>of</strong> the world: William Buelow Gould’s<br />
Sketchbook <strong>of</strong> Fishes in Macquarie Harbour, 1832 was<br />
opened by Tasmanian author Richard Flanagan on 1 April<br />
2011 to mark the inscription <strong>of</strong> the sketchbook on the<br />
UNESCO Australian Memory <strong>of</strong> the World Register.<br />
LINC Tasmania 39
Required<br />
Reporting
Employment<br />
Workforce<br />
in summary<br />
The <strong>Department</strong> <strong>of</strong> <strong>Education</strong> has approximately<br />
13,000 full-time, part-time and casual staff throughout<br />
Tasmania undertaking a wide range <strong>of</strong> duties.<br />
The Human Resources Management Branch provides<br />
human resource consultancy services and develops<br />
initiatives and systems that enable employees and<br />
managers to achieve the department’s outcomes.<br />
Employment<br />
status 1<br />
Full-time equivalents (FTE) 2 Number 2<br />
Employment status Female Male Total Female Male Total<br />
Full-time fixed term 340.20 202.20 542.40 343 203 546<br />
Full-time permanent 3,179.48 1,780.90 4,960.38 3,190 1,783 4,973<br />
Part-time fixed term 444.64 114.84 559.48 885 247 1,132<br />
Part-time permanent 2,331.56 348.70 2,680.26 3,907 554 4,461<br />
Total 6,295.88 2,446.64 8,742.52 8,325 2,787 11,112<br />
Employment status <strong>of</strong> employees (FTE)<br />
Full-time<br />
fixed term 6%<br />
Part-time<br />
permanent 31%<br />
Part-time<br />
fixed term 6%<br />
Full-time<br />
permanent 57%<br />
1 The Tasmanian Academy and the Tasmanian Polytechnic transferred to the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> on 1 January 2011 and figures are<br />
inclusive <strong>of</strong> this change.<br />
2 These figures do not include casual staff working in the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>.<br />
Required Reporting – Employment<br />
41
Staff<br />
employed<br />
as at 30 June 2011<br />
Services FTE Number<br />
Learning Services<br />
Primary schools 3,255.34 4,352<br />
Combined schools 897.52 1,136<br />
Secondary schools 1,730.26 2,035<br />
Special schools 199.16 296<br />
Student support 166.74 217<br />
Learning Services – Learning 69.42 79<br />
Learning Services – Programs 18.57 20<br />
Learning Services staff 105.15 122<br />
Post Year 10<br />
Tasmanian Academy including Colleges 718.43 947<br />
Tasmanian Polytechnic 557.43 702<br />
Shared Services 213.65 237<br />
Post Year 10 central support 17.90 18<br />
Central Support<br />
Office <strong>of</strong> the Secretary 3.00 3<br />
Strategic Policy and Performance 12.70 13<br />
<strong>Education</strong>al Performance Services 19.40 20<br />
Aboriginal <strong>Education</strong> 13.14 14<br />
Child and Family Centres 16.00 16<br />
Child Care Unit 13.10 15<br />
English as an Additional Language 36.27 48<br />
Early Years 4.80 5<br />
Programs 42.35 57<br />
Corporate Services 4.00 4<br />
Human Resources Management 62.62 67<br />
Finance and Resources Services 41.08 45<br />
Facilities and Capital Planning 25.30 26<br />
Information and Technology Services 114.63 121<br />
Portfolio Co-ordination Unit 11.60 13<br />
Internal Audit 6.00 6<br />
LINC Tasmania<br />
LINCs East 3 110.65 170<br />
LINCs West 3 78.10 108<br />
Resource Discovery and Collections 49.60 59<br />
Strategy and Performance 17.30 20<br />
Tasmanian Archive and Heritage Office 30.40 32<br />
Statutory Authorities and Boards<br />
Skills Tasmania 55.68 59<br />
Tasmanian Qualifications Authority 18.00 20<br />
Teachers Registration Board 7.22 10<br />
Overall Total 8,742.52 4 11,112 4<br />
3 LINCs East includes Regional Services and Support and the Hobart, Launceston and Rosny LINCs. LINCs West includes Burnie,<br />
Devonport, Glenorchy, Huon and Kingston LINCs.<br />
4 The Tasmanian Academy and the Tasmanian Polytechnic transferred to the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> on 1 January 2011 and figures are<br />
inclusive <strong>of</strong> this change.<br />
42<br />
Required Reporting – Employment
Teachers 5 Required Reporting – Employment 43<br />
Teachers<br />
employed<br />
Position FTE Number<br />
Base grade teachers 4,051.11 4,936<br />
Advanced skills teachers 465.10 489<br />
Principals and assistant principals 411.30 415<br />
Total 4,927.51 5,840<br />
Employment<br />
status <strong>of</strong><br />
teachers<br />
Employment status Average age Number<br />
Female<br />
Full-time fixed term 40.03 238<br />
Full-time permanent 48.87 2,129<br />
Part-time fixed term 43.68 325<br />
Part-time permanent 49.41 1,599<br />
All female 45.50 4,291<br />
Male<br />
Full-time fixed term 37.96 137<br />
Full-time permanent 47.84 1,053<br />
Part-time fixed term 47.38 114<br />
Part-time permanent 49.46 245<br />
All male 45.66 1,549<br />
All teachers 45.58 5,840<br />
Average age<br />
<strong>of</strong> teachers<br />
2009 2010 2011<br />
Position F M F M F M<br />
Base grade teachers 43.6 42.5 43.7 42.5 44.0 44.1<br />
Advanced skills teachers 46.4 46.0 46.9 45.6 46.9 45.8<br />
Principals and assistant principals 49.8 49.7 50.2 50.3 50.5 49.6<br />
Age <strong>of</strong><br />
principals<br />
and assistant<br />
principals<br />
Age group<br />
Number<br />
30–34 19<br />
35–39 24<br />
40–44 51<br />
45–49 59<br />
50–54 150<br />
55–59 89<br />
60–64 18<br />
65+ 5<br />
Total 415<br />
Gender<br />
balance in<br />
promoted<br />
positions<br />
Position F M Total<br />
Advanced skills teachers 324 165 489<br />
Principals and assistant principals 240 175 415<br />
Total 564 340 904<br />
5 The Tasmanian Academy and the Tasmanian Polytechnic transferred to the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> on 1 January 2011 and figures are<br />
inclusive <strong>of</strong> this change.
General workforce recruitment 6<br />
Advertising<br />
and filling<br />
<strong>of</strong> jobs<br />
2008–09 2009–10 2010–11<br />
Permanent jobs that were advertised 425 456 360 7<br />
Permanent jobs that were advertised and filled 445 363 401 7<br />
Permanent jobs that were advertised and filled by staff from within<br />
383 325 323<br />
the agency<br />
Permanent jobs that were advertised and filled by people outside<br />
12 6 12<br />
the agency but within the state service<br />
Permanent jobs that were advertised and filled by people outside the<br />
state service<br />
50 32 66<br />
Appointment<br />
<strong>of</strong> part-time<br />
employees<br />
2008–09 2009–10 2010–11<br />
Part-time positions advertised 137 214 288<br />
Full-time employees who reduced their hours to part-time 331 372 391<br />
Part-time employees 4,834 5,004 5,593<br />
Separations<br />
2008–09 2009–10 2010–11<br />
Permanent employees who resigned from jobs 142 75 95<br />
Permanent employees who retired from jobs 211 149 230<br />
Secondments<br />
and interagency<br />
transfer<br />
2008–09 2009–10 2010–11<br />
Employees who participated in secondment 35 24 25<br />
Employees who participated in inter-agency transfer 39 26 25<br />
Appointment<br />
<strong>of</strong> permanent<br />
base grade<br />
teachers<br />
Calendar year<br />
New graduates<br />
appointed through<br />
scholarship program<br />
Appointments<br />
through merit<br />
selection<br />
Conversions to<br />
permanent status<br />
2006 21 73 151<br />
2007 13 72 145<br />
2008 11 115 67<br />
2009 7 79 184<br />
2010 18 70 183<br />
2011 (to 30 June) 24 18 118<br />
Teaching<br />
workforce<br />
recruitment<br />
A total <strong>of</strong> 35 graduates have been permanently employed<br />
in 2011. Of these, 24 were graduates <strong>of</strong> the Partnerships<br />
in Teaching Excellence (PiTE) Scholarship Program. The<br />
Graduate Recruitment Program and the Maths/Science<br />
HELP Scholarships are no longer operating as separate<br />
recruitment programs. Both <strong>of</strong> these programs have<br />
merged with the PiTE Program, which is currently<br />
the department’s key graduate recruitment initiative.<br />
Financial incentives were provided for teachers employed<br />
in a number <strong>of</strong> rural and isolated locations. Beginning<br />
teachers were supported through the Beginning Teacher<br />
Time Release (BeTTR) Program, the Pr<strong>of</strong>essional Experience<br />
in Isolated and Rural Schools (PEIRS) Program and local<br />
induction programs.<br />
6 The Tasmanian Academy and the Tasmanian Polytechnic transferred to the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> on 1 January 2011 and figures are<br />
inclusive <strong>of</strong> this change.<br />
7 Variation due to jobs being filled that were advertised late in the preceding reporting period.<br />
44<br />
Required Reporting – Employment
Employee development programs<br />
Learning<br />
Services –<br />
teaching<br />
staff<br />
In 2010–11, Learning Services continued to work<br />
collaboratively with schools to provide pr<strong>of</strong>essional<br />
learning (PL) focused on quality teaching. Building<br />
teacher capacity and developing the capacity <strong>of</strong> high<br />
performing leaders were areas <strong>of</strong> priority.<br />
Learning Services staff <strong>of</strong>fered a range <strong>of</strong> PL<br />
opportunities, including sessions to:<br />
• Support classroom teachers with pedagogical<br />
knowledge and skills through school-based<br />
workshops, interest group programs and individual<br />
support.<br />
• Build capacity in literacy and numeracy with a<br />
focus on the needs <strong>of</strong> staff working within National<br />
Partnerships plans.<br />
• Assist teachers to lead programs within their schools<br />
e.g. The Australian Sustainable Schools Initiative (AuSSI)<br />
and Launching into Learning.<br />
• Support the particular needs <strong>of</strong> beginning and<br />
inexperienced teachers e.g. networking and<br />
mentoring secondary science and VAL teachers.<br />
• Facilitate the formation <strong>of</strong> strong networks <strong>of</strong><br />
teachers in literacy and numeracy, and across other<br />
learning areas e.g. history and science.<br />
• Initiate discussion and feedback regarding the<br />
Australian Curriculum and provide information about<br />
its form and content.<br />
• Provide support for study groups and cross-agency<br />
PL including child support and protection, and early<br />
year’s pedagogy and health.<br />
• Assist teachers to arrive at and moderate a common<br />
judgement around assessment.<br />
Principals and other existing and aspiring leaders in<br />
schools were supported through:<br />
• Continued focus on data analysis and interpretation,<br />
with an emphasis on relevance to local contexts e.g.<br />
Kids Come First.<br />
• Building and supporting networks <strong>of</strong> principals and<br />
other leadership teams to focus on leadership,<br />
curriculum and school support issues.<br />
• Trialling the Australian Institute for Teaching and<br />
School Leadership (AITSL) standard as a tool for<br />
self-reflection and identification <strong>of</strong> future needs.<br />
• Responding to the needs <strong>of</strong> principals through school<br />
improvement and other performance data.<br />
Extensive pr<strong>of</strong>essional learning also included:<br />
• ICT and development <strong>of</strong> progressive school-based<br />
training, including a two day conference 21st Century<br />
Learning (Pr<strong>of</strong>essor Stephen Heppell).<br />
• The early years, including a statewide Launching<br />
into Learning pr<strong>of</strong>essional day and development <strong>of</strong> a<br />
network <strong>of</strong> principals and coordinators.<br />
• Instructional leadership with a series <strong>of</strong> experts<br />
leading workshops to stimulate discussions and<br />
directions – Dr Neil Hawkes (Values <strong>Education</strong>),<br />
Dr Marcia Tate (Instructional Leadership), Dr Jamie<br />
McKenzie (Change Management/ICT).<br />
• Continuing the development <strong>of</strong> PL connections<br />
with the University <strong>of</strong> Tasmania (UTAS), including<br />
school-based doctorate programs focused on school<br />
improvement.<br />
• Utilising the expertise and findings <strong>of</strong> Hardie<br />
Fellowship recipients in ongoing leadership and<br />
mentoring roles.<br />
Learning<br />
Services<br />
– nonteaching<br />
staff<br />
Pr<strong>of</strong>essional learning (PL) and training opportunities<br />
for non-teaching staff were <strong>of</strong>fered through broad<br />
consultation with key stakeholders including schools and<br />
staff associations. In Learning Services North, reference<br />
groups included teacher assistants, school administration<br />
clerks, school executive <strong>of</strong>ficers and education facility<br />
attendants. The groups determined their PL needs<br />
and are supported by a non-teaching PL coordinator<br />
employed by the Learning Service.<br />
PL, training and initiatives included a range <strong>of</strong> personal<br />
development, safety, workplace and information<br />
technology issues and topics.<br />
Guaranteeing Futures staff including pathway planning<br />
<strong>of</strong>ficers, youth learning <strong>of</strong>ficers, vocational education and<br />
learning development <strong>of</strong>ficers participated in PL relevant<br />
to their work throughout the year.<br />
The<br />
Curriculum<br />
Team<br />
The Curriculum Team worked with Learning Services<br />
to support teachers and school leaders to prepare<br />
for implementation <strong>of</strong> the Australian Curriculum. The<br />
team developed introductory resources and bridging<br />
documents for phase one learning areas, and helped to<br />
build local pr<strong>of</strong>essional learning (PL) networks.<br />
The Curriculum Team worked with individual Learning<br />
Services, particularly through the Managers Learning,<br />
to identify and respond to teacher PL needs. This<br />
included supporting moderation processes and increasing<br />
understanding <strong>of</strong> how to make assessment judgements<br />
based on the curriculum. Sessions were negotiated<br />
to meet the needs <strong>of</strong> various schools and individuals,<br />
including large groups <strong>of</strong> up to 100 teachers through to<br />
one-on-one sessions.<br />
Required Reporting – Employee Development Programs<br />
45
English<br />
as an<br />
Additional<br />
Language<br />
(EAL)<br />
Program<br />
In 2010–11, the EAL Program continued to work<br />
collaboratively with schools to provide quality PL to<br />
improve learning outcomes for English language learners.<br />
Three one-day PL opportunities were provided<br />
in Hobart and Launceston. Participants, including<br />
various teachers and teacher aides, developed their<br />
understanding <strong>of</strong>:<br />
• equity, diversity and the need for differentiating<br />
teaching and learning outcomes for English language<br />
learners<br />
• the language learning principles underpinning EAL<br />
Program implementation<br />
• supportive learning strategies for English language<br />
learners.<br />
The EAL Program leadership team delivered timely PL to<br />
individual schools. EAL teachers engaged in learning on<br />
how to deliver effective PL in their school. A significant<br />
number <strong>of</strong> EAL Program teachers are now providing<br />
targeted PL in their schools.<br />
Teaching English as a Second Language in Mainstream<br />
Classrooms (TESMC) has been available for the past four<br />
years in Launceston and Hobart, with a minimum <strong>of</strong><br />
15 teachers participating at each centre. TESMC is an<br />
internationally licensed program that provides teachers<br />
working across the curriculum with successful classroom<br />
strategies for improving the learning <strong>of</strong> all their students.<br />
Aboriginal<br />
<strong>Education</strong><br />
Program<br />
Direction for employee development opportunities in<br />
2010–11 was provided by the implementation <strong>of</strong> Closing<br />
the Gap in Aboriginal <strong>Education</strong>al Outcomes 2010–2014 – A<br />
Tasmanian Strategy for Aboriginal Student Success through<br />
School Improvement. Employee development was targeted<br />
in the following priority areas:<br />
• readiness for school<br />
• engagement and connections<br />
• attendance<br />
• literacy and numeracy<br />
• leadership, quality teaching and workforce<br />
development<br />
• pathways to post-school options.<br />
Aboriginal employees attended national and state<br />
leadership workshops, and participated in PL related<br />
to the Early Years Learning Framework and the Australian<br />
Curriculum. They undertook Family Partnership Training<br />
and other courses designed to facilitate increased parent<br />
and community engagement.<br />
Employees participated in learning opportunities <strong>of</strong>fered<br />
through Dare to Lead and the Stronger Smarter Institute.<br />
Schools and Learning Services worked with Aboriginal<br />
<strong>Education</strong> Services and the Aboriginal community to<br />
progress the development <strong>of</strong> personalised learning plans.<br />
Senior <strong>of</strong>ficers represented Tasmania on national<br />
committees and working groups, ensuring that the<br />
department is fully informed and able to meet its<br />
commitment to address, and report against, targets<br />
established by the National Indigenous Reform Agenda and<br />
the Aboriginal and Torres Strait Islander Action Plan.<br />
Aboriginal <strong>Education</strong> Services continued to support<br />
development in schools by providing advice, curriculum<br />
support and quality resources to enable schools to be<br />
places where Aboriginal culture and identity is increasingly<br />
understood, valued and affirmed.<br />
Students with<br />
Disabilities<br />
Program<br />
PL was targeted to meet school requests concerning<br />
disability learning, and was tailored to meet staff needs<br />
with delivery to small groups <strong>of</strong> staff, whole-<strong>of</strong>-school<br />
staff groups, and Learning Service-wide programs. Advice<br />
and support focused on ensuring access to appropriate<br />
curriculum, health and wellbeing, and building inclusive<br />
classroom practices. Key areas <strong>of</strong> PL included: the use <strong>of</strong><br />
using assistive technology, physical and wellbeing issues,<br />
vision impairment support, and general curriculum/<br />
learning aspects.<br />
Tasmanian<br />
Academy<br />
The Tasmanian Academy has continued to give a high<br />
priority to the PL <strong>of</strong> its staff with access to programs<br />
available through the department and the regional<br />
Learning Services. Similarly, Academy staff access<br />
appropriate PL programs available through Shared<br />
Services.<br />
Occupational health and safety requirements are<br />
a priority area for both teaching and non-teaching<br />
staff—participating in training as on-campus responsible<br />
<strong>of</strong>ficers, as first aid <strong>of</strong>ficers, and as fire wardens.<br />
Another priority area for all Academy staff is<br />
administrative training for the transition <strong>of</strong> the colleges<br />
to new policies, systems and processes. Staff have<br />
accessed ICT training from a number <strong>of</strong> providers<br />
including the Skills Institute. The Academy’s own Flexible<br />
Learning Network and flexibility project <strong>of</strong>ficers have<br />
provided training in a range <strong>of</strong> e-learning areas.<br />
PL options have been provided for Academy teaching<br />
staff around their teaching performance, including<br />
training for the implementation <strong>of</strong> the new Academic<br />
Integrity Standard (from the Tasmanian Qualification<br />
Authority) and the development <strong>of</strong> the Academy’s Quality<br />
Assurance policy and requirements. The Academy’s<br />
Learning, Teaching and Assessment Team has facilitated<br />
subject specific PL for teachers, including PL to support<br />
implementation <strong>of</strong> the national curriculum.<br />
Staff involved in the delivery <strong>of</strong> VET subjects have<br />
participated in PL activities relating to the Australian<br />
Quality Training Framework (AQTF). A number <strong>of</strong><br />
staff are undertaking the Certificate IV in Training and<br />
Assessment.<br />
A current post-Year 10 project is providing leadership,<br />
mentoring and cognitive coaching training to senior<br />
leaders and teachers in the Academy as part <strong>of</strong> a<br />
leadership program.<br />
Individual staff (teaching and non-teaching) have accessed a<br />
range <strong>of</strong> pr<strong>of</strong>essional development activities from external<br />
providers.<br />
46<br />
Required Reporting – Employee Development Programs
Tasmanian<br />
Polytechnic<br />
In 2011 the Tasmanian Polytechnic provided services to<br />
teachers and delivery teams around the state focused<br />
on quality teaching and learning practice, and flexible<br />
and e-learning-based delivery. The pr<strong>of</strong>essional learning<br />
(PL) team involves teachers in exploring and reinforcing<br />
the Polytechnic ethos <strong>of</strong> ‘flexible, applied, connected<br />
and supported learning’, supporting teams in meeting<br />
the requirements <strong>of</strong> national training packages, and the<br />
regulatory obligations <strong>of</strong> the AQTF.<br />
Certificate IV in Training and Assessment<br />
At the end <strong>of</strong> May, approximately 300 teachers were<br />
enrolled in the Certificate IV in Training and Assessment,<br />
including 95 staff who are upgrading from an earlier<br />
version <strong>of</strong> the qualification. The Certificate IV is also<br />
provided to staff teaching VET in colleges and schools<br />
that partner with the Polytechnic as their training<br />
provider.<br />
Beginning teachers<br />
A suite <strong>of</strong> regular sessions for beginning teachers<br />
is provided in each region, covering organisational<br />
induction, orientation to teaching in the Polytechnic, and<br />
PL workshops focused on quality teaching practice skills<br />
for new teachers.<br />
Individual coaching/mentoring and<br />
team-specific support<br />
Many activities have been provided—from formal<br />
workshops or presentations to ‘at-the-elbow’ mentoring<br />
sessions. Requests in 2011 included:<br />
• Learning design and engaging teaching in automotive,<br />
health and wellbeing, community services, tourism and<br />
hospitality and creative arts.<br />
• Problem-based learning in primary industries and<br />
community services.<br />
• Assessment practice and resource development in<br />
foundation programs, business services, engineering<br />
and creative arts.<br />
• Behaviour management in trades, foundation programs<br />
and IT.<br />
Vocational competence<br />
To assist teachers and teams to meet the vocational<br />
competence requirements <strong>of</strong> the AQTF, the PL team<br />
coordinates an Industry Skills Scheme that supports<br />
teachers in building their vocational skills, knowledge<br />
and currency. The scheme provides funding for various<br />
activities, including return to industry, work shadowing,<br />
expert in residence, and industry and pr<strong>of</strong>essional<br />
mentoring.<br />
Work placement<br />
A comprehensive, web-based resource kit to support<br />
teachers, students and employers undertaking structured<br />
work placements as a key component <strong>of</strong> their vocational<br />
training. Skills Tasmania has indicated that this will become<br />
the authoritative resource for work placements in<br />
vocational programs for all RTOs in the state.<br />
Flexible and e-learning<br />
PL has a major focus on supporting teams to adopt more<br />
flexible modes <strong>of</strong> delivery, with particular emphasis on<br />
embedding e-learning tools and technologies as part <strong>of</strong><br />
a blended approach to quality teaching and learning. Key<br />
areas <strong>of</strong> support in 2011 include:<br />
• course development through learning management<br />
systems such as WebCT and Moodle<br />
• implementation <strong>of</strong> wikis as course platforms<br />
• integration <strong>of</strong> participative technology (such as YouTube<br />
and Facebook), virtual worlds (such as Second Life)<br />
and e-portfolio platforms (such as Mahara) into course<br />
design<br />
• rich media development, particularly video<br />
• skill development in e-learning tools such as<br />
smartboards, smart pens and iPads.<br />
Registration<br />
The PL team has supported the Polytechnic’s successful<br />
transition into the Teachers Registration Board’s system<br />
<strong>of</strong> registration—making the Polytechnic the first VET<br />
organisation in Australia with registered teachers.<br />
Bachelor <strong>of</strong> <strong>Education</strong> (Applied Learning)<br />
To support the move into teacher registration, the PL<br />
team initiated the development <strong>of</strong> a customised tertiary<br />
teaching qualification, and worked closely with UTAS (the<br />
selected provider) to develop and accredit the course.<br />
The target for the initial cohort <strong>of</strong> enrolments was 50-60,<br />
however it was anticipated that in excess <strong>of</strong> 180 teachers<br />
(including approximately 160 from the Polytechnic) would<br />
commence in first semester in July 2011.<br />
Required Reporting – Employee Development Programs<br />
47
Corporate<br />
Services<br />
staff<br />
The Managing for High Performance program for providing<br />
feedback on performance continued in corporate<br />
business units.<br />
Employees participated in a range <strong>of</strong> external programs<br />
including those provided by The Training Consortium<br />
(<strong>Department</strong> <strong>of</strong> Premier and Cabinet).<br />
Qualifications<br />
<strong>of</strong> teachers<br />
and other<br />
pr<strong>of</strong>essional<br />
staff 8<br />
Percentage <strong>of</strong> teachers and other pr<strong>of</strong>essional staff who were four- or five-year trained (based on the total number<br />
<strong>of</strong> base grade staff):<br />
2009 2010 2011<br />
4 years 78% 77% 78%<br />
5 years 17% 18% 18%<br />
8 This figure does not include Polytechnic teachers.<br />
Workplace<br />
diversity<br />
programs<br />
Workplace diversity is well established within the<br />
department’s corporate culture and management<br />
systems. Initiatives are aligned with planning and<br />
implementation activities within frontline service delivery<br />
areas and are drawn together through the overarching<br />
Workplace Diversity Program 2008–2012. The program<br />
focuses on the following goals with some achievements<br />
highlighted below:<br />
Goal 1: Fair treatment and removal <strong>of</strong> barriers<br />
• Anti-bullying and harassment training for new and<br />
existing managers and staff in relevant areas continues<br />
to be provided in conjunction with State Service<br />
Principles and Code <strong>of</strong> Conduct workshops.<br />
• Ongoing promotion <strong>of</strong> the Workplace Flexibility<br />
Arrangement Policy and Right to Request (parental leave<br />
provisions).<br />
• Implementation <strong>of</strong> a revised Grievance Resolution Policy<br />
and Guidelines following a consultation process.<br />
Goal 2: Implementation <strong>of</strong> special initiatives to<br />
achieve a workforce that is representative <strong>of</strong> the<br />
community it serves<br />
• The Partnerships in Teaching Excellence teaching<br />
scholarship program now <strong>of</strong>fers specific opportunities<br />
for pre-service teachers who identify as Aboriginal and<br />
Torres Strait Islanders. A specific scholarship place will<br />
be made available in 2011 for pre-service teachers with<br />
a disability.<br />
Goal 3: Recognition <strong>of</strong> the diversity available in<br />
the workplace<br />
• Ongoing implementation <strong>of</strong> the department’s<br />
performance management frameworks – Managing<br />
for High Performance (non-school-based) and Leading<br />
for High Performance (school-based) which allows for<br />
performance plans to be tailored to the individual<br />
needs <strong>of</strong> employees.<br />
Disability<br />
Framework<br />
for Action<br />
The Disability Framework for Action 2005–2010 (DFA)<br />
sets out the government’s vision <strong>of</strong> Tasmania as<br />
an inclusive and caring community. It provides a<br />
whole-<strong>of</strong>-government approach to addressing the<br />
needs <strong>of</strong> people with disability in the design and delivery<br />
<strong>of</strong> all government policies, programs, services and<br />
facilities. The DFA complements Tasmania Together, the<br />
community’s 20 year social, environmental and economic<br />
plan. A review <strong>of</strong> the DFA is currently underway to<br />
support the commitments in the National Disability<br />
Strategy 2010–2020.<br />
The <strong>Department</strong> <strong>of</strong> <strong>Education</strong>’s Disability Action Plan<br />
2008–2010 (DAP) located at: http://www.education.tas.<br />
gov.au/dept/strategies/disability includes measures to<br />
address issues identified in the framework as important<br />
to people with a disability. This plan will remain in place<br />
until a full review commences following the release <strong>of</strong> the<br />
new DFA.<br />
Some <strong>of</strong> the following outcomes resulting from the<br />
implementation <strong>of</strong> the plan have been achieved.<br />
Goal 1. Service Delivery: Program and service<br />
provisions are flexible to meet the diverse needs <strong>of</strong><br />
people with a disability.<br />
Child and family centres<br />
A total <strong>of</strong> 16 child and family centres (CFCs) are being<br />
established across Tasmania. These centres will provide<br />
a range <strong>of</strong> integrated services that support families with<br />
the health and wellbeing, learning and development <strong>of</strong><br />
children from birth to school age, preparing them for<br />
a healthy life and success at school. One CFC has been<br />
completed and opened with several more anticipated for<br />
completion later in 2011.<br />
Launching into Learning (LiL)<br />
LiL provides specific funding to schools to develop<br />
and lead initiatives with families and the community to<br />
support childrens’ early learning prior to Kindergarten.<br />
Currently 121 schools are participating in LiL. Feedback<br />
suggests that very young children with disabilities are<br />
being identified earlier and supported alongside other<br />
families within their local community through a range <strong>of</strong><br />
LiL programs and initiatives.<br />
Student Learning Policy<br />
The Student Learning Policy has continued to be developed<br />
through the work <strong>of</strong> the Principals’ Reference Group.<br />
It currently outlines key principles to support student<br />
learning and sets <strong>of</strong> indicators against each principle for<br />
schools to measure student and school improvement<br />
outcomes. A consultation process has been undertaken<br />
with principals to refine the document and is currently<br />
undergoing review for final production and the<br />
development <strong>of</strong> an implementation plan. Pr<strong>of</strong>essional<br />
learning will be considered within the implementation<br />
phase within each Learning Service.<br />
48<br />
Required Reporting – Employee Development Programs
Goal 2. Physical Access: All schools, public access<br />
areas and work environments are safe and accessible<br />
for people with a disability.<br />
With the release <strong>of</strong> the Disability Discrimination Act’s<br />
(DDA) Disability (Access to Premises – Buildings) Standards<br />
2010, the department began to require architectural<br />
consultants to design to the new standards. To establish<br />
confidence that new works comply with the upgraded<br />
Building Code <strong>of</strong> Australia (BCA) and the DDA standards,<br />
the department has provided a pr<strong>of</strong>essional access<br />
consultant with plans for new building proposals – to<br />
audit these for compliance.<br />
Employee<br />
participation<br />
in industrial<br />
relations<br />
matters<br />
Unions and employees were represented on a range <strong>of</strong><br />
departmental consultative committees and processes<br />
relating to pr<strong>of</strong>essional, industrial and operational<br />
matters. The following award/agreements were<br />
negotiated and approved by the Tasmanian Industrial<br />
Commission:<br />
• The Tasmanian Polytechnic and Tasmanian Skills<br />
Institute Teaching Staff Award – a new award to<br />
cover teachers in the Polytechnic and Skills Institute,<br />
effective from 1 January 2011.<br />
• Polytechnic and Skills Institute Teaching Staff<br />
Industrial Agreement – a new agreement covering<br />
teachers in the Polytechnic and Skills Institute,<br />
effective from 1 January 2011.<br />
Matters which are currently being negotiated:<br />
• Teaching Service Salaries and Conditions <strong>of</strong><br />
Employment Agreement.<br />
• <strong>Department</strong> <strong>of</strong> <strong>Education</strong> Teacher Aides Industrial<br />
Agreement.<br />
• Principals’ Leadership Agreement.<br />
• Translation <strong>of</strong> library technicians to the Tasmanian<br />
State Service Award.<br />
Employees and unions were consulted regularly to<br />
ensure employees were fully informed on these matters<br />
as they progressed.<br />
Internal<br />
grievances<br />
procedures<br />
Published grievance procedures were available to<br />
employees and clients, including parents. During<br />
2010–11, three new grievance cases were submitted<br />
to the Conduct and Investigations Unit <strong>of</strong> the Human<br />
Resources Management Branch. As at 30 June 2011,<br />
two cases were still being resolved. The Conduct<br />
and Investigations Unit managed the process <strong>of</strong> good<br />
character clearances for schools and safety screening<br />
applications for the child care industry.<br />
Required Reporting – Employment<br />
49
Occupational Health and Safety<br />
The department proactively applied strategies aimed<br />
at preventing, mitigating and reducing workplace<br />
related injuries. A strong emphasis was also placed on<br />
rehabilitation, which included assisting staff to return to<br />
work in the shortest possible time.<br />
Key statistics for occupational health, safety and welfare,<br />
and workers compensation for the reporting year were<br />
as follows:<br />
• A total <strong>of</strong> 506 compensation claims were received,<br />
which is a slight increase from previous reporting years<br />
due to inclusion <strong>of</strong> the Tasmanian Academy and the<br />
Tasmanian Polytechnic in the statistics.<br />
• The cost <strong>of</strong> all claim payments decreased by $1.55<br />
million, down from $6.745 million to $5.195 million.<br />
Occupational<br />
health, safety<br />
and welfare<br />
and workers<br />
compensation<br />
statistics<br />
Number <strong>of</strong> claims<br />
Referrals for rehabilitation<br />
Injury type 2008–09 2009–10 2010–11 2008–09 2009–10 2010–11<br />
Back 76 82 82 15 27 29<br />
Head 46 47 43 1 5 5<br />
Lower limbs 114 103 113 23 26 25<br />
Multiple 63 44 27 12 6 7<br />
Neck 9 13 15 2 2 3<br />
Shoulder 26 31 37 7 10 22<br />
Stress 63 56 60 54 45 36<br />
Systemic 3 3 10 0 1 2<br />
Trunk 19 20 22 2 5 9<br />
Upper limbs 83 98 97 16 21 21<br />
Total 502 497 506 132 148 159<br />
50<br />
Required Reporting – Occupational Health and Safety
Public Access to the <strong>Department</strong><br />
Community<br />
awareness <strong>of</strong><br />
the agency<br />
and its<br />
services 9<br />
The Communication Services Unit and the Marketing<br />
and Information Services Unit delivered the following<br />
services to all areas <strong>of</strong> the department:<br />
• public communication and marketing advice<br />
• support to develop publications and websites<br />
• coordination <strong>of</strong> major public information campaigns.<br />
Opportunities for media coverage promoting education<br />
and information services were routinely identified<br />
and developed by both units. These included launches<br />
and events, feature stories and interviews showcasing<br />
departmental programs.<br />
9 Lists <strong>of</strong> departmental publications and contact <strong>of</strong>ficers are located in the appendices.<br />
Public<br />
interest<br />
disclosures<br />
The main objective <strong>of</strong> the Public Interest Disclosures<br />
Act 2002 is to encourage and facilitate disclosures<br />
about improper conduct or detrimental action by<br />
public <strong>of</strong>ficers and public bodies. The department’s<br />
Public Interest Disclosures Policy and Model Procedures<br />
are available on the department’s website and available<br />
for viewing at Letitia House, Olinda Grove, Mount<br />
Nelson, during <strong>of</strong>fice hours. From 1 July 2010 through to<br />
30 June 2011, the department did not receive any public<br />
interest disclosures.<br />
Appeals<br />
against<br />
decisions <strong>of</strong><br />
the agency<br />
Legislation administered by the department contains<br />
provisions for appeals against departmental decisions.<br />
The Conduct and Investigations Unit assists employees<br />
and members <strong>of</strong> the public with grievance and appeal<br />
matters. Accordingly, all enquiries should be directed to:<br />
Manager, Conduct and Investigations<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
GPO Box 169, Hobart, Tasmania, 7001<br />
Ph (03) 6233 7538<br />
Right to<br />
Information<br />
Requests<br />
During the 2010–11 year, the department received<br />
42 requests under the Right to Information Act 2009.<br />
This is the first year <strong>of</strong> operation under this Act.<br />
Assessments under this Act are more comprehensive<br />
due to the legislative concept making more<br />
departmental information available to the public.<br />
Of the 42 applications for assessed disclosure accepted<br />
by 30 June 2011, 12 were provided within the time limit<br />
<strong>of</strong> 20 days. A further seven were resolved within one<br />
week <strong>of</strong> the due date. Nine remained unresolved as at<br />
30 June 2011. The average response time was 30 days.<br />
A total <strong>of</strong> 28 <strong>of</strong> the applications were received from<br />
politicians or media and were complex requests involving<br />
a large amount <strong>of</strong> information across various areas <strong>of</strong> the<br />
department.<br />
Right to information requests<br />
Number<br />
Granted in full 11<br />
Granted in part 12<br />
Refused/exempt/information not held 8<br />
Withdrawn 0<br />
Not assessed disclosure 2<br />
Not decided as at 30 June 2011 9<br />
Total requests received in 2010–11 42<br />
Requests for personal information 10<br />
Requests for other information 32<br />
Requests to amend documentation 0<br />
Required Reporting – Public Access to the <strong>Department</strong><br />
51
Legislation Administered, Enacted<br />
and Amended<br />
Legislation<br />
enacted and<br />
amended<br />
• <strong>Education</strong> and Training (Tasmanian Polytechnic) Act<br />
2008 was amended to alter the governance <strong>of</strong> the<br />
Tasmanian Polytechnic from a statutory authority to<br />
the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>.<br />
• <strong>Education</strong> and Training (Tasmanian Academy) Act<br />
2008 was amended to alter the governance <strong>of</strong> the<br />
Tasmanian Academy from a statutory authority to<br />
the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>.<br />
• <strong>Education</strong> and Training (Transitional Provisions) Act<br />
2010 – came into effect on 1 January 2011 to abolish<br />
the Boards <strong>of</strong> the Tasmanian Polytechnic and the<br />
Tasmanian Academy and enable the transfer <strong>of</strong><br />
employees and property to the <strong>Department</strong> <strong>of</strong><br />
<strong>Education</strong>.<br />
• <strong>Education</strong> and Training (Consequential Amendments and<br />
Rescissions) Act 2010.<br />
• <strong>Education</strong> Act 1994 – to accommodate the change<br />
<strong>of</strong> governance <strong>of</strong> the Tasmanian Academy and the<br />
Tasmanian Polytechnic.<br />
• Teachers Registration Act 2000 – to accommodate the<br />
changed governance <strong>of</strong> the Tasmanian Academy and<br />
the Tasmanian Polytechnic.<br />
• <strong>Education</strong> and Training (Tasmanian Skills Institute) Act<br />
2008 – to further clarify the function <strong>of</strong> the Tasmanian<br />
Skills Institute.<br />
Legislation<br />
administered<br />
Allport Library and Museum <strong>of</strong> Fine Arts<br />
Agreement Act 1966<br />
Subordinate legislation: Allport Library and Museum <strong>of</strong><br />
Fine Arts Regulations 2002<br />
Archives Act 1983<br />
Subordinate legislation: Archives Regulations 2004<br />
Building and Construction Industry Training Fund<br />
Act 1990<br />
Subordinate legislation: Building and Construction<br />
Industry Training Fund Regulations 2004 and Building<br />
and Construction Industry Training Fund Orders 1999<br />
and 2001<br />
Child Care Act 2001<br />
Subordinate legislation: Child Care (Fees)<br />
Regulations 2003<br />
Christ College Act 1926<br />
<strong>Education</strong> Act 1994<br />
Subordinate legislation: <strong>Education</strong> Regulations 2005<br />
<strong>Education</strong> and Training (Tasmanian Academy)<br />
Act 2008<br />
<strong>Education</strong> and Training (Tasmanian Polytechnic)<br />
Act 2008<br />
<strong>Education</strong> and Training (Tasmanian Skills Institute)<br />
Act 2008<br />
Libraries Act 1984<br />
Subordinate legislation: Libraries Regulations 2002<br />
Tasmanian Qualifications Authority Act 2003<br />
Subordinate legislation: Tasmanian Qualifications<br />
Authority (Fees) Regulations 2003<br />
Teachers Registration Act 2000<br />
Subordinate legislation: Teachers Registration<br />
Regulations 2001<br />
University <strong>of</strong> Tasmania Act 1992<br />
Vocational <strong>Education</strong> and Training Act 1994<br />
Subordinate legislation: Vocational <strong>Education</strong> and<br />
Training Regulations 2005<br />
Youth Participation in <strong>Education</strong> and Training<br />
(Guaranteeing Futures) Act 2005<br />
52<br />
Required Reporting – Legislation Administered, Enacted and Amended
Statutory and Non-statutory Bodies<br />
Statutory<br />
bodies<br />
Allport Library and Museum <strong>of</strong> Fine Arts<br />
Management Committee<br />
The function <strong>of</strong> this committee is to administer the funds<br />
and property <strong>of</strong> the Allport Library and Museum <strong>of</strong> Fine<br />
Arts and <strong>of</strong> the Allport Bequest, and to give effect to the<br />
provisions and general purpose <strong>of</strong> the will <strong>of</strong> Henry<br />
Allport. The committee was established under section<br />
19 <strong>of</strong> the Libraries Act 1984.<br />
Minister’s Child Care Advisory Council<br />
The council advises and assists the Minister in the<br />
exercise <strong>of</strong> powers and the performance <strong>of</strong> functions<br />
under and in respect <strong>of</strong> the Child Care Act 2001.<br />
Established under section 73 <strong>of</strong> the Act, the council<br />
provides advice directly to the Minister on matters<br />
relating to child care, including policy, concerns and<br />
issues, community awareness and the status <strong>of</strong> the<br />
industry.<br />
Schools Registration Board<br />
The board was established in 1995. Its primary function<br />
is to register non-government schools and ensure that<br />
non-government schools comply with the standards for<br />
education determined by the Minister. The legislative<br />
basis for registration is contained in section 51 <strong>of</strong> the<br />
<strong>Education</strong> Act 1994.<br />
Skills Tasmania Board<br />
The Skills Tasmania Board is established under the<br />
Vocational <strong>Education</strong> and Training Act 1994 and is<br />
responsible to the Minister for the performance <strong>of</strong> the<br />
functions <strong>of</strong> Skills Tasmania, and the achievement <strong>of</strong> its<br />
objectives. Skills Tasmania is responsible for planning,<br />
purchasing and supporting the delivery <strong>of</strong> vocational<br />
education and training services for Tasmania; the<br />
development <strong>of</strong> policy advice for skills development;<br />
promotion <strong>of</strong> industry investment and training; and the<br />
development, regulation and administration <strong>of</strong> the<br />
system in Tasmania. Skills Tasmania’s annual report is<br />
available online at www.skills.tas.gov.au/skillstas<br />
State Library and Archives Trust<br />
The trust administers property acquired by gift, bequest,<br />
or device, and ensures that all applicable conditions are<br />
met. It was established under section 16 <strong>of</strong> the Libraries<br />
Act 1984.<br />
Tasmanian Building and Construction Industry<br />
Training Board<br />
The Building and Construction Industry Training Fund Act<br />
1990 provides for the board to be principal advisor to<br />
the Minister on all matters relating to training in the<br />
building and construction industry, particularly in relation<br />
to skill requirements and training arrangements for the<br />
industry. The board maintains and administers the<br />
Building and Construction Industry Training Fund. The<br />
board was established under section 4 <strong>of</strong> the Act. An<br />
electronic copy <strong>of</strong> the board’s annual report is available<br />
on request.<br />
Tasmanian Library Advisory Board (TLAB)<br />
The functions <strong>of</strong> the board are to consider and report<br />
on matters referred to it by the Secretary <strong>of</strong> the<br />
department and to advise the Minister on any issues<br />
relating to library services. It must also report to the<br />
Secretary <strong>of</strong> the department at the end <strong>of</strong> each financial<br />
year. The board was established under section 11 <strong>of</strong> the<br />
Libraries Act 1984.<br />
Tasmanian Academy Board (abolished May 2011)<br />
The Tasmanian Academy Board was established under<br />
the <strong>Education</strong> and Training (Tasmanian Academy) Act 2008<br />
and was responsible to the Minister for the performance<br />
<strong>of</strong> the functions <strong>of</strong> the Academy, and the achievement <strong>of</strong><br />
the objectives specified in its corporate plan. The<br />
Tasmanian Academy was responsible for preparing Year<br />
11 and 12 students for entrance into higher education and<br />
for promoting the benefits <strong>of</strong> tertiary studies to improve<br />
employment, financial and social outcomes for individuals<br />
in the Tasmanian community.<br />
Tasmanian Polytechnic Board (abolished May 2011)<br />
The Tasmanian Polytechnic Board was established under<br />
the <strong>Education</strong> and Training (Tasmanian Polytechnic) Act 2008<br />
and was responsible to the Minister for the performance<br />
<strong>of</strong> the functions <strong>of</strong> the Tasmanian Polytechnic, and the<br />
achievement <strong>of</strong> the objectives specified in its corporate<br />
plan. The Tasmanian Polytechnic’s focus is on young and<br />
mature-age students who prefer applied learning and are<br />
seeking a pathway and qualifications that will prepare<br />
them for work, further their career or enable them to<br />
change careers. It also provided alternate pathways to<br />
university.<br />
Tasmanian Qualifications Authority (TQA)<br />
The authority advises the Minister on matters relating to<br />
qualifications in Tasmania. It accredits courses for senior<br />
secondary, higher education and vocational education and<br />
training, and registers providers <strong>of</strong> higher education and<br />
vocational education and training. It determines<br />
assessment for obtaining a qualification in an accredited<br />
course, and collects, records and distributes student<br />
information relating to senior secondary education,<br />
vocational education and training, and higher education.<br />
The authority was established under the Tasmanian<br />
Qualifications Authority Act 2003. TQA’s annual report is<br />
available online at http://www.tqa.tas.gov.au/1548<br />
Tasmanian Skills Institute Board<br />
The Tasmanian Skills Institute Board is established under<br />
the <strong>Education</strong> and Training (Tasmanian Skills Institute) Act<br />
2008 and is responsible to the Minister for the<br />
performance <strong>of</strong> the functions <strong>of</strong> the Tasmanian Skills<br />
Institute, and the achievement <strong>of</strong> the objectives specified<br />
in its corporate plan. The Tasmanian Skills Institute’s<br />
focus is on providing and promoting education and<br />
training to employed people. Its purpose is to develop<br />
workforce skills in close consultation with industry.<br />
The board’s annual report is available online at<br />
http://www.skillsinstitute.com.au/.<br />
Teachers Registration Board<br />
The board is empowered under the Teachers Registration<br />
Act 2000 to administer the teacher registration system to<br />
ensure that only those people who meet agreed<br />
standards and legislative requirements are able to teach in<br />
Tasmania. The board’s annual report is available online at<br />
www.trb.tas.gov.au<br />
Required Reporting – Statutory and Non-statutory Bodies<br />
53
University <strong>of</strong> Tasmania Council<br />
Established under the University <strong>of</strong> Tasmania Act 1992, the<br />
council appoints the vice-chancellor and principal, who is<br />
the chief academic and executive <strong>of</strong>ficer <strong>of</strong> the<br />
university. The council also appoints the deans and the<br />
heads <strong>of</strong> school, on the recommendation <strong>of</strong> the<br />
vice-chancellor. An academic senate advises the council<br />
on all academic matters relating to the university.<br />
The council’s annual report is available online at<br />
www.utas.edu.au.<br />
Nonstatutory<br />
bodies<br />
School Improvement Boards<br />
Boards were established in 2007, as part <strong>of</strong> the Student at<br />
the Centre plan. Their function is to ensure that Learning<br />
Services are responding to the improvement plans and<br />
needs <strong>of</strong> schools and that the statewide programs they<br />
manage are meeting the needs <strong>of</strong> schools across the<br />
state. Each <strong>of</strong> the boards also provides advice in relation<br />
to its functions. The boards collectively provide advice to<br />
the Minister on the improvement and development <strong>of</strong><br />
the Tasmanian schools network, including progress to<br />
date and opportunities for further improvement. They<br />
identify ways to enhance the Tasmanian schools network<br />
towards a single, seamless system, to review education<br />
system performance against Tasmania Together targets<br />
and develop strategies for stronger school and<br />
community relationships.<br />
Tasmanian Aboriginal Corporation for <strong>Education</strong><br />
(TACE)<br />
The association is an incorporated community<br />
organisation specialising in education. Its purpose is to<br />
represent the views <strong>of</strong> Tasmanian Aboriginal communities<br />
on education to the state and Australian governments,<br />
as well as private education providers. The association,<br />
which receives state and Australian Government<br />
funding, is committed to the principle <strong>of</strong> Aboriginal<br />
self-determination.<br />
Tasmanian Home <strong>Education</strong> Advisory Council<br />
(THEAC)<br />
The council assists in the management and support <strong>of</strong><br />
home education in Tasmania. The role <strong>of</strong> the council is<br />
also to provide advice and information to the Minister<br />
about home education. It is responsible for monitoring<br />
individual home education programs and provides a<br />
reference point for enquiries, responds to community<br />
concerns, and maintains liaison with other agencies about<br />
home education.<br />
54<br />
Required Reporting – Statutory and Non-statutory Bodies
Other Annual Reports<br />
Tasmanian Library Advisory Board Annual Report<br />
On behalf <strong>of</strong> the Tasmanian Library Advisory Board (TLAB), I am pleased to submit the 25th annual report <strong>of</strong> the<br />
board as required under the Libraries Act 1984 as amended in 2000.<br />
Role and<br />
structure<br />
The statutory role <strong>of</strong> the TLAB, as defined by the<br />
Libraries Act 1984, is to advise the Minister for <strong>Education</strong><br />
and Skills, and the Secretary <strong>of</strong> the <strong>Department</strong><br />
<strong>of</strong> <strong>Education</strong> on matters relevant to the provision<br />
<strong>of</strong> public library services in Tasmania. The Libraries<br />
Amendment Act 2000 extended the membership<br />
structure to provide a wide representation from the<br />
Tasmanian community, comprising a mix <strong>of</strong> rural and<br />
urban interests. The current board was appointed on<br />
1 April 2010 and will expire on 31 December 2011.<br />
Board<br />
membership<br />
Ministerial nominees:<br />
Ms Shirley Abel (chairperson)<br />
Ms Lorraine Hamilton<br />
Ms Beverley Jennings<br />
Dr Stefan Petrow<br />
Dr Dianne Snowden<br />
Ms Leonie McNair<br />
Dr Mark Briggs<br />
Ms Maxine Griffiths<br />
Local Government Association <strong>of</strong><br />
Tasmania nominees:<br />
Mr Stephen Brown<br />
Alderman Sandra French<br />
Ms Narelle Calphy<br />
Alderman Doug Chipman<br />
Nominee <strong>of</strong> the Secretary <strong>of</strong> the<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong>:<br />
Ms Siobhan Gaskell, Director, LINC Tasmania<br />
Board<br />
meetings<br />
The board held four meetings during 2010–11 in Launceston on 2 September 2010, Rosny on 2 December 2010<br />
and in Hobart on 24 February 2011 and 2 June 2011.<br />
Major issues<br />
considered<br />
by the board<br />
LINC Tasmania<br />
The board recognises that the environment in<br />
which the provision <strong>of</strong> library, archive, heritage, and<br />
adult learning services is changing rapidly, as are the<br />
information and skills needs <strong>of</strong> Tasmanians. The board<br />
congratulates LINC Tasmania on the achievement <strong>of</strong><br />
bringing services together into a statewide network<br />
to respond to these changes and challenges and<br />
better serve our clients and their needs. This further<br />
complements the vision for the national strategy for<br />
Re-imagining Library Services which puts people at the<br />
centre <strong>of</strong> services and focuses on making content<br />
available to all, whether it is online or at a physical<br />
location.<br />
The board supports the need to expand LINC<br />
Tasmania client group to include those who need<br />
greater information and technology access, literacy<br />
and life skills and support to participate fully in work<br />
and community life in today’s society. New key target<br />
groups will include second chance learners including<br />
those with low literacy and qualification levels and<br />
identified equity groups, recognising that their<br />
expectations and purposes will be diverse.<br />
The board believes that the new LINC Tasmania brand<br />
will encourage existing and prospective clients to use<br />
LINC Tasmania services whether through a physical<br />
service point or through the Virtual LINC. The new<br />
name also better reflects expansion in library services<br />
under the new network model.<br />
Strategic Plan 2011–2013<br />
Given that the last two years have been a period <strong>of</strong><br />
transition and consolidation for LINC Tasmania, it was<br />
timely that a new strategic plan reflects the vision for<br />
LINC Tasmania. The board commends LINC Tasmania<br />
for the extensive work undertaken to develop LINC<br />
Tasmania’s Strategic Plan 2011–2013 and acknowledges<br />
this major achievement. The board provided input into<br />
the development <strong>of</strong> the plan during 2010–11 and believes<br />
that the plan places the organisation well to respond<br />
to future challenges. In particular, challenges around<br />
LINC Tasmania’s priorities over the next three years<br />
which include strengthening and sustaining connections<br />
with existing clients – readers, learners, researchers,<br />
educators and partners – as well as connecting with new<br />
clients in new ways, particularly those who need greater<br />
information and technology access, skills and support<br />
to participate fully in work and community life in the<br />
21st Century.<br />
LINC Tasmania’s Strategic Plan 2011–2013 includes<br />
strategies to promote a new culture within LINC<br />
Tasmania into the future to support new services,<br />
innovation and emerging technologies while<br />
strengthening the best <strong>of</strong> existing library services. The<br />
board fully supports the rigorous performance and<br />
evaluation framework to assess achievements against<br />
key performance indicators and looks forward to being<br />
involved in monitoring progress.<br />
Required Reporting – Other Annual Reports<br />
55
LINCs and Capital Investment Program<br />
The board is pleased to note substantial progress<br />
during the year on the construction and development<br />
<strong>of</strong> four <strong>of</strong> the proposed regional LINCs. At<br />
Queenstown, the regional LINC will integrate with<br />
the child and family centre to form the West Coast<br />
Community Services Hub. The centre has progressed<br />
well and was scheduled for completion in August 2011.<br />
Plans for Bridgewater and Scottsdale are also well<br />
advanced. Construction at Bridgewater commenced<br />
in June 2011 and the proposal for Scottsdale is almost<br />
finalised, with construction due to begin in the second<br />
half <strong>of</strong> 2011. Plans for a hub at George Town have been<br />
completed, with negotiations regarding the proposed<br />
site progressing with the local community. An<br />
independent site analysis has been completed ready for<br />
consultation and decision for the proposed fifth LINC<br />
at Sorell.<br />
2010–11 Budget<br />
Information provided to the board in early 2010 flagged<br />
that significant budget demands for LINC Tasmania<br />
can be expected in future state budgets as will most<br />
likely be the case for all state government agencies. The<br />
board is aware that the continuing priority on budget<br />
savings in the near future will undoubtedly put pressure<br />
on the delivery <strong>of</strong> services across the network in order<br />
for LINC Tasmania to be efficient and sustainable in<br />
its operations. The board will have an active role in<br />
processes around rationalisation <strong>of</strong> services to ensure<br />
that the integrity <strong>of</strong> services is maintained whilst<br />
acknowledging the challenging times ahead.<br />
Digital Strategy<br />
In order to support the new direction <strong>of</strong> LINC<br />
Tasmania into the 21st Century, the Digital Strategy Plan<br />
2010–2013 will provide direction and define the key<br />
information technology initiatives and priorities for the<br />
organisation over the next three years. The board is<br />
strongly supportive <strong>of</strong> the principles <strong>of</strong> wireless access<br />
for LINC Tasmania clients and will advocate strongly<br />
to resolve user registration and unauthenticated access<br />
issues that have hindered progress in this area. The<br />
board is concerned that Tasmania lags behind other<br />
state and territory libraries in the provision <strong>of</strong> wireless<br />
access in that we are the only jurisdiction not <strong>of</strong>fering<br />
this service to clients.<br />
Review <strong>of</strong> the Libraries Act and Archives Act<br />
The board has considered a briefing on the need to<br />
modernise the Libraries Act 1984 and Archives Act 1983<br />
and relevant subordinate legislation in light <strong>of</strong> the<br />
changing face <strong>of</strong> library and archives services. Work<br />
has commenced on scoping this extensive project with<br />
the board’s support including the recommendation<br />
to include archives matters in TLAB’s functions. The<br />
board looks forward to providing input into the<br />
review and ensuring that existing legislated principles<br />
such as the provision <strong>of</strong> public access to information,<br />
government record keeping and published legal deposit<br />
is preserved. Conversely, the board will have an active<br />
role in ensuring new technological advancements,<br />
demographic change, the creation <strong>of</strong> LINC Tasmania,<br />
the merger <strong>of</strong> archives, heritage, community learning,<br />
literacy, reference, digital and online functions are<br />
reflected in any revised legislation.<br />
Transfer <strong>of</strong> National Archives Office to TAHO<br />
The decision to co-locate the National Archives<br />
Australia (NAA) was made in early 2010 following<br />
successful negotiations between the Australian<br />
Government and the Tasmanian Government. This<br />
decision was a result <strong>of</strong> a public commitment by the<br />
Australian Government to maintain national archives<br />
face-to-face services in each state and territory by<br />
co-locating with other local institutions. In Tasmania,<br />
<strong>of</strong>ficers <strong>of</strong> both the local NAA and TAHO have<br />
commenced planning the details <strong>of</strong> the co-location<br />
arrangements, including looking at capacity for<br />
establishing an integrated service delivery model, and<br />
any fit-out modifications required to accommodate<br />
additional records and services.<br />
Collection storage and disposal<br />
Reports have also been provided to the board about<br />
identification, development and implementation <strong>of</strong><br />
strategies to maximise capacity in the Tower Building at<br />
91 Murray Street to meet the demand for storage for<br />
Tasmanian information. The board welcomed funding to<br />
expand storage space which focused on: the transfer <strong>of</strong><br />
the National Archives railway records and infrastructure<br />
to TAHO to be located in the Tower Building, relocating<br />
collections and reconfiguring storage within the building<br />
to make better use <strong>of</strong> space particularly for the newly<br />
acquired railway records. Further storage improvements<br />
have resulted in the colocation <strong>of</strong> Tasmanian collections<br />
to reduce the footprint <strong>of</strong> general reference collections<br />
and improve utilisation <strong>of</strong> the storage areas.<br />
The board is delighted that LINC Tasmania and Rotary<br />
Tasmania have entered into a partnership to maximise<br />
the re-use <strong>of</strong> withdrawn library books. The aim <strong>of</strong><br />
the partnership is to promote cooperation between<br />
the organisations in the most effective deployment<br />
<strong>of</strong> withdrawn library materials to maximise ‘second<br />
use’ opportunities. Particular emphasis is support <strong>of</strong><br />
Rotary’s program <strong>of</strong> Donations in Kind which delivers<br />
books and serials to libraries in developing countries in<br />
the Asia Pacific region as well as supporting requests<br />
for materials, where appropriate, from Tasmanian<br />
community organisations.<br />
A statewide policy to guide the appropriate and<br />
sustainable disposal <strong>of</strong> an increased volume <strong>of</strong><br />
library materials has also been developed. The policy<br />
includes dissemination <strong>of</strong> books and materials through<br />
literacy programs, repatriation to other institutions<br />
as appropriate, donations, in-library book sales, and<br />
recycling for materials with no ‘second-use’ value or<br />
damaged beyond repair.<br />
Literacy services<br />
The board is pleased that LINC Tasmania’s role in<br />
implementing the $11 million Adult Literacy Action Plan is<br />
already making a difference to the lives <strong>of</strong> Tasmanians<br />
with more people accessing literacy support services<br />
through LINCs than ever before. Clients supported<br />
through the literacy coordinator network are improving<br />
literacy skills needed to meet the demands <strong>of</strong> everyday<br />
life—in their families, communities and workplaces.<br />
As at the end <strong>of</strong> June 2011, 20 out <strong>of</strong> 23 literacy<br />
coordinators have been appointed along with around<br />
150 volunteer tutors who provided support services<br />
and programs to individuals and families. The initial role<br />
for the literacy coordinators is to establish a pool <strong>of</strong><br />
volunteer tutors, implement systems for coordinating<br />
and monitoring activity and building relationships<br />
56<br />
Required Reporting – Other Annual Reports
with other services providers such as Job Network<br />
providers. The board has been impressed with the<br />
work <strong>of</strong> LINC Tasmania’s pr<strong>of</strong>essional and committed<br />
staff in bringing the Adult Literacy Action Plan to life and<br />
looks forward to seeing more positive outcomes in the<br />
future.<br />
In addition to extending the statewide literacy<br />
coordinator network, the board commends the success<br />
<strong>of</strong> LINC Tasmania’s initiatives relating to encouraging<br />
early literacy skills and supporting the role <strong>of</strong> parents<br />
and carers in this regard. The Bookstart initiative that<br />
was initially trialled at Bridgewater in 2008 is being<br />
introduced to a larger number <strong>of</strong> communities in 2011<br />
in cooperation with child health centres and child and<br />
family centres that are being established across the state.<br />
Bookstart provides parents with a reading information<br />
pack at their newborn’s four week health check with<br />
follow up advice and support provided by the local<br />
literacy coordinator.<br />
Meetings<br />
with the<br />
Minister<br />
During the year the Minister was advised about board<br />
deliberations through correspondence and meetings to<br />
discuss issues arising including matters such as budget<br />
allocation for the purchase <strong>of</strong> new library resources, the<br />
impact <strong>of</strong> budget cuts to LINC Tasmania and the delivery<br />
<strong>of</strong> library services in particular. The then Minister for<br />
<strong>Education</strong> and Skills, Ms Lin Thorp MLC attended the<br />
board meeting on 2 December 2010.<br />
Board<br />
operations<br />
The board’s scope <strong>of</strong> deliberations during the past<br />
financial year expanded to include the new role <strong>of</strong><br />
libraries within the new integrated service delivery <strong>of</strong><br />
LINC Tasmania. In light <strong>of</strong> this, the board eagerly<br />
anticipates having a role in the review <strong>of</strong> legislation<br />
particularly around the functions <strong>of</strong> the board.<br />
Discussions around the board’s operations including its<br />
responsibilities under the Right to Information Act 2009<br />
occurred over several meetings. The board already<br />
complies with the required and routine disclosure<br />
through annual reporting processes and furthermore<br />
agreed to delegate the responsibility to make<br />
determinations for ‘assessed disclosure’ to the<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong>’s Manager, Legal Services.<br />
‘Assessed disclosure’ refers to the method that<br />
encourages release <strong>of</strong> information by methods other<br />
than through the annual report and is <strong>of</strong>ten a result <strong>of</strong> a<br />
specific request from an organisation or individual.<br />
The board would like to acknowledge and express its<br />
appreciation <strong>of</strong> the hard work <strong>of</strong> LINC Tasmania staff in<br />
providing members with detailed briefing papers for each<br />
meeting including regular status and statistical reports and<br />
pr<strong>of</strong>essional advice.<br />
Lastly, I would like to sincerely thank each <strong>of</strong> the board<br />
members for their support, interest and commitment to<br />
the business <strong>of</strong> the board during the past year.<br />
Shirley Abel<br />
Chairperson<br />
Required Reporting – Other Annual Reports<br />
57
State Library and Archives Trust Annual Report<br />
I am pleased to submit the 26th annual report <strong>of</strong> the<br />
State Library and Archives Trust (SLAT). The Trust<br />
is required by the Libraries Act 1984 to administer any<br />
property acquired by the Trust through gift, bequest or<br />
device for the advancement <strong>of</strong> library and/or archives<br />
knowledge in Tasmania. The Trust awards grants and, on<br />
occasions, travelling scholarships aimed at assisting the<br />
pr<strong>of</strong>essional development <strong>of</strong> librarians, archivists, and<br />
library and archives workers.<br />
Conferences<br />
and seminars<br />
Major Australian conferences and seminars attended by<br />
Tasmanian librarians, archivists and library and archives<br />
workers with support from the Sir John Morris<br />
Memorial Trust Fund in 2010–11 included:<br />
• 10th Asia Pacific Health and Law Libraries<br />
Symposium at Adelaide, South Australia in August<br />
2010.<br />
• Australian Library and Information Association<br />
National Access Conference at Brisbane, Queensland<br />
in September 2010.<br />
• Australian Institute for the Conservation <strong>of</strong> Cultural<br />
Material Conference at Melbourne, Victoria in<br />
November 2010.<br />
• 15th Australian Library and Information Association<br />
Information Online Conference at Sydney, New<br />
South Wales in February 2011.<br />
• Fundamental to Democracy Parliamentary Librarians’<br />
Conference at Canberra, Australian Capital Territory<br />
in March 2011.<br />
• 2nd Annual Learning Commons Development and<br />
Design Forum at Brisbane, Queensland in March 2011.<br />
• Swancon 36/Natcon 50 Conference at Perth, Western<br />
Australia in April 2011.<br />
Twenty applications were funded by the Sir John Morris<br />
Memorial Trust Fund for the 2010–11 year in accordance<br />
with the Trust Deed. The total amount <strong>of</strong> grant funding<br />
was $21,144. This represents a small decrease in the<br />
previous year’s grant allocation <strong>of</strong> $22,443 which was<br />
shared across 23 applicants, and is due to continuing<br />
budget restraint by government employers. The<br />
successful applicants prepared reports on their activities<br />
and also made presentations to gatherings <strong>of</strong> library<br />
and archives pr<strong>of</strong>essionals. All reports are available on<br />
request from the secretary <strong>of</strong> the Trust. Through the<br />
assistance provided for these activities, the Trust has<br />
continued to help raise the skills and knowledge <strong>of</strong><br />
library and archives workers throughout Tasmania.<br />
Travelling<br />
scholarships<br />
TM Crisp<br />
Memorial<br />
Sporting<br />
Library<br />
Fund<br />
The Trust awarded a Sir John Morris Memorial Trust<br />
Travelling Scholarship in 2010–11 to Ms Jan Lavelle<br />
from LINC Tasmania. Ms Lavelle travelled to New<br />
Zealand to explore digital preservation and potential<br />
service delivery models available through the National<br />
Library <strong>of</strong> New Zealand. Following her visit Ms Lavelle<br />
The Trust also administers the TM Crisp Memorial<br />
Sporting Library Fund, which provides grants for the<br />
purchase <strong>of</strong> sporting books for public and reference<br />
libraries. The sum <strong>of</strong> $700 was made available from the<br />
produced a report on the Rosetta system, which is being<br />
used by the National Library <strong>of</strong> New Zealand, for LINC<br />
Tasmania’s consideration. The system provides improved<br />
digital object management capabilities as compared with<br />
existing systems in use in the State Library <strong>of</strong> Tasmania.<br />
fund to the State Library in 2010–11 for the purchase <strong>of</strong><br />
books on sporting pursuits, including cricket, tennis and<br />
other notable sporting works.<br />
Meetings<br />
and funds<br />
Three ordinary meetings <strong>of</strong> the SLAT were held during<br />
the reporting year: in August and November 2010, and<br />
March 2011. A special meeting was held in January to<br />
consider the Trust’s Future Investment Policy.<br />
The Tasmanian firm, Shadforths Financial Group Ltd,<br />
which was appointed in 1999 by the Trust to provide<br />
financial investment advice and brokerage services,<br />
has continued to work with the Trust in allocating<br />
investments across a range <strong>of</strong> investment managers.<br />
The Trust has followed a conservative strategy with<br />
its portfolio, however, the effects <strong>of</strong> the global financial<br />
crisis continued to produce a negative impact on the<br />
Trust’s investments in 2010–11. The value <strong>of</strong> investments<br />
regained an amount <strong>of</strong> the ground lost in 2008–09 but<br />
the overall value <strong>of</strong> the market investments remains at a<br />
lower level than original cost price.<br />
I would like to express my sincere appreciation to each<br />
<strong>of</strong> the members <strong>of</strong> the State Library and Archives Trust,<br />
Ms Simone Bingham <strong>of</strong> the University <strong>of</strong> Tasmania, Mr<br />
Patrick Tierney <strong>of</strong> the Public Trustee, Mr Ross Latham,<br />
State Archivist, Mrs Caroline Homer, Acting State<br />
Archivist and Ms Siobhan Gaskell, Director, Library and<br />
Information Services, for their ongoing dedication and<br />
contribution to the success <strong>of</strong> the Trust. I also <strong>of</strong>fer my<br />
sincere appreciation to Mr Ray Sakaris and Ms Maxine<br />
Turner for their excellent administrative support to the<br />
work <strong>of</strong> the SLAT.<br />
Shirley Abel<br />
Chairperson<br />
58<br />
Required Reporting – Other Annual Reports
Allport Library and Museum <strong>of</strong> Fine Arts Annual Report<br />
The mission <strong>of</strong> the Allport Library and Museum <strong>of</strong><br />
Fine Arts is to ensure that the bequest which Henry<br />
Allport made in 1965 is highly valued and enjoyed by its<br />
beneficiaries, the people <strong>of</strong> Tasmania, and is recognised<br />
for its major contribution to Australia’s heritage.<br />
The objectives and principles which support that<br />
mission are:<br />
• providing maximum access to the collection within the<br />
limits <strong>of</strong> preservation and security considerations<br />
• maintaining the highest standards in collection<br />
development and service<br />
• encouraging the Tasmanian community to participate in<br />
the development and preservation <strong>of</strong> the collection.<br />
Last year’s report expressed concerns relating to<br />
proper maintenance and display <strong>of</strong> the collections, as<br />
well as availability <strong>of</strong> the human resources required to<br />
manage the library and museum. Although the budgetary<br />
constraints continue, it has been pleasing to see that there<br />
has been development <strong>of</strong> a strategy for future exhibitions,<br />
better promotion <strong>of</strong> the Allport library and museum in<br />
the media, and an increase in visitor numbers.<br />
Interpretation<br />
The primary focus <strong>of</strong> activity during the year has been<br />
the creation and installation <strong>of</strong> interpretive material to<br />
enhance the enjoyment <strong>of</strong> visitors to Allport. This has<br />
been a long-standing goal <strong>of</strong> the committee.<br />
The entrance to Allport has been given more<br />
prominence with appropriate signage and a decorative<br />
wall panel (incorporating images <strong>of</strong> collection items)<br />
around the doors. A new showcase has been installed<br />
just outside the entrance for the display <strong>of</strong> new<br />
acquisitions and other collection items. Fourteen<br />
interpretation panels have been installed – in the gallery,<br />
display rooms and library – each accompanied by a<br />
mobile information sheet listing in detail the items on<br />
display in the space. A large panel has also been installed<br />
to provide information about the Allport family and its<br />
contribution to Tasmanian society and culture.<br />
The interpretive material was written by staff <strong>of</strong> the<br />
Tasmanian Archive and Heritage Office (largely by Marian<br />
Jameson); designed by InGraphic Detail (Julie Hawkins<br />
and Kelly Eijdenberg) with editorial advice from Chris<br />
Viney; and constructed and installed by Red Arrow<br />
(Tim Williams). The extensive photographic work was<br />
undertaken by staff <strong>of</strong> the Digital Services section <strong>of</strong> the<br />
Tasmanian Archive and Heritage Office.<br />
Exhibitions<br />
and displays<br />
Cockatoos: A portfolio <strong>of</strong> all species, a set <strong>of</strong> prints by<br />
William T Cooper published in 2001, was displayed in<br />
the Allport Gallery from August to November 2010.<br />
This exhibition was especially popular with school<br />
groups. Flower Power: the botanical prints <strong>of</strong> Ferdinand Bauer,<br />
was on show from December 2010 to March 2011. Both<br />
exhibitions received favourable reviews in the Mercury.<br />
The major exhibition for the year, Fishes from the end <strong>of</strong><br />
the world: William Buelow Gould’s Sketchbook <strong>of</strong> Fishes in<br />
Macquarie Harbour, 1832 was opened by the Tasmanian<br />
author Richard Flanagan on 1 April 2011 at an event<br />
in the Allport Gallery to mark the inscription <strong>of</strong> the<br />
sketchbook on the UNESCO Australian Memory <strong>of</strong> the<br />
World Register. (There were two further inscriptions<br />
on the Register: a 1796 Sydney theatre playbill, which is<br />
held by the National Library <strong>of</strong> Australia; and the minute<br />
books <strong>of</strong> pre-Federation Australian trade unions, which<br />
are held by 12 Australian collecting institutions. Digital<br />
images <strong>of</strong> these items were displayed at the event.)<br />
The event and the exhibition received considerable<br />
publicity both locally and interstate.<br />
In October 2010, descendants <strong>of</strong> Henry Hinsby attended<br />
an evening function in Allport for the launch <strong>of</strong> the book<br />
Henry Hinsby: A distinguished apothecary <strong>of</strong> Hobart Town<br />
by Therese Binns, as part <strong>of</strong> the Hinsby family reunion<br />
celebrations.<br />
In December 2010, the Allport Print Room was reopened<br />
as a permanent display area to feature a continuous display<br />
<strong>of</strong> the Alecto edition <strong>of</strong> the facsimile plates <strong>of</strong> Banks’<br />
Florilegium. There are 738 plates in the edition; they are<br />
being displayed in numerical order in groups <strong>of</strong> 15, for<br />
three months at a time.<br />
New acquisitions have been displayed at monthly<br />
intervals in the new display foyer case. During the<br />
Christmas period there was a seasonal display <strong>of</strong> drinking<br />
vessels from the decorative arts collection and ceramic<br />
candlesticks.<br />
Access<br />
There were 6,772 visitors in 2010–11 (an increase <strong>of</strong><br />
33.9% on the previous year). Staff responded to a total<br />
<strong>of</strong> 304 enquiries from members <strong>of</strong> the public, tourists,<br />
academics and other researchers. Collection items have<br />
been reproduced in a wide range <strong>of</strong> books, reports,<br />
theses, brochures, signs, exhibitions and television and<br />
film documentaries, as well as on websites.<br />
There were visits and tours throughout the year from<br />
groups including the Australiana Society (as part <strong>of</strong> a<br />
Tasmanian tour <strong>of</strong> museums and heritage houses); local<br />
and interstate booksellers who exhibited at the Hobart<br />
Book Fair in February 2011; the Lyceum and Moreton<br />
Clubs <strong>of</strong> Queensland; and groups <strong>of</strong> students from<br />
Tarremah School and from Mount Stuart Primary School,<br />
Rosetta Primary School, Goulburn Street Primary School<br />
and Waimea Primary School.<br />
On 30 September 2010, the ABC Collectors program<br />
filmed a short segment in Allport for inclusion in a<br />
program about presenter Gordon Brown’s favourite<br />
places in Hobart.<br />
Required Reporting – Other Annual Reports<br />
59
Acquisitions<br />
<strong>of</strong> note<br />
Books and manuscripts:<br />
• Review <strong>of</strong> Matthew Flinder’s Observations on the<br />
coasts <strong>of</strong> Van Diemen’s Land, in the June 1801 issue <strong>of</strong><br />
Algemeine Geographische Ephemeriden<br />
• Paper tiger: a visual history <strong>of</strong> the thylacine by Carol<br />
Freeman (Boston, Brill, 2010)<br />
• Nouvelle relation du voyage a la recherche de La Perouse<br />
execute par M. d’Entrecasteaux by M. le Chevalier de<br />
Freminville (Brest, JB Lefournier, 1838)<br />
• Manuscript cheques signed by John Glover (1835 and<br />
1838), James Kelly (1835), from the Bank <strong>of</strong> Australasia<br />
(1847) and the VDL Commissariat (1856)<br />
Fine arts:<br />
• Frances Fearnley Rowntree, three undated pencil<br />
drawings (Silos, Castray Esplanade; Wentworth House,<br />
Bothwell; and Rae Place)<br />
• Joseph Goodhart, three etchings (Old Pioneer’s Hut<br />
New Norfolk Tasmania: Solitude, 1927; Richmond Bridge,<br />
Tasmania, c.1926; and Kelly’s Steps, 1936)<br />
• John Gould and HC Richter, seven lithographs <strong>of</strong><br />
Tasmanian endemic species from The Birds <strong>of</strong> Australia,<br />
1848<br />
• Unknown artist (possibly Knud Bull), [William<br />
Watchorn seated in his study]. Watercolour, c.1850<br />
• Antoine Maurin, portrait <strong>of</strong> Bruni D’Entrecasteaux.<br />
Lithograph (Paris, Lemercier, 1837)<br />
• Robert Proctor Beauchamp, Lake and mountains and<br />
Tree, stream and mountains. Oil paintings, undated<br />
• Norma Bull, Port Arthur. Etching, c.1930<br />
• Charles Robinson, Askrigg, Gretna. Pencil drawing,<br />
undated<br />
• Roy Cox, Richmond Village Tasmania. Watercolour,<br />
undated<br />
• John Eldershaw, Hobart Docks. Watercolour, undated<br />
• E Wake Cook, Island <strong>of</strong> the Dead, Port Arthur.<br />
Watercolour, c.1868<br />
Decorative arts:<br />
• Asparagus server, Caughley porcelain, c.1785, printed<br />
with an unusual horizontal version <strong>of</strong> the Fisherman<br />
pattern<br />
• Quintal [tulip vase], pearlware, c.1790<br />
• C<strong>of</strong>fee can and saucer, Davenport, platinum lustre,<br />
c.1807–10<br />
• English hot water jug and c<strong>of</strong>fee pot with emblem <strong>of</strong><br />
Tasmanian Club, c.1915<br />
Conservation<br />
The management committee continues to support<br />
the conservation and maintenance <strong>of</strong> the collection<br />
by allocating up to 25% <strong>of</strong> its annual income from<br />
the Endowment Fund and from interest earned for<br />
conservation treatments. In 2010–11 the committee<br />
funded:<br />
• treatment <strong>of</strong> two oil paintings at the Centre for<br />
Cultural Materials Conservation at the University <strong>of</strong><br />
Melbourne<br />
• repairs to, and maintenance <strong>of</strong> two clocks; and minor<br />
repairs to two items <strong>of</strong> furniture<br />
• the design and construction <strong>of</strong> seven custom-made<br />
storage boxes for rare and fragile photographic material<br />
• a conservation assessment <strong>of</strong> 150 items and groups <strong>of</strong><br />
items in the manuscript collection.<br />
Management<br />
Committee<br />
The Allport Library and Museum <strong>of</strong> Fine Arts<br />
Management Committee held three meetings in<br />
2010–11, on 29 July 2010, 1 December 2010 and<br />
17 March 2011.<br />
Membership <strong>of</strong> the committee has remained unchanged.<br />
It comprises:<br />
• Mr John Upcher, chairperson (nominated by the<br />
trustees <strong>of</strong> the estate <strong>of</strong> Henry Allport)<br />
• Ms Amanda Wojtowicz (nominated by the trustees <strong>of</strong><br />
the estate <strong>of</strong> Henry Allport)<br />
• Dr AV (Tony) Brown, a Trustee <strong>of</strong> the Tasmanian<br />
Museum and Art Gallery (nominated by the Board <strong>of</strong><br />
Trustees)<br />
• Dr Keith Adkins (appointed by the Minister for<br />
<strong>Education</strong>)<br />
• Ms Siobhan Gaskell, Director, Community Knowledge<br />
Network (nominated by the Secretary <strong>of</strong> the<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong>).<br />
John Upcher<br />
Chairperson<br />
60<br />
Required Reporting – Other Annual Reports
Tasmanian Home <strong>Education</strong> Advisory Council Annual Report<br />
Definition<br />
Home education is when parents assume responsibility<br />
for planning, implementing and evaluating their<br />
children’s learning program from the home base.<br />
In Tasmania, parents who are home educating their<br />
children are required to register with the Tasmanian<br />
Home <strong>Education</strong> Advisory Council.<br />
Role <strong>of</strong> the<br />
Tasmanian<br />
Home<br />
<strong>Education</strong><br />
Advisory<br />
Council<br />
The Tasmanian Home <strong>Education</strong> Advisory Council<br />
(THEAC) was established by the Minister for<br />
<strong>Education</strong> to assist in the management and support <strong>of</strong><br />
home education in Tasmania. The role <strong>of</strong> THEAC is to:<br />
• provide policy advice and information to the Minister<br />
in relation to home education<br />
• maintain a register <strong>of</strong> parents who are home<br />
educating<br />
• be responsible for adequate monitoring <strong>of</strong> home<br />
education and to advise on the adequacy <strong>of</strong><br />
individual programs <strong>of</strong> home education<br />
• provide a reference point for inquiries regarding home<br />
education<br />
• respond to community concerns about home<br />
education<br />
• maintain liaison with other agencies on matters<br />
regarding home education<br />
• organise ongoing support and assistance to home<br />
educators.<br />
Membership<br />
THEAC consists <strong>of</strong> six members appointed by the<br />
Minister for <strong>Education</strong>, three nominated by home<br />
educators and three nominated by the Minister for<br />
<strong>Education</strong>.<br />
During 2010 there were no changes to the membership.<br />
Members for 2010 are detailed below.<br />
Member Comments From Until<br />
Ms Anne French Ministerial appointee 31/10/2005 31/12/2011<br />
Mr Peter Norton Ministerial appointee 01/01/2007 31/12/2012<br />
Mr Simon Deeth<br />
Ministerial appointee<br />
01/05/2008<br />
(chair from 16/03/2009)<br />
30/04/2014<br />
Ms Jacinta Sinclair Home educator nominee 01/08/2009 31/07/2012<br />
Mrs Keren Golab Home educator nominee 01/10/2009 30/09/2012<br />
Mrs Margaret Sonnemann Home educator nominee 01/10/2009 30/09/2012<br />
Employees<br />
THEAC employed two part-time administration<br />
<strong>of</strong>ficers and two part-time monitoring <strong>of</strong>ficers during<br />
2010.<br />
Administration <strong>of</strong>ficers<br />
The key function <strong>of</strong> the administration <strong>of</strong>ficers is to<br />
provide administrative support to THEAC, including<br />
maintaining the THEAC database, and to execute<br />
THEAC decisions.<br />
Monitoring <strong>of</strong>ficers<br />
The key function <strong>of</strong> the monitoring <strong>of</strong>ficers is to assist<br />
THEAC in the monitoring <strong>of</strong> home education according<br />
to established THEAC policies and practices.<br />
Contact details<br />
23 Canning Street, Launceston, Tasmania 7250<br />
Phone/Fax: 6334 5381<br />
Email: admin@theac.org.au<br />
Website: www.theac.org.au<br />
Charter<br />
Context<br />
THEAC is responsible for monitoring new and<br />
ongoing home education programs for families who<br />
have registered for home education and have made<br />
themselves available for the monitoring process.<br />
THEAC is not responsible for families who withdraw<br />
their children from school, or do not send their<br />
children to school, and have not applied for home<br />
education.<br />
Beliefs and values<br />
THEAC members believe that:<br />
• all children are entitled to receive an adequate and<br />
appropriate education, including students who are<br />
being home educated<br />
• home education is an excellent educational option for<br />
many children<br />
• home education should continue to be recognised<br />
and supported as a legitimate option for education in<br />
Tasmania<br />
Required Reporting – Other Annual Reports<br />
61
• all matters and information relating to individual<br />
circumstances <strong>of</strong> home educators should be<br />
addressed in accordance with the requirements <strong>of</strong><br />
privacy legislation<br />
• monitoring should be sensitive to differing beliefs<br />
and practices, and be undertaken in a spirit <strong>of</strong><br />
collaboration, support and assistance<br />
• home educating parents should be free to choose<br />
from a wide variety <strong>of</strong> resources, commercial<br />
programs and curriculum materials in line with their<br />
educational values and beliefs<br />
• THEAC should not favour any particular home<br />
education program or curriculum materials<br />
• THEAC should maintain its independence from<br />
the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>, and from any other<br />
government agency or non-government affiliation,<br />
and be directly responsible to the Minister for<br />
<strong>Education</strong>.<br />
Operating principles<br />
The employees and members <strong>of</strong> THEAC operate<br />
according to the following principles:<br />
• closely apply the home education beliefs and values in<br />
relation to their work<br />
• maintain a non-intrusive and pr<strong>of</strong>essional point <strong>of</strong><br />
reference for all home education queries<br />
• ensure that all families registered with THEAC are<br />
adequately monitored in a collaborative manner<br />
according to THEAC procedures<br />
• maintain accurate records <strong>of</strong> matters pertaining to<br />
THEAC’s business<br />
• ensure liaison with other agencies and pr<strong>of</strong>essionals<br />
involved with home educators<br />
• respond quickly to enquiries raised about home<br />
education either in general or in relation to individual<br />
circumstances<br />
• provide accurate and timely information and policy<br />
advice to the Minister.<br />
Report<br />
on council<br />
activities for<br />
2010<br />
Meetings<br />
THEAC conducted nine regular meetings during<br />
the year. The main function <strong>of</strong> the meetings was to<br />
consider the monitoring reports relating to home<br />
educators’ programs and new applications for home<br />
education. Two workshops were held to discuss the<br />
administration and management role and function<br />
<strong>of</strong> THEAC and to review and update policies and<br />
procedures.<br />
The Manager Legal Services Unit, <strong>Department</strong> <strong>of</strong><br />
<strong>Education</strong> attended the March meeting to discuss<br />
a range <strong>of</strong> issues including privacy and access to<br />
information, public liability coverage, and child<br />
protection.<br />
A representative from Gateway/Baptcare attended<br />
the November meeting to update council on services<br />
available to families.<br />
Ministerial liaison<br />
THEAC maintained liaison with the Minister for<br />
<strong>Education</strong> throughout the year through the provision<br />
<strong>of</strong> minutes <strong>of</strong> THEAC meetings. The Minister met<br />
with council and staff at THEAC’s October meeting.<br />
A report Reasons home educators commence home<br />
education – A summary <strong>of</strong> findings was prepared for the<br />
Minister at the Minister’s request.<br />
The four Learning Services within the <strong>Department</strong><br />
<strong>of</strong> <strong>Education</strong> were provided with weekly updates <strong>of</strong><br />
newly registered and ceasing home educating families.<br />
Registration and monitoring<br />
During 2010, the parents <strong>of</strong> 191 children were<br />
approved for registration as home educators through<br />
THEAC. Together with families with ongoing home<br />
education programs, monitoring reports for 416<br />
children from 240 families were prepared. A total <strong>of</strong><br />
624 students from 334 families were registered with<br />
THEAC as at 31 December 2010.<br />
Policy and procedure issues<br />
The administration <strong>of</strong>ficers continued to maintain<br />
administrative procedures for THEAC and support for<br />
home educators.<br />
The monitoring <strong>of</strong>ficers visited families statewide as<br />
requested by THEAC and presented reports on these<br />
families to THEAC for consideration. THEAC members<br />
assisted with the monitoring process as required.<br />
THEAC received 324 requests for its Information on<br />
Home <strong>Education</strong> Registration sheet during the year.<br />
Administration<br />
THEAC conducted a periodic internal performance<br />
review with regard to accountability <strong>of</strong> the council and<br />
its members and in the assessment <strong>of</strong> performance in<br />
the development <strong>of</strong> policy and the management and<br />
administration <strong>of</strong> home education in Tasmania.<br />
THEAC conducted performance reviews for all<br />
permanent staff members.<br />
Options for enhancing the security <strong>of</strong> monitoring<br />
<strong>of</strong>ficers were considered.<br />
Public and pr<strong>of</strong>essional relations<br />
THEAC maintained liaison with various government<br />
departments, in particular the <strong>Department</strong> <strong>of</strong><br />
<strong>Education</strong>, in carrying out its support for home<br />
educators.<br />
The principal <strong>of</strong> the former Distance <strong>Education</strong><br />
Tasmania visited the <strong>of</strong>fice to brief the administration<br />
<strong>of</strong>ficer concerning the new Tasmanian eSchool.<br />
THEAC continued to disseminate information<br />
both within the community at large and within the<br />
community <strong>of</strong> home educators throughout the state.<br />
THEAC established a Facebook page.<br />
There were continuing discussions on revamping the<br />
THEAC website.<br />
62<br />
Required Reporting – Other Annual Reports
Notices about home education were placed in the<br />
Back to School supplement in regional newspapers at<br />
the beginning <strong>of</strong> the year.<br />
Home educator get-together/information sessions<br />
were held in November in both Launceston and<br />
Hobart. Both were well attended.<br />
Support for home educating families<br />
Development <strong>of</strong> the Australian Curriculum continued<br />
to be monitored to gauge any impact for home<br />
educators.<br />
THEAC supported, and represented with attendance<br />
by council members and staff, a statewide family<br />
picnic which was organised by local home educators.<br />
This was held at Ross on 6 March 2010 and was very<br />
well attended.<br />
Many home educators continued to use resources<br />
from the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>’s Distance<br />
<strong>Education</strong> Tasmania (now Tasmanian eSchool) to<br />
supplement their programs.<br />
Forty-five home educated children registered for<br />
the 2010 National Assessment Program – Literacy and<br />
Numeracy (NAPLAN).<br />
Five newsletters were published for home educators<br />
over the year. These newsletters provided information<br />
updates and were used to continue a supportive liaison<br />
between THEAC and home educators.<br />
A submission was made to the Transitional CEO<br />
Population Health, <strong>Department</strong> <strong>of</strong> Health and Human<br />
Services concerning the inequity <strong>of</strong> access experienced<br />
by home educators in the areas <strong>of</strong> access to speech<br />
pathology services, access to government school<br />
social workers, access to pathway planners for career<br />
counselling and access to the Training and Apprenticeship<br />
Program (TAPP).<br />
The chair and one council member met with Centrelink<br />
<strong>of</strong>ficers to continue discussions on implications for 16+<br />
year-old home educated children arising from changes<br />
to Centrelink Youth Allowance requirements.<br />
Financial report<br />
THEAC utilises the services <strong>of</strong> an accountant to<br />
prepare relevant financial documents with a THEAC<br />
member maintaining the treasurer’s position.<br />
An audited financial report for the period July 2009<br />
to June 2010 has been presented to the Minister for<br />
<strong>Education</strong>.<br />
Simon Deeth<br />
Chairperson<br />
Required Reporting – Other Annual Reports<br />
63
Schools Registration Board Annual Report<br />
Establishment<br />
and function<br />
The Schools Registration Board (the board) was<br />
established on 1 July 1995 under Part 5 <strong>of</strong> the <strong>Education</strong><br />
Act 1994. The board is an independent statutory body<br />
with its composition and powers defined under the Act<br />
and its supplementary Regulations. Its primary function<br />
is to ensure that non-government schools comply with<br />
the educational standards determined by the Minister<br />
for <strong>Education</strong>. In addition, it must assess and determine<br />
applications for:<br />
(a) The registration <strong>of</strong> new non-government schools<br />
(b) The renewal <strong>of</strong> the registration <strong>of</strong> existing schools.<br />
Members<br />
Members <strong>of</strong> the board are appointed by the Minister (<strong>Education</strong> Act 1994 45 (1-3)) and as <strong>of</strong> 30 June 2011 included:<br />
Ms Jenny Cranston<br />
Ms Lynne Hanlon<br />
Mr Tony Crehan<br />
Mr Jon Hosford<br />
Ms Angela Briant<br />
Ms Gillian Unicomb<br />
Mrs Helen Healy<br />
Mr Ian Dalton<br />
Chairperson<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
Organisations representing registered schools<br />
Organisations representing registered schools<br />
Organisations representing teachers <strong>of</strong> registered schools<br />
Organisations representing teachers <strong>of</strong> registered schools<br />
Catholic <strong>Education</strong><br />
Organisations representing parents <strong>of</strong> children at registered schools<br />
Standards<br />
for the<br />
registration<br />
<strong>of</strong> schools<br />
The matters on which the Minister may determine a<br />
standard are contained at section 53 (1) <strong>of</strong> the <strong>Education</strong><br />
Act 1994 and have been revised as a result <strong>of</strong> the<br />
amendments to the Act proclaimed on 1 January 2004.<br />
The standards for registration are:<br />
(a) the proposed curriculum <strong>of</strong> a school<br />
(b) the qualifications required <strong>of</strong> teachers at a school<br />
(c) the facilities to be provided at a school<br />
(d) the minimum number <strong>of</strong> students to attend a school<br />
(e) the kinds <strong>of</strong> students to attend a school<br />
(f) the enrolment and attendance procedures <strong>of</strong> a school<br />
(g) the financial viability <strong>of</strong> a school<br />
(h) the governance <strong>of</strong> a school<br />
(i) the impact <strong>of</strong> a new school on other schools<br />
(j) a documented grievance process<br />
(k) any other prescribed matter.<br />
‘Prescribed matter’ to date includes a Code <strong>of</strong> Conduct<br />
for Employees and a Review and Development process.<br />
Board<br />
meetings<br />
The board met five times in 2010–11 when it considered<br />
matters relating to applications for re-registration and<br />
reviews <strong>of</strong> existing schools, as well as other procedural<br />
and policy issues. All meetings were held in Hobart.<br />
The meeting dates in 2010–11 were: 28 July 2010,<br />
22 September 2010, 24 November 2010, 16 March 2011<br />
and 1 June 2011.<br />
A workshop was undertaken by the board on<br />
2 March 2011 to review the Schools Registration Board<br />
handbook.<br />
Registration<br />
<strong>of</strong> schools<br />
For a current list <strong>of</strong> non-government schools in Tasmania<br />
see: http://www.srb.tas.gov.au/Schools/schoollist.htm<br />
1. Application for a new school<br />
There were no applications for new schools in 2010–11.<br />
2. Review <strong>of</strong> registered schools<br />
In Tasmania, there are 66 registered schools. Seven <strong>of</strong><br />
the schools have additional campuses in other parts <strong>of</strong><br />
the state; <strong>of</strong> these, three have more than one additional<br />
campus.<br />
The following schools were reviewed between July 2010<br />
and June 2011:<br />
• Community Christian Academy, Launceston<br />
• Herrick Presbyterian Covenant School, Gladstone<br />
• Sacred Heart Catholic School, Geeveston<br />
• Launceston Christian School, Launceston<br />
• Scotch Oakburn College, Launceston<br />
• Geneva Christian School, Latrobe<br />
• Launceston Church Grammar School, Launceston<br />
• Seabrook Christian College, Somerset<br />
• Trinity College, Poatina<br />
• Christian Schools Tasmania, Hobart<br />
• St Michael’s Collegiate School, Hobart<br />
• Stella Maris Catholic Primary School, Burnie<br />
• Ballarat & Clarendon College, King Island<br />
• The Hutchins School, Hobart<br />
• Star <strong>of</strong> the Sea College, George Town<br />
• Community Christian Academy, Newstead.<br />
64<br />
Required Reporting – Other Annual Reports
In addition the board inspected Lambert School, under<br />
sections 56–58 <strong>of</strong> the <strong>Education</strong> Act 1994.<br />
3. School closures/amalgamations<br />
There were no amalgamations in 2010–11.<br />
The Kinder Cottage in Lindisfarne ceased to operate<br />
from 31 December 2010.<br />
4. Changes to registration<br />
Schools are required to notify the Schools Registration<br />
Board <strong>of</strong> any significant or notifiable changes in relation<br />
to their registration details.<br />
In November 2003, the Schools Registration Board<br />
determined that, in order to fully consider proposals to<br />
change registration, schools are to notify the board six<br />
months before the intended change is to take place.<br />
No changes were considered by the board in 2010–11.<br />
Jenny Cranston<br />
Chairperson<br />
Statement <strong>of</strong><br />
expenditure<br />
1 July 2010 to<br />
30 June 2011<br />
Expenditure $<br />
Salary costs 39,602<br />
Meetings, including sitting fees 24,467<br />
Miscellaneous 4,948<br />
Travel 9,292<br />
Total expenditure 78,309<br />
Required Reporting – Other Annual Reports<br />
65
Asset Management/Risk Management<br />
Asset<br />
management<br />
Assets are managed within whole-<strong>of</strong>-government<br />
policies and guidelines. Key strategies for the effective<br />
and efficient use <strong>of</strong> assets include:<br />
• optimising the use <strong>of</strong> built resources to support the<br />
provision <strong>of</strong> a range <strong>of</strong> educational programs and<br />
curriculum choices at dispersed sites<br />
• managing capital funding for building improvements<br />
equitably and according to priorities, ensuring<br />
appropriate standards <strong>of</strong> accommodation to support<br />
best practice in service delivery<br />
• optimising maintenance effort through strategic<br />
management and managing resources in accordance<br />
with statutory obligations, occupational health and<br />
safety, optimum service delivery and asset retention<br />
• progressing initiatives to identify, rank and mitigate risks<br />
within the context <strong>of</strong> the government’s overall risk<br />
management strategy<br />
• progressing towards industry best practice in<br />
procurement practices and full compliance with<br />
Treasury requirements<br />
• maximising the responsible use <strong>of</strong> facilities, facilitating<br />
partnership agreements for sharing facilities, and using<br />
community and shared facilities where appropriate<br />
• supporting the Asset Strategy Steering Committee<br />
to provide strategic oversight and direction in asset<br />
management<br />
• Oversight <strong>of</strong> the Strategic Asset Management Plan<br />
(SAMP).<br />
Risk<br />
management<br />
The department’s risk management activities are<br />
governed by the department’s Risk Management and<br />
Audit Committee. The committee is chaired by the<br />
Secretary. Members include Deputy Secretaries, the<br />
General Manager <strong>of</strong> a Learning Service, the Director<br />
responsible for LINC Tasmania, the Manager Internal<br />
Audit and one external member. Four meetings were<br />
held during the year, some <strong>of</strong> which were attended<br />
by the Tasmanian Auditor-General, staff from the<br />
Tasmanian Audit Office, and the financial auditor.<br />
The Tasmanian Risk Management Fund (TRMF) covers<br />
the department’s insurable risk including workers<br />
compensation, general liability and property damage.<br />
Contributions to the fund totalled $9.60 million<br />
(excluding GST). The contribution included $7.93 million<br />
for workers compensation and $1.32 million for the loss<br />
<strong>of</strong> and damage to property.<br />
The Property Protection Scheme is a self-funded pool<br />
that covers the cost for the loss or damage to schools’<br />
and colleges’ facilities and contents.<br />
DoE’s insurance arrangements do not cover students<br />
against the cost <strong>of</strong> treatment <strong>of</strong> injuries suffered in<br />
school-based activities except for students engaged in<br />
vocational education and training, workplace learning or<br />
special learning activities. Parents/guardians are required to<br />
meet any costs for the treatment <strong>of</strong> injuries.<br />
Workplace learning students are also covered in respect<br />
<strong>of</strong> general liability claims brought against them.<br />
Key risk management initiatives during the year included:<br />
• the commencement <strong>of</strong> an initiative to identify common<br />
risks faced by schools and colleges, and for the risks to<br />
be formally managed and reported on to central <strong>of</strong>fice<br />
• the continuation <strong>of</strong> the implementation <strong>of</strong> the<br />
Information Security project<br />
• seminars held throughout Tasmania to inform school<br />
and college principals <strong>of</strong> their obligations as ‘Responsible<br />
Officers’ under Workplace Legislation in respect <strong>of</strong><br />
occupational health and safety, duty <strong>of</strong> care and risk<br />
management<br />
• the continuation <strong>of</strong> advisory services provided to<br />
raise risk management awareness throughout the<br />
department<br />
• support provided to all schools, colleges and<br />
management areas during emergencies<br />
• providing all staff members with the opportunity to be<br />
vaccinated against the seasonal influenza virus.<br />
ICT risk<br />
management<br />
ICT risks are managed within a whole-<strong>of</strong>-government<br />
framework, and are supported by department policies<br />
and guidelines. The following key strategies enable<br />
effective and efficient use <strong>of</strong> the ICT system.<br />
Backups <strong>of</strong> all systems occur regularly to minimise the<br />
risks <strong>of</strong> losing data, with backups stored <strong>of</strong>fsite. High<br />
availability options are considered for critical systems,<br />
with specific redundant hardware components in<br />
servers (e.g. additional power supplies and network<br />
cards) included as a minimum requirement. Disaster<br />
recovery plans are tested for several major systems on a<br />
rotational basis.<br />
Access from outside the departmental network is<br />
restricted, and a range <strong>of</strong> access levels have been set for<br />
staff, students and the public to ensure that access to<br />
information is limited to a ‘needs-only’ level.<br />
Risks to confidentiality, integrity and availability are<br />
identified, and mitigation strategies implemented where<br />
appropriate.<br />
66<br />
Required Reporting – Asset Management/Risk Management
Climate Change<br />
The department’s long-term vision is for all Tasmanian<br />
schools to be sustainable with students having the<br />
opportunity to learn as part <strong>of</strong> a whole school approach<br />
to sustainability.<br />
Under the Tasmanian Framework for Action on Climate<br />
Change the department produced an Emissions Reduction<br />
Plan in 2009 which works in conjunction with the<br />
department’s Strategic Asset Management Plan (SAMP)<br />
to develop energy efficiency improvements in existing<br />
facilities.<br />
These documents provide the framework for achieving the<br />
department’s broader goals <strong>of</strong> contributing to the reduction<br />
<strong>of</strong> global greenhouse gas emissions by also encouraging<br />
innovation in areas such as recycling, transportation, green<br />
building initiatives and moving towards carbon neutral<br />
facilities. The department intends to:<br />
• use less energy<br />
• reduce transport/travel related emissions while<br />
maintaining continuity <strong>of</strong> business operations<br />
• reduce levels <strong>of</strong> <strong>of</strong>fice waste<br />
• develop and lead an education program aimed at<br />
engaging staff, students and the broader community.<br />
The key elements <strong>of</strong> the department’s initiatives are:<br />
• The recently opened Kingston High School, Austins<br />
Ferry Primary School, Romaine Park Primary School,<br />
Somerset Primary School and Windermere Primary<br />
School were designed as 5 Star Green Star facilities<br />
as well as new buildings at the Jordan River Learning<br />
Federation in Bridgewater. The new primary school<br />
being planned for the Port Sorell community will also<br />
be designed to meet the 5 Star Green Star rating.<br />
• As part <strong>of</strong> the Building the <strong>Education</strong> Revolution<br />
infrastructure projects, the department specified that,<br />
wherever possible, the inclusion <strong>of</strong> energy efficiency<br />
measures including water tanks, insulation, and energy<br />
efficient hot water, lighting, glazing, heating and cooling<br />
be undertaken in schools under the Primary Schools for<br />
the 21st Century element.<br />
• Actively implementing a stringent and ongoing review<br />
<strong>of</strong> the vehicle fleet requirements to include more fuel<br />
efficient vehicles and the use <strong>of</strong> hybrid cars where<br />
feasible. A total <strong>of</strong> 99% <strong>of</strong> the department’s light vehicle<br />
fleet meets the minimum greenhouse ratings and<br />
overall the department has reduced the size <strong>of</strong> the<br />
vehicle fleet by 37 vehicles (14%).<br />
• The introduction <strong>of</strong> the Energy Saving Guide, an<br />
incentive-based energy funding model and an increased<br />
focus on climate change, has resulted in a significant<br />
reduction in electricity consumption. Notably the<br />
department benefited from a 4.2 gigawatt (6%)<br />
decrease in electricity usage for the 2008 calendar year<br />
and a further 2.0 gigawatt hours (3%) decrease for the<br />
2009 calendar year. These reductions in consumption<br />
have delivered important reductions in greenhouse<br />
gas emissions over the two year period. Reductions in<br />
energy consumption continued to be achieved during<br />
2010, with an overall savings in consumption <strong>of</strong> 5.8<br />
gigawatt hours (9.2%).<br />
• As a means <strong>of</strong> measuring the department’s greenhouse<br />
gas reductions, an interactive website has been<br />
developed for Tasmanian Government schools to set<br />
targets and monitor energy, greenhouse gas, water and<br />
waste.<br />
• A $2.8 million Sustainability Learning Centre will be built<br />
on the site <strong>of</strong> the Hobart College at Mount Nelson.<br />
The Australian Government funded centre is being built<br />
through a partnership between Greening Australia,<br />
CSIRO, the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>, the Catholic<br />
<strong>Education</strong> Office and the Association <strong>of</strong> Independent<br />
Schools and will:<br />
o deliver specialist science, ecology and<br />
sustainability education<br />
o provide a new home for Greening Australia<br />
(Tasmania) which will contribute $300,000 to<br />
the project, and CSIRO <strong>Education</strong> Centre<br />
o be the first educational 6-Star Green Star<br />
rated building in Tasmania and use recycled<br />
building materials. The building demonstrates<br />
sustainability principles as an educational tool<br />
o encourage ‘hands on' education using the<br />
building itself as a tool, nurseries, field activities,<br />
interpretive trails and bush classrooms<br />
o maximise use <strong>of</strong> solar energy resulting in zero<br />
net external energy for teaching areas and<br />
feature recycled stormwater and sewerage<br />
o be a carbon-neutral building in initial<br />
construction and ongoing use and will exhibit<br />
plant cultivation and biodiversity. As an<br />
additional feature <strong>of</strong> the project, materials<br />
from a large warehouse and cottage in<br />
Hobart have been recycled and will make<br />
up 70-80% <strong>of</strong> the new centre’s materials. A<br />
construction contract has been awarded to<br />
Vos Construction Pty Ltd and work should<br />
commence on site in August 2011. Vos<br />
Construction Pty Ltd is harvesting additional<br />
materials from the demolition <strong>of</strong> the Clarence<br />
Health Centre.<br />
• An audit <strong>of</strong> actual waste removal and management at<br />
several schools was completed during 2009–10 and<br />
has indicated that the department’s waste levels have<br />
decreased by 11%. To further promote the importance<br />
<strong>of</strong> effective waste management the department’s<br />
Climate Change Steering Committee has implemented<br />
a new statewide waste management contract. A<br />
key feature <strong>of</strong> the new contract will be reporting <strong>of</strong><br />
levels <strong>of</strong> waste removal and the resultant greenhouse<br />
gas emissions. This will substantially improve the<br />
department’s information and management <strong>of</strong> waste and<br />
enable improvements in recycling to be identified and<br />
introduced.<br />
Required Reporting – Climate Change<br />
67
Measuring<br />
and<br />
reporting<br />
An initial audit <strong>of</strong> the state government’s greenhouse<br />
gas emissions for 2006–07 identified that the<br />
department emitted 20,866 t CO2-e.<br />
Since the audit <strong>of</strong> 2006–07 emissions, the department<br />
has conducted in-house audits and monitoring and has<br />
internally assessed its 2010–11 emissions level at 17,962 t<br />
CO2-e – a reduction <strong>of</strong> 2,904 t CO2-e (13.9%).<br />
2010–11 Projected Total GHGe from <strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
2006–07<br />
Total<br />
% <strong>of</strong> Total Projected<br />
2010–11<br />
Total<br />
% <strong>of</strong> Total<br />
Energy (stationary sources)<br />
Electricity (from grid) 8,257 40 6,829 38<br />
Energy (transport)<br />
Diesel vehicles 32 0 32 0<br />
Petrol vehicles 2,442 12 2,100 12<br />
Air travel 297 1 245.619 1<br />
Waste (staff)<br />
Office waste 9,838 47 8,756 49<br />
Total 20,866 100 17,962 100<br />
Total reduction tonnes GHGe 2,904<br />
Data collation for 2010–11 is being completed and during the first quarter <strong>of</strong> 2011–12 the department will finalise<br />
uploading <strong>of</strong> energy and waste information into the Online System for Comprehensive Activity Reporting (OSCAR)<br />
for ongoing data monitoring and reporting.<br />
68<br />
Required Reporting – Climate Change
Pricing Policies/Administered Payments<br />
Pricing<br />
policies<br />
The department has some limited service-delivery<br />
activities that require pricing <strong>of</strong> goods and services. In<br />
accordance with the government’s policy on fees and<br />
charges, the department is working towards pricing<br />
models which are generally based on full cost-recovery<br />
and/or commercial rates.<br />
The department maintains a Fees and Charges Manual<br />
that provides information on the fees and charges for<br />
which the department is responsible. These are subject<br />
to ongoing review.<br />
Fees and charges subject to the Fee Units Act 1997 were<br />
revised and gazetted in accordance with the provisions<br />
<strong>of</strong> that legislation on 31 March 2011.<br />
Administered<br />
payments<br />
The department administers the grant and subsidy<br />
programs which are outlined below.<br />
Accommodation allowance for tertiary<br />
students<br />
An allowance is paid to eligible full-time tertiary<br />
students, whose parents are residents <strong>of</strong> Tasmania,<br />
to assist with accommodation expenses when they<br />
are required to live away from their primary place <strong>of</strong><br />
residence to undertake their chosen course <strong>of</strong> study.<br />
In 2010–11, an allowance <strong>of</strong> $1,050 was paid to eligible<br />
students receiving Youth Allowance or other equivalent<br />
Australian Government benefits, and to students<br />
approved under the special family provisions <strong>of</strong> the<br />
scheme.<br />
This scheme has been closed to new applicants with<br />
effect from 1 July 2011.<br />
Australian Government grants to nongovernment<br />
schools<br />
This grant program relates to Australian Government<br />
funding for non-government schools.<br />
Also included is additional funding for the Australian<br />
Government Universal Access to Early Childhood<br />
<strong>Education</strong> and Digital <strong>Education</strong> Revolution programs, and<br />
funding under the Australian Government Building the<br />
<strong>Education</strong> Revolution (BER) Stimulus Package. The BER<br />
program will be completed early in 2011–12.<br />
These funds are administered on behalf <strong>of</strong> the Australian<br />
Government <strong>Department</strong> <strong>of</strong> <strong>Education</strong>, Employment<br />
and Workplace Relations (DEEWR) and, upon receipt,<br />
are forwarded to non-government schools.<br />
Non-government schools: Capital assistance<br />
These grants provide funding to non-government<br />
schools and non-government school authorities for<br />
assistance with eligible capital projects in accordance<br />
with sections 64–70 <strong>of</strong> the <strong>Education</strong> Act 1994. This<br />
program was indexed from 2009–10 onwards.<br />
Non-government schools: Grants<br />
The program covers the cost <strong>of</strong> grants which are<br />
distributed to registered non-government schools in<br />
accordance with Part 5, Division 3 <strong>of</strong> the <strong>Education</strong> Act<br />
1994 and Part 6 <strong>of</strong> the <strong>Education</strong> Regulations 1995.<br />
Non-government schools: Special needs funding<br />
These grants are provided for additional learning<br />
support for students with high and/or additional needs.<br />
Non-government schools: Student assistance<br />
These grants enable schools to support students in need<br />
to meet the costs <strong>of</strong> educational supplies, spectacles, and<br />
special bursaries.<br />
Administered payments: Expenditure<br />
Program Expenditure $ ’000<br />
Australian Government grants to non-government schools 202,788<br />
Non-government schools: Capital assistance 1,141<br />
Non-government schools: Grants 50,816<br />
Non-government schools: Special needs funding 780<br />
Non-government schools: Student assistance 315<br />
Total 255,840<br />
Required Reporting – Pricing Policies/Administered Payments 69
Loss and Damage/Debts Written Off<br />
Loss and<br />
damage<br />
The potential exists for general liability claims arising<br />
from the department’s activities to be brought against<br />
the agency. In addition, facilities, contents and motor<br />
vehicles are subject to loss and damage arising from<br />
many different causes, including vandalism. Under the<br />
department’s asset management policy, responsibility<br />
for the management <strong>of</strong> facilities rests with individual site<br />
managers.<br />
Summary <strong>of</strong> claims lodged with the Tasmanian Risk Management Fund in 2010–11<br />
Item Number <strong>of</strong> claims Total value <strong>of</strong><br />
claims $<br />
General property 24 1,760,531<br />
General liability 8 122,124<br />
Motor vehicle 24 34,981<br />
Personal accident (for volunteers and students engaged in<br />
2 440<br />
workplace learning activities)<br />
Transit/removal 2 3,678<br />
Total 60 1,921,754<br />
Property<br />
protection<br />
scheme<br />
Summary <strong>of</strong> claims for 2010–11<br />
Number <strong>of</strong> claims lodged 677<br />
Total value <strong>of</strong> claims $1,348,935<br />
Highest valued claim $51,284<br />
Number <strong>of</strong> schools lodging claims 122<br />
Average cost per claim $1,993<br />
Debts<br />
written <strong>of</strong>f<br />
Category Number <strong>of</strong> debts Amount $<br />
Minor debts up to $50 51,955 149,342.47<br />
Minor debts between $50 and $500 3,235 107,487.16<br />
Debts over $500 515 33,612.90<br />
Subtotal 55,705 290,442.53<br />
Central <strong>of</strong>fice 1,402.78<br />
School debt write-<strong>of</strong>fs 234,760.25<br />
Total 526,605.56<br />
70<br />
Required Reporting – Loss and Damage/Debts Written Off
Major Capital Projects<br />
Summary<br />
<strong>of</strong> major<br />
capital<br />
projects<br />
completed<br />
during<br />
2010–11<br />
Capital Program<br />
Total cost<br />
$’000<br />
Capital Investment Program 99,011<br />
Building the <strong>Education</strong> Revolution – Primary Schools for the 21st Century 223,659<br />
Building the <strong>Education</strong> Revolution – Science & Language Centres 30,890<br />
Total 353,560<br />
List <strong>of</strong><br />
individual<br />
major<br />
capital<br />
projects<br />
completed<br />
during<br />
2010–11<br />
Capital Investment Program Type Total cost<br />
$’000<br />
Beaconsfield Early Learning and<br />
Care Centre<br />
Green Skills Centre <strong>of</strong><br />
Excellence<br />
Kingston High School<br />
King Island District High School<br />
Ogilvie High School<br />
Reducing class sizes from Year<br />
2 to 7<br />
Renewing structures and<br />
locations <strong>of</strong> schools –<br />
Somerset/West Somerset<br />
Rose Bay High School<br />
School amalgamations<br />
Secondary School Renewal<br />
Program<br />
Secondary schools science<br />
laboratories upgrade<br />
Southern Support School<br />
Sustainable Tourism and<br />
Hospitality Training Centre<br />
Construction <strong>of</strong> the Beaconsfield Early Learning and Care<br />
Centre<br />
Construction <strong>of</strong> a new state <strong>of</strong> the art facility for construction<br />
and allied trades, joinery and furnishings industries<br />
Establishment <strong>of</strong> a new high school catering for a total <strong>of</strong> 700<br />
students from Years 7 to 10<br />
Upgrading <strong>of</strong> existing infrastructure, building services and<br />
school amenities<br />
Redevelopment <strong>of</strong> kitchens, canteen and art learning areas<br />
including enhancement <strong>of</strong> administration to improve access and<br />
security and redevelopment <strong>of</strong> general learning areas<br />
Construction <strong>of</strong> more classrooms at those schools<br />
experiencing accommodation pressure as a result <strong>of</strong> the<br />
commitment to reducing class sizes<br />
Provision <strong>of</strong> a $5.7 million capital development fund to renew<br />
structures and locations <strong>of</strong> existing schools<br />
Refurbishment <strong>of</strong> science laboratories and general learning<br />
areas (stage 2 <strong>of</strong> redevelopment)<br />
Development <strong>of</strong> two new primary schools: Austins Ferry<br />
Primary School – amalgamation <strong>of</strong> Abbotsfield and Roseneath<br />
Primary Schools. Windermere Primary School – amalgamation<br />
<strong>of</strong> Claremont and Mt Faulkner Primary Schools<br />
New Montrose Bay High School – redevelopment <strong>of</strong> Rosetta<br />
High School through merger with Claremont High School<br />
Glenorchy Project, Tasman District School, Cressy<br />
District High School and Triabunna District High School –<br />
redevelopment and upgrade <strong>of</strong> science laboratories<br />
Establishment <strong>of</strong> a contemporary learning centre for students<br />
with disabilities<br />
Redevelopment <strong>of</strong> existing buildings to provide a Culinary<br />
Centre <strong>of</strong> Excellence<br />
1,800<br />
6,907<br />
32,790<br />
800<br />
4,740<br />
2,250<br />
5,672<br />
3,380<br />
18,700<br />
6,000<br />
Taroona High School Stage 2 redevelopment 1,750<br />
Total 99,011<br />
1,800<br />
6,142<br />
6,280<br />
Required Reporting – Major Capital Projects<br />
71
Building the <strong>Education</strong><br />
Revolution – Primary Schools<br />
for the 21st Century<br />
Type<br />
Total cost<br />
$’000<br />
Albuera Street Primary School Extension <strong>of</strong> existing multi-purpose hall to include library 2,000<br />
Ashley School<br />
Construction <strong>of</strong> a new design and technology workshop to<br />
include library<br />
250<br />
Austins Ferry Primary School<br />
Construction <strong>of</strong> new library and covered outdoor learning<br />
areas – amalgamation <strong>of</strong> Abbotsfield and Roseneath Primary<br />
2,850<br />
Schools<br />
Avoca Primary School Upgrade <strong>of</strong> sports facility 250<br />
Beaconsfield Primary School Construction <strong>of</strong> new multi-purpose building 2,000<br />
Bellerive Primary School Construction <strong>of</strong> new classrooms 2,000<br />
Blackmans Bay Primary School Refurbishment <strong>of</strong> classrooms and multi-purpose hall 2,495<br />
Boat Harbour Primary School<br />
Construction <strong>of</strong> new library and classrooms and new multipurpose<br />
hall<br />
2,000<br />
Bowen Road Primary School<br />
Extension <strong>of</strong> existing library and multi-purpose hall and<br />
modification <strong>of</strong> existing classrooms<br />
2,000<br />
Bracknell Primary School Refurbishment <strong>of</strong> school library and multi-purpose hall 250<br />
Brighton Primary School Refurbishment <strong>of</strong> multi-purpose hall/community access area 3,000<br />
Bruny Island District School Construction <strong>of</strong> new multi-purpose hall 250<br />
Burnie Primary School Construction <strong>of</strong> new assembly hall 2,500<br />
Cambridge Primary School Construction <strong>of</strong> new classrooms 2,500<br />
Campbell Street Primary School Refurbishment <strong>of</strong> existing library and classrooms 2,000<br />
Cape Barren Island School Construction <strong>of</strong> new multi-purpose hall to include library 250<br />
Collinsvale Primary School Extension to multi-purpose hall to provide community facility 250<br />
Cooee Primary School Construction <strong>of</strong> multi-purpose hall 850<br />
Cressy District High School Refurbishment <strong>of</strong> existing gymnasium 850<br />
Cygnet Primary School Construction <strong>of</strong> new library and refurbishment <strong>of</strong> existing<br />
2,000<br />
toilets<br />
Deloraine Primary School Construction <strong>of</strong> new library 2,000<br />
Devonport Primary School Construction <strong>of</strong> new multi-purpose hall and refurbishment <strong>of</strong> 2,500<br />
administration and car park<br />
Dodges Ferry Primary School Refurbishment <strong>of</strong> learning areas, pathways, library, and school 2,500<br />
amenities<br />
Dover District High School Refurbishment <strong>of</strong> existing multi-purpose hall and classrooms 850<br />
Dunalley Primary School Refurbishment <strong>of</strong> existing multi-purpose hall and ICT centre 850<br />
East Devonport Primary School Construction <strong>of</strong> new gymnasium and conversion <strong>of</strong> existing<br />
2,500<br />
multi-purpose hall to general learning areas<br />
East Launceston Primary School Construction <strong>of</strong> new library and conversion <strong>of</strong> existing<br />
3,000<br />
classrooms into new Kindergarten<br />
East Ulverstone Primary School Extension <strong>of</strong> existing multi-purpose hall 2,000<br />
Edith Creek Primary School Refurbishment <strong>of</strong> existing classrooms 250<br />
Evandale Primary School Redevelopment <strong>of</strong> existing library and extension <strong>of</strong> existing<br />
2,000<br />
multi-purpose hall<br />
Exeter Primary School Extension <strong>of</strong> library to incorporate multi-purpose hall 3,000<br />
Fairview Primary School Extension <strong>of</strong> existing classrooms 2,000<br />
Forest Primary School Construction <strong>of</strong> multi-purpose hall to incorporate existing<br />
850<br />
library<br />
Forth Primary School Construction <strong>of</strong> new performing arts centre 2,000<br />
Franklin Primary School Construction <strong>of</strong> new library 850<br />
Geeveston District High School Construction <strong>of</strong> new library 850<br />
Glenorchy Primary School Construction <strong>of</strong> new multi-purpose hall 2,850<br />
Goulburn Street Primary School Refurbishment <strong>of</strong> existing library and construction <strong>of</strong> new<br />
multi-purpose hall<br />
2,000<br />
72<br />
Required Reporting – Major Capital Projects
Building the <strong>Education</strong><br />
Revolution – Primary Schools<br />
for the 21st Century<br />
Hagley Farm Primary School<br />
Havenview Primary School<br />
Type<br />
Construction <strong>of</strong> new multi-purpose hall and refurbishment <strong>of</strong><br />
existing classrooms<br />
Construction <strong>of</strong> undercover outdoor learning facility and<br />
refurbishment <strong>of</strong> existing multi-purpose hall<br />
Total cost<br />
$’000<br />
Hillcrest Primary School Refurbishment <strong>of</strong> existing classrooms and multi-purpose hall 2,000<br />
Howrah Primary School Refurbishment and redevelopment <strong>of</strong> school buildings 3,000<br />
Huonville Primary School Upgrade <strong>of</strong> existing classrooms, teacher support spaces, gym 3,000<br />
and amenities<br />
Illawarra Primary School Construction <strong>of</strong> new classrooms 2,000<br />
Invermay Primary School Construction <strong>of</strong> community access centre 1,993<br />
Jordan River Learning<br />
Construction <strong>of</strong> new multi-purpose hall 2,000<br />
Federation<br />
Jordan River Learning<br />
Extension <strong>of</strong> existing multi-purpose hall 1,500<br />
Federation – East Derwent<br />
Campus<br />
Jordan River Learning<br />
Redevelopment <strong>of</strong> existing library and redevelopment <strong>of</strong><br />
1,500<br />
Federation – Gagebrook<br />
Campus<br />
existing multi-purpose hall<br />
Kempton Primary School Refurbishment <strong>of</strong> administration building and Kindergarten 250<br />
King Island District High School Construction <strong>of</strong> performing arts centre 850<br />
Kingston Primary School Refurbishment <strong>of</strong> library, classroom, <strong>of</strong>fices and multi-purpose 2,500<br />
hall<br />
Lauderdale Primary School Construction <strong>of</strong> gymnasium/multi-purpose hall 3,000<br />
Lansdowne Crescent Primary<br />
School<br />
Extension <strong>of</strong> existing multi-purpose hall and construction <strong>of</strong><br />
new classroom<br />
3,000<br />
850<br />
2,000<br />
Lenah Valley Primary School Construction <strong>of</strong> new library and associated learning areas 2,500<br />
Levendale Primary School Refurbishment <strong>of</strong> existing classrooms 250<br />
Lindisfarne North Primary Upgrade <strong>of</strong> existing multi-purpose hall and classrooms 2,000<br />
School<br />
Longford Primary School Upgrade <strong>of</strong> existing library and multi-purpose hall 2,000<br />
Margate Primary School Construction <strong>of</strong> new multi-purpose hall/sports facility/<br />
2,500<br />
gymnasium<br />
Maydena Primary School Construction <strong>of</strong> new multi-purpose hall 250<br />
Mayfield Primary School Construction <strong>of</strong> a new indoor sports centre and refurbishment 2,000<br />
<strong>of</strong> general learning areas and <strong>of</strong>fice accommodation<br />
Miandetta Primary School Refurbishment <strong>of</strong> multi-purpose building, classrooms and<br />
2,000<br />
outdoor learning areas<br />
Montagu Bay Primary School Construction <strong>of</strong> new multi-purpose hall and conversion <strong>of</strong><br />
2,000<br />
existing multi-purpose hall into library and existing library into<br />
classrooms<br />
Montello Primary School Construction <strong>of</strong> new multi-purpose hall and refurbishment <strong>of</strong> 2,000<br />
existing classrooms<br />
Moonah Primary School Upgrade existing library and gymnasium and refurbishment <strong>of</strong> 2,000<br />
classrooms<br />
Mount Nelson Primary School Extension <strong>of</strong> existing library and multi-purpose room 850<br />
Mount Stuart Primary School Construction <strong>of</strong> new general learning areas and student toilets 2,500<br />
Moriarty Primary School Construction <strong>of</strong> new multi-purpose hall to include library 850<br />
Mountain Heights School Redevelopment <strong>of</strong> existing buildings to provide early childhood 850<br />
learning facilities<br />
Mowbray Heights Primary Construction <strong>of</strong> new multi-purpose hall 3,000<br />
School<br />
Natone Primary School Refurbishment <strong>of</strong> the existing library 250<br />
New Norfolk Primary School Refurbishment <strong>of</strong> multi-purpose hall, library and learning areas 2,000<br />
Required Reporting – Major Capital Projects<br />
73
Building the <strong>Education</strong><br />
Revolution – Primary Schools<br />
for the 21st Century<br />
New Town Primary School<br />
Nixon Street Primary School<br />
Northern Support School<br />
Norwood Primary School<br />
Type<br />
Construction <strong>of</strong> new library and community access centre,<br />
classrooms and <strong>of</strong>fice areas<br />
Refurbishment <strong>of</strong> multi-purpose hall, gymnasium/performing<br />
arts centre<br />
Construction <strong>of</strong> independent living unit and improved student<br />
access<br />
Construction <strong>of</strong> new classrooms and refurbishment <strong>of</strong> existing<br />
library and multi-purpose hall<br />
Total cost<br />
$’000<br />
Oatlands District High School Construction <strong>of</strong> new multi-purpose hall 2,000<br />
Orford Primary School Construction <strong>of</strong> new multi-purpose hall 850<br />
Ouse District High School Construction <strong>of</strong> new multi-purpose hall 250<br />
Penguin Primary School Redevelopment <strong>of</strong> existing library and multi-purpose hall 2,500<br />
Perth Primary School<br />
Construction <strong>of</strong> new multi-purpose hall and extension <strong>of</strong><br />
2,000<br />
Kindergarten learning space<br />
Port Dalrymple School Construction <strong>of</strong> performing arts centre 1,959<br />
Princes Street Primary School Construction <strong>of</strong> multi-purpose room and classrooms and<br />
2,500<br />
refurbishment <strong>of</strong> school amenities<br />
Punchbowl Primary School Construction <strong>of</strong> new classrooms and Kindergarten 2,000<br />
Railton Primary School Extension to existing multi-purpose hall 850<br />
Ravenswood Heights Primary Construction <strong>of</strong> multi-purpose hall and refurbishment <strong>of</strong><br />
1,968<br />
School<br />
learning areas, administration and school amenities<br />
Redpa Primary School Construction <strong>of</strong> a new outdoor undercover learning area 250<br />
Riana Primary School Refurbishment <strong>of</strong> Kindergarten 850<br />
Richmond Primary School Construction <strong>of</strong> multi-purpose hall and learning areas 2,000<br />
Ridgley Primary School Construction <strong>of</strong> new gymnasium and refurbishment <strong>of</strong><br />
2,250<br />
reception and administration areas – amalgamation <strong>of</strong> Ridgley<br />
and Waratah Primary Schools<br />
Ringarooma Primary School Construction <strong>of</strong> new multi-purpose hall 850<br />
Risdon Vale Primary School Refurbishment <strong>of</strong> school buildings, learning areas, general<br />
2,000<br />
indoor and outdoor areas<br />
Riverside Primary School Construction <strong>of</strong> a new library resource centre and multipurpose<br />
3,000<br />
hall<br />
Rokeby Primary School Refurbishment <strong>of</strong> existing classrooms 2,000<br />
Romaine Park Primary School Construction <strong>of</strong> new library, multi-purpose hall and classrooms 6,000<br />
– amalgamation <strong>of</strong> Acton, Brooklyn, and Upper Burnie Primary<br />
Schools<br />
Rosetta Primary School Extension <strong>of</strong> existing library and administration and<br />
2,500<br />
construction <strong>of</strong> new classrooms<br />
Sandy Bay Infant School Construction <strong>of</strong> new classrooms and refurbishment <strong>of</strong> existing<br />
850<br />
multi-purpose hall<br />
Sassafras Primary School Refurbishment <strong>of</strong> multi-purpose hall 250<br />
School <strong>of</strong> Special <strong>Education</strong> – Refurbishment <strong>of</strong> disability access toilets 125<br />
Burnie<br />
School <strong>of</strong> Special <strong>Education</strong> – Refurbishment <strong>of</strong> existing library 125<br />
Devonport<br />
Sheffield School Refurbishment <strong>of</strong> classrooms and multi-purpose room 2,000<br />
Smithton Primary School Refurbishment <strong>of</strong> existing library and staff amenities and<br />
2,500<br />
existing multi-purpose hall<br />
Snug Primary School Construction <strong>of</strong> multi-purpose hall 1,999<br />
Somerset Primary School Construction <strong>of</strong> new library and multi-purpose hall –<br />
2,850<br />
amalgamation <strong>of</strong> Somerset and West Somerset Primary<br />
Schools<br />
Sorell School Redevelopment <strong>of</strong> existing multi-purpose hall and classrooms 2,500<br />
2,500<br />
3,000<br />
850<br />
3,000<br />
74<br />
Required Reporting – Major Capital Projects
Building the <strong>Education</strong><br />
Revolution – Primary Schools<br />
for the 21st Century<br />
Type<br />
Total cost<br />
$’000<br />
South Hobart Primary School Construction <strong>of</strong> gymnasium/performing arts centre 2,000<br />
Southern Support School Refurbishment <strong>of</strong> existing multi-purpose hall 250<br />
Springfield Gardens Primary Construction <strong>of</strong> new library and new classrooms 2,000<br />
School<br />
St Leonards Primary School Extension <strong>of</strong> library and administration area 2,000<br />
St Marys District High School Construction <strong>of</strong> new classrooms 850<br />
St Marys District High School – Provision <strong>of</strong> new early childhood education and birth to 4 year<br />
850<br />
Fingal Campus<br />
facilities<br />
Stanley Primary School Extension <strong>of</strong> existing multi-purpose hall 250<br />
Strahan Primary School Construction <strong>of</strong> a new library 250<br />
Summerdale Primary School Construction <strong>of</strong> new administration building and classrooms<br />
3,000<br />
and refurbishment <strong>of</strong> existing classrooms<br />
Table Cape Primary School Construction <strong>of</strong> new classrooms and multi-purpose hall 2,500<br />
Taroona Primary School Construction <strong>of</strong> new classrooms 2,000<br />
Tasmanian eSchool Refurbishment <strong>of</strong> library and classrooms 850<br />
Timsbury Road School Further development and enhancement <strong>of</strong> learning areas 250<br />
Trevallyn Primary School Upgrade <strong>of</strong> early learning classrooms 2,500<br />
Triabunna District High School Refurbishment <strong>of</strong> existing classrooms and existing multipurpose<br />
850<br />
hall<br />
Waimea Heights Primary Construction <strong>of</strong> new library and classroom space 2,000<br />
School<br />
Warrane Primary School Construction <strong>of</strong> new library 2,000<br />
Waverley Primary School Refurbishment <strong>of</strong> staff room accommodation and upgrade <strong>of</strong><br />
2,000<br />
primary classrooms<br />
Wesley Vale Primary School Refurbishment <strong>of</strong> existing library and multi-purpose hall and<br />
classrooms<br />
2,000<br />
West Launceston Primary<br />
School<br />
West Ulverstone Primary<br />
School<br />
Construction <strong>of</strong> new multi-purpose facility and new early<br />
childhood classrooms<br />
Refurbishment <strong>of</strong> multi-purpose hall, library, learning areas and<br />
outdoor areas<br />
2,000<br />
Wilmot Primary School Construct new multi-purpose hall 250<br />
Windermere Primary School Construction <strong>of</strong> new classrooms – amalgamation <strong>of</strong> Claremont 4,500<br />
and Mt Faulkner Primary Schools<br />
Winnaleah District High School Construct new multi-purpose hall – merger <strong>of</strong> Branxholm<br />
250<br />
Primary School<br />
Youngtown Primary School Construction <strong>of</strong> new library and performing arts centre and<br />
2,500<br />
redevelopment <strong>of</strong> administration and toilet block<br />
Total 223,659<br />
1,995<br />
Required Reporting – Major Capital Projects<br />
75
Building the <strong>Education</strong><br />
Revolution – Science &<br />
Language Centres<br />
Type<br />
Total cost<br />
$’000<br />
Brooks High School Science centre 1,899<br />
Cosgrove High School Science centre 1,210<br />
Cressy District High School Science upgrade 774<br />
Deloraine High School Science upgrade 927<br />
Devonport High School Science and language upgrade 1,597<br />
Elizabeth College Science upgrade 1,889<br />
Huonville High School Upgrade <strong>of</strong> existing science laboratories 386<br />
Jordan River Learning<br />
Federation<br />
Science centre 1,970<br />
Lilydale District School Construction <strong>of</strong> new rural science centre 862<br />
Montrose Bay High School New science and language centre 1,970<br />
New Norfolk High School Science centre 1,899<br />
New Town High School Science and language centre upgrade 1,735<br />
Newstead College Connected Schools Languages upgrade 1,440<br />
Penguin High School Science upgrade 1,880<br />
Queechy High School Science upgrade 1,878<br />
Reece High School Science and language centre 1,167<br />
Rose Bay High School Language upgrade 1,202<br />
Scottsdale High School Establishment <strong>of</strong> a new language learning centre 197<br />
Sorell School Science centre 1,765<br />
Taroona High School Science and language centre 1,888<br />
Ulverstone High School Science centre 1,730<br />
Yolla District High School Science upgrade 625<br />
Total 30,890<br />
Summary<br />
<strong>of</strong> ongoing<br />
major capital<br />
projects<br />
Capital Program<br />
Estimated<br />
total cost<br />
$’000<br />
Estimated<br />
cost to<br />
complete<br />
$’000<br />
Capital Investment Program 150,604 80,060<br />
Building the <strong>Education</strong> Revolution – Primary Schools for the 21st Century 8,500 2,223<br />
Total 159,104 82,283<br />
List <strong>of</strong><br />
individual<br />
ongoing<br />
major<br />
capital<br />
projects<br />
Capital Investment<br />
Program<br />
Albuera Street<br />
Primary School<br />
Project<br />
Refurbishment <strong>of</strong> some existing<br />
classrooms, administration area and<br />
general purpose room<br />
Estimated<br />
total cost<br />
$’000<br />
Estimated<br />
cost to<br />
complete<br />
$’000<br />
Estimated<br />
completion<br />
year<br />
2,032 572 2011<br />
Burnie High School<br />
Redevelopment <strong>of</strong> the Burnie High<br />
School site following a fire on that site<br />
7,814 2,373 2011<br />
Bridgewater and<br />
Geeveston Child and<br />
Family Centres<br />
Construction <strong>of</strong> new child and family<br />
centres for the Indigenous community<br />
at Bridgewater and Geeveston<br />
8,000 7,118 2012<br />
76<br />
Required Reporting – Major Capital Projects
Capital Investment<br />
Program<br />
Bridgewater and<br />
Southern Midlands<br />
<strong>Education</strong> Renewal<br />
Program<br />
Campbell Town Child<br />
Care Centre<br />
Child and Family<br />
Centres<br />
Community<br />
Knowledge Network<br />
(CKN) Projects *<br />
Elizabeth College<br />
(PY10 Reforms)<br />
Learning and<br />
Information Network<br />
Centre (LINC)<br />
Local Schools Working<br />
Together<br />
Port Sorell Primary<br />
School<br />
School Amalgamation –<br />
Burnie Project<br />
Sheffield School<br />
St Leonards Primary<br />
School<br />
Trade Training<br />
Centres<br />
Project<br />
Construction <strong>of</strong> contemporary<br />
educational facilities in Bridgewater and<br />
the Southern Midlands including the<br />
provision <strong>of</strong> three birth to age 4 child and<br />
family centres, three Kindergarten to<br />
Year 4 early years sites, one Year 5 to 8<br />
middle school, including a Year 0 to 12 and<br />
beyond learning centre<br />
Construction <strong>of</strong> a new child care centre at<br />
Campbell Town<br />
Development <strong>of</strong> 11 child and family<br />
centres: Beaconsfield, Burnie, Chigwell,<br />
Clarence Plains, East Devonport, George<br />
Town, Derwent Valley, Queenstown,<br />
Ravenswood, Risdon Cove, St Helens.<br />
Development <strong>of</strong> new LINCS to be located<br />
at George Town, Queenstown and<br />
Scottsdale<br />
Redevelopment <strong>of</strong> existing science<br />
learning areas including preparation<br />
storage and staff areas and improved<br />
circulation<br />
Redevelopment <strong>of</strong> the Bridgewater<br />
Library to create a LINC<br />
Estimated<br />
total cost<br />
$’000<br />
Estimated<br />
cost to<br />
complete<br />
$’000<br />
Estimated<br />
completion<br />
year<br />
30,000 6,850 2012<br />
1,000 950 2012<br />
35,493 23,577 2012<br />
11,000 7,850 2012<br />
2,158 68 2011<br />
3,568 1,629 2012<br />
Sustainability Learning Centre 2,500 1,967 2012<br />
Commencement <strong>of</strong> a four year<br />
development to establish a state <strong>of</strong> the art<br />
primary school at Port Sorell<br />
Romaine Park Primary School –<br />
development <strong>of</strong> new primary school on<br />
Parklands High School site for the merger<br />
<strong>of</strong> Brooklyn, Acton and Upper Burnie<br />
Primary Schools<br />
Refurbishment <strong>of</strong> classrooms,<br />
multi-purpose room, canteen and child<br />
care facility<br />
Upgrade to administration and library<br />
areas and adjacent classroom (including<br />
significant underpinning works)<br />
Construction <strong>of</strong> new trade training<br />
centres for the Break O’Day,<br />
Bridgewater, Circular Head, Dorset,<br />
George Town and Huon Valley<br />
communities<br />
13,000 12,654 2012<br />
7,700 396 2012<br />
850 99 2011<br />
750 212 2011<br />
24,739 13,745 2012<br />
Total 150,604 80,060<br />
* Now referred to as LINC Tasmania<br />
Required Reporting – Major Capital Projects 77
Building the<br />
<strong>Education</strong><br />
Revolution –<br />
Primary Schools for<br />
the 21st Century *<br />
Bridport Primary<br />
School<br />
Glen Dhu Primary<br />
School<br />
Scottsdale Primary<br />
School<br />
Yolla District High<br />
School<br />
Project<br />
Estimated<br />
total cost<br />
$’000<br />
Estimated<br />
cost to<br />
complete<br />
$’000<br />
Estimated<br />
completion<br />
year<br />
Extension <strong>of</strong> existing multi-purpose hall 2,000 603 2011<br />
Upgrade <strong>of</strong> early childhood classrooms<br />
and refurbishment <strong>of</strong> existing multipurpose<br />
hall<br />
2,000 216 2011<br />
Construction <strong>of</strong> new multi-purpose<br />
2,500 511 2011<br />
hall and refurbishment <strong>of</strong> library and<br />
administration areas<br />
Construction <strong>of</strong> new classrooms 2,000 893 2011<br />
Total * 8,500 2,223<br />
* Whilst construction works have been completed for a majority <strong>of</strong> these projects, the final contractual arrangements and payments<br />
remained outstanding as at 30 June 2011.<br />
78<br />
Required Reporting – Major Capital Projects
Contracts and Tenders<br />
Summary <strong>of</strong> participation by local businesses: contracts >$50,000 (ex GST) (including consultancies)<br />
Totals<br />
Total number <strong>of</strong> contracts awarded 121<br />
Total number <strong>of</strong> contracts awarded to Tasmanian businesses 107<br />
Total value <strong>of</strong> contracts awarded $89,172,978<br />
Total value <strong>of</strong> contracts awarded to Tasmanian businesses $88,134,903<br />
Total number <strong>of</strong> tenders called and/or quotation processes run 57<br />
Total number <strong>of</strong> bids and/or written quotations received 861<br />
Total number <strong>of</strong> bids and/or written quotations received from Tasmanian businesses 712<br />
Contracts >$50,000<br />
Information and communication technology<br />
Contractor Location Description<br />
Infoasis<br />
C9 Gothic Holdings<br />
Logica<br />
3 Tier Technology<br />
Prologic<br />
Synateq<br />
Quill Consultancy<br />
Squiz<br />
Optio<br />
Technology One<br />
XVT Solutions<br />
UXC<br />
Insight 4<br />
The Learning Edge<br />
Future Medium<br />
Dialog Information<br />
Technology<br />
Alphawest<br />
Dilignet Pty Ltd<br />
Optio<br />
Anittel<br />
Logica<br />
ProLogic<br />
Telstra<br />
Ernst & Young<br />
Mercury Computer<br />
Systems<br />
Alphawest<br />
Kingston, Tasmania<br />
Launceston, Tasmania<br />
Hobart, Tasmania<br />
North Hobart, Tasmania<br />
North Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
South Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Battery Point, Tasmania<br />
South Brisbane,<br />
Queensland<br />
Hobart, Tasmania<br />
Camena, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Hobart, Tasmania<br />
Melbourne, Victoria<br />
Melbourne, Victoria<br />
Hobart, Tasmania<br />
Provision <strong>of</strong> systems s<strong>of</strong>tware development,<br />
associated services and support<br />
Provision <strong>of</strong> IT infrastructure services and associated<br />
support<br />
Provision <strong>of</strong> an online recruitment system and<br />
associated services<br />
Endpoint protection s<strong>of</strong>tware solution<br />
Period <strong>of</strong><br />
contract<br />
09/10 – 08/15<br />
09/10 – 08/15<br />
03/11 – 02/14<br />
07/11 – 06/14<br />
Value <strong>of</strong><br />
contract $<br />
1,000,000<br />
300,000<br />
228,244<br />
204,000<br />
Total 1,732,244<br />
Required Reporting – Contracts and Tenders 79
<strong>Education</strong> content and service delivery<br />
Contractor Location Description<br />
The University <strong>of</strong> Western<br />
Australia<br />
Campbell Page Employment<br />
Services<br />
Centre for Training in Social<br />
Housing<br />
Period <strong>of</strong><br />
contract<br />
Value <strong>of</strong><br />
contract $<br />
Nedlands,<br />
Western Australia<br />
Assessment screening tool 11/10 – 10/14 150,000<br />
Moonah, Tasmania Skills Tasmania Productivity Places Program – 02/11 – 12/11 81,000<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
Surry Hills,<br />
New South Wales<br />
Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
Esset Australia Launceston, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training<br />
in 2011<br />
Handa Training Solutions Moonah, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
Housing Industry Association<br />
Ltd.<br />
Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
MEGT Institute North Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
Pharmaceutical Society <strong>of</strong><br />
Australia<br />
Parkville, Victoria Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
Seafood Training Tasmania Battery Point, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
Stepping Ahead Training and<br />
Development<br />
Ulverstone, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
Tasmanian Skills Institute Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Initiative delivery <strong>of</strong> training in<br />
2011<br />
Australian Employment and<br />
Training Solutions<br />
Mt Waverley, Victoria Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Anglicare Tasmania Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Australian Nursing and<br />
Midwifery Federation<br />
Avidity Training and<br />
Development<br />
Housing Industry Association<br />
Ltd.<br />
Ridleyton, South Australia Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Waverley, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Learning Partners Pty Ltd Launceston, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
MEGT Institute North Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Tasmanian Polytechnic Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Tasmanian Skills Institute Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Water Training Australia Torrumbarry, Victoria Skills Tasmania Productivity Places Program –<br />
Existing Worker Stream 2011<br />
Workskills Training &<br />
Development<br />
Australian Employment and<br />
Training Solutions<br />
Campbell Page Employment<br />
Services<br />
Duerinckx Enterprises<br />
Pty Ltd<br />
Skills Tasmania Productivity Places Program –<br />
Hobart, Tasmania<br />
Existing Worker Stream 2011<br />
Mt Waverley, Victoria Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Moonah, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Ulverstone, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
02/11 – 12/11 66,325<br />
02/11 – 12/11 427,500<br />
02/11 – 12/11 306,040<br />
02/11 – 12/11 67,500<br />
02/11 – 12/11 50,625<br />
02/11 – 12/11 164,250<br />
02/11 – 12/11 144,450<br />
02/11 – 12/11 274,950<br />
02/11 – 12/11 839,480<br />
06/11 – 12/11 106,250<br />
06/11 – 12/11 68,400<br />
06/11 – 12/11 105,000<br />
06/11 – 12/11 167,750<br />
06/11 – 12/11 198,000<br />
06/11 – 12/11 124,500<br />
06/11 – 12/11 50,625<br />
06/11 – 12/11 188,866<br />
06/11 – 12/11 491,700<br />
06/11 – 12/11 84,000<br />
06/11 – 12/11 63,600<br />
09/10 – 12/10 126,000<br />
09/10 – 12/10 62,000<br />
09/10 – 12/10 195,000<br />
80<br />
Required Reporting – Contracts and Tenders
Contractor Location Description<br />
Eco Training Australia<br />
Brookvale, New South<br />
Wales<br />
Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Esset Australia Launceston, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
HR Company Pty Ltd Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Tasmanian Polytechnic Hobart, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Asset Training Rosny, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Australian Employment and<br />
Training Solutions Pty Ltd<br />
Avidity Training and<br />
Development<br />
Campbell Page Employment<br />
Services<br />
Eco Training Australia<br />
Independent Health Care<br />
Service<br />
Mt Waverley, Victoria Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Waverley, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Moonah, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Brookvale, New South<br />
Wales<br />
Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Moonah, Tasmania Skills Tasmania Productivity Places Program –<br />
Job Seeker – Round 2<br />
Period <strong>of</strong><br />
contract<br />
Value <strong>of</strong><br />
contract $<br />
09/10 – 12/10 130,000<br />
09/10 – 12/10 144,000<br />
09/10 – 12/10 96,000<br />
09/10 – 12/10 247,500<br />
06/11 – 12/11 52,000<br />
06/11 – 12/11 279,000<br />
06/11 – 12/11 177,250<br />
06/11 – 12/11 245,700<br />
06/11 – 12/11 60,000<br />
06/11 – 12/11 55,500<br />
Northern Joblink Inc Launceston, Tasmania Skills Tasmania Productivity Places Program – 06/11 – 12/11 59,000<br />
Job Seeker Stream 2011<br />
Seafood Training Tasmania Battery Point, Tasmania Skills Tasmania Productivity Places Program – 06/11 – 12/11 60,000<br />
Job Seeker Stream 2011<br />
Tasmanian Polytechnic Hobart, Tasmania Skills Tasmania Productivity Places Program – 06/11 – 12/11 1,250,668<br />
Job Seeker Stream 2011<br />
Work & Training Ltd Moonah, Tasmania Skills Tasmania Productivity Places Program – 06/11 – 12/11 60,000<br />
Job Seeker Stream 2011<br />
Learning Partners Pty Ltd Launceston, Tasmania Skills Tasmania provision <strong>of</strong> trade training 02/11 – 12/11 220,000<br />
Avidity Training and<br />
Development<br />
Waverley, Tasmania<br />
Skills Tasmania Skills Equip Program – delivery <strong>of</strong><br />
training in 2011<br />
Tasmanian Polytechnic Newnham, Tasmania Skills Tasmania Skills Equip Program – delivery <strong>of</strong><br />
training in 2011<br />
Workskills Training &<br />
Development<br />
Avidity Training and<br />
Development<br />
02/11 – 12/11 52,500<br />
02/11 – 12/11 106,610<br />
Hobart, Tasmania Skills Tasmania Skills Equip Program – delivery <strong>of</strong> 02/11 – 12/11 69,040<br />
training in 2011<br />
Waverley, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 52,000<br />
Esset Australia Launceston, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 201,600<br />
MEGT Institute North Hobart, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 51,000<br />
Seafood Training Tasmania Hobart, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 309,000<br />
Tasmanian Polytechnic Hobart, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 82,500<br />
TransTrain Ulverstone, Tasmania Skills Tasmania Workplace Skills Program 02/11 – 12/11 60,000<br />
Total 8,724,679<br />
Building and construction<br />
Contractor Location Description<br />
Scenport Constructions<br />
Pty Ltd<br />
Nicholls Constructions (Tas)<br />
Pty Ltd<br />
R & S Rosier Constructions<br />
Pty Ltd<br />
Moonah, Tasmania<br />
Launceston, Tasmania<br />
St Leonards, Tasmania<br />
Albuera Street Primary School<br />
redevelopment – upgrade <strong>of</strong><br />
classrooms and administration<br />
Bicheno Primary School –<br />
construction <strong>of</strong> Early Learning and Care<br />
Centre<br />
Break O'Day Trade Training Centre,<br />
St Helens and St Marys<br />
Period <strong>of</strong><br />
contract<br />
Value <strong>of</strong><br />
contract $<br />
08/10 – 12/10 1,367,500<br />
05/11 – 11/12 482,260<br />
03/11 – 09/12 2,984,000<br />
Fairbrother Pty Ltd Devonport, Tasmania Burnie High School – redevelopment 11/10 – 07/11 6,638,976<br />
Circular Head Trade Training Centre, 01/11 – 07/12 2,148,500<br />
Stubbs Constructions Pty Ltd Wivenhoe, Tasmania<br />
Smithton<br />
Required Reporting – Contracts and Tenders<br />
81
Contractor Location Description<br />
J Hutchinson Pty Ltd t/a<br />
Hutchinson Builders<br />
T & V Mead Pty Ltd t/a Mead<br />
Con<br />
R & S Rosier Constructions<br />
Pty Ltd<br />
Vos Construction and Joinery<br />
Pty Ltd<br />
Taswide Building Pty Ltd<br />
Perry's Building and Services<br />
Pty Ltd<br />
PA & LP Goodluck Building<br />
Contractors<br />
Wayston Pty Ltd<br />
J Hutchinson Pty Ltd t/a<br />
Hutchinson Builders<br />
Ge<strong>of</strong>f Anderson Pty Ltd<br />
Cordwell Lane Building<br />
Pty Ltd<br />
Mead Holdings Pty Ltd trading<br />
as MACI Constructions<br />
Wyatt Constructions Pty Ltd<br />
Fairbrother Pty Ltd<br />
20th Century Plumbing<br />
Pty Ltd<br />
Programmed Maintenance<br />
Services Ltd<br />
Mead Holdings Pty Ltd trading<br />
as MACI Constructions<br />
CDC Development (Tas)<br />
Pty Ltd<br />
Jackman Builders Pty Ltd<br />
Ausco Modular Pty Ltd<br />
Ge<strong>of</strong>f Anderson Pty Ltd<br />
Hobart Irrigation & Turf<br />
Services<br />
20th Century Plumbing<br />
Pty Ltd<br />
Cam River Cabins<br />
Ge<strong>of</strong>f Anderson Pty Ltd<br />
Hobart, Tasmania<br />
Spreyton, Tasmania<br />
St Leonards, Tasmania<br />
Kingston, Tasmania<br />
Mornington, Tasmania<br />
Marion Bay, Tasmania<br />
Bracknell, Tasmania<br />
Glenorchy, Tasmania<br />
Hobart, Tasmania<br />
Derwent Park, Tasmania<br />
Hobart, Tasmania<br />
Latrobe, Tasmania<br />
Kingston, Tasmania<br />
Launceston, Tasmania<br />
Derwent Park, Tasmania<br />
Moonah, Tasmania<br />
Launceston, Tasmania<br />
Blackmans Bay, Tasmania<br />
North Hobart, Tasmania<br />
Launceston, Tasmania<br />
Derwent Park, Tasmania<br />
Mornington, Tasmania<br />
Derwent Park, Tasmania<br />
Wynyard, Tasmania<br />
Derwent Park, Tasmania<br />
Clarence Plains Child and Family Centre<br />
East Devonport Child and Family<br />
Centre – construction<br />
St Helens Child and Family Centre –<br />
construction<br />
Construction <strong>of</strong> the Sustainability<br />
Learning Centre – Mount Nelson<br />
Cygnet Primary School – additional<br />
works to administration building and<br />
old library building<br />
Dunalley Primary School – Stage 2<br />
supplementary works<br />
Hagley Farm Primary School – museum<br />
and Kindergarten works<br />
Hazelwood School 1 – front entry and<br />
car park upgrade<br />
Huon Valley Trade Training Centre<br />
Kingston Primary School – DDA access<br />
ramp<br />
Lansdowne Crescent Primary School –<br />
refurbishment <strong>of</strong> preparatory rooms<br />
Latrobe Primary School – new double<br />
classroom<br />
Lenah Valley Primary School – discovery<br />
studio redevelopment<br />
Lilydale District School – refurbishment<br />
<strong>of</strong> existing administration building<br />
New Town High School – drainage<br />
rectification<br />
St Marys District High School – painting<br />
services<br />
Ravenswood Child and Family Centre<br />
Distance <strong>Education</strong> Tasmania 2 –<br />
refurbishment <strong>of</strong> facilities<br />
Rose Bay High School – extension <strong>of</strong><br />
gymnasium<br />
Cressy District High School – site<br />
preparation for modular classroom unit<br />
South Hobart Primary School –<br />
classroom refurbishment<br />
Rocherlea Primary School – sports oval<br />
resurfacing<br />
Swansea Primary School – stormwater<br />
upgrade<br />
Wesley Vale Primary School – modular<br />
classroom unit<br />
Woodbridge School – Marine<br />
Discovery Centre alterations and<br />
additions<br />
Period <strong>of</strong><br />
contract<br />
Value <strong>of</strong><br />
contract $<br />
10/10 – 07/11 4,405,322<br />
08/10 – 02/11 2,126,180<br />
10/10 – 06/11 2,457,069<br />
06/11 – 06/13 2,058,911<br />
10/10 – 12/10 277,522<br />
08/10 – 11/10 89,200<br />
10/10 – 05/11 65,900<br />
11/10 – 12/10 192,963<br />
06/11 – 02/13 4,403,794<br />
07/10 – 09/10 72,395<br />
12/10 – 03/11 306,860<br />
04/11 – 07/12 357,800<br />
01/11 – 03/11 179,607<br />
09/10 – 01/11 432,017<br />
06/11 – 07/12 101,628<br />
10/10 – 09/15 114,200<br />
08/10 – 05/11 3,069,000<br />
02/11 – 04/11 599,693<br />
04/11 – 06/12 178,500<br />
09/10 – 10/10 112,228<br />
12/10 – 01/11 147,066<br />
10/10 – 03/11 81,202<br />
10/10 – 11/10 53,198<br />
10/10 – 12/10 345,000<br />
12/10 – 02/11 142,000<br />
Total 35,990,491<br />
1 Hazelwood School has now been renamed the Southern Support School.<br />
2 Distance <strong>Education</strong> Tasmania is now referred to as the Tasmanian eSchool.<br />
82<br />
Required Reporting – Contracts and Tenders
Other<br />
Contractor Location Description Period <strong>of</strong><br />
Contract<br />
Value <strong>of</strong><br />
contract $<br />
Sunshine Cleaning Services Pty Newstead, Tasmania Burnie Library – cleaning services 03/11 – 03/16 168,675<br />
Ltd<br />
ABC Healthcare Services Moonah, Tasmania Claremont College – cleaning services 03/11 – 03/16 783,870<br />
ISS Cleaning Services Moonah, Tasmania Huon LINC – cleaning services 09/10 – 08/15 111,915<br />
General & Window Cleaning Montrose, Tasmania Rosny College – cleaning services 09/10 – 08/15 882,735<br />
Services Pty Ltd<br />
Sunshine Cleaning Services Newstead, Tasmania Ulverstone Library – cleaning services 07/11 – 06/16 71,800<br />
Pty Ltd<br />
Biniris (Aust) Pty Ltd Hobart, Tasmania Letitia House, Mount Nelson – provision 08/11 – 07/16 220,775<br />
<strong>of</strong> contract cleaning services<br />
Collings Property Services Launceston, Tasmania <strong>Department</strong>'s <strong>of</strong>fice accommodation and 05/11 – 04/16 750,555<br />
the State Library <strong>of</strong> Tasmania – provision<br />
<strong>of</strong> contract cleaning services<br />
Veolia Environmental Services Mornington, Tasmania Statewide solid, liquid and hazardous 02/11 – 01/21 17,000,000<br />
waste removal services<br />
Pink Hygiene Solutions Derwent Park, Tasmania Supply and servicing <strong>of</strong> a range <strong>of</strong> wash 09/10 – 08/15 900,000<br />
room products<br />
Southern Hygiene Services Sandy Bay, Tasmania Supply and servicing <strong>of</strong> a range <strong>of</strong> wash 09/10 – 08/15 100,000<br />
room products<br />
ERM Howrah, Tasmania Supply <strong>of</strong> retail energy services 01/11 – 12/13 20,510,000<br />
Total 41,500,325<br />
Contracts for consultancies >$50,000<br />
Building and construction<br />
Consultant Location Description<br />
Philp Lighton Architects Hobart, Tasmania Burnie Child and Family Centre –<br />
architectural consultancy services<br />
Philp Lighton Architects Launceston, Tasmania Campbell Town Child Care Centre –<br />
architectural consultancy services<br />
Morrison & Breytenbach<br />
Architects Pty Ltd<br />
Carroll and Cockburn<br />
Architects Pty Ltd<br />
Hobart, Tasmania Derwent Valley Child Care Centre –<br />
architectural consultancy services<br />
Launceston, Tasmania Scottsdale LINC – provision <strong>of</strong><br />
architectural consultancy services for<br />
establishment<br />
Period <strong>of</strong><br />
consultancy<br />
Value <strong>of</strong><br />
contract $<br />
09/10 – 09/12 230,844<br />
09/10 – 09/12 72,565<br />
12/10 – 12/12 150,400<br />
01/11 – 12/12 223,330<br />
ARTAS Pty Ltd Launceston, Tasmania Provision <strong>of</strong> architectural consultancy 01/11 – 12/13 548,100<br />
services for establishment <strong>of</strong> a new<br />
primary school at Port Sorell<br />
Total 1,225,239<br />
Summary <strong>of</strong> total costs <strong>of</strong> contracts awarded >$50,000<br />
Item Total cost $<br />
Information and communications technology 1,732,244<br />
<strong>Education</strong>al content and service delivery 8,724,679<br />
Building and construction (including consultancies) 37,215,730<br />
Other 41,500,325<br />
Total 89,172,978<br />
Required Reporting – Contracts and Tenders 83
Financial<br />
Statements<br />
Table <strong>of</strong> Contents<br />
Statement <strong>of</strong> Comprehensive Income<br />
Statement <strong>of</strong> Financial Position<br />
Statement <strong>of</strong> Cash Flows<br />
Statement <strong>of</strong> Changes in Equity<br />
Notes to and forming part <strong>of</strong> the Financial Statements<br />
Superannuation Certificate<br />
Certification <strong>of</strong> Financial Statements<br />
Auditor-General’s Report<br />
85<br />
86<br />
87<br />
88<br />
89<br />
127<br />
128<br />
129
Statement <strong>of</strong> Comprehensive Income<br />
For the<br />
year ended<br />
30 June 2011<br />
Notes<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Continuing Operations<br />
Revenue and other income from transactions<br />
Revenue from government<br />
Appropriation revenue – recurrent 2.10(a), 6.1 886,246 911,999 877,308<br />
Other revenue from government 2.10(a), 6.1 14,318 11,810 7,609<br />
Grants 2.10(b), 6.2 970 2,937 3,502<br />
Sales <strong>of</strong> goods and services 2.10(c), 6.3 29,996 37,547 25,060<br />
Fees and fines 2.10(d), 6.4 300 313 309<br />
Interest 2.10(e) 2,528 2,222 1,382<br />
Contributions received 2.10(f), 6.5 90 997 25,386<br />
Other revenue 2.10(g), 6.6 25,147 23,730 21,694<br />
Total revenue and other income from transactions 959,595 991,555 962,250<br />
Expenses from transactions<br />
Employee benefits 2.11(a), 7.1 616,858 654,146 573,206<br />
Depreciation 2.11(b), 7.2 44,537 31,281 27,898<br />
Supplies and consumables 2.11(c),7.3 174,159 182,288 168,522<br />
Grants and subsidies 2.11(d), 7.4 115,674 112,951 174,372<br />
Other expenses 2.11(e), 7.5 43,412 49,315 41,599<br />
Total expenses from transactions 994,640 1,029,981 985,597<br />
Net operating result from continuing operations (22,839) (38,426) (23,347)<br />
Non-operational capital funding<br />
Revenue from government 2.10(a), 6.1<br />
Appropriation revenue – works and services 2.10(a), 6.1 212,926 188,618 221,036<br />
Other revenue from government 2.10(a), 6.1 12,206 14,737 –<br />
Total non-operating capital funding 225,132 203,355 221,036<br />
Net result from transactions (net operating<br />
202,293 164,929 197,689<br />
balance)<br />
Other economic flows included in net result<br />
Net gain/(loss) on non-financial assets 2.12(a)(c), 8.1 (1,027) 2,030 1,029<br />
Net gain/(loss) on financial instruments and statutory 2.12 (b) 8.2 – (296) (219)<br />
receivables/payables<br />
Total other economic flows included in net result (1,027) 1,734 810<br />
Net result 189,060 166,663 198,499<br />
Other economic flows – other non-owner changes<br />
in equity<br />
Changes in physical asset revaluation reserve 19,214 59,322 68,806<br />
Total other economic flows – Other non-owner<br />
19,214 59,322 68,806<br />
changes in equity<br />
Comprehensive result 208,274 225,985 267,305<br />
This Statement <strong>of</strong> Comprehensive Income should be read in conjunction with the accompanying notes.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian Academy)<br />
and has not been subject to audit.<br />
Explanations <strong>of</strong> material variances between budget and actual outcomes, including the impact <strong>of</strong> the Tasmanian Polytechnic and<br />
Tasmanian Academy transfer, are provided in note 4 <strong>of</strong> the accompanying notes.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated from<br />
1 January 2011.<br />
Financial Statements – Statement <strong>of</strong> Comprehensive Income<br />
85
Statement <strong>of</strong> Financial Position<br />
As at<br />
30 June 2011<br />
Notes<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Assets<br />
Financial assets<br />
Cash and deposits 2.13(a), 13.1 63,688 60,547 63,315<br />
Receivables 2.13(b), 9.1 8,305 14,285 15,687<br />
Non-financial assets<br />
Assets held for sale 2.13(c), 9.2 4,519 16,487 9,633<br />
Property, plant and equipment 2.13(d), 9.3 1,235,758 1,534,373 1,056,114<br />
Library book stock 2.13(d), 9.3 15,038 18,490 13,880<br />
Heritage collections 2.13(d), 9.3 47,614 60,337 58,320<br />
Other assets 2.13(e), 9.4 1,264 2,139 2,081<br />
Total assets 1,376,186 1,706,658 1,219,030<br />
Liabilities<br />
Payables 2.14(a), 10.1 8,587 12,230 21,424<br />
Employee benefits 2.14(b), 10.2 123,214 148,603 118,093<br />
Other liabilities 2.14(d), 10.3 10,435 20,200 21,231<br />
Total liabilities 142,236 181,033 160,748<br />
Net assets 1,233,950 1,525,625 1,058,282<br />
Equity<br />
Contributed equity – 248,007 –<br />
Reserves 12.1 161,063 254,197 194,875<br />
Accumulated funds 1,072,887 1,023,421 863,407<br />
Total equity 1,233,950 1,525,625 1,058,282<br />
This Statement <strong>of</strong> Financial Position should be read in conjunction with the accompanying notes.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian Academy)<br />
and has not been subject to audit.<br />
Explanations <strong>of</strong> material variances between budget and actual outcomes, including the impact <strong>of</strong> the Tasmanian Polytechnic and<br />
Tasmanian Academy transfer, are provided in note 4 <strong>of</strong> the accompanying notes.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated from<br />
1 January 2011.<br />
86<br />
Financial Statements – Statement <strong>of</strong> Financial Position
Statement <strong>of</strong> Cash Flows<br />
For the<br />
year ended<br />
30 June 2011<br />
Notes<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Cash flows from operating activities<br />
Cash inflows<br />
Revenue from government<br />
Appropriation receipts – recurrent 886,246 911,736 880,961<br />
Other revenue from government 14,318 9,328 12,044<br />
Grants 970 1,557 3,502<br />
Sales <strong>of</strong> goods and services 30,341 38,090 23,023<br />
Fees and fines 300 313 309<br />
GST receipts 43,000 58,436 48,496<br />
Interest received 2,528 2,216 1,382<br />
Other cash receipts 25,146 25,523 20,836<br />
Total cash inflows 1,002,849 1,047,199 990,553<br />
Cash outflows<br />
Employee benefits (611,762) (645,367) (566,699)<br />
GST payments (43,000) (56,618) (50,024)<br />
Supplies and consumables (174,077) (190,644) (170,501)<br />
Grants and subsidies (115,674) (116,403) (174,372)<br />
Other cash payments (42,942) (47,360) (41,801)<br />
Total cash outflows (987,455) (1,056,392) (1,003,397)<br />
Net cash from (used by) operating activities 13.2 15,394 (9,193) (12,844)<br />
Cash flows from investing activities<br />
Cash inflows<br />
Revenue from government<br />
Appropriation receipts – recurrent 198,608 188,618 221,036<br />
Other revenue from government 12,206 12,206 –<br />
Proceeds from the disposal <strong>of</strong> non-financial assets – 2,078 59<br />
Cash inflow on administrative restructure 12.2 – 1,415 –<br />
Total cash inflows 210,814 204,317 221,095<br />
Cash outflows<br />
Payments for acquisition <strong>of</strong> non-financial assets (249,603) (197,892) (203,776)<br />
Cash outflow on administrative restructure 12.2 – – (359)<br />
Total cash outflows (249,603) (197,892) (204,135)<br />
Net cash from (used by) investing activities (38,789) 6,425 16,960<br />
Net increase (decrease) in cash and cash equivalents held (23,395) (2,768) 4,116<br />
Cash and deposits at the beginning <strong>of</strong> the reporting period 87,083 63,315 59,199<br />
Cash and deposits at the end <strong>of</strong> the reporting<br />
period<br />
13.1 63,688 60,547 63,315<br />
This Statement <strong>of</strong> Cash Flows should be read in conjunction with the accompanying notes.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian<br />
Academy) and has not been subject to audit.<br />
Explanations <strong>of</strong> material variances between budget and actual outcomes, including the impact <strong>of</strong> the Tasmanian Polytechnic and<br />
Tasmanian Academy transfer, are provided in note 4 <strong>of</strong> the accompanying notes.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated<br />
from 1 January 2011.<br />
Financial Statements – Statement <strong>of</strong> Cash Flows<br />
87
Statement <strong>of</strong> Changes in Equity<br />
For the<br />
year ended<br />
30 June 2011<br />
Notes<br />
Contributed<br />
Equity<br />
$'000<br />
Reserves<br />
$’000<br />
Accumulated<br />
Funds<br />
$’000<br />
Total<br />
Equity<br />
$’000<br />
Balance as at 1 July 2010 – 194,875 863,407 1,058,282<br />
Total comprehensive result – 59,322 166,663 225,985<br />
Transactions with owners in their<br />
capacity as owners:<br />
Decrease in equity associated<br />
with CLAF* proceeds<br />
– – (6,649) (6,649)<br />
Administrative restructure – 12.2<br />
net assets received<br />
248,007 – – 248,007<br />
Total 248,007 59,322 160,014 467,434<br />
Balance as at 30 June 2011 248,007 254,197 1,023,421 1,525,625<br />
Notes<br />
Contributed<br />
Equity<br />
$'000<br />
Reserves<br />
$’000<br />
Accumulated<br />
Funds<br />
$’000<br />
Total<br />
Equity<br />
$’000<br />
Balance as at 1 July 2009 – 126,069 682,039 808,108<br />
Total comprehensive result – 68,806 198,499 267,305<br />
Transactions with owners in their<br />
capacity as owners:<br />
Decrease in equity associated<br />
with CLAF* proceeds<br />
– – (3,727) (3,727)<br />
Administrative restructure – 12.2<br />
net assets transferred<br />
– – (13,404) (13,404)<br />
Total – 68,806 181,368 250,174<br />
Balance as at 30 June 2010 – 194,875 863,407 1,058,282<br />
* CLAF = Crown Land Administration Fund. CLAF proceeds from property disposals are controlled by the <strong>Department</strong> <strong>of</strong> Treasury and<br />
Finance. The department recognises these proceeds at the time <strong>of</strong> sale.<br />
This Statement <strong>of</strong> Changes in Equity should be read in conjunction with the accompanying notes.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated<br />
from 1 January 2011.<br />
88<br />
Financial Statements – Statement <strong>of</strong> Changes in Equity
Notes<br />
Notes to and<br />
forming part<br />
<strong>of</strong> the financial<br />
statements for<br />
the year ended<br />
30 June 2011<br />
Note Description Page No.<br />
1 Administered financial statements 91<br />
1.1 Schedule <strong>of</strong> administered income and expenses 91<br />
1.2 Schedule <strong>of</strong> administered assets and liabilities 91<br />
1.3 Schedule <strong>of</strong> administered cash flows 92<br />
1.4 Schedule <strong>of</strong> administered changes in equity 92<br />
2 Significant accounting policies 93<br />
2.1 Objectives and funding 93<br />
2.2 Basis <strong>of</strong> accounting 95<br />
2.3 Reporting entity 95<br />
2.4 Functional and presentation currency 95<br />
2.5 Change in accounting estimate 95<br />
2.6 Changes in accounting policies 96<br />
2.7 Administered transactions and balances 96<br />
2.8 Activities undertaken under a trustee or agency relationship 96<br />
2.9 Transactions by the government as owner – restructuring <strong>of</strong> administrative arrangements 97<br />
2.10 Income from transactions 97<br />
2.11 Expenses from transactions 98<br />
2.12 Other economic flows included in net result 98<br />
2.13 Assets 99<br />
2.14 Liabilities 100<br />
2.15 Leases 100<br />
2.16 Unrecognised financial instruments 100<br />
2.17 Judgements and assumptions 100<br />
2.18 Foreign currency 101<br />
2.19 Comparative figures 101<br />
2.20 Budget information 101<br />
2.21 Rounding 101<br />
2.22 <strong>Department</strong>al taxation 101<br />
2.23 Goods and services tax 101<br />
3 <strong>Department</strong>al output schedules 101<br />
3.1 Output group information 101<br />
3.2 Reconciliation <strong>of</strong> total output groups comprehensive result to Statement <strong>of</strong> Comprehensive 105<br />
Income<br />
3.3 Reconciliation <strong>of</strong> total output groups net assets to Statement <strong>of</strong> Financial Position 105<br />
3.4 Administered output schedule 106<br />
3.5 Reconciliation <strong>of</strong> total administered output groups comprehensive result to administered<br />
Statement <strong>of</strong> Changes in Equity<br />
106<br />
3.6 Reconciliation <strong>of</strong> total administered output groups net assets to schedule <strong>of</strong> administered<br />
assets and liabilities<br />
106<br />
4 Explanations <strong>of</strong> material variances between budget and actual outcomes 107<br />
4.1 Statement <strong>of</strong> Comprehensive Income 107<br />
4.2 Statement <strong>of</strong> Financial Position 107<br />
4.3 Statement <strong>of</strong> Cash Flows 108<br />
5 Events occurring after balance date 108<br />
6 Income from transactions 108<br />
6.1 Revenue from government 108<br />
6.2 Grants 109<br />
6.3 Sales <strong>of</strong> goods and services 109<br />
6.4 Fees and fines 109<br />
6.5 Contributions received 109<br />
6.6 Other revenues 109<br />
Financial Statements – Notes<br />
89
Note Description Page No.<br />
7 Expenses from transactions 110<br />
7.1 Employee benefits 110<br />
7.2 Depreciation 110<br />
7.3 Supplies and consumables 110<br />
7.4 Grants and subsidies 111<br />
7.5 Other expenses 111<br />
8 Other economic flows included in net result 111<br />
8.1 Net gain/(loss) on non-financial assets 111<br />
8.2 Net gain/(loss) on financial instruments and statutory receivables/payables 111<br />
9 Assets 112<br />
9.1 Receivables 112<br />
9.2 Assets held for sale 112<br />
9.3 Property, plant and equipment, library book stock and heritage 113<br />
9.4 Other assets 115<br />
10 Liabilities 115<br />
10.1 Payables 115<br />
10.2 Employee benefits 115<br />
10.3 Other liabilities 115<br />
11 Commitments and contingencies 116<br />
11.1 Schedule <strong>of</strong> commitments 116<br />
11.2 Contingent assets and liabilities 116<br />
12 Reserves 117<br />
12.1 Reserves 117<br />
12.2 Administrative restructuring 117<br />
13 Cash flow reconciliation 118<br />
13.1 Cash and deposits 118<br />
13.2 Reconciliation <strong>of</strong> net result to net cash from operating activities 119<br />
13.3 Acquittal <strong>of</strong> capital investment and special capital investment funds 119<br />
14 Financial instruments 121<br />
14.1 Risk exposures 121<br />
14.2 Categories <strong>of</strong> financial assets and liabilities 122<br />
14.3 Reclassification <strong>of</strong> financial assets 122<br />
14.4 Comparison between carrying amount and net fair value <strong>of</strong> financial assets and liabilities 123<br />
15 Details <strong>of</strong> consolidated entities 123<br />
15.1 List <strong>of</strong> entities 123<br />
15.2 Statement <strong>of</strong> payments for Schools Registration Board 123<br />
16 Notes to administered statements 123<br />
16.1 Explanations <strong>of</strong> material variances between budget and actual outcomes 123<br />
16.2 Administered revenue from government 124<br />
16.3 Administered grants 124<br />
16.4 Administered sales <strong>of</strong> goods and services 124<br />
16.5 Administered fees and fines 124<br />
16.6 Administered other revenue 124<br />
16.7 Administered supplies and consumables 124<br />
16.8 Administered grants and subsidies expenses 124<br />
16.9 Administered receivables 125<br />
16.10 Administered cash and deposits 125<br />
16.11 Reconciliation <strong>of</strong> administered net result to net cash from administered operating activities 125<br />
16.12 Financial instruments (administered) 125<br />
16.13 Categories <strong>of</strong> administered financial assets and liabilities 126<br />
16.14 Comparison between carrying amount and net fair value <strong>of</strong> financial assets and liabilities 126<br />
17 Transactions and balances relating to a trustee or agency arrangement 126<br />
90<br />
Financial Statements – Notes
Note 1: Administered financial statements<br />
1.1<br />
Schedule <strong>of</strong><br />
administered<br />
income and<br />
expenses<br />
Notes<br />
2011<br />
Budget<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Administered revenue and other income from<br />
transactions<br />
Revenue from government<br />
Appropriation revenue – recurrent 2.10(a), 16.2 241,233 255,840 277,625<br />
Grants 2.10(b), 16.3 1,200 2,308 15,388<br />
Sales <strong>of</strong> goods and services 2.10(c), 16.4 329 168 183<br />
Fees and fines 2.10(d), 16.5 – 28 1<br />
Other revenue 2.10(g), 16.6 – 22 46<br />
Total administered revenue and other income from<br />
242,762 258,367 293,243<br />
transactions<br />
Administered expenses from transactions<br />
Supplies and consumables 16.7 – – 218<br />
Grants and subsidies 2.11(c), 16.8 241,233 255,840 277,625<br />
Transfers to the Consolidated Fund 1,529 2,530 16,361<br />
Total administered expenses from transactions 242,762 258,370 294,204<br />
Administered net result from transactions<br />
– (3) (961)<br />
attributable to the state<br />
Other economic flows – – –<br />
Administered comprehensive result – (3) (961)<br />
This Schedule <strong>of</strong> Administered Income and Expenses should be read in conjunction with the accompanying notes.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian<br />
Academy) and has not been subject to audit.<br />
Explanations <strong>of</strong> material variances between budget and actual outcomes are provided in note 16.1 <strong>of</strong> the accompanying notes.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were<br />
consolidated from 1 January 2011.<br />
1.2<br />
Schedule <strong>of</strong><br />
administered<br />
assets and<br />
liabilities<br />
Notes<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Administered assets<br />
Administered financial assets<br />
Cash and deposits 2.13(a), 16.10 218 – –<br />
Receivables 2.13(b), 16.9 – 8 11<br />
Total administered assets 218 8 11<br />
Administered net assets 218 8 11<br />
Administered equity<br />
Accumulated funds 218 8 11<br />
Total administered equity 218 8 11<br />
This schedule <strong>of</strong> administered assets and liabilities should be read in conjunction with the accompanying notes.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian<br />
Academy) and has not been subject to audit.<br />
Explanations <strong>of</strong> material variances between budget and actual outcomes are provided in note 16.1 <strong>of</strong> the accompanying notes.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were<br />
consolidated from 1 January 2011.<br />
Financial Statements – Notes<br />
91
1.3<br />
Schedule <strong>of</strong><br />
administered<br />
cash flows<br />
Notes<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Administered cash flows from operating activities<br />
Administered cash inflows<br />
Appropriation receipts – recurrent 241,233 255,840 277,625<br />
Grants 1,200 2,308 16,138<br />
Sales <strong>of</strong> goods and services 329 176 178<br />
Fees and fines – 29 1<br />
Other cash receipts – 17 44<br />
Total administered cash inflows 242,762 258,370 293,986<br />
Administered cash outflows<br />
Grants and subsidies 241,233 255,840 277,625<br />
Supplies and consumables – – 218<br />
Transfers to Consolidated Fund 1,529 2,530 16,361<br />
Total administered cash outflows 242,762 258,370 294,204<br />
Administered net cash from (used by) operating<br />
16.11 – – (218)<br />
activities<br />
Net increase (decrease) in administered cash held – – (218)<br />
Administered cash and deposits at the beginning <strong>of</strong> the<br />
218 – 218<br />
reporting period<br />
Administered cash and deposits at the end <strong>of</strong> the<br />
reporting period<br />
16.10 218 – –<br />
This schedule <strong>of</strong> administered cash flows should be read in conjunction with the accompanying notes.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian<br />
Academy) and has not been subject to audit.<br />
Explanations <strong>of</strong> material variances between budget and actual outcomes are provided in note 16.1 <strong>of</strong> the accompanying notes.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated<br />
from 1 January 2011.<br />
1.4<br />
Schedule <strong>of</strong><br />
administered<br />
changes in<br />
equity<br />
Accumulated<br />
Funds<br />
$’000<br />
Total<br />
Equity<br />
$’000<br />
Balance as at 1 July 2010 11 11<br />
Total comprehensive result (3) (3)<br />
Balance as at 30 June 2011 8 8<br />
Accumulated<br />
Funds<br />
$’000<br />
Total<br />
Equity<br />
$’000<br />
Balance as at 1 July 2009 972 972<br />
Total comprehensive result (961) (961)<br />
Balance as at 30 June 2010 11 11<br />
This schedule <strong>of</strong> administered changes in equity should be read in conjunction with the accompanying notes.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian<br />
Academy) and has not been subject to audit.<br />
Explanations <strong>of</strong> material variances between budget and actual outcomes are provided in note 16.1 <strong>of</strong> the accompanying notes.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were<br />
consolidated from 1 January 2011.<br />
92<br />
Financial Statements – Notes
Note 2: Significant accounting policies<br />
2.1<br />
Objectives<br />
and funding<br />
The <strong>Department</strong> <strong>of</strong> <strong>Education</strong> is responsible to the<br />
Minister for <strong>Education</strong> and Skills, and to the Minister for<br />
Children. The department provides services through<br />
the following organisational units:<br />
Learning Services<br />
Learning Services support schools in each <strong>of</strong> the<br />
North-West, North, South and South-East areas <strong>of</strong><br />
the state. In providing support Learning Services work<br />
collaboratively with schools and through a School<br />
Improvement Board appointed by the Minister for<br />
<strong>Education</strong> and Skills.<br />
Support includes pr<strong>of</strong>essional learning across teaching,<br />
curriculum and assessment, and operational human<br />
resources, finance and facilities support. Learning<br />
Services have a key role in facilitating the sharing <strong>of</strong><br />
resources, knowledge, innovation and learning between<br />
schools and across the state and respond to schools on<br />
the basis <strong>of</strong> their improvement needs. Each Learning<br />
Service has a responsibility for a statewide program<br />
area.<br />
Learning Services work with a network <strong>of</strong> senior<br />
secondary colleges and schools consisting <strong>of</strong> primary<br />
schools, special schools, combined schools, and<br />
secondary schools and distance education programs.<br />
Skills Tasmania<br />
Skills Tasmania:<br />
• provides advice to the Minister in relation to the<br />
allocation <strong>of</strong> resources for vocational education and<br />
training (VET), development and management <strong>of</strong><br />
plans, programs and activities for the purchase <strong>of</strong><br />
VET to implement specific government initiatives<br />
• provides planning and policy advice to the Minister on<br />
state and national initiatives for VET<br />
• provides services and support to registered training<br />
providers, apprentices and trainees, industry, and<br />
government training advisory bodies including the<br />
regulation <strong>of</strong> VET<br />
• provides policy advice, develops and implement<br />
policy and strategies for skills development<br />
• provides support for improved personal, social and<br />
economic outcomes for people from equity groups.<br />
LINC Tasmania<br />
LINC Tasmania (formerly known as the Community<br />
Knowledge Network) includes a statewide network <strong>of</strong><br />
LINCs and the Tasmanian Archive and Heritage Office.<br />
It also provides adult education services including<br />
adult literacy programs. LINC Tasmania’s focus is on<br />
lifelong learning for all Tasmanian’s ensuring access to<br />
Tasmania’s cultural and documentary heritage and to<br />
deliver information, education and training, literacy<br />
support and other community services across the<br />
state.<br />
Post Year 10<br />
The department delivers post-Year 10 education and<br />
training services primarily through the eight colleges <strong>of</strong><br />
the Tasmanian Academy and through the Tasmanian<br />
Polytechnic. These services support students continuing<br />
their education or training following the completion<br />
<strong>of</strong> Year 10. They also support adult learners seeking<br />
new or increased vocational skills as well as second<br />
chance learners. The activities <strong>of</strong> the Academy and<br />
the Polytechnic are complemented by limited service<br />
delivery for Year 11 and Year 12 in some combined<br />
schools and secondary schools. The final element <strong>of</strong><br />
the government’s post-Year 10 delivery model is the<br />
Tasmanian Skills Institute, a statutory body which works<br />
with government and employers to build skills within the<br />
Tasmanian workforce.<br />
From 1 January 2011 five colleges were transferred<br />
back under control <strong>of</strong> the department along with the<br />
Tasmanian Polytechnic.<br />
Early Years<br />
The Child Care Unit is accountable to the Minister for<br />
Children and is responsible for licensing and monitoring<br />
all child care services under the Child Care Act 2001.<br />
Organisational support units<br />
The services provided by the department are supported<br />
by the following major organisational units: Strategic<br />
Policy and Performance; <strong>Education</strong>al Performance<br />
Services; the Tasmanian Qualifications Authority (TQA);<br />
Finance and Resource Services (FRS); Facilities and<br />
Capital Planning (FCP); Human Resources Management<br />
(HRM) Branch; and Information and Technology Services<br />
Branch (ITS). In addition, from 1 January 2011 following<br />
the transfer <strong>of</strong> the Tasmanian Academy and Tasmanian<br />
Polytechnic to the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>, the Shared<br />
Services unit was also brought under the department<br />
within Corporate Services<br />
Outputs <strong>of</strong> the department<br />
The individual outputs <strong>of</strong> the <strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
are provided under the following output groups:<br />
Output group 1: Pre-Compulsory and Compulsory<br />
<strong>Education</strong><br />
Output group 2: Post-Compulsory <strong>Education</strong> and Skills<br />
Development<br />
Output group 3: LINC Tasmania<br />
Financial Statements – Notes<br />
93
Output group 1:<br />
Pre-Compulsory and Compulsory <strong>Education</strong><br />
Description<br />
The purpose <strong>of</strong> this output group is to provide a range<br />
<strong>of</strong> educational services that will help students develop<br />
intellectually, socially, morally, emotionally and physically<br />
in a stimulating, inclusive and supportive environment.<br />
These services are focused on the delivery <strong>of</strong> education<br />
to students in schools enrolled in classes up to Year 10.<br />
The department’s outcomes to which this output group<br />
contributes are:<br />
• all students in Tasmanian Government schools<br />
receiving high quality teaching focused on the<br />
achievement <strong>of</strong> high standards<br />
• student progress being assessed, monitored and<br />
reported against standards that are consistent across<br />
schools<br />
• a fair and just distribution <strong>of</strong> the benefits <strong>of</strong> schooling<br />
across all students, leading to minimal difference in<br />
measurable outcomes between identified student<br />
groups<br />
• all students in Tasmanian Government schools<br />
receive teaching that appropriately utilises<br />
information and communication technology to<br />
provide more effective learning<br />
• all students participate fully in schooling and complete<br />
schooling until the end <strong>of</strong> Year 12 or the equivalent<br />
• students perform at nationally comparable<br />
achievement levels<br />
• parents/carers <strong>of</strong> students participating in the<br />
schooling <strong>of</strong> their children, and the community<br />
and the general public are informed on educational<br />
matters and involved in their school communities<br />
• improved access to child care services that meet<br />
state licensing guidelines and national standards for all<br />
parents, carers and families.<br />
Output group 2: Post-Compulsory <strong>Education</strong><br />
and Skills Development<br />
Description<br />
The purpose <strong>of</strong> this output group is to facilitate the<br />
provision <strong>of</strong> Year 11 and 12 education and formally<br />
recognised VET by registered training providers,<br />
including schools.<br />
The outputs in this group directly address the longterm<br />
vision and goals set out in Tasmania Together,<br />
the Tasmanian Skills Strategy as well as the Tasmanian<br />
Innovation and Infrastructure strategies and the National<br />
Agreements for Skills and Workforce Development and<br />
<strong>Education</strong>.<br />
The department’s outcomes to which this output group<br />
contributes are:<br />
• all students in Tasmanian Government schools and<br />
colleges receive quality teaching leading to effective<br />
learning<br />
• all students participate fully in schooling and complete<br />
schooling until the end <strong>of</strong> Year 12, or a training course<br />
leading to a Certificate III outcome<br />
• students perform at nationally comparable<br />
achievement levels<br />
• all students in Tasmanian Government schools<br />
and colleges continue to receive teaching<br />
that appropriately utilises information and<br />
communications technology leading to more effective<br />
learning<br />
• fair and just distribution <strong>of</strong> the benefits <strong>of</strong> schooling<br />
across all students and minimal difference in<br />
measurable outcomes between identified student<br />
groups<br />
• parents/carers <strong>of</strong> students continue to participate in<br />
the schooling <strong>of</strong> their children and the community<br />
and the general public continue to be well informed<br />
on educational matters and involved in their school<br />
communities<br />
• a strong adult training system including the Tasmanian<br />
Skills Institute and the Tasmanian Polytechnic and a<br />
strong system <strong>of</strong> private training<br />
• provision <strong>of</strong> a quality assurance and regulatory<br />
framework for vocational education and training,<br />
involving:<br />
- registration <strong>of</strong> training providers<br />
- accreditation <strong>of</strong> courses<br />
- recognition <strong>of</strong> overseas qualifications.<br />
• approval and monitoring <strong>of</strong> apprentice and trainee<br />
training contracts<br />
• management <strong>of</strong> the purchase <strong>of</strong> vocational education<br />
and training from registered training organisations to<br />
ensure that:<br />
- the number <strong>of</strong> Tasmanians with post-compulsory<br />
education and training qualifications increases<br />
- partnership arrangements are developed between<br />
schools, colleges and the Tasmanian Polytechnic<br />
- training provision is aligned to the government’s<br />
economic and social policy including Tasmania’s<br />
development strategies and the needs <strong>of</strong> industry.<br />
Output group 3: LINC Tasmania<br />
Description<br />
The purpose <strong>of</strong> this output group is to provide statewide<br />
library and information services, archival and community<br />
learning services in accordance with the goals <strong>of</strong><br />
Tasmania Together.<br />
The department’s outcomes to which this output group<br />
contributes are:<br />
• an informed, empowered and technologically literate<br />
community <strong>of</strong> lifelong users <strong>of</strong> information and<br />
information technology<br />
• an improved quality <strong>of</strong> life for all Tasmanians and a<br />
culturally rich community<br />
• sustained economic development in the information<br />
age through community and individual innovation<br />
• equity <strong>of</strong> access to information and to resources for<br />
innovation<br />
• a community which values knowledge and ideas and<br />
learning for life<br />
• the enhanced capacity and increased opportunity for<br />
the community to have access to and use the cultural<br />
memory and documentary record <strong>of</strong> Tasmania<br />
• ensuring that government accountability is able to be<br />
monitored and assessed by the Tasmanian community<br />
through access to the evidence <strong>of</strong> the activities <strong>of</strong> the<br />
government.<br />
Organisational restructure<br />
On 7 June 2010, the former Minister for <strong>Education</strong> and<br />
Skills, Hon Lin Thorp, announced changes to the then<br />
current model for post-Year 10 education and training.<br />
As a result, the Tasmanian Academy and the Tasmanian<br />
94<br />
Financial Statements – Notes
Polytechnic were brought under the <strong>Department</strong> <strong>of</strong><br />
<strong>Education</strong> from 1 January 2011. Subsequently, from<br />
1 January 2011 the operations <strong>of</strong> these two entities<br />
have been incorporated into the <strong>Department</strong> <strong>of</strong><br />
<strong>Education</strong>’s consolidated statements.<br />
Other<br />
<strong>Department</strong>al activities are classified as either<br />
controlled or administered.<br />
Controlled activities involve the use <strong>of</strong> assets, liabilities,<br />
revenues and expenses controlled or incurred by the<br />
department in its own right. Administered activities<br />
involve the management or oversight by the department<br />
on behalf <strong>of</strong> the government <strong>of</strong> items controlled or<br />
incurred by the government.<br />
The department is predominantly funded through<br />
Parliamentary appropriations. It also provides services<br />
on a fee for service basis, as outlined in note 6.3. The<br />
financial report encompasses all funds through which the<br />
department controls resources to carry on its functions.<br />
2.2<br />
Basis <strong>of</strong><br />
accounting<br />
The financial statements are a general purpose financial<br />
report and have been prepared in accordance with:<br />
• Australian Accounting Standards and interpretations<br />
issued by the Australian Accounting Standards Board;<br />
and<br />
• The Treasurer’s Instructions issued under the<br />
provisions <strong>of</strong> the Financial Management and Audit Act<br />
1990.<br />
The financial statements were signed by the Acting<br />
Secretary on 30 September 2011.<br />
Compliance with the Australian Accounting Standards<br />
(AAS) may not result in compliance with International<br />
Financial Reporting Standards (IFRS) as the AAS include<br />
requirements and options available to not-for-pr<strong>of</strong>it<br />
organisations that are inconsistent with IFRS.<br />
The department is considered to be not-for-pr<strong>of</strong>it and<br />
has adopted some accounting policies under the AAS<br />
that do not comply with IFRS.<br />
The financial statements have been prepared on an<br />
accrual basis and, except where stated, are in accordance<br />
with the historical cost convention. The accounting<br />
policies are generally consistent with the previous year<br />
except for those changes outlined in note 2.6.<br />
The financial statements have been prepared as a going<br />
concern. The continued existence <strong>of</strong> the department<br />
in its present form, undertaking its current activities,<br />
is dependant on government policy and on continuing<br />
appropriations by Parliament for the department’s<br />
administration and activities.<br />
2.3<br />
Reporting<br />
entity<br />
The financial statements include all the controlled<br />
activities <strong>of</strong> the department. The financial statements<br />
consolidate material transactions and balances <strong>of</strong> the<br />
department and entities included in its output groups.<br />
Material transactions and balances between the<br />
department and such entities have been eliminated.<br />
The department through a purchaser-provider<br />
model predominately funds the operations <strong>of</strong> the<br />
Tasmanian Skills Institute. However, this organisation<br />
operates as a statutory authority. Accordingly, it has<br />
been determined that the Tasmanian Skills Institute<br />
is a separate reporting entity and its transactions are<br />
not consolidated into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>’s<br />
financial statements except for funds provided under<br />
the purchaser-provider model.<br />
Following the announcement on 7 June 2010 by the<br />
former Minister for <strong>Education</strong> and Skills, legislation<br />
was enacted to transition the Tasmanian Academy and<br />
Tasmanian Polytechnic to the department. These entities<br />
therefore are no longer separate reporting entities<br />
and are consolidated into the department’s financial<br />
statements from 1 January 2011.<br />
The Tasmanian Qualifications Authority, Skills Tasmania,<br />
Schools Registration Board and Teachers Registration<br />
Board transactions and balances are included in these<br />
financial statements.<br />
See note 2.1 Objectives and Funding under the<br />
subheading output group restructure in relation to<br />
changes under the Tasmania Tomorrow initiative.<br />
2.4<br />
Functional<br />
and<br />
presentation<br />
currency<br />
The financial statements are presented in Australian<br />
dollars, which is the department’s functional<br />
currency.<br />
2.5<br />
Change in<br />
accounting<br />
estimate<br />
During the year the department changed its<br />
accounting estimate in respect to the fair value <strong>of</strong> its<br />
specialised buildings. Refer to note 9.2(c) for further<br />
details.<br />
Financial Statements – Notes<br />
95
2.6<br />
Changes in<br />
accounting<br />
policies<br />
a) Impact <strong>of</strong> new and revised accounting<br />
standards<br />
In the current year, the department has adopted all<br />
<strong>of</strong> the new and revised standards and interpretations<br />
issued by the Australian Accounting Standards Board<br />
(AASB) that are relevant to its operations and effective<br />
for the current annual reporting period. These include:<br />
• AASB 2008-3 Amendments to Australian Accounting<br />
Standards Arising from AASB 3 & AASB 127 – this<br />
standard introduces some minor terminology<br />
changes. There is no expected financial impact <strong>of</strong><br />
applying these changes.<br />
• AASB 2009-5 Further Amendments to Australian<br />
Accounting Standards arising from the Annual<br />
Improvements Project – this standard introduces small<br />
disclosure and classification changes. There is no<br />
expected financial impact <strong>of</strong> applying these changes.<br />
b) Impact <strong>of</strong> new and revised accounting<br />
standards yet to be applied<br />
The following applicable and revised new standards have<br />
been issued by the AASB and are yet to be applied:<br />
• AASB 9 ‘Financial Instruments’ was issued in December<br />
2009 and is Phase I <strong>of</strong> the IASB’s comprehensive<br />
project to replace IAS 39 (AASB 139). The standard<br />
represents a significant change in the accounting for<br />
financial assets and now only contains two primary<br />
measurement categories (fair value or amortised<br />
cost) and removes the previous categories <strong>of</strong> held to<br />
maturity, available for sale and loans and receivables.<br />
This standard has also been updated for the<br />
classification and measurement <strong>of</strong> financial liabilities<br />
and the derecognition <strong>of</strong> financial assets and liabilities.<br />
The impacts <strong>of</strong> these amendments, which become<br />
mandatory for the department’s 30 June 2014 financial<br />
statements, have not yet been quantified.<br />
• AASB 13 – Fair Value Measurements – this new<br />
standard replaces the fair value measurement guidance<br />
in individual AASB's with a single source <strong>of</strong> fair<br />
value measurement guidance. It does not introduce<br />
new requirements to measure assets or liabilities<br />
at fair value, nor does it eliminate the practicability<br />
exceptions to fair value measurements that currently<br />
exist in certain standards. The impacts <strong>of</strong> this<br />
new standard, which becomes mandatory for the<br />
department’s 30 June 2014 financial statements, have<br />
not yet been quantified.<br />
• AASB 2010-6 Amendments to Australian Accounting<br />
Standards – Disclosures on Transfer <strong>of</strong> Financial Assets<br />
– this standard includes additional presentation and<br />
disclosure requirements for financial assets. The<br />
amendments, which become mandatory for the<br />
department’s 30 June 2012 financial statements, have<br />
not yet been quantified, but are limited to disclosure<br />
changes only.<br />
• AASB 10 – Consolidated Financial Statements – this new<br />
standard introduces a new approach to determining<br />
which investees should be consolidated and provides<br />
a single model to be applied in the control analysis for<br />
all investees. The impacts <strong>of</strong> this new standard, which<br />
becomes mandatory for the department’s 30 June<br />
2014 financial statements, have not yet been quantified.<br />
• AASB 12 – Disclosure <strong>of</strong> Interests in Other Entities – this<br />
new standard requires entities to disclose information<br />
on their interests in subsidiaries, joint arrangements,<br />
associates and or unconsolidated structured entities.<br />
The impacts <strong>of</strong> this new standard, which becomes<br />
mandatory for the department’s 30 June 2014 financial<br />
statements, have not yet been quantified, but are<br />
limited to disclosure changes only.<br />
• AASB 1053 Application <strong>of</strong> Tiers <strong>of</strong> Australian Accounting<br />
Standards – this standard establishes a differential<br />
financial reporting framework consisting <strong>of</strong> two tiers<br />
<strong>of</strong> reporting requirements for preparing general<br />
purpose financial statements. The standard does not<br />
have any financial impact on the department. However,<br />
it may affect disclosures if reduced disclosure<br />
requirements apply.<br />
• AASB 1054 Australian Additional Disclosures – this<br />
standard sets out the Australian-specific disclosures<br />
for entities that have adopted Australian Accounting<br />
Standards. The impacts <strong>of</strong> this new standard, which<br />
becomes mandatory for the department’s 30 June<br />
2012 financial statements, have not yet been quantified,<br />
but are limited to disclosure changes only.<br />
• Amendments to Australian Accounting Standards AASB 124<br />
– Related Party Disclosures – this amendment introduces<br />
a new definition for related parties and modifies<br />
certain related party disclosure requirements for<br />
government-related entities. The amendments, which<br />
become mandatory for the department’s 30 June 2012<br />
financial statements, have not yet been quantified, but<br />
are limited to disclosure changes only.<br />
2.7<br />
Administered<br />
transactions<br />
and balances<br />
The department administers, but does not control,<br />
certain resources on behalf <strong>of</strong> the government as a<br />
whole. These resources primarily relate to Australian<br />
Government funding programs supporting nongovernment<br />
schools within Tasmania. The department<br />
is accountable for the transactions involving such<br />
administered resources, but does not have the<br />
discretion to deploy resources for the achievement <strong>of</strong><br />
the department’s objectives.<br />
Administered assets, liabilities, expenses and revenues<br />
are disclosed in note 1 to the financial statements.<br />
2.8<br />
Activities<br />
undertaken<br />
under a<br />
trustee<br />
or agency<br />
relationship<br />
Transactions relating to activities undertaken by the<br />
department in a trust or fiduciary (agency) capacity do<br />
not form part <strong>of</strong> the department’s activities. Trustee<br />
and agency arrangements, and transactions/balances<br />
relating to those activities, are neither controlled nor<br />
administered.<br />
Fees, commissions earned and expenses incurred in the<br />
course <strong>of</strong> rendering services as a trustee or through<br />
an agency arrangement are recognised as controlled<br />
transactions.<br />
96<br />
Financial Statements – Notes
2.9<br />
Net assets received under a restructuring <strong>of</strong><br />
Transactions administrative arrangements are designated as<br />
contributions by owners and adjusted directly against<br />
by the equity. Net assets relinquished are designated as<br />
government distributions to owners. Net assets transferred are<br />
as owner –<br />
restructuring<br />
<strong>of</strong><br />
administrative<br />
arrangements<br />
2.10<br />
Income from<br />
transactions<br />
Income is recognised in the Statement <strong>of</strong><br />
Comprehensive Income when an increase in future<br />
economic benefits related to an increase in an asset or<br />
a decrease <strong>of</strong> a liability has arisen that can be measured<br />
reliably.<br />
a) Revenue from government<br />
Appropriations, whether recurrent or capital, are<br />
recognised as revenues in the period in which the<br />
department gains control <strong>of</strong> the appropriated funds.<br />
Except for any amounts identified as carried forward<br />
in notes 6.1 and 16.2, control arises in the period <strong>of</strong><br />
appropriation.<br />
b) Grants<br />
Grants payable by the Australian Government are<br />
recognised as revenue when the department gains<br />
control <strong>of</strong> the underlying assets. Where grants are<br />
reciprocal, revenue is recognised as performance<br />
occurs under the grant.<br />
Non-reciprocal grants are recognised as revenue when<br />
the grant is received or receivable. Conditional grants<br />
may be reciprocal or non-reciprocal depending on the<br />
terms <strong>of</strong> the grant.<br />
c) Sales <strong>of</strong> goods and services<br />
Amounts earned in exchange for the provision <strong>of</strong><br />
goods are recognised when the significant risks and<br />
rewards <strong>of</strong> ownership have been transferred to the<br />
buyer. Revenue from the provision <strong>of</strong> services is<br />
recognised in the proportion to the stage <strong>of</strong> completion<br />
<strong>of</strong> the transactions at the reporting date. The stage <strong>of</strong><br />
completion is assessed by reference to surveys <strong>of</strong> work<br />
performed.<br />
initially recognised at the amounts at which they were<br />
recognised by the transferring agency immediately<br />
prior to the transfer. Details <strong>of</strong> these transactions are<br />
provided in note 12.2.<br />
d) Fees and fines<br />
Revenue from fees and fines is recognised upon the time<br />
the obligation to pay arises, pursuant to the issue <strong>of</strong> a<br />
notice or invoice.<br />
e) Interest<br />
Interest on funds invested is recognised as it accrues<br />
using the effective interest rate method.<br />
f) Contributions received<br />
Services received free <strong>of</strong> charge by the department, are<br />
recognised as income when a fair value can be reliably<br />
determined and at the time the services would have<br />
been purchased if they had not been donated. Use <strong>of</strong><br />
those resources is recognised as an expense.<br />
Contributions <strong>of</strong> assets at no cost <strong>of</strong> acquisition or<br />
for nominal consideration are recognised at their fair<br />
value when the department obtains control <strong>of</strong> the<br />
asset, it is probable that future economic benefits<br />
comprising the contribution will flow to the department<br />
and the amount can be measured reliably. However,<br />
where the contribution received is from another<br />
government agency as a consequence <strong>of</strong> restructuring<br />
<strong>of</strong> administrative arrangements, they are recognised as<br />
contributions by owners directly within equity. In these<br />
circumstances, book values from the transferor agency<br />
have been used.<br />
g) Other revenue<br />
Revenue from other sources, including revenue<br />
generated from school activities and also school levies,<br />
is recognised as revenue when the department obtains<br />
control over the assets comprising the contributions.<br />
Control is normally obtained upon their receipt.<br />
Financial Statements – Notes<br />
97
2.11<br />
Expenses<br />
from<br />
transactions<br />
Expenses are recognised in the Statement <strong>of</strong><br />
Comprehensive Income when a decrease in future<br />
economic benefit related to a decrease in asset or an<br />
increase <strong>of</strong> a liability has arisen that can be measured<br />
reliably.<br />
a) Employee benefits<br />
Employee benefits include, where applicable,<br />
entitlements to wages and salaries, annual leave, sick<br />
leave, long service leave, superannuation and other<br />
post-employment benefits.<br />
b) Depreciation<br />
All applicable non-financial assets having a limited useful<br />
life are systematically depreciated over their useful lives<br />
in a manner which reflects the consumption <strong>of</strong> their<br />
service potential. Land, being an asset with an unlimited<br />
useful life, is not depreciated. Heritage assets are also<br />
not depreciated as their value does not diminish.<br />
Depreciation is provided for on a straight-line basis,<br />
using rates which are reviewed annually. Major<br />
depreciation periods are:<br />
Plant and equipment<br />
Buildings (masonry)<br />
Buildings (timber framed)<br />
Buildings (steel framed)<br />
Sundry structures<br />
Infrastructure<br />
Library book stock<br />
3–30 years<br />
60 years<br />
50 years<br />
50 years<br />
30 years<br />
80 years<br />
10–25 years<br />
The department undertook a revaluation <strong>of</strong> its land,<br />
buildings and heritage assets during 2009–10. As part <strong>of</strong><br />
this revaluation exercise the department reviewed and<br />
amended the useful lives <strong>of</strong> its building and related assets,<br />
as per the lives in the above list. These amendments<br />
were made based on advice from the valuers, Liquid<br />
Pacific Holdings Pty Ltd. For further details refer to note<br />
9.3(c).<br />
c) Supplies and consumables<br />
Supplies and consumables are recognised when the<br />
items have been received by the department.<br />
d) Grants and subsidies<br />
Grants and subsidies expenditure is recognised to the<br />
extent that:<br />
• the services required to be performed by the grantee<br />
have been performed; or<br />
• the grant eligibility criteria have been satisfied.<br />
A liability is recorded when the department has a<br />
binding agreement to make the grants but services have<br />
not been performed or criteria satisfied. Where grant<br />
monies are paid in advance <strong>of</strong> performance or eligibility,<br />
a prepayment is recognised.<br />
e) Other expenses<br />
Other expenses are recognised when the associated<br />
service and supply has been provided.<br />
2.12<br />
Other<br />
economic<br />
flows<br />
included in<br />
net result<br />
Other economic flow measures the change in volume<br />
or value <strong>of</strong> assets or liabilities that do not result from<br />
transactions.<br />
a) Gain/(loss) on sale <strong>of</strong> non-financial assets<br />
Gains or losses from the sale <strong>of</strong> non-financial assets are<br />
recognised when control <strong>of</strong> the assets has passed to<br />
the buyer.<br />
b) Impairment – financial assets<br />
Financial assets are assessed at each reporting date<br />
to determine whether there is any objective evidence<br />
that there are any financial assets that are impaired. A<br />
financial asset is considered to be impaired if objective<br />
evidence indicates that one or more events have had<br />
a negative affect on the estimated future cash flows <strong>of</strong><br />
that asset.<br />
An impairment loss, in respect <strong>of</strong> a financial asset<br />
measured at amortised cost, is calculated as the<br />
difference between its carrying amount, and the<br />
present value <strong>of</strong> the estimated future cash flows<br />
discounted at the original effective interest rate.<br />
All impairment losses are recognised in the Statement<br />
<strong>of</strong> Comprehensive Income.<br />
An impairment loss is reversed if the reversal can be<br />
related objectively to an event occurring after the<br />
impairment loss was recognised. For financial assets<br />
measured at amortised cost and available-for-sale<br />
financial assets that are debt securities, the reversal is<br />
recognised directly in equity.<br />
c) Impairment – non-financial assets<br />
All non-financial assets are assessed to determine<br />
whether any impairment exists. Impairment exists<br />
when the recoverable amount <strong>of</strong> an asset is less than<br />
its carrying amount. Recoverable amount is the higher<br />
<strong>of</strong> fair value less costs to sell and value in use. The<br />
department’s assets are not used for the purpose <strong>of</strong><br />
generating cash flows; therefore value in use is based on<br />
depreciated replacement cost where the asset would be<br />
replaced if deprived <strong>of</strong> it.<br />
All impairment losses are recognised in the Statement<br />
<strong>of</strong> Comprehensive Income unless a credit exists for the<br />
same class <strong>of</strong> asset in the asset revaluation reserve.<br />
In respect <strong>of</strong> other assets, impairment losses recognised<br />
in prior periods are assessed at each reporting date<br />
for any indications that the loss has decreased or no<br />
longer exists. An impairment loss is reversed if there<br />
has been a change in the estimates used to determine<br />
the recoverable amount. An impairment loss is reversed<br />
only to the extent that the asset’s carrying amount does<br />
not exceed the carrying amount that would have been<br />
determined, net <strong>of</strong> depreciation or amortisation, if no<br />
impairment loss had been recognised.<br />
98<br />
Financial Statements – Notes
2.13<br />
Assets<br />
Assets are recognised in the Statement <strong>of</strong> Financial<br />
Position where it is probable that the future economic<br />
benefits will flow to the department and the asset has a<br />
cost or a value that can be measured reliably.<br />
a) Cash and deposits<br />
Cash means notes, coins and deposits held at call with<br />
a bank or financial institution, for the department and<br />
schools, as well as funds held in the Special Deposits<br />
and Trust Fund. Deposits are recognised at amortised<br />
cost being their face value.<br />
b) Receivables<br />
Receivables are recognised at amortised cost, less<br />
any impairment losses, however, due to the short<br />
settlement period, receivables are not discounted back<br />
to their present value.<br />
c) Assets held for sale<br />
Assets held for sale (or disposal groups compromising<br />
assets and liabilities) that are expected to be recovered<br />
primarily through sale rather than continuing use<br />
are classified as held for sale. Immediately before<br />
classification as held for sale, the assets (or components<br />
<strong>of</strong> a disposal group) are remeasured in accordance with<br />
the department’s accounting policies. Thereafter the<br />
assets (or disposal group) are measured at the lower <strong>of</strong><br />
carrying amount and fair value less costs to sell.<br />
d) Property, plant, equipment, infrastructure,<br />
library book stock and heritage<br />
(i) Valuation basis<br />
Land, buildings, infrastructure, and heritage assets<br />
and other long-lived assets are recorded at fair value<br />
less accumulated depreciation. All other non-current<br />
physical assets, including work in progress, are recorded<br />
at historic cost less accumulated depreciation and<br />
accumulated impairment losses.<br />
In determining the fair value <strong>of</strong> land reference is made<br />
to the best available market evidence <strong>of</strong> the price <strong>of</strong> the<br />
same or similar asset, evidence is drawn from sale <strong>of</strong><br />
nearby land where available.<br />
In determining the fair value <strong>of</strong> buildings and<br />
infrastructure assets a determination is made whether<br />
the asset is <strong>of</strong> a specialised nature or openly traded<br />
in the market. The majority <strong>of</strong> the department’s<br />
building and infrastructure assets are <strong>of</strong> a specialised<br />
nature, i.e. school buildings. The fair value <strong>of</strong> the<br />
department’s specialised buildings and infrastructure<br />
is estimated by the sum <strong>of</strong> current market prices for<br />
one or more transactions required to reproduce or<br />
replace the assets with the modern equivalent, less<br />
accumulated depreciation. As part <strong>of</strong> calculating an<br />
asset’s depreciation a ‘utility’ factor has been applied<br />
which factors in the current spare capacity. For nonspecialised<br />
building and infrastructure assets the fair<br />
value is derived from market evidence on a direct<br />
comparison basis.<br />
Heritage assets with an intrinsic value are valued with<br />
reference to sales <strong>of</strong> identical or similar assets, evidenced<br />
in an open and transparent market place. Assets for<br />
which a buying price is readily accessible are valued at<br />
this replacement cost.<br />
All other non-current physical assets, including work in<br />
progress, are recorded at historic cost less accumulated<br />
depreciation and accumulated impairment losses.<br />
Cost includes expenditure that is directly attributable to<br />
the acquisition <strong>of</strong> the asset. The costs <strong>of</strong> self-constructed<br />
assets includes the cost <strong>of</strong> materials and direct labour,<br />
any other costs directly attributable to bringing the asset<br />
to a working condition for its intended use, and the costs<br />
<strong>of</strong> dismantling and removing the items and restoring the<br />
site on which they are located. Purchased s<strong>of</strong>tware that<br />
is integral to the functionability <strong>of</strong> the related equipment<br />
is capitalised as part <strong>of</strong> that equipment.<br />
When parts <strong>of</strong> an item <strong>of</strong> property, plant and equipment<br />
have different useful lives, they are accounted for as<br />
separate items (major components) <strong>of</strong> property, plant<br />
and equipment.<br />
(ii) Subsequent costs<br />
The cost <strong>of</strong> replacing part <strong>of</strong> an item <strong>of</strong> property, plant<br />
and equipment is recognised in the carrying amount <strong>of</strong><br />
the item if it is probable that future economic benefits<br />
embodied within the part will flow to the department<br />
and its costs can be measured reliably. The carrying<br />
amount <strong>of</strong> the replaced part is derecognised. The costs<br />
<strong>of</strong> day-to-day servicing <strong>of</strong> property, plant and equipment<br />
are recognised in pr<strong>of</strong>it or loss as incurred.<br />
(iii) Asset recognition threshold<br />
The asset capitalisation threshold adopted by the<br />
department is $150,000 for intangible assets and major<br />
capital works, and $10,000 for all other assets. Assets<br />
valued at less than these thresholds are charged to the<br />
Statement <strong>of</strong> Comprehensive Income in the year <strong>of</strong><br />
purchase (other than where they form part <strong>of</strong> a group <strong>of</strong><br />
similar items which are material in total).<br />
(iv) Revaluations<br />
The department revalues applicable assets on a program<br />
<strong>of</strong> five years. In accordance, with AASB 116 Property,<br />
Plant and Equipment, in years between valuations, indices<br />
supplied by qualified valuers are used to establish fair<br />
value.<br />
Assets are grouped on the basis <strong>of</strong> having a similar<br />
nature or function in the operations <strong>of</strong> the department.<br />
e) Other assets<br />
The department recognises some other small assets<br />
such as prepayments <strong>of</strong> expenditure and GST input tax<br />
credits received.<br />
Financial Statements – Notes<br />
99
2.14<br />
Liabilities<br />
Liabilities are recognised in the Statement <strong>of</strong> Financial<br />
Position when it is probable that an outflow <strong>of</strong><br />
resources embodying economic benefits will result<br />
from the settlement <strong>of</strong> a present obligation and the<br />
amount at which the settlement will take place can be<br />
measured reliably.<br />
a) Payables<br />
Payables, including goods received and services<br />
incurred but not yet invoiced, are recognised at the<br />
amortised cost which due to the short settlement<br />
period, equates to face value, when the department<br />
becomes obliged to make future payments as a result <strong>of</strong><br />
a purchase <strong>of</strong> assets or services.<br />
b) Employee benefits<br />
Liabilities for wages and salaries and annual leave are<br />
recognised when the employee becomes entitled<br />
to receive a benefit. Those liabilities expected to be<br />
realised within 12 months are measured as the amount<br />
expected to be paid. Other employee benefits are<br />
measured as the present value <strong>of</strong> the benefit at 30 June<br />
2011, where the impact <strong>of</strong> discounting is material, and<br />
at the amount expected to be paid if discounting is not<br />
material.<br />
A liability for long service leave is recognised, and is<br />
measured as the present value <strong>of</strong> expected future<br />
payments to be made in respect <strong>of</strong> services provided by<br />
employees up to the reporting date.<br />
c) Superannuation<br />
Defined contribution plans<br />
A defined contribution plan is a post-employment<br />
benefit plan under which an entity pays fixed<br />
contributions into a separate entity and will have no<br />
legal or constructive obligation to pay further amounts.<br />
Obligations for contributions to defined contribution<br />
plans are recognised as an expense when they fall due.<br />
Defined benefit plans<br />
A defined benefit plan is a post-employment benefit plan<br />
other than a defined contribution plan.<br />
The department does not recognise a liability for the<br />
accruing superannuation benefits <strong>of</strong> departmental<br />
employees. This liability is held centrally and recognised<br />
within the Finance-General Division <strong>of</strong> the <strong>Department</strong><br />
<strong>of</strong> Treasury and Finance.<br />
d) Other liabilities<br />
Other liabilities, includes revenue received in advance,<br />
where the department has received funds for which<br />
goods or services have not yet been provided or where<br />
specific conditions have not been met. The revenue<br />
will be recognised in the following financial year when<br />
the department gains control <strong>of</strong> the funds when the<br />
goods or services have been provided or when specific<br />
conditions have been met.<br />
2.15<br />
Leases<br />
The department has entered into a number <strong>of</strong><br />
operating lease agreements for property, plant and<br />
equipment, where the lessors effectively retain all <strong>of</strong><br />
the risks and benefits incidental to ownership <strong>of</strong> the<br />
items leased. Equal instalments <strong>of</strong> lease payments<br />
are charged to the Statement <strong>of</strong> Comprehensive<br />
Income over the lease term, as this is representative <strong>of</strong><br />
the pattern <strong>of</strong> benefits to be derived from the leased<br />
property.<br />
The department is prohibited under Treasurer’s<br />
Instruction 502 Leases from holding finance leases.<br />
2.16<br />
Unrecognised<br />
financial<br />
instruments<br />
The department has no unrecognised financial<br />
instruments.<br />
2.17<br />
Judgements<br />
and<br />
assumptions<br />
In the application <strong>of</strong> Australian Accounting Standards,<br />
the department is required to make judgements,<br />
estimates and assumptions about carrying values<br />
<strong>of</strong> assets and liabilities that are not readily apparent<br />
from other sources. The estimates and associated<br />
assumptions are based on historical experience and<br />
various other factors that are believed to be reasonable<br />
under the circumstances, the results <strong>of</strong> which form<br />
the basis <strong>of</strong> making the judgements. Actual results may<br />
differ from these estimates.<br />
The estimates and underlying assumptions are<br />
reviewed on an ongoing basis. Revisions to accounting<br />
estimates are recognised in the period in which the<br />
estimate is revised if the revision affects only that<br />
period or in the period <strong>of</strong> the revision and future<br />
periods if the revision affects both current and future<br />
periods.<br />
The department has made some judgements and<br />
assumptions in its determination <strong>of</strong> fair value for<br />
buildings. In particular:<br />
(i) the application <strong>of</strong> a utility factor to the valuation <strong>of</strong><br />
specialised buildings to address the underutilisation <strong>of</strong><br />
some school buildings<br />
(ii) the determination <strong>of</strong> projected long term enrolments<br />
if the department were deprived <strong>of</strong> the asset and they<br />
would be replaced.<br />
Refer to note 9.3(c) for further details.<br />
The department has made no other material<br />
assumptions or judgements that may cause a material<br />
adjustment to the carrying amounts <strong>of</strong> assets and<br />
liabilities within the next reporting period.<br />
Other judgements made by the department that<br />
have significant effects on the financial statements<br />
are disclosed in the relevant notes to the financial<br />
statements.<br />
100<br />
Financial Statements – Notes
2.18<br />
Foreign<br />
currency<br />
Transactions denominated in a foreign currency are<br />
converted at the exchange rate at the date <strong>of</strong> the<br />
transaction. Foreign currency receivables and payables<br />
are translated at the exchange rates current as at<br />
balance date.<br />
2.19<br />
Comparative<br />
figures<br />
Comparative figures have been adjusted to reflect any<br />
changes in accounting policy or the adoption <strong>of</strong> new<br />
standards.<br />
Where amounts have been reclassified within the<br />
financial statements, the comparative statements have<br />
been restated.<br />
The comparatives for administrative restructures are not<br />
reflected in the financial statements.<br />
2.20<br />
Budget<br />
information<br />
Budget information refers to original estimates as<br />
disclosed in the 2010–11 Budget Papers and is not<br />
subject to audit. The budget data does not incorporate<br />
the Tasmanian Polytechnic and Tasmanian Academy<br />
except for the memorandum <strong>of</strong> understanding and<br />
purchaser provider payments.<br />
2.21<br />
Rounding<br />
All amounts in the financial statements have been<br />
rounded to the nearest thousand dollars unless<br />
otherwise stated. Where the result <strong>of</strong> expressing<br />
amounts to the nearest thousand dollars would result<br />
in an amount <strong>of</strong> zero, the financial statement will<br />
contain a note expressing the amount to the nearest<br />
whole dollar.<br />
2.22<br />
The department is exempt from all forms <strong>of</strong> taxation<br />
<strong>Department</strong>al except Fringe Benefits Tax, Payroll Tax and the<br />
taxation Goods and Services Tax (GST).<br />
2.23<br />
Goods and<br />
services tax<br />
Revenue, expenses and assets are recognised net <strong>of</strong> the<br />
amount <strong>of</strong> Goods and Services Tax, except where the<br />
GST incurred is not recoverable from the Australian<br />
Taxation Office (ATO). Receivables and payables are<br />
stated inclusive <strong>of</strong> GST. The net amount recoverable, or<br />
payable, to the ATO is recognised as an asset or liability<br />
within the Statement <strong>of</strong> Financial Position.<br />
In the Statement <strong>of</strong> Cash Flows, the GST component <strong>of</strong><br />
cash flows arising from operating, investing or financing<br />
activities which is recoverable from, or payable to, the<br />
Australian Taxation Office is, in accordance with the<br />
Australian Accounting Standards, classified as operating<br />
cash flows.<br />
Note 3: <strong>Department</strong>al output schedules<br />
3.1<br />
Output<br />
group<br />
information<br />
Comparative information has not been restated for external administrative restructures.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian<br />
Academy) and has not been subject to audit.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were consolidated<br />
from 1 January 2011.<br />
Financial Statements – Notes<br />
101
Output<br />
group 1<br />
Pre-<br />
Compulsory<br />
and<br />
Compulsory<br />
<strong>Education</strong><br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Continuing operations<br />
Revenue and other income from transactions<br />
Revenue from appropriation 658,132 658,130 632,190<br />
Interest revenue 2,528 1,940 1,373<br />
Grants 40 93 2,661<br />
Sales <strong>of</strong> goods and services 25,780 25,300 21,985<br />
Contributions received – 898 –<br />
Other revenue 25,147 19,230 43,846<br />
Total revenue and other income from transactions 711,627 705,591 702,055<br />
Expenses from transactions<br />
Employee benefits 468,476 488,401 460,528<br />
Superannuation 52,178 52,612 46,280<br />
Depreciation 42,161 20,937 22,104<br />
Grants and subsidies 9,327 13,494 7,173<br />
Supplies and consumables<br />
Communications 1,094 2,003 1,976<br />
Consultants 1,342 1,683 1,228<br />
Information and technology 23,649 16,038 19,806<br />
Maintenance and property services 28,915 43,229 32,480<br />
Travel and transport 3,214 3,611 3,606<br />
Other supplies and consumables 89,988 72,587 69,009<br />
Other expenses 36,613 41,205 37,135<br />
Total expenses from transactions 756,957 755,800 701,325<br />
Net operating result from continuing transactions (45,330) (50,209) 730<br />
Other economic flows included in net result<br />
Net gain/(loss) on sale <strong>of</strong> non-financial assets (1,027) 1,990 988<br />
Net gain/(loss) on financial instruments and statutory receivables/payables – (296) (219)<br />
Total other economic flows included in net result (1,027) 1,694 769<br />
Net result (46,357) (48,202) 1,499<br />
Other economic flows – other non-owner changes in equity<br />
Changes in physical asset revaluation reserve 16,074 46,822 46,977<br />
Total other economic flows – other non-owner changes in equity 16,074 46,822 46,977<br />
Comprehensive result (30,283) (1,380) 48,476<br />
Expense by output<br />
1.1 In-school education 726,865 725,013 670,504<br />
1.2 Learning Services 16,710 17,178 15,565<br />
1.3 <strong>Education</strong>al Performance Services 2,051 2,301 2,555<br />
1.4 Early Years 2,743 2,964 4,657<br />
1.5 Grants and financial assistance 8,588 8,344 8,044<br />
Total 756,957 755,800 701,325<br />
Net assets<br />
Total assets deployed for Pre-Compulsory and Compulsory <strong>Education</strong> 1,205,326 1,004,447<br />
Total liabilities incurred for Pre-Compulsory and Compulsory <strong>Education</strong> (127,182) (128,024)<br />
Net assets deployed for Pre-Compulsory and Compulsory<br />
<strong>Education</strong><br />
1,078,144 876,423<br />
102<br />
Financial Statements – Notes
Output<br />
group 2<br />
Post-<br />
Compulsory<br />
<strong>Education</strong><br />
and Skills<br />
Development<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Continuing operations<br />
Revenue and other income from transactions<br />
Revenue from appropriation 197,388 221,169 215,705<br />
Interest revenue – 281 9<br />
Grants 925 2,844 841<br />
Sales <strong>of</strong> goods and services 861 8,688 357<br />
Other revenue – 3,314 1,152<br />
Total revenue and other income from transactions 199,174 236,296 218,064<br />
Expenses from transactions<br />
Employee benefits 65,504 78,521 38,602<br />
Superannuation 7,170 8,808 3,648<br />
Depreciation 27 6,146 2,016<br />
Grants and subsidies 106,347 98,844 166,471<br />
Supplies and consumables<br />
Communications 137 998 138<br />
Consultants 47 251 190<br />
Information and technology 1,723 1,134 411<br />
Maintenance and property services 4,149 7,628 909<br />
Travel and transport 346 998 583<br />
Other supplies and consumables 10,623 3,846 1,374<br />
Other expenses 5,137 6,283 2,792<br />
Total expenses from transactions 201,210 213,457 217,134<br />
Net operating result from continuing transactions (2,036) 22,839 930<br />
Other economic flows included in net result<br />
Net gain/(loss) on sale <strong>of</strong> non-financial assets – – (6)<br />
Net gain/(loss) on financial instruments and statutory receivables/payables – – –<br />
Total other economic flows included in net result – – (6)<br />
Net result (2,036) 22,839 924<br />
Other economic flows – other non-owner changes in equity<br />
Changes in physical asset revaluation reserve – 6,691 6,573<br />
Total other economic flows – other non-owner changes in equity – 6,691 6,573<br />
Comprehensive result (2,036) 29,530 7,497<br />
Expense by output<br />
2.1 Skills development contestable funding 48,228 44,674 52,991<br />
2.2 Tasmanian Polytechnic 87,331 102,322 93,963<br />
2.3 Tasmanian Academy 36,264 38,834 19,031<br />
2.4 Post-compulsory in-school education 15,450 13,732 37,880<br />
2.5 Skills Tasmania 7,594 7,729 7,985<br />
2.6 Tasmanian Qualifications Authority 3,849 3,670 3,534<br />
2.7 Grants and financial assistance 2,494 2,496 1,750<br />
Total 201,210 213,457 217,134<br />
Net assets<br />
Total assets deployed for Post-Compulsory <strong>Education</strong> and Skills<br />
Development<br />
Total liabilities incurred for Post-Compulsory <strong>Education</strong> and Skills<br />
Development<br />
Net assets deployed for Post-Compulsory <strong>Education</strong> and Skills<br />
Development<br />
355,915 81,943<br />
(36,282) (12,152)<br />
319,633 69,791<br />
Financial Statements – Notes<br />
103
Output<br />
group 3<br />
LINC<br />
Tasmania<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Continuing operations<br />
Revenue and other income from transactions<br />
Revenue from appropriation 30,726 32,700 29,663<br />
Interest revenue – 1 1<br />
Grants 5 – –<br />
Sales <strong>of</strong> goods and services 3,745 3,559 2,716<br />
Contributions received – 99 –<br />
Other revenue – 1,186 1,046<br />
Total revenue and other income from transactions 34,476 37,545 33,426<br />
Expenses from transactions<br />
Employee benefits 20,943 22,091 20,538<br />
Superannuation 2,466 2,396 2,058<br />
Depreciation 2,349 4,198 3,779<br />
Grants and subsidies – 613 728<br />
Supplies and consumables<br />
Communications 438 189 188<br />
Consultants 8 98 30<br />
Information and technology 1,214 1,416 1,148<br />
Maintenance and property services 2,143 3,390 2,528<br />
Travel and transport 284 269 324<br />
Other supplies and consumables 3,995 3,660 3,582<br />
Other expenses 1,656 1,745 1,571<br />
Total expenses from transactions 35,496 40,065 36,474<br />
Net operating result from continuing transactions (1,020) (2,520) (3,048)<br />
Other economic flows included in net result<br />
Net gain/(loss) on sale <strong>of</strong> non-financial assets – 40 47<br />
Total other economic flows included in net result – 40 47<br />
Net result (1,020) (2,480) (3,001)<br />
Other economic flows – other non-owner changes in equity<br />
Changes in physical asset revaluation reserve 3,140 5,809 15,256<br />
Total other economic flows – other non-owner changes in equity 3,140 5,809 15,256<br />
Comprehensive result 2,120 3,329 12,255<br />
Expense by output<br />
3.1 Information Services and Community Learning 32,666 36,518 33,653<br />
3.2 Tasmanian Archives and Heritage Office 2,830 3,547 2,821<br />
Total 35,496 40,065 36,474<br />
Net assets<br />
Total assets deployed for LINC Tasmania 131,951 109,573<br />
Total liabilities incurred for LINC Tasmania (6,058) (5,841)<br />
Net assets deployed for LINC Tasmania 125,893 103,732<br />
104<br />
Financial Statements – Notes
Output<br />
group<br />
Capital<br />
Investment<br />
Program<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Continuing operations<br />
Revenue and other income from transactions<br />
Appropriation revenue – recurrent<br />
Other revenue 14,318 11,810 7,359<br />
Grants – – 1,345<br />
Total revenue and other income from transactions 14,318 11,810 8,704<br />
Expenses from transactions<br />
Expenditure program* 977 20,659 30,663<br />
Total expenses from transactions 977 20,659 30,663<br />
Net operating result from continuing transactions 13,341 (8,849) (21,959)<br />
Non-operational capital funding<br />
Revenue from government<br />
Appropriation revenue – works and services 212,926 188,618 221,036<br />
Other revenue from government 12,206 14,737 –<br />
Total non-operating capital funding 225,132 203,355 221,036<br />
Net result from transactions (net operating balance)<br />
Net result 238,473 194,506 199,077<br />
Other economic flows – – –<br />
Comprehensive result 238,473 194,506 199,077<br />
Net assets<br />
Total liabilities incurred for Capital Investment Program (11,510) (14,731)<br />
Net assets deployed for Capital Investment Program (11,510) (14,731)<br />
* Expenditure program relates to maintenance programs, Building the <strong>Education</strong> Revolution program administration costs and capital<br />
expenditure which falls under the department’s capitalisation threshold.<br />
3.2<br />
Reconciliation<br />
<strong>of</strong> total<br />
output groups<br />
comprehensive<br />
result to<br />
Statement <strong>of</strong><br />
Comprehensive<br />
Income<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Total comprehensive result <strong>of</strong> output groups 208,274 225,985 267,305<br />
Comprehensive result 208,274 225,985 267,305<br />
3.3<br />
Reconciliation<br />
<strong>of</strong> total output<br />
groups net<br />
assets to<br />
Statement<br />
<strong>of</strong> Financial<br />
Position<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Total net assets deployed for output groups 1,512,160 1,035,215<br />
Reconciliation to net assets<br />
Assets unallocated to output groups 13,465 23,067<br />
Net assets 1,525,625 1,058,282<br />
Financial Statements – Notes 105
3.4<br />
Administered<br />
output<br />
schedule<br />
Comparative information has not been restated for external administrative restructures.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and<br />
Tasmanian Academy) and has not been subject to audit.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were<br />
consolidated from 1 January 2011.<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Administered revenue and other income from transactions<br />
Revenue from appropriation 241,233 255,840 277,625<br />
Grants 1,200 2,308 15,388<br />
Other revenue 329 219 230<br />
Total administered revenue and other income from<br />
242,762 258,367 293,243<br />
transactions<br />
Administered expenses from transactions<br />
Australian Government: grants to non-government schools 191,164 202,788 153,594<br />
Australian Government: Investing In Our Schools – – 218<br />
Non-government schools: grants 48,633 51,596 49,258<br />
Non-government schools: capital assistance 1,050 1,141 74,454<br />
Non-government schools: student assistance 386 315 319<br />
Transfers to Consolidated Fund 1,529 2,529 16,361<br />
Total administered expenses from transactions 242,762 258,369 294,204<br />
Administered net result from transactions (net operating<br />
– (3) (961)<br />
balance)<br />
Administered net assets<br />
Total administered assets deployed 8 11<br />
Administered net assets deployed 8 11<br />
3.5<br />
Reconciliation<br />
<strong>of</strong> total<br />
administered<br />
output groups<br />
comprehensive<br />
result to<br />
administered<br />
Statement <strong>of</strong><br />
Changes in Equity<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Total administered net result <strong>of</strong> output groups – (3) (961)<br />
Net surplus (deficit) – (3) (961)<br />
3.6<br />
Reconciliation<br />
<strong>of</strong> total<br />
administered<br />
output groups<br />
net assets to<br />
schedule <strong>of</strong><br />
administered<br />
assets and<br />
liabilities<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Total administered net assets deployed for output groups 8 11<br />
Administered net assets 8 11<br />
106<br />
Financial Statements – Notes
Note 4: Explanations <strong>of</strong> material variances<br />
between budget and actual outcomes<br />
The following are brief explanations <strong>of</strong> material variances between budget estimates and actual outcomes. Variances<br />
are considered material where the variance exceeds the greater <strong>of</strong> 10 per cent <strong>of</strong> budget estimate and $5.5 million.<br />
4.1<br />
Statement <strong>of</strong><br />
Comprehensive<br />
Income<br />
Note<br />
Budget<br />
$’000<br />
Actual<br />
$’000<br />
Variance<br />
$’000<br />
Variance<br />
%<br />
Sales <strong>of</strong> goods and services 1 29,996 37,547 7,551 25<br />
Employee benefits 2 616,858 654,146 (37,288) (6)<br />
Depreciation 3 44,537 31,281 13,256 30<br />
Other expenses 4 43,412 49,315 (5,903) (14)<br />
Changes in physical asset revaluation reserve 5 19,214 59,322 40,108 209<br />
Notes to Statement <strong>of</strong> Comprehensive Income variances<br />
1. The variance has been influenced by the consolidation <strong>of</strong> the Tasmanian Academy and Tasmanian Polytechnic into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>. The original budget did not<br />
reflect the sales <strong>of</strong> goods and services <strong>of</strong> these entities which contributed $8.4m to the actual result. This was <strong>of</strong>fset by below budget sales in other areas <strong>of</strong> the department.<br />
2. The variance is substantially the result <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic being consolidated into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> which contributed<br />
$49.8m to the actual result. This was <strong>of</strong>fset by salary saving in other areas <strong>of</strong> the department.<br />
3. The variance is the result <strong>of</strong> a reassessment <strong>of</strong> the useful life <strong>of</strong> a number <strong>of</strong> specialised buildings which has resulted in a decrease in this non-cash expense item.<br />
4. The variance has been influenced by the consolidation <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> which contributed<br />
$3.5m to the actual result. The original budget did not reflect these entities other expenses.<br />
5. The variance is the result <strong>of</strong> the reassessment <strong>of</strong> the department’s valuation <strong>of</strong> specialised assets in the current year along with a revaluation <strong>of</strong> the land and buildings <strong>of</strong> the<br />
Tasmanian Polytechnic and the Tasmanian Academy in line with the department’s valuation policies.<br />
4.2<br />
Statement<br />
<strong>of</strong> Financial<br />
Position<br />
Note<br />
Budget<br />
$’000<br />
Actual<br />
$’000<br />
Variance<br />
$’000<br />
Variance<br />
%<br />
Receivables 1 8,305 14,285 5,980 72<br />
Assets held for sale 2 4,519 16,487 11,968 265<br />
Property, plant and equipment 3 1,235,758 1,534,373 298,615 24<br />
Heritage collections 4 47,614 60,337 12,723 27<br />
Payables 5 8,587 12,230 (3,643) (42)<br />
Employee benefits 6 123,214 148,603 (25,389) (21)<br />
Other liabilities 7 10,435 20,200 (9,765) (94)<br />
Reserves 8 161,063 254,197 93,134 58<br />
Notes to Statement <strong>of</strong> Financial Position variances<br />
1. The variance has been influenced by the consolidation <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> which contributed<br />
$1.4m to this balance. The original budget did not reflect the receivables <strong>of</strong> these entities. Also the variance is the result <strong>of</strong> delays in processing for payments <strong>of</strong> workers<br />
compensation claims which contributed $2.5m.<br />
2. The variance is the result <strong>of</strong> the budget estimate being based upon initial expectations. However, additional assets were identified for sale after the preparation <strong>of</strong> the<br />
2010–11 budget.<br />
3. The variance has been influenced by the consolidation <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> which contributed<br />
$276.1m to this balance. The original budget did not reflect the property, plant and equipment <strong>of</strong> these entities. In addition, the reassessment <strong>of</strong> the department’s valuation <strong>of</strong><br />
specialised assets along with a revaluation <strong>of</strong> the land and buildings <strong>of</strong> the Tasmanian Polytechnic and the Tasmanian Academy in line with the department’s valuation policies<br />
had a major impact on this item.<br />
4. The variance is the result <strong>of</strong> the collection being indexed at a greater rate than initially budgeted plus the effect <strong>of</strong> the indexation <strong>of</strong> the value <strong>of</strong> this class <strong>of</strong> asset.<br />
5. The variance has been influenced by the consolidation <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> which contributed<br />
$1.4m to the balance. The original budget did not reflect the payables <strong>of</strong> these entities. In addition, the increased balance <strong>of</strong> this item above the initial budget was the result <strong>of</strong><br />
creditors associated with the significant capital program including the Building the <strong>Education</strong> Revolution.<br />
6. The variance has been influenced by the consolidation <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> which contributed<br />
$21.9m to this balance. The original budget did not reflect the employee benefits <strong>of</strong> these entities. In addition, employee entitlement provisions were measured using a change<br />
in calculation which resulted in an increase in the provision <strong>of</strong> $3.8m.<br />
7. The variance is the result <strong>of</strong> the budget estimate being based upon the department not having an expectation <strong>of</strong> carry forward appropriations. However, appropriations <strong>of</strong><br />
$6.28m were required to be carried forward as provided under section 8A(2) <strong>of</strong> the Public Account Act 1986.<br />
8. The variance is the result <strong>of</strong> the reassessment <strong>of</strong> the department’s valuation <strong>of</strong> specialised assets along with a revaluation <strong>of</strong> the land and buildings <strong>of</strong> the Tasmanian<br />
Polytechnic and the Tasmanian Academy in line with the department’s valuation policies.<br />
Financial Statements – Notes<br />
107
4.3<br />
Statement<br />
<strong>of</strong> Cash<br />
Flows<br />
Note<br />
Budget<br />
$’000<br />
Actual<br />
$’000<br />
Variance<br />
$’000<br />
Variance<br />
%<br />
Appropriation receipts – other 1 – 6,797 6,797 –<br />
Sales <strong>of</strong> goods and services 2 30,341 38,090 7,749 26<br />
GST receipts 3 43,000 58,436 15,436 36<br />
GST payments 3 43,000 56,618 (13,618) 32<br />
Payments for acquisition <strong>of</strong> non-financial assets 4 249,603 197,892 51,711 21<br />
Notes to Statement <strong>of</strong> Cash Flows variances<br />
1. The variance is the result <strong>of</strong> the budget estimate being based upon the department not having an expectation <strong>of</strong> carry forward appropriations. However, appropriations <strong>of</strong><br />
$6.28m were required to be carried forward as provided under section 8A(2) <strong>of</strong> the Public Account Act 1986.<br />
2. The variance has been influenced by the consolidation <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> which contributed<br />
$8.6m in cash flows. The original budget did not reflect the sales <strong>of</strong> goods and services <strong>of</strong> these entities. This was <strong>of</strong>fset by below budget sales in other areas <strong>of</strong> the<br />
department<br />
3. The variance has been influenced by the consolidation <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic into the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> which contributed<br />
$6.6m in GST receipts and $5.1m in GST payments. The original budget did not reflect the GST receipts and GST payments <strong>of</strong> these entities. In addition, the budget for these<br />
items did not reflect significant capital programs including Building the <strong>Education</strong> Revolution.<br />
4. The variance is the result <strong>of</strong> expenditure for capital programs not occurring at the rate that was budgeted for 2010–11.<br />
Note 5: Events occurring after balance date<br />
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.<br />
However, The Minister for <strong>Education</strong> and Skills has announced that a Reference Group would consult widely in preparing recommendations for<br />
him on the provision <strong>of</strong> a viable government school system in Tasmania including:<br />
• the process that should be undertaken to assess a school’s ongoing viability including the criteria, the consultation process to be used and any<br />
transition arrangements required<br />
• any legislative amendments if required<br />
• any other matter that has the potential to affect school viability.<br />
Note 6: Income from transactions<br />
6.1<br />
Revenue<br />
from<br />
government<br />
Revenue from government includes revenue from appropriations, appropriations carried forward under section 8A(2)<br />
<strong>of</strong> the Public Account Act 1986 and items Reserved by Law. The budget information is based upon original estimates which<br />
has not been subject to audit.<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Continuing operations<br />
Appropriation revenue – recurrent<br />
Current year 886,246 911,999 877,308<br />
Total 886,246 911,999 877,308<br />
Revenue from government – other<br />
Appropriation carried forward under section 8A(2) <strong>of</strong> the Public Account 14,318 11,810 7,609<br />
Act 1986 taken up as revenue in the current year<br />
Total 14,318 11,810 7,609<br />
Non-operational capital funding<br />
Appropriation revenue – works and services 212,926 188,618 221,036<br />
Other revenue from government 12,206 14,737 –<br />
Total 225,132 203,355 221,036<br />
Total revenue from government 1,125,696 1,127,164 1,105,953<br />
Section 8A(2) <strong>of</strong> the Public Account Act 1986 allows for an unexpended balance <strong>of</strong> an appropriation to be transferred to an Account in the Special<br />
Deposits and Trust Fund for such purposes and conditions as approved by the Treasurer. In the initial year, the carry forward is recognised as<br />
a liability, revenue received in advance. The carry forward from the initial year is recognised as revenue in the reporting year, assuming that the<br />
conditions <strong>of</strong> the carry forward are met and the funds are expended.<br />
108<br />
Financial Statements – Notes
6.2<br />
Grants<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Continuing operations<br />
Grants from the Australian Government<br />
Specific grants 2,937 3,502<br />
Total 2,937 3,502<br />
6.3<br />
Sales <strong>of</strong><br />
goods and<br />
services<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Goods<br />
School supplies 6,312 5,596<br />
Services<br />
Overseas students 2,280 –<br />
Adult education fees 1,550 1,902<br />
School levies 10,322 9,243<br />
Other student collections 6,630 6,057<br />
Teachers’ registration fees 1,256 787<br />
Other 9,197 1,475<br />
Total 37,547 25,060<br />
6.4<br />
Fees and<br />
fines<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Library fines 313 309<br />
Total 313 309<br />
6.5<br />
Contributions<br />
received<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Transfer <strong>of</strong> Australian Technical College – Northern Tasmania – Land & Buildings – 13,185<br />
Tasmanian Risk Management Fund – insurance claims 880 12,043<br />
Donation 18 –<br />
Fair value <strong>of</strong> library books donated 99 158<br />
Total 997 25,386<br />
6.6<br />
Other<br />
revenue<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Grants 222 2,492<br />
Workers’ compensation refunds 4,040 3,609<br />
Miscellaneous school revenue 14,434 10,462<br />
Swimming and Water Safety program 287 231<br />
LINC Tasmania collections 346 540<br />
Skills Tasmania collections 228 –<br />
Rental properties 249 163<br />
Other 3,924 4,197<br />
Total 23,730 21,694<br />
Financial Statements – Notes<br />
109
Note 7: Expenses from transactions<br />
7.1<br />
Employee<br />
benefits<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Wages and salaries 537,293 476,843<br />
Annual leave 19,068 14,949<br />
Sick leave 13,346 13,119<br />
Long service leave 20,214 15,864<br />
Superannuation – contribution scheme 34,935 28,420<br />
Superannuation – defined benefit scheme 28,978 23,703<br />
Other employee expenses 312 308<br />
Total 654,146 573,206<br />
Superannuation expenses relating to defined benefits schemes relate to payments into the Superannuation<br />
Provision Account (SPA) held centrally and recognised within the Finance-General Division <strong>of</strong> the <strong>Department</strong> <strong>of</strong><br />
Treasury and Finance. The amount <strong>of</strong> the payment is based on an employer contribution rate determined by the<br />
Treasurer, on the advice <strong>of</strong> the State Actuary. The current employer contribution is 12.3 per cent <strong>of</strong> salary.<br />
Superannuation expenses relating to contribution schemes are paid directly to superannuation funds at a rate <strong>of</strong><br />
11.3 per cent <strong>of</strong> salary. In addition, departments are also required to pay into the SPA a ‘gap’ payment equivalent to<br />
3.3 per cent <strong>of</strong> salary in respect <strong>of</strong> employees who are members <strong>of</strong> the contribution scheme.<br />
7.2<br />
Depreciation<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Depreciation<br />
Plant and equipment 1,573 1,259<br />
Buildings 27,265 24,487<br />
Library book stock 2,443 2,152<br />
Total 31,281 27,898<br />
7.3<br />
Supplies and<br />
consumables 2011<br />
$’000<br />
2010<br />
$’000<br />
Audit fees – financial audit 218 123<br />
Consultants 3,997 6,516<br />
Property services 37,074 29,357<br />
Maintenance 32,285 30,040<br />
Communications 3,208 2,327<br />
Information technology 18,142 21,400<br />
Travel and transport 4,998 4,674<br />
Advertising and promotion 538 382<br />
Materials and supplies 32,283 27,910<br />
Miscellaneous school expenses 30,268 27,998<br />
Books and periodicals 1,341 1,636<br />
Equipment leases 1,472 1,378<br />
Postage and freight 1,391 1,301<br />
Training and development 2,324 2,258<br />
Contractors 2,579 2,027<br />
Copyright fees 1,336 1,245<br />
Other supplies and consumables 8,834 7,950<br />
Total 182,288 168,522<br />
110<br />
Financial Statements – Notes
7.4<br />
Grants and<br />
subsidies<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Apprentice and trainee subsidies 1,432 1,280<br />
Child care 913 741<br />
Group training and ITAB state funding 577 578<br />
Sundry grants, fees and scholarships 1,338 1,213<br />
VET delivery 76,569 134,927<br />
Accommodation allowance for tertiary students 947 945<br />
Delivery <strong>of</strong> Tasmanian Certificate <strong>of</strong> <strong>Education</strong> programs and accredited training by the 23,524 30,578<br />
Tasmanian Polytechnic and Tasmanian Academy<br />
Other grant payments 7,651 4,110<br />
Total 112,951 174,372<br />
7.5<br />
Other<br />
expenses<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Salary on-costs 49,313 41,592<br />
Late penalty payments 2 7<br />
Total 49,315 41,599<br />
Note 8: Other economic flows included in<br />
net result<br />
8.1<br />
Net gain/<br />
(loss)<br />
on nonfinancial<br />
assets<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Net gain on disposal <strong>of</strong> physical assets 2,030 1,029<br />
Total net gain/(loss) on non-financial assets 2,030 1,029<br />
8.2<br />
Net gain/<br />
(loss) on<br />
financial<br />
instruments<br />
and<br />
statutory<br />
receivables/<br />
payables<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Impairment <strong>of</strong>:<br />
Loans and receivables (296) (219)<br />
Total net loss on financial instruments (296) (219)<br />
Financial Statements – Notes<br />
111
Note 9: Assets<br />
9.1<br />
Receivables<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Central <strong>of</strong>fice receivables 7,883 11,226<br />
Less: Provision for impairment (30) (30)<br />
Total 7,853 11,196<br />
School receivables 6,941 4,661<br />
Less: Provision for impairment (509) (170)<br />
Total 6,432 4,491<br />
Comprising:<br />
Tasmanian Risk Management Fund – 4,014<br />
Sale <strong>of</strong> goods and services (inclusive <strong>of</strong> GST) 10,050 6,337<br />
Tax assets 4,235 5,336<br />
Total 14,285 15,687<br />
Settled within 12 months 14,285 15,687<br />
Total 14,285 15,687<br />
Reconciliation <strong>of</strong> movement in provisions for impairment <strong>of</strong> receivables<br />
Carrying amount at 1 July 200 200<br />
Polytechnic and Academy opening balance transferred in 214 –<br />
Amounts written <strong>of</strong>f during the year 421 (219)<br />
Increase/(decrease) in provision recognised in pr<strong>of</strong>it or loss (296) 219<br />
Carrying amount at 30 June 539 200<br />
9.2<br />
Assets held<br />
for sale<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Land and buildings 16,487 9,633<br />
Total 16,487 9,633<br />
Settled within 12 months 16,487 9,633<br />
Total 16,487 9,633<br />
The assets held for sale consists <strong>of</strong> land and some buildings which have become surplus to the department’s<br />
requirements and do not relate to any deliberations currently being considered by the reference group referred<br />
to in note 5. It is intended that these be disposed—either by way <strong>of</strong> sale or through appropriate property swaps.<br />
Steps have been taken for this purpose and it is likely that the disposals could occur within the next twelve months.<br />
112<br />
Financial Statements – Notes
9.3<br />
Property,<br />
plant and<br />
equipment,<br />
library book<br />
stock and<br />
heritage<br />
(a) Carrying amount<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Land<br />
At fair value 368,624 352,746<br />
Total land 368,624 352,746<br />
Buildings<br />
At fair value 928,849 520,912<br />
Less: Accumulated depreciation 4,076 –<br />
924,773 520,912<br />
Works in progress (at cost) 231,675 177,224<br />
Total buildings 1,156,448 698,136<br />
Plant and equipment<br />
At cost 32,130 26,975<br />
Less: Accumulated depreciation 22,829 21,743<br />
Total plant and equipment 9,301 5,232<br />
Library book stock<br />
At cost 31,906 27,398<br />
Less: Accumulated depreciation 13,416 13,518<br />
Total library book stock 18,490 13,880<br />
Heritage<br />
At fair value 60,337 58,320<br />
Total heritage 60,337 58,320<br />
Total property, plant and equipment, library book stock and heritage 1,613,200 1,128,314<br />
The department’s land, buildings and heritage asset classes were independently valued during 2009–10 with an<br />
effective date <strong>of</strong> 30 June 2010 by Liquid Pacific Holdings Pty Ltd. The revaluation <strong>of</strong> these assets was on a fair value<br />
basis in accordance with relevant accounting standards and Treasurer’s Instructions. A subsequent adjustment was<br />
made as a result <strong>of</strong> a reassessment <strong>of</strong> the use <strong>of</strong> a utility factor based upon school enrolments which was effective<br />
from 30 June 2011. Refer to note 9.3(c) for further details.<br />
The department holds a number <strong>of</strong> heritage assets. A significant component <strong>of</strong> these assets relate to the Allport<br />
Library and Museum <strong>of</strong> Fine Arts and the Crowther Library. The Allport library, donated by the late Henry<br />
Allport, comprises books, pamphlets, prints, historical maps and charts relating to Australia and the Pacific<br />
including art works by convict and colonial landscape artists. The Crowther Library is a collection <strong>of</strong> books,<br />
pamphlets, maps, manuscripts, photographs, works <strong>of</strong> art and museum objects such as medical instruments and<br />
scrimshaw. It was formed during the lifetime <strong>of</strong> Sir William Crowther and presented by him to the State Library <strong>of</strong><br />
Tasmania over a period from 1964 until his death in 1981.<br />
These items are not depreciated as they do not have limited useful lives as appropriate curatorial policies are in<br />
place.<br />
Financial Statements – Notes<br />
113
(b) Reconciliation <strong>of</strong> movements<br />
Reconciliations <strong>of</strong> the carrying amounts <strong>of</strong> each class <strong>of</strong> property, plant and equipment, library book stock and<br />
heritage at the beginning and end <strong>of</strong> the current and previous financial year are set out below. Carrying value<br />
means the net amount after deducting accumulated depreciation and accumulated impairment losses.<br />
Land<br />
$’000<br />
Buildings<br />
$’000<br />
Work in<br />
progress<br />
$’000<br />
Plant<br />
and<br />
equipment<br />
$’000<br />
Library<br />
book<br />
stock<br />
$’000<br />
Heritage<br />
$’000<br />
Total<br />
$’000<br />
2011<br />
Carrying value at 1 July 352,746 520,912 177,224 5,232 13,880 58,320 1,128,314<br />
Additions – – 194,843 1,361 1,923 14 198,141<br />
Disposals (455) (618) – (82) – – (1,155)<br />
Revaluation increments 3,156 54,183 – – – 1,983 59,322<br />
Transfers to assets held for sale (10,393) – – – – – (10,393)<br />
Net transfers free <strong>of</strong> charge 23,570 232,521 4,648 4,363 5,130 20 270,252<br />
Depreciation expense – (27,265) – (1,573) (2,443) – (31,281)<br />
Capitalised works to building assets – 145,040 (145,040) – – – –<br />
Carrying value at 30 June 368,624 924,773 231,675 9,301 18,490 60,337 1,613,200<br />
Land<br />
$’000<br />
Buildings<br />
$’000<br />
Work in<br />
progress<br />
$’000<br />
Plant<br />
and<br />
equipment<br />
$’000<br />
Library<br />
book<br />
stock<br />
$’000<br />
Heritage<br />
$’000<br />
Total<br />
$’000<br />
2010<br />
Carrying value at 1 July 291,541 472,219 42,591 5,290 14,452 45,760 871,853<br />
Additions – – 214,793 965 1,422 13 217,193<br />
Disposals (96) (126) – (133) – – (355)<br />
Revaluation increments 71,364 (15,105) – – – 12,547 68,806<br />
Transfer to assets held for sale (8,204) 14 – – – – (8,190)<br />
Transfers from held for sale 202 187 – – – – 389<br />
Net transfers free <strong>of</strong> charge (2,061) 8,050 – 369 158 – 6,516<br />
Depreciation expense – (24,487) – (1,259) (2,152) – (27,898)<br />
Capitalised works to building assets – 80,160 (80,160) – – – –<br />
Carrying value as at 30 June 352,746 520,912 177,224 5,232 13,880 58,320 1,128,314<br />
(c) Valuation <strong>of</strong> land and building assets at fair value<br />
The department values its land and building asset classes at fair value. To determine fair value <strong>of</strong> these asset classes<br />
at 30 June 2010, the department engaged an independent valuer during 2009–10. The valuation <strong>of</strong> the assets was<br />
undertaken by Liquid Pacific Holdings Pty Ltd, effective 30 June 2010.<br />
An inflation factor is applied each year in between the last formal valuation to determine fair value each year. For<br />
2010–11, this inflation factor was 1.0% for land, 1.5% for buildings and 3.0% for heritage assets.<br />
During 2010–11 the department obtained further evidence to assess the appropriateness <strong>of</strong> its current valuation<br />
methodology for specialised buildings. As a result <strong>of</strong> this further evidence, the department made an adjustment<br />
which increased the value <strong>of</strong> specialised buildings by $35.074m. The adjustment arose after specifically considering<br />
the application <strong>of</strong> utility factor designed to address the underutilisation <strong>of</strong> specialised school buildings and<br />
application <strong>of</strong> the above indexation. The revised methodology now reflects that the reduction in replacement cost<br />
does not correlate in a linear manner with the reduction in the capacity <strong>of</strong> the school should the department be<br />
deprived <strong>of</strong> the asset and that assets would be replaced.<br />
The department will continue to review this current methodology and in 2011–12 will undertake further<br />
assessments to validate ongoing appropriateness <strong>of</strong> this method.<br />
114<br />
Financial Statements – Notes
9.4<br />
Other<br />
assets<br />
(a) Carrying amount<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Other current assets<br />
Prepayments 1,812 1,477<br />
Accrued revenue 327 604<br />
Total 2,139 2,081<br />
Settled within 12 months 2,139 2,081<br />
Total 2,139 2,081<br />
Note 10: Liabilities<br />
10.1<br />
Payables<br />
10.2<br />
Employee<br />
benefits<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Creditors 7,893 20,006<br />
Accrued expenses 4,337 1,418<br />
Total 12,230 21,424<br />
Settled within 12 months 12,230 21,424<br />
Total 12,230 21,424<br />
Settlement is usually made within 30 days.<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Accrued salaries 16,638 12,070<br />
Annual leave 12,481 9,401<br />
Long service leave 119,220 96,293<br />
State Service Accumulated Leave Scheme 264 329<br />
Total 148,603 118,093<br />
Settled within 12 months 43,055 34,086<br />
Settled in more than 12 months 105,548 84,007<br />
Total 148,603 118,093<br />
10.3<br />
Other<br />
liabilities<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Revenue received in advance<br />
Appropriation carried forward from current and previous years under section 8A(2) <strong>of</strong> 6,280 11,791<br />
the Public Account Act 1986<br />
Other revenue received in advance 1,905 309<br />
Other liabilities<br />
Employee benefits – on-costs 12,015 9,131<br />
Total 20,200 21,231<br />
Settled within 12 months 13,619 16,042<br />
Settled in more than 12 months 6,581 5,189<br />
Total 20,200 21,231<br />
Financial Statements – Notes<br />
115
Note 11: Commitments and contingencies<br />
11.1<br />
Schedule <strong>of</strong><br />
commitments<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
By type<br />
Capital commitments<br />
Buildings 85,910 126,536<br />
Total capital commitments 85,910 126,536<br />
Lease commitments<br />
Operating leases 8,131 10,605<br />
Total lease commitments 8,131 10,605<br />
By maturity<br />
Capital commitments<br />
One year or less 85,910 126,536<br />
From one to five years – –<br />
Total capital commitments 85,910 126,536<br />
Operating lease commitments<br />
One year or less 5,029 4,873<br />
From one to five years 3,034 5,590<br />
Over five years 68 142<br />
Total operating lease commitments 8,131 10,605<br />
Total 94,041 137,141<br />
Note: Commitments are GST inclusive where relevant.<br />
Capital commitments generally relate to the outstanding contractual amounts on building works but may be<br />
subject to contract variations.<br />
The department leases buildings, plant and equipment and fleet under operating leases expiring from one to ten<br />
years. Leases generally provide the department with a right <strong>of</strong> renewal at which time all terms are re-negotiated.<br />
Lease payments comprise a base amount plus an incremental contingent rental. Contingent rentals are based on<br />
either movements in the Consumer Price Index or operating criteria.<br />
11.2<br />
Contingent<br />
assets and<br />
liabilities<br />
Contingent assets and liabilities are not recognised in the Statement <strong>of</strong> Financial Position due to uncertainty<br />
regarding the amount or timing <strong>of</strong> the underlying claim or obligation.<br />
(a) Unquantifiable contingencies<br />
At 30 June 2011 the department had a number <strong>of</strong> legal claims against it, generally relating to personal injury arising<br />
from accidents on departmental premises. The Crown Solicitor has advised the department that the estimated<br />
personal injury liability to be $1.486 million for 2010–11 ($2.931m for 2009–10). As this estimate is subject to many<br />
factors that can impact on the final outcome, it has been decided not to include this figure in the commitments table.<br />
The department has a number <strong>of</strong> leases on property it occupies. Some <strong>of</strong> these leases contain a ‘make good<br />
provision’. A liability for these provisions has not been recognised in the Statement <strong>of</strong> Financial Position as the<br />
value <strong>of</strong> these provisions cannot be reliably measured. The majority <strong>of</strong> leases cover a 5 to 10 year period and are<br />
generally renewed, hence deferring any make good liability.<br />
116 Financial Statements – Notes
Note 12: Reserves<br />
12.1<br />
Reserves<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Physical asset revaluation reserve<br />
Balance at the beginning <strong>of</strong> financial year 194,875 126,069<br />
Revaluation increments<br />
Land 3,156 71,364<br />
Buildings 54,183 (15,105)<br />
Heritage 1,983 12,547<br />
Balance as at 30 June 254,197 194,875<br />
12.2<br />
Administrative<br />
restructuring<br />
(a) Nature and purpose <strong>of</strong> reserves<br />
Physical asset revaluation reserve<br />
The asset revaluation reserve is used to record increments and decrements on the revaluation <strong>of</strong> non-current<br />
assets, as described in accounting policy note 2.13(d).<br />
As a result <strong>of</strong> a restructuring <strong>of</strong> post-Year 10 education associated with the Tasmania Tomorrow initiative, the<br />
department assumed responsibility for the assets, reserves and liabilities <strong>of</strong> the Tasmanian Polytechnic and the<br />
Tasmanian Academy effective 1 January 2011.<br />
Additionally, effective 1 January 2011, the department agreed that control <strong>of</strong> the land and buildings <strong>of</strong> three<br />
campuses previously held by the Tasmanian Polytechnic should transfer directly to the Tasmanian Skills Institute.<br />
These assets had a net book value <strong>of</strong> $82.822m at 31 December 2010 in the Tasmanian Polytechnic.<br />
The department also agreed to transfer to the Tasmanian Skills Institute control <strong>of</strong> one other building at South<br />
Burnie at this time. This was recorded on the department’s books at $4.772m.<br />
The land and building assets being transferred from the Tasmanian Polytechnic, excluding the three campuses<br />
being transferred directly to the Tasmanian Skills Institute, were also re-valued and their effective life aligned with<br />
the department’s accounting policies before recognition. The effect <strong>of</strong> this action caused the valuation amount <strong>of</strong><br />
these assets to increase by $89.118m over the Polytechnic’s carrying value.<br />
The 2010 actual reflects the transfer <strong>of</strong> Elizabeth College to the Tasmanian Polytechnic, whilst the 2011 actual<br />
reflects the transfer <strong>of</strong> Tasmanian Polytechnic and the Tasmanian Academy as discussed above.<br />
(a) Book value <strong>of</strong> assets and liabilities received or transferred<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Net assets assumed/(transferred) on restructure<br />
Financial assets<br />
Cash and deposits 1,415 (359)<br />
Receivables 796 –<br />
Non-financial assets<br />
Plant and equipment 9,414 (90)<br />
Land and buildings 260,773 –<br />
Other 1,564 (14,761)<br />
Total assets relinquished 273,962 (15,210)<br />
Liabilities<br />
Payables 2,040 –<br />
Employee benefits 21,564 (1,702)<br />
Other liabilities 2,351 (104)<br />
Total liabilities 25,955 (1,806)<br />
Net assets assumed/(transferred) on restructure 248,007 (13,404)<br />
Net contribution by the government as owner during the period 248,007 (13,404)<br />
Financial Statements – Notes 117
(b) Reconciliation with Tasmanian Academy and Tasmanian Polytechnic financial statements as at<br />
2011<br />
$’000<br />
Tasmanian<br />
Academy<br />
2011<br />
$’000<br />
Tasmanian<br />
Polytechnic<br />
2011<br />
$’000<br />
Total<br />
Assets<br />
Financial assets<br />
Cash and deposits (2,667) 4,082 1,415<br />
Receivables 24 772 796<br />
Non-financial assets<br />
Plant and equipment 224 9,190 9,414<br />
Land and buildings 1 491 260,648 261,139<br />
Other 57 1,507 1,564<br />
Total assets relinquished (1,871) 276,199 274,328<br />
Liabilities<br />
Payables 51 1,989 2,040<br />
Employee benefits 4,665 16,899 21,564<br />
Other liabilities 342 2,009 2,351<br />
Total liabilities 5,058 20,897 25,955<br />
Net contribution by the government as owner during<br />
the period<br />
(6,929) 255,302 248,373<br />
Explanation <strong>of</strong> variances between table (a) and (b)<br />
1. The variance is a result <strong>of</strong>:<br />
a. The valuation and adjustment to useful life <strong>of</strong> land and buildings as at 1 January 2011<br />
b. The transfer <strong>of</strong> three campuses directly to the Tasmanian Skills Institute<br />
c. The transfer <strong>of</strong> the one campus at South Burnie to the Tasmanian Skills Institute which was not recorded on the Polytechnic’s books<br />
d. The transfer <strong>of</strong> the Newstead student residence and the Elizabeth College science block were transferred to Tasmanian Polytechnic on<br />
1 July 2010 subsequently transferred back to the department on 1 January 2011.<br />
Note 13: Cash flow reconciliation<br />
13.1<br />
Cash and<br />
deposits<br />
Cash and deposits includes the balance <strong>of</strong> the Special Deposits and Trust Fund held by the department, and other<br />
cash held, excluding those accounts which are administered or held in a trustee capacity or agency arrangement.<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Special Deposits and Trust Fund balance<br />
T511 – <strong>Department</strong> <strong>of</strong> <strong>Education</strong> Operating Account 9,187 16,649<br />
T648 – Library Fines Account 12 43<br />
Total 9,199 16,692<br />
Other cash held<br />
School bank accounts 43,299 46,200<br />
Tasmanian Polytechnic 6,297 –<br />
Tasmanian Academy 1,045 –<br />
Other bank accounts 589 342<br />
Cash floats 118 81<br />
Total 51,348 46,623<br />
Total cash and deposits 60,547 63,315<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Cash and deposits (as per Statement <strong>of</strong> Financial Position) 60,547 63,315<br />
Total cash and cash equivalents 60,547 63,315<br />
The definition <strong>of</strong> cash can be found at Note 2.13(a).<br />
118<br />
Financial Statements – Notes
13.2<br />
Reconciliation<br />
<strong>of</strong> net result<br />
to net<br />
cash from<br />
operating<br />
activities<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Net operating result 166,663 198,499<br />
Revenue from government – capital (188,618) (221,036)<br />
Revenue from government – other (12,206) –<br />
Depreciation 31,281 27,898<br />
Gain from sale <strong>of</strong> non-financial assets (2,030) (1,029)<br />
Contributions received (997) (21,372)<br />
Movement in operating assets as a result <strong>of</strong> administrative restructuring (24,101) 1,806<br />
Impairment losses 296 219<br />
Decrease/(increase) in receivables 1,402 (7,325)<br />
Decrease/(increase) in other assets (58) (826)<br />
Increase/(decrease) in employee benefits 30,510 6,530<br />
Increase/(decrease) in payables (10,304) (373)<br />
Increase/(decrease) in other liabilities (1,031) 4,165<br />
Net cash from operating activities (9,193) (12,844)<br />
13.3<br />
Acquittal<br />
<strong>of</strong> capital<br />
investment<br />
and special<br />
capital<br />
investment<br />
funds<br />
The department received works and services appropriation funding to fund specific projects.<br />
Not all projects listed below are capitalised as they may not meet the department’s capitalisation threshold <strong>of</strong> $150,000 or<br />
have been deemed maintenance projects and are expensed through the statement <strong>of</strong> comprehensive income.<br />
Cash outflows relating to these projects are listed below by category.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and Tasmanian<br />
Academy) and has not been subject to audit.<br />
(a) Project expenditure<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Capital Investment Program<br />
New projects<br />
Campbell Town Child Care Centre 200 50 –<br />
Burnie High School 4,014 4,787 –<br />
Cosgrove Specialist Sports School 1,000 – –<br />
Port Sorell Primary School 500 346 –<br />
Albuera Street Primary School 2,032 1,460 –<br />
Post-Year 10 reforms – Elizabeth campus 2,158 432 –<br />
Geilston Bay High School 100 155 –<br />
King Island District High School 800 800 –<br />
St Leonards Primary School 750 538 –<br />
Sheffield School – 751 –<br />
Triabunna District High School 100 100 –<br />
Continuing projects<br />
Beaconsfield Early Learning and Care Centre 800 1,918 1,120<br />
Child and Family Centre – Bridgewater 3,624 26 179<br />
Community Knowledge Network – Learning and Information<br />
1,000 2,500 618<br />
Network Centres<br />
Cressy District High School – – 950<br />
Establish a new Learning and Information Network Centre (LINC) 3,568 437 2<br />
Local Schools Working Together program 1,000 33 500<br />
Reducing class sizes from Years 2 to 7 450 450 450<br />
School amalgamations Glenorchy 13,900 14,900 3,800<br />
School amalgamations Burnie 6,200 6,804 500<br />
Secondary schools science laboratories upgrade 1,600 1,600 200<br />
Senior Secondary School Renewal program 3,000 6,064 1,594<br />
Financial Statements – Notes<br />
119
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Blackmans Bay Primary School – – 1,307<br />
Bridgewater and Southern Midlands <strong>Education</strong>al Renewal project 16,192 15,576 1,588<br />
Child and family centres 20,000 7,951 2,055<br />
Clarence High School – – 986<br />
Deloraine High School – – 650<br />
Howrah Primary School – – 1,446<br />
Invermay Primary School – – 118<br />
Kings Meadows High School – – 250<br />
Kingston High School 10,750 7,540 21,000<br />
Lauderdale Primary School 500 – 1,850<br />
Margate Primary School – – 730<br />
New Norfolk Primary School – – 1,100<br />
Ogilvie High School 1,000 602 3,194<br />
Parklands High School – – 650<br />
Port Dalrymple School – – 695<br />
Renewing structures and locations <strong>of</strong> schools 2,750 1,804 3,339<br />
Rose Bay High School 1,000 1,052 1,917<br />
Rosebery District High School – – 1,625<br />
Snug Primary School – – 30<br />
Southern Branch Support School and Inclusive <strong>Education</strong> Training facility – 1,150 800<br />
Tasmania Tomorrow – 100 2,500<br />
Tasmania Tomorrow – Infrastructure support 850 850 850<br />
Taroona High School 500 500 863<br />
Building the <strong>Education</strong> Revolution<br />
Administrative support 1,800 1,491 1,859<br />
National School Pride Program 500 30 25,524<br />
Primary schools 122,822 115,300 135,080<br />
Science and language centres 21,890 20,892 8,065<br />
Total 247,350 218,989 229,984<br />
(b) Classification <strong>of</strong> cash flows<br />
The project expenditure above is reflected in the Statement <strong>of</strong> Cash Flows as follows<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Cash outflows<br />
Other cash payments<br />
Wages and salaries 1,548 1,753<br />
Superannuation 164 172<br />
Other employee expenses 104 121<br />
Buildings and infrastructure works and services 206,746 202,883<br />
Information technology 11 36<br />
Advertising and promotion 10 59<br />
Supplies and consumables 212 181<br />
Consultants 10,045 24,609<br />
Travel and transport 130 146<br />
Communications 19 24<br />
Total cash outflows 218,989 229,984<br />
120<br />
Financial Statements – Notes
Note 14: Financial instruments<br />
14.1<br />
Risk<br />
exposures<br />
(a) Risk management policies<br />
The department has exposure to the following risks from its use <strong>of</strong> financial instruments:<br />
• credit risk<br />
• liquidity risk<br />
• market risk.<br />
The Head <strong>of</strong> Agency has overall responsibility for the establishment and oversight <strong>of</strong> the department’s risk<br />
management framework. Risk management policies are established to identify and analyse risks faced by the<br />
department, to set appropriate risk limits and controls, and to monitor risks and adherence to limits.<br />
(b) Credit risk exposures<br />
Credit risk is risk <strong>of</strong> financial loss to the department if a customer or counterparty to a financial instrument fails to<br />
meet its contractual obligations.<br />
The credit risk in relation to cash is deemed to be low as counterparty failure is managed by dealing with financially<br />
sound and reputable banks. The carrying amount <strong>of</strong> financial assets recorded in the financial statements, net <strong>of</strong><br />
any allowances for losses, represents the department’s maximum exposure to credit risk. The department is not<br />
exposed to concentration <strong>of</strong> credit risk <strong>of</strong> any significance.<br />
The department does not hold any collateral or other security against any financial assets.<br />
Standard debtor terms are 30 days net. The department has established an allowance for impaired losses that<br />
are re-assessed each year. Bad debts written-<strong>of</strong>f during the year are used to determine estimated impairment.<br />
Before any write-<strong>of</strong>f, debtors are sent reminder notices and their debt may be forwarded onto a collection agency.<br />
Individual debtors tend to be small in nature with no significant credit risk exposure to any individual debtor.<br />
The collection <strong>of</strong> the amounts disclosed below is considered more likely than not therefore the amounts have not<br />
been impaired.<br />
The following tables analyse financial assets that are past due but not impaired:<br />
Analysis <strong>of</strong> financial assets that are past due at 30 June 2011 but not impaired<br />
Past due<br />
30–59<br />
days<br />
$’000<br />
Past due<br />
60–89<br />
days<br />
$’000<br />
Past due<br />
90 days or<br />
greater<br />
$’000<br />
Total<br />
$’000<br />
Receivables 1 2,074 513 1,641 4,228<br />
Analysis <strong>of</strong> financial assets that were past due at 30 June 2010 but not impaired<br />
Past due<br />
30–59<br />
Past due<br />
60–89<br />
Past due<br />
90 days or<br />
Total<br />
$’000<br />
days<br />
$’000<br />
days<br />
$’000<br />
greater<br />
$’000<br />
Receivables 1 118 839 271 1,228<br />
1. These receivables relate only to those under the central control <strong>of</strong> the department, as such school debtors and miscellaneous debtors<br />
have been excluded.<br />
(c) Liquidity risk<br />
Liquidity risk is the risk that the department will not be able to meet its financial obligations as they fall due.<br />
The department’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its<br />
liabilities when they fall due by regularly reviewing budgeted cash outflows to ensure that there is sufficient cash to<br />
meet all obligations.<br />
The following tables detail the undiscounted cash flows payable by the department by remaining contractual<br />
maturity for its financial liabilities. It should be noted that as these are undiscounted, totals may not reconcile to the<br />
carrying amounts presented in the Statement <strong>of</strong> Financial Position.<br />
2011<br />
Maturity analysis for financial liabilities<br />
Financial<br />
liabilities<br />
1 year<br />
$’000<br />
2 years<br />
$’000<br />
3 years<br />
$’000<br />
4 years<br />
$’000<br />
5 years<br />
$’000<br />
More than<br />
5 years<br />
$’000<br />
Undiscounted<br />
total<br />
$’000<br />
Carrying<br />
amount<br />
$’000<br />
Payables 12,230 – – – – – 12,230 12,230<br />
Other<br />
financial 7,949 236 – – – – 8,185 8,185<br />
liabilities<br />
Total 20,179 236 – – – – 20,415 20,415<br />
Financial Statements – Notes<br />
121
2010<br />
Maturity analysis for financial liabilities<br />
Financial<br />
liabilities<br />
1 year<br />
$’000<br />
2 years<br />
$’000<br />
3 years<br />
$’000<br />
4 years<br />
$’000<br />
5 years<br />
$’000<br />
More than<br />
5 years<br />
$’000<br />
Undiscounted<br />
total<br />
$’000<br />
Carrying<br />
amount<br />
$’000<br />
Payables 21,424 – – – – – 21,424 21,424<br />
Other<br />
financial 12,016 84 – – – – 12,100 12,100<br />
liabilities<br />
Total 33,440 84 – – – – 33,524 33,524<br />
(d) Market risk<br />
Market risk is the risk that the fair value <strong>of</strong> future cash flows <strong>of</strong> a financial instrument will fluctuate because<br />
<strong>of</strong> changes in market prices. The primary market risk that the department is exposed to is interest rate risk.<br />
The department currently has the majority <strong>of</strong> its financial assets in variable interest rates to take advantage<br />
<strong>of</strong> interest rate rises.<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Variable rate instruments<br />
Financial assets 50,641 46,200<br />
Total 50,641 46,200<br />
The department does not hold any financial instruments available for sale which would directly affect equity<br />
as a result <strong>of</strong> changes in interest rates. Changes in variable rates <strong>of</strong> 100 basis points at reporting date would<br />
have the following effect on the department’s pr<strong>of</strong>it or loss:<br />
Statement <strong>of</strong><br />
Comprehensive Income<br />
100 basis points<br />
increase<br />
$’000<br />
100 basis points<br />
decrease<br />
$’000<br />
100 basis points<br />
increase<br />
$’000<br />
Equity<br />
100 basis points<br />
decrease<br />
$’000<br />
30 June 2011<br />
Financial assets 506 (506) 506 (506)<br />
Net sensitivity 506 (506) 506 (506)<br />
30 June 2010<br />
Financial assets 462 (462) 462 (462)<br />
Net sensitivity 462 (462) 462 (462)<br />
This analysis assumes all other variables remain constant. The analysis was performed on the same basis for 2010.<br />
14.2<br />
Categories<br />
<strong>of</strong> financial<br />
assets and<br />
liabilities<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Financial assets<br />
Cash and cash equivalents 60,547 63,234<br />
Loans and receivables 14,285 15,687<br />
Total 74,832 78,921<br />
Financial liabilities<br />
Financial liabilities at amortised cost 20,415 33,524<br />
Total 20,415 33,524<br />
14.3<br />
Reclassifications<br />
<strong>of</strong> financial assets<br />
The department has made no reclassifications <strong>of</strong> any financial assets held for the financial year.<br />
122<br />
Financial Statements – Notes
14.4<br />
Comparison<br />
between<br />
carrying<br />
amount and<br />
net fair value<br />
<strong>of</strong> financial<br />
assets and<br />
liabilities<br />
Carrying<br />
amount<br />
2011<br />
$’000<br />
Net fa ir<br />
value<br />
2011<br />
$’000<br />
Carrying<br />
amount<br />
2010<br />
$’000<br />
Net fa ir<br />
value<br />
2010<br />
$’000<br />
Financial assets<br />
Cash and cash equivalents 60,547 60,547 63,234 63,234<br />
Receivables 14,285 14,285 15,687 15,687<br />
Total financial assets 74,832 74,832 78,921 78,921<br />
Financial liabilities<br />
Payables 12,230 12,230 21,424 21,424<br />
Other – revenue received in advance 8,185 8,185 12,100 12,100<br />
Total financial liabilities 20,415 20,415 33,524 33,524<br />
Note 15: Details <strong>of</strong> consolidated entities<br />
15.1<br />
List <strong>of</strong><br />
entities<br />
The following entities have been consolidated by the department:<br />
• Schools Registration Board • Tasmanian Qualifications Authority 2<br />
• Skills Tasmania 1 • Teachers Registration Board 2<br />
Although the above are separate reporting entities for administrative purposes they operate as part <strong>of</strong> the department.<br />
1. Skills Tasmania is not required to prepare financial statements.<br />
2. For further breakdown <strong>of</strong> these organisations’ financial activities refer to entities financial statements.<br />
15.2<br />
Statement<br />
<strong>of</strong> Payments<br />
for the<br />
Schools<br />
Registration<br />
Board<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Salaries 40 92<br />
Travel 9 –<br />
Meetings 24 4<br />
Miscellaneous 5 2<br />
Total expenditure 78 98<br />
Note 16: Notes to administered statements<br />
16.1<br />
Explanations<br />
<strong>of</strong> material<br />
variances<br />
between<br />
budget<br />
and actual<br />
outcomes<br />
There were no material variances between budget estimates and actual outcomes for 2010–11. Variances are<br />
considered material where the variance exceeds the greater <strong>of</strong> 10 per cent <strong>of</strong> budget estimate and $1.5m.<br />
Financial Statements – Notes<br />
123
16.2<br />
Administered<br />
revenue from<br />
government<br />
16.3<br />
Administered<br />
grants<br />
Administered revenue from government includes revenue from appropriations.<br />
Budget information refers to original estimates for the department only (excludes Tasmanian Polytechnic and<br />
Tasmanian Academy) and has not been subject to audit.<br />
The 2010 actual comparatives do not include the Tasmanian Polytechnic and the Tasmanian Academy which were<br />
consolidated from 1 January 2011.<br />
2011<br />
Budget<br />
$’000<br />
2011<br />
Actual<br />
$’000<br />
2010<br />
Actual<br />
$’000<br />
Continuing operations<br />
Appropriation revenue – recurrent<br />
Current year 241,233 255,840 277,625<br />
Total administered revenue from government 241,233 255,840 277,625<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
General grants<br />
Australian Government: Recurrent receipts (schools) 2,308 3,595<br />
Australian Government: Recurrent receipts (TAFE) – 11,597<br />
Australian Government: Capital receipts (child care) – 196<br />
Subtotal general grants 2,308 15,388<br />
Total 2,308 15,388<br />
16.4<br />
Administered<br />
sales <strong>of</strong> goods<br />
and services<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Archives services 18 20<br />
Curriculum services 83 87<br />
Computer services 22 42<br />
State Library services 43 33<br />
Other 2 1<br />
Total 168 183<br />
16.5<br />
Administered<br />
fees and fines<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Group assurance commission 28 1<br />
Total 28 1<br />
16.6<br />
Administered<br />
other revenue<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Other revenue from ordinary activities 22 46<br />
Total 22 46<br />
16.7<br />
Administered<br />
supplies and<br />
consumables<br />
16.8<br />
Administered<br />
grants and<br />
subsidies<br />
expenses<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Other supplies and consumables – 218<br />
Total – 218<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Non-government schools: Grants by Australian Government 202,788 226,938<br />
Non-government schools: Grants by state government 51,596 49,258<br />
Non-government schools: Capital assistance 1,141 1,110<br />
Non-government schools: Student assistance 315 319<br />
Total 255,840 277,625<br />
124<br />
Financial Statements – Notes
16.9<br />
Administered<br />
receivables<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Central <strong>of</strong>fice receivables 8 11<br />
Total 8 11<br />
Settled within 12 months 8 11<br />
Total 8 11<br />
16.10<br />
Administered<br />
cash and<br />
deposits<br />
Administered cash and deposits include the balance <strong>of</strong> the special deposits and trust fund accounts held by the<br />
department, and other cash held, which are administered or held in a trustee capacity or agency arrangement.<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Special Deposits and Trust Fund balance<br />
T511 – <strong>Department</strong> <strong>of</strong> <strong>Education</strong> Operating Account – –<br />
Total – –<br />
16.11<br />
Reconciliation<br />
<strong>of</strong><br />
administered<br />
net result to<br />
net cash from<br />
administered<br />
operating<br />
activities<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Net result (3) (961)<br />
(Increase)/decrease in receivables 3 743<br />
Net cash from (used by) operating activities – (218)<br />
16.12 (a) Risk management policies<br />
Financial The department has exposure to the following risks from its use <strong>of</strong> financial instruments:<br />
instruments • credit risk<br />
(administered) • liquidity risk<br />
• market risk.<br />
The Head <strong>of</strong> Agency has overall responsibility for the establishment and oversight <strong>of</strong> the department’s risk<br />
management framework. Risk management policies are established to identify and analyse risks faced by the<br />
department, to set appropriate risk limits and controls, and to monitor risks and adherence to limits.<br />
(b) Credit risk exposures<br />
Credit risk is risk <strong>of</strong> financial loss to the department if a customer or counterparty to a financial instrument fails to<br />
meet its contractual obligations.<br />
The credit risk in relation to cash is deemed to be low as counterparty failure is managed by dealing with financially<br />
sound and reputable banks. The carrying amount <strong>of</strong> financial assets recorded in the financial statements, net <strong>of</strong><br />
any allowances for losses, represents the department’s maximum exposure to credit risk. The department is not<br />
exposed to concentration <strong>of</strong> credit risk <strong>of</strong> any significance.<br />
The department does not hold any collateral or other security against any financial assets.<br />
Standard debtor terms are 30 days net. Collectability <strong>of</strong> receivables is reviewed at balance date and provision for<br />
impairment is raised when collection <strong>of</strong> a debt is judged to be doubtful. There were no administered financial assets<br />
that were past due as at 30 June 2011, for the year ended 30 June 2010 there were no administered financial assets.<br />
The majority <strong>of</strong> the amount outstanding as at 30 June 2011 has been received since balance date.<br />
(c) Liquidity risk<br />
Liquidity risk is the risk that the department will not be able to meet its financial obligations as they fall due. The<br />
department’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its<br />
liabilities when they fall due.<br />
As at 30 June 2011, the department had no administered financial liabilities.<br />
(d) Market risk<br />
Market risk is the risk that the fair value <strong>of</strong> future cash flows <strong>of</strong> a financial instrument will fluctuate because <strong>of</strong><br />
changes in market prices. The primary market risk that the department is exposed to is interest rate risk.<br />
As at 30 June 2011, there is no interest rate exposure on administered activities, as all financial instruments were<br />
non-interest bearing.<br />
Financial Statements – Notes<br />
125
16.13<br />
Categories <strong>of</strong><br />
administered<br />
financial<br />
assets and<br />
liabilities<br />
2011<br />
$’000<br />
2010<br />
$’000<br />
Administered financial assets<br />
Cash and cash equivalents – –<br />
Loans and receivables 8 11<br />
Total 8 11<br />
16.14<br />
Comparison<br />
between<br />
carrying<br />
amount and<br />
net fair value<br />
<strong>of</strong> financial<br />
assets and<br />
liabilities<br />
Carrying<br />
amount<br />
2011<br />
$’000<br />
Net fa ir<br />
value<br />
2011<br />
$’000<br />
Carrying<br />
amount<br />
2010<br />
$’000<br />
Net fa ir<br />
value<br />
2010<br />
$’000<br />
Administered financial assets<br />
Receivables 8 8 11 11<br />
Total financial assets 8 8 11 11<br />
Financial liabilities<br />
Total financial liabilities – – – –<br />
Note 17: Transactions and balances relating to a<br />
trustee or agency arrangement<br />
Account name<br />
Opening balance<br />
1 July 2010<br />
$’000<br />
Net transactions<br />
during 2010–11<br />
$’000<br />
Closing balance<br />
30 June 2011<br />
$’000<br />
Critchley Parker Junior Student Loan Fund 18 1 19<br />
Sir John Morris Memorial Fund 1,123 61 1,184<br />
TM Crisp Memorial Sporting Library 16 – 16<br />
The department acts under a trustee arrangement in the administration <strong>of</strong> certain library and student funds.<br />
These funds are neither administered nor controlled. Accordingly they are not recognised in the financial<br />
statements. However, disclosure is made in aggregate the amount collected and distributed to external parties<br />
during the reporting period and any amount undistributed at 30 June 2011.<br />
126<br />
Financial Statements – Notes
Superannuation Certificate<br />
Financial Statements – Superannuation Certificate<br />
127
Certification <strong>of</strong> Financial Statements<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
128<br />
Financial Statements – Certification <strong>of</strong> Financial Statements
Auditor-General’s Report<br />
Financial Statements – Auditor-General’s Report<br />
129
130<br />
Financial Statements – Auditor-General’s Report
Appendices<br />
PHOTO TO COME<br />
131
Additional Performance Measures<br />
School <strong>Education</strong><br />
Performance measure 2008–09 2009–10 2010–11<br />
Absentee rate (daily average Prep to Year 10) 8.85% 9.86% 8.69%<br />
Parent opinion:<br />
Overall, I am satisfied with the education my child receives from<br />
90.6% 89.8% 91.5%<br />
their school 1<br />
My child’s report gives me a good understanding <strong>of</strong> how my child is<br />
81.6% 82.4% 85.5%<br />
progressing at school 1<br />
My child’s school encourages parents to have a say in planning for<br />
89.7% 88.6% 89.3%<br />
the future 1<br />
Eligible population <strong>of</strong> children who attended government Kindergartens 72.2% 72.8% 74.4%<br />
Students participating in home education 538 614 605<br />
Students enrolled in distance education:<br />
Number 1,350 1,451 1,744<br />
Full-time equivalents 909.6 883.1 967.3<br />
Class sizes (average number <strong>of</strong> students):<br />
Kindergartens:<br />
Kindergarten-only classes 18.4 18.6 19.0<br />
Kindergarten in combined classes 20.3 20.0 20.0<br />
Primary schools:<br />
Preparatory 21.1 21.1 21.4<br />
Year 1 22.7 22.4 22.5<br />
Year 2 23.1 22.8 22.9<br />
Year 3 23.9 23.6 23.1<br />
Year 4 24.0 23.9 23.3<br />
Year 5 24.4 24.3 23.8<br />
Year 6 24.3 24.0 23.8<br />
Preparatory – Year 6 overall 23.1 23.1 23.0<br />
Secondary schools by school type: 2<br />
Secondary 23.7 23.6 23.8<br />
Combined 21.4 20.8 19.6<br />
All secondary 23.3 23.0 22.7<br />
Ratio <strong>of</strong> students to teaching staff in Tasmanian Government schools:<br />
Primary students per member <strong>of</strong> teaching staff 15.5 14.8 14.3<br />
Secondary students per member <strong>of</strong> teaching staff 13.0 12.9 13.1<br />
All students per member <strong>of</strong> teaching staff 14.3 13.9 13.7<br />
Students with disabilities in special and regular education and early special<br />
education:<br />
Students attending early special education centres:<br />
Number 540 558 582<br />
Full-time equivalents 182.4 188.3 197.1<br />
Students with the highest support needs (Register for<br />
Students with Severe Disabilities) in special schools:<br />
Number 138 157 210<br />
Full-time equivalents 128.6 146.9 192.6<br />
Students with the highest support needs (Register for<br />
Students with Severe Disabilities) in regular schools:<br />
Number 581 664 724<br />
Full-time equivalents 563.4 639.4 693.1<br />
Index <strong>of</strong> equity <strong>of</strong> achievement by socioeconomic status 3 10.3 10.8 10.8<br />
132<br />
Appendices – Additional Performance Measures
Corporate Services<br />
Performance measure 2008–09 2009–10 2010–11<br />
Unplanned staff absences 2.8% 3.0% 2.8%<br />
Separation rates for staff aged under 55 years:<br />
Tasmanian State Service Award (TSSA) general 3.5% 1.5% 2.3%<br />
<strong>Education</strong> facility attendant 1.2% 1.5% 0.9%<br />
Teaching service 1.2% 0.6% 0.7%<br />
Teacher aide 1.5% 1.1% 1.3%<br />
TSSA pr<strong>of</strong>essional 4.0% 4 3.8% 2.6%<br />
Allied health 6.0% 4 3.6% 4.3%<br />
SES 4.6%<br />
Average 1.8% 1.0% 1.1%<br />
Access to internet-connected computers in classrooms (number <strong>of</strong> students<br />
per computer):<br />
Primary schools 3.8 3.5 3.2<br />
Secondary schools 2.6 2.2 1.5<br />
Combined schools 2.7 2.3 2.2<br />
Colleges 4.7 3.3 2.6<br />
Special schools 4.0 3.9 2.4<br />
Government expenditure ($) per student (FTE) in government schools 5 13,258 6 N/A 7 N/A 8<br />
1 Due to the implementation <strong>of</strong> the Tasmanian Academy and the Tasmanian Polytechnic in 2009, colleges who were previously included in the<br />
Parent Opinion Survey were omitted from the 2009 and 2010 data collection.<br />
2 As secondary school students are not organised into single classes which exclusively undertake a complete education program, the department<br />
has adopted English class size as a proxy measure.<br />
3 This index is the slope measuring the effect <strong>of</strong> socioeconomic status on literacy and numeracy scores. A smaller value denotes greater equity.<br />
Reference values are related to national data from NAPLAN, and to data from PISA, an international education project.<br />
4 Allied health employees (social workers and speech pathologists) were included in the pr<strong>of</strong>essional category in previous years. Due to the TSSA,<br />
they are now reported separately. TSSA pr<strong>of</strong>essional includes librarians, curators and archivists.<br />
5 Includes notional user cost <strong>of</strong> capital and payroll tax. Excludes capital investing cost.<br />
6 Productivity Commission, Report on Government Services 2011, Table 4A.8.<br />
7 <strong>Department</strong> <strong>of</strong> <strong>Education</strong> interim figure, unpublished data.<br />
8 This figure was unavailable at the time <strong>of</strong> publication.<br />
Appendices – Additional Performance Measures<br />
133
Tasmania Together Activity Report<br />
As at 30 June 2011, the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> had the coordinating agency responsibility for the following<br />
Tasmania Together benchmarks.<br />
GOAL 1: A reasonable lifestyle and standard <strong>of</strong> living for all Tasmanians<br />
Standard 1.2: Improve access to accredited care services for dependants<br />
1.2.1 Child care availability: number <strong>of</strong> licensed places<br />
Child care<br />
licensing<br />
and<br />
accreditation<br />
The number <strong>of</strong> child care places is determined by market forces. Target figures for future years are established<br />
annually on advice about new services or the expansion <strong>of</strong> existing services. In May 2011, the number <strong>of</strong> licensed<br />
child care services was 272. The number <strong>of</strong> places in licensed, centre-based services was 16,765.<br />
The Australian Government requires that long day care, family day care and outside school hours care are quality<br />
assured and accredited through the National Childcare Accreditation Council.<br />
During 2010–11, the department’s Child Care Unit met the state’s responsibility for licensing and standards.<br />
From January 2012, long day care, family day care and outside school hours will be regulated through the<br />
National Quality Framework which brings accreditation and licensing together into the one streamlined system.<br />
The state will undertake this new regulatory role for Tasmania.<br />
Contribution towards the benchmark<br />
The state government remains committed to processes that enable families to access high quality child care<br />
services.<br />
Data gathered for 2010–11 indicated an increase <strong>of</strong> 528 places from the previous year. This increase is despite a<br />
reduction in the overall number <strong>of</strong> licensed child care services. There continues to be a decrease in the number<br />
<strong>of</strong> licensed ‘occasional care’ centre-based child care places.<br />
134<br />
Appendices – Tasmania Together Activity Report – Goal 1
GOAL 3: High quality education and training for lifelong learning and a skilled workforce<br />
Standard 3.1: Support pre-school children for an equal start<br />
Kindergarten<br />
Development<br />
Check (KDC)<br />
3.1.1 Proportion <strong>of</strong> children meeting the Kindergarten Development Check<br />
The KDC assists teachers to identify Kindergarten students at risk <strong>of</strong> not achieving expected developmental<br />
outcomes. This assessment is administered by Kindergarten teachers during first and third term for the early<br />
identification <strong>of</strong> Kindergarten students at risk <strong>of</strong> not achieving expected developmental outcomes in three<br />
areas—physical, social and cognitive. In Tasmania, Kindergarten is the first year <strong>of</strong> formal schooling and results <strong>of</strong><br />
the KDC do not reflect the impact <strong>of</strong> schooling.<br />
In 2010, 76.0% <strong>of</strong> students achieved all 21 markers <strong>of</strong> the KDC. This figure is the same as 2009 and meets the<br />
Tasmania Together target for 2010.<br />
Launching<br />
into Learning<br />
National<br />
early<br />
childhood<br />
reform<br />
Launching into Learning (LiL) is an initiative to provide support and intervention before children begin Kindergarten.<br />
The number <strong>of</strong> students involved in this initiative continues to grow. In 2011 there are 121 schools participating<br />
in the project. Partnerships and linkages with other agencies are developing and collaborations have led to<br />
cooperative work practices especially between schools, child health and parenting and housing services.<br />
All schools in Tasmania currently receive state funding to provide at least 10 hours <strong>of</strong> Kindergarten to students<br />
a week. As part <strong>of</strong> the National Partnership Agreement on Early Childhood <strong>Education</strong> with the Australian<br />
Government, funding has been provided for achieving Universal Access to Early Childhood <strong>Education</strong>. This program is<br />
enabling the department to progressively implement a strategy to provide all Tasmanian children with access to at<br />
least 15 hours <strong>of</strong> Kindergarten by 2013. In 2010–11, $1.94 million was provided to deliver this initiative to 49 state<br />
government and 26 non-government schools.<br />
Contribution towards the benchmark<br />
The government is committed to strengthening education links between a child’s early years and their later<br />
learning success. The department conducts The Launching into Learning Longitudinal Study 2007–2014. The 2010<br />
results show that involvement in LiL has had a significant impact in improving literacy and numeracy skills as<br />
measured against KDC and Performance Indicators in Primary Schools (PIPS) performance. All analyses point to<br />
the same conclusion: that LiL has a significantly positive influence on student performance from all socioeconomic<br />
backgrounds but the biggest performance gains occurred for children from more disadvantaged socioeconomic<br />
backgrounds.<br />
Standard 3.2: Support improved levels <strong>of</strong> community literacy<br />
3.2.1 Proportion <strong>of</strong> persons (15–74) who are considered to be functionally literate<br />
Tasmanian<br />
Adult Literacy<br />
Action Plan<br />
The Tasmanian Adult Literacy Action Plan aims to increase the proportion <strong>of</strong> Tasmanians with the literacy skills<br />
needed to meet the demands <strong>of</strong> everyday life.<br />
The government is investing $11 million over four years to establish a new community and workplace network <strong>of</strong><br />
support for Tasmanians seeking to build their literacy skills.<br />
Literacy<br />
Coordinator<br />
Network<br />
LINC Tasmania’s literacy coordinator network is operating from urban and regional communities across Tasmania<br />
in Burnie, Devonport, Glenorchy, Hobart, Kingston, Launceston, Rosny, Huonville, Sorell, Bridgewater, Smithton,<br />
Deloraine, George Town, Scottsdale, St Helens and Queenstown.<br />
Literacy coordinators use a wide range <strong>of</strong> strategies to help Tasmanians improve their literacy skills, including the<br />
use <strong>of</strong> trained volunteer tutors.<br />
As at 31 March 2011, 19 literacy coordinators and 258 volunteer tutors were providing support for individuals,<br />
families and groups across the state. An additional 150 volunteers were in training with the Tasmanian Polytechnic.<br />
Appendices – Tasmania Together Activity Report – Goal 3<br />
135
Efforts to build the volunteer tutor pool in regional communities have continued.<br />
From July 2011, an additional three literacy coordinators will be employed to work with the <strong>Department</strong> <strong>of</strong><br />
Justice to support inmates and <strong>of</strong>fenders. One position will be located at Risdon Prison and two based with<br />
Community Corrections – South and North.<br />
LINC Tasmania is aiming to support more than 15,000 Tasmanians through this network by 2020.<br />
Adult Literacy<br />
Investment<br />
Fund<br />
The government is investing $I million annually to support literacy skills development programs in workplaces<br />
and in community settings.<br />
The inaugural competitive rounds <strong>of</strong> the Skills Tasmania Employer Pledge Program ($500,000) and Adult Literacy<br />
Community Grants Program ($200,000) opened in February across Tasmania. Fifteen projects are being funded<br />
across a variety <strong>of</strong> community organisations, employers and associations, with activity commencing from 1<br />
July 2011.<br />
Skills Tasmania is running a number <strong>of</strong> pilot programs with peak industry bodies under the Employer Pledge<br />
Program. Partnerships with the Aged Care Services, The Tasmanian Skills Institute and Tasmanian Council<br />
<strong>of</strong> Social Services (TasCOSS) have commenced providing literacy support to employees in the community<br />
services sector, including aged care, and to apprentices and trainees.<br />
Skills Tasmania has set up an Adult Literacy Support Officer Register, which will provide resource support<br />
for the Employer Pledge Program and Adult Literacy Community Grants Program. Approximately 40 teachers have<br />
registered their interest.<br />
Skills development programs are being provided through the LINC Tasmania network ($300,000) to<br />
help Tasmanians take those important first steps to new skills. These programs focus on reading, writing,<br />
numeracy, oral communication and learning skills in particular contexts, for example, numeracy skills for<br />
work on farms or reading skills needed to obtain a drivers licence.<br />
Communications<br />
strategy<br />
An innovative adult literacy brand has been developed to harness a statewide effort to raise community<br />
awareness, to remove stigma and to encourage Tasmanians to take action on adult literacy.<br />
The brand is envisaged as a whole-<strong>of</strong>-state brand and organisations such as the Tasmanian Association <strong>of</strong><br />
Community Houses (TACH), the Tasmanian Polytechnic and LINC Tasmania will be invited to use the brand<br />
from October 2011 to promote adult literacy services and programs.<br />
Other child<br />
and family<br />
literacy<br />
initiatives<br />
In addition to extending the statewide literacy coordinator network, LINC Tasmania continues to implement<br />
its early literacy strategy including:<br />
• Rock & Rhyme – an interactive session for young babies aged 0-24 months with their parents or carers<br />
• Storytime – sessions <strong>of</strong> sharing stories for pre-schoolers around Tasmania<br />
• Baby Bookpacks – designed to introduce parents to books suitable for three different age groups<br />
• Bookstart – a community-based program that provides families with a reading information pack at their<br />
newborn’s four week health check and follow-up contact along with a free DVD and booklet called<br />
It’s Rhyme Time upon collection <strong>of</strong> their baby’s new library card.<br />
Contribution towards the benchmark<br />
LINC Tasmania and Skills Tasmania are jointly responsible for implementing the Tasmanian Adult Literacy<br />
Action Plan.<br />
3.2.2 Student performance against national literacy and numeracy benchmarks and<br />
3.2.3 Individual year group performance for Years 3, 5, 7 and 9 against national<br />
literacy and numeracy benchmarks<br />
National<br />
Assessment<br />
Program –<br />
Literacy and<br />
Numeracy<br />
(NAPLAN)<br />
All students in Years 3, 5, 7 and 9 across Australia sit common year level tests in the National Assessment<br />
Program – Literacy and Numeracy (NAPLAN). The tests are in Reading, Writing, Language Conventions (spelling,<br />
grammar and punctuation) and Numeracy, and have been held each year since 2008.<br />
NAPLAN tests were conducted for the fourth time in May 2011 and individual student reports were sent<br />
home to parents in September. 2011 will be the second year that the same cohort <strong>of</strong> students have sat the<br />
tests two years apart which will enable the department and schools to have more data to assist in gauging<br />
student improvement (for example Year 3 students in 2008 sat the tests in Year 5 in 2010 and Year 3 students<br />
in 2009 sat the tests in Year 5 in 2011).<br />
136 Appendices – Tasmania Together Activity Report – Goal 3
Raising the Bar<br />
Closing the Gap<br />
(RTBCTG)<br />
The Raising the Bar Closing the Gap (RTBCTG) initiative aims to raise the bar on key measures <strong>of</strong> student<br />
literacy and numeracy and also close the gap between high and low achievers. The government initially<br />
committed $32 million over four years (2008–11) for the RTBCTG primary school initiative. The initiative<br />
will continue to be implemented from 2012. Additional funding <strong>of</strong> $9.975 million over four years enabled<br />
the successful strategy to be implemented into 13 government secondary schools from February 2011.<br />
The RTBCTG Indigenous extension initiative is funded at $1.9 million for two years under the Australian<br />
Government’s Expansion <strong>of</strong> literacy and numeracy programs for underachieving Indigenous students.<br />
Smarter Schools<br />
National<br />
Partnerships<br />
The three Tasmanian schooling sectors (government, Catholic, and independent) have developed one Bilateral<br />
Agreement and Final Implementation Plan, which addresses all three Smarter Schools National Partnerships:<br />
• Low Socioeconomic Status (SES) School Communities National Partnership<br />
• Literacy and Numeracy National Partnership<br />
• Improving Teacher Quality National Partnership<br />
Tasmania has adopted a multi-strategy approach to addressing the COAG reforms with a Low SES emphasis<br />
interwoven with both the Literacy and Numeracy and Improving Teacher Quality National Partnership (NP)<br />
initiatives. The strategies are to:<br />
• prioritise support for low SES communities and students achieving at or below National Minimum Standard<br />
in NAPLAN assessment, especially Indigenous and disadvantaged students<br />
• focus intervention and provide explicit support for students at transition points – Years 6–7 and Years 10–11<br />
• recognise that teaching is central to school improvement and student achievement and build capability in a<br />
way that will be sustainable; beyond the life <strong>of</strong> the National Partnership funding<br />
• develop the capacity <strong>of</strong> principals and teachers to effectively use student, school and system wide data to<br />
inform whole <strong>of</strong> school/network approaches to improve student learning outcomes<br />
• encourage schools to combine together as networks working, in partnership, with their extended school<br />
communities to support students and their families in a holistic way.<br />
Literacy<br />
Grants<br />
Funding <strong>of</strong> $2.5 million has been provided during 2010–11 to support literacy intervention for high Economic<br />
Needs Index (ENI) schools.<br />
Reading<br />
Recovery<br />
Reading Recovery is an early literacy intervention that provides specialist one to one teaching for students who<br />
have made slow progress learning to read and write after their first compulsory year <strong>of</strong> school. Funding <strong>of</strong><br />
$608,159 has been provided during 2010–11 to continue this program.<br />
Flying Start<br />
Funding <strong>of</strong> $10.7 million was provided during 2010–11 for all schools to access the Flying Start program which<br />
focuses on early intervention in literacy, numeracy and social skills from Kindergarten to Year 2.<br />
Early Years<br />
Literacy<br />
Funding <strong>of</strong> $220,000 was provided during 2010–11 to improve learning opportunities for young people<br />
through the provision <strong>of</strong> books for parents to read to their children.<br />
Premier's<br />
Reading<br />
Challenge<br />
The Premier’s Reading Challenge aims to improve the literacy <strong>of</strong> Tasmanian students, help raise awareness<br />
<strong>of</strong> the importance <strong>of</strong> reading amongst parents and the wider community and give young students a love <strong>of</strong><br />
reading to set <strong>of</strong> them up with one <strong>of</strong> life’s most precious skills. The Challenge has been operating successfully<br />
for the last five years.<br />
Contribution towards the benchmark<br />
Increasing students’ performance in literacy and numeracy is a key focus for the government and is reflected<br />
in the <strong>Department</strong> <strong>of</strong> <strong>Education</strong>’s Learner at the Centre 2009–11 strategy.<br />
Tasmania’s 2011 NAPLAN results for all year levels in Reading, Language Conventions and Numeracy were<br />
comparable with its 2010 results, and over the longer-term, 2008 results.<br />
Due to the change in the Writing genre in testing for 2011, a new Persuasive Writing scale has been<br />
established by ACARA. This new scale is not comparable with the previous Narrative Writing scale.<br />
Appendices – Tasmania Together Activity Report – Goal 3<br />
137
Summary:<br />
The proportion <strong>of</strong> Tasmanian students achieving at or above the National Minimum Standard was comparable to<br />
the Australian value in:<br />
• Year 3 Persuasive Writing and Numeracy<br />
• Year 5 Numeracy<br />
• Year 7 Reading<br />
• Year 9 Reading and Numeracy<br />
The proportion <strong>of</strong> Tasmanian students achieving at or above the National Minimum Standard was less than the<br />
Australian value in:<br />
• Year 3 Reading, Spelling, Grammar and Punctuation<br />
• Year 5 Reading, Persuasive Writing, Spelling, and Grammar and Punctuation<br />
• Year 7 Persuasive Writing, Spelling, Grammar and Punctuation and Numeracy<br />
• Year 9 Persuasive Writing, Spelling, and Grammar and Punctuation<br />
The state government remains firmly committed to the value <strong>of</strong> transparency and accountability for ongoing<br />
school improvement. The government strongly believes in the effective assessment and reporting <strong>of</strong> student<br />
achievement, including the diagnostic value <strong>of</strong> the NAPLAN.<br />
Standard 3.3: Access to and participation in lifelong learning that is responsive to individual<br />
and community needs<br />
3.3.1 Retention from Year 10 to 12<br />
Retention and<br />
Attainment<br />
Strategy<br />
Guaranteeing<br />
Futures<br />
Legislation,<br />
Pathway<br />
Planning and<br />
Transition<br />
Support<br />
The Retention and Attainment Strategy was developed to improve the transition <strong>of</strong> students from Year 10 to<br />
further education and training and engage students so they stay in education and training and gain a meaningful<br />
Year 12 or equivalent qualification.<br />
A key component <strong>of</strong> the strategy is tracking students from Year 10 to the completion <strong>of</strong> Year 12 or equivalent,<br />
including following up at-risk and disengaged students and supporting their re-engagement.<br />
The strategy focuses on high quality pathway planning, improving communication between schools, colleges<br />
<strong>of</strong> the Academy and the Polytechnic, ensuring a coordinated approach to course <strong>of</strong>ferings, provision <strong>of</strong><br />
quality information for students, parents and teachers, quality teaching, quality learning support and learning<br />
environments, and relevant and flexible programs.<br />
Pathway planning is provided for all government school students in Year 10. Students in Years 11 and 12 are<br />
required to review their pathway plan as part <strong>of</strong> their Tasmanian Certificate <strong>of</strong> <strong>Education</strong> (TCE).<br />
A number <strong>of</strong> vocational learning opportunities are <strong>of</strong>fered to Year 10 students through education, community,<br />
business and industry partnerships.<br />
All Tasmanian Government schools lodge their Year 10 students’ intended education, training or work<br />
destinations with the Tasmanian Qualifications Authority (TQA) at the end <strong>of</strong> Term 3 each year.<br />
Refinement to<br />
post-Year 10<br />
education and<br />
training sector<br />
Refinements to the post-Year 10 education and training sector came into effect in January 2011 with legislative<br />
changes bringing the Tasmanian Academy and Tasmanian Polytechnic under the administration <strong>of</strong> the<br />
department. This arrangement will increase opportunities to ensure the best possible student-centred model for<br />
post-Year 10 education and training.<br />
The eight colleges <strong>of</strong> the Academy are focused on academic achievement, together with the provision <strong>of</strong> VET<br />
options either directly or through the Polytechnic or other providers.<br />
The Tasmanian Polytechnic is the entry point for all adults wishing to undertake VET.<br />
The Tasmanian Skills Institute continues as a statutory authority which focuses on skills development for<br />
employees in enterprises.<br />
Contribution towards the benchmark<br />
The Australian and Tasmanian governments have committed to working collaboratively to increase the<br />
educational engagement, attainment and successful transitions <strong>of</strong> young people via a National Partnership<br />
Agreement on Youth Attainment and Transition.<br />
138 Appendices – Tasmania Together Activity Report – Goal 3
The Tasmanian Academy is accountable for the outcomes <strong>of</strong> young students, particularly in relation to the<br />
achievement <strong>of</strong> their goals as specified in their Year 10 pathway plan.<br />
Initiatives stemming from the Retention and Attainment Strategy will directly contribute to the retention and<br />
attainment <strong>of</strong> young Tasmanians.<br />
Guaranteeing Futures initiatives are programs and activities that support young people to make a successful<br />
transition from compulsory schooling to further education, training or employment.<br />
Standard 3.4: Ensure education and training provides our workforce with the skills to support<br />
our business and industry<br />
3.4.1 Proportion <strong>of</strong> Tasmanians with high level skills/qualifications (Certificate III+)<br />
Productivity<br />
Places<br />
Program<br />
(Skills Tasmania) *<br />
Trade Training<br />
Centres<br />
in Schools<br />
Program<br />
Tasmania continued its successful participation in the joint Australian and state government Productivity Places<br />
Program, which provided funding for jobseeker and existing worker training places in areas <strong>of</strong> skills shortages. An<br />
emphasis <strong>of</strong> the program is on higher level qualifications.<br />
In 2010–11 over 3,400 training places were funded. Of these places 1,300 were allocated to jobseekers with<br />
65% at Certificate III. In the same period over 2,100 places were allocated to existing workers with over 75% at<br />
Certificate IV or above.<br />
2011–12 is the final year <strong>of</strong> the Productivity Places Program.<br />
Tasmania has accessed the Australian Government’s Trade Training Centres in Schools Program to support increased<br />
attainment <strong>of</strong> qualifications by Tasmanians, particularly in rural and regional communities.<br />
Three trade training centres constructed at George Town, Dorset and Bridgewater were completed in October<br />
2010. In 2011, they <strong>of</strong>fered a suite <strong>of</strong> VET programs for students enrolled in Years 11 and 12 as well as preemployment<br />
VET programs for young people and adults preparing to undertake apprenticeship employment.<br />
Construction <strong>of</strong> a centre at Smithton commenced in January and at St Helens in March with both due for<br />
completion in 2011. Construction at Huonville commenced in June with scheduled completion early in 2012.<br />
Contribution towards the benchmark<br />
Tasmania has fewer people with formal qualifications and fewer higher level qualifications than other states and<br />
territories. Recent figures show improvement. The number <strong>of</strong> Tasmanians achieving a qualification in Certificate<br />
III or higher, including university courses, has risen from just under 40.8% in 2007 to 44.3% in 2010.<br />
3.4.2 Participation in post-secondary education and training<br />
Tasmanian<br />
Skills Strategy<br />
(Skills Tasmania) *<br />
In 2008, Tasmania’s first-ever comprehensive skills strategy was launched. The purpose <strong>of</strong> the Tasmanian Skills Strategy is<br />
to guide investment to meet the state’s skills needs.<br />
The framework <strong>of</strong> the skills strategy is geared towards learners and employers and identifies four themes for<br />
investment in skills: increasing opportunity; a better system for clients; workforce development; and skills for the future.<br />
Each theme is accompanied by actions.<br />
Two <strong>of</strong> the targets are drawn from Tasmania Together:<br />
• increase the proportion <strong>of</strong> 15–64 year-olds with Certificate III and above skills/qualifications to 43% by<br />
2010 and 49% by 2015<br />
• increase the proportion <strong>of</strong> 15–64 year-olds enrolled in education and training to 18.9% by 2010 and 20% by 2015.<br />
Throughout 2010–11, implementation <strong>of</strong> the strategy continued and included the following initiatives:<br />
• In 2011, two adult literacy programs were launched: the Employer Pledge Program for workplace literacy and<br />
Adult Literacy Community Grants Program. These programs provide support to employees in workplaces and<br />
learners in the community wishing to improve their literacy and numeracy skills. The programs form part<br />
<strong>of</strong> the Tasmanian Adult Literacy Action Plan, which guides an $11 million investment aimed at adults having the<br />
literacy skills they need to fully participate in their family life, the community, learning and employment.<br />
• Skills Tasmania in partnership with Business/Higher <strong>Education</strong> Round Table (B-HERT) and the University <strong>of</strong><br />
Tasmania held the first B-HERT in North-West Tasmania. This event provided businesses the opportunity<br />
for improved access to the skills and knowledge <strong>of</strong> the higher education and VET systems and to discuss how<br />
both systems can better meet the needs <strong>of</strong> the industry in the North-West region. Further Business/Higher<br />
<strong>Education</strong> Roundtables are planned in 2011–12.<br />
* Skills Tasmania is a separate statutory authority and is responsible for progress against this initiative.<br />
Appendices – Tasmania Together Activity Report – Goal 3<br />
139
• Completion <strong>of</strong> two key infrastructure projects: the Green Skills Centre <strong>of</strong> Excellence for<br />
Construction Training Centre (Tasmanian Skills Institute); and the Sustainable Tourism and<br />
Hospitality Training Centre (Tasmanian Polytechnic), providing state <strong>of</strong> the art training facilities<br />
to Tasmanian learners. Funding for these projects was provided by the Australian Government’s<br />
Teaching and Learning Capital Fund.<br />
Implementation is the shared responsibility <strong>of</strong> all stakeholders in skills development, including government,<br />
Retention and<br />
Attainment<br />
Strategy<br />
A suite <strong>of</strong> initiatives has been developed as part <strong>of</strong> the Retention and Attainment Strategy to improve participation<br />
in post-secondary education.<br />
Individual tracking <strong>of</strong> students from Year 10 to the completion <strong>of</strong> Year 12 or equivalent, and working with those<br />
individuals at-risk <strong>of</strong> or who have disengaged is a key initiative.<br />
Skills Equip<br />
(Skills Tasmania) *<br />
Equity Support<br />
programs<br />
(Skills Tasmania) *<br />
In 2010, Skills Tasmania funded 32 programs through Skills Equip—a competitive bids program to support<br />
people with barriers to develop employability skills and greater opportunities for employment. Funding included<br />
support for language and literacy, women, return to work and study programs, and Aboriginal programs.<br />
Increasing opportunity is one <strong>of</strong> the four themes <strong>of</strong> the Tasmanian Skills Strategy. To execute this strategy,<br />
Skills Tasmania has developed an equity policy and action plan which will deliver on increasing opportunity and<br />
reducing disadvantage by:<br />
• increasing participation and achievement in VET<br />
• improving employment outcomes<br />
• increasing the responsiveness <strong>of</strong> the training system.<br />
This plan covers all equity groups and is implemented through two programs, Skills Equip and the Equity Support<br />
Program – Small Grants, as well as informing all Skills Tasmania’s purchasing mechanisms. It is monitored by the<br />
Skills Tasmania Equity Committee, a sub-committee <strong>of</strong> the Skills Tasmania Board.<br />
Contribution towards the benchmark<br />
The Tasmanian Skills Strategy has assisted progress <strong>of</strong> the Tasmania Together targets <strong>of</strong> increasing the proportion<br />
<strong>of</strong> 15–64 year-olds with Certificate III or above skills/qualifications and increasing the proportion <strong>of</strong> 15–64 yearolds<br />
enrolled in education or training. Tasmania’s participation in the Productivity Places Program played a key role<br />
with 2,900 additional training places for existing workers and job seekers being funded in 2009–10.<br />
The department’s Retention and Attainment Strategy will support young Tasmanians to make the transition to Year<br />
11 and 12.<br />
3.4.3 Number <strong>of</strong> Tasmanians commencing apprenticeship and traineeship contracts<br />
Apprenticeships<br />
for<br />
existing<br />
workers<br />
(Skills Tasmania) *<br />
Apprenticeships for existing workers extends state government apprenticeship funding to employees wishing<br />
to achieve a qualification in a traditional trade. Previously, apprenticeships were only funded for new workforce<br />
entrants. This significant policy change responds to the need to increase the skills <strong>of</strong> the existing workforce.<br />
Following the implementation <strong>of</strong> the revised policy, 670 existing workers commenced a traditional trade<br />
apprenticeship during 2010. This is an increase <strong>of</strong> 60 on the 2009 figure.<br />
Contribution towards the benchmark<br />
The government is committed to tackling skills shortages and encouraging people into traineeships and<br />
apprenticeships. In 2010, there were 8,892 traineeships and other apprenticeship commencements, which is<br />
almost 1,000 commencements above the 2010 target <strong>of</strong> 7,900.<br />
* Skills Tasmania is a separate statutory authority and is responsible for progress against this initiative.<br />
140 Appendices – Tasmania Together Activity Report – Goal 3
GOAL 5: Vibrant, inclusive and growing communities where people feel valued and connected<br />
Standard 5.1: Tasmania has inclusive and supportive communities<br />
5.1.2 Hours <strong>of</strong> community usage <strong>of</strong> public education facilities<br />
Building the<br />
<strong>Education</strong><br />
Revolution<br />
(BER)<br />
Work through the Building the <strong>Education</strong> Revolution (BER) has delivered multi-purpose halls and libraries, science<br />
and language centres, general learning areas and new and upgraded gymnasiums and other sporting facilities for<br />
schools.<br />
A report released by the BER Implementation Taskforce praised Tasmania for the way school communities were<br />
engaged in all aspects <strong>of</strong> the project planning – from what they wanted from their new facilities, to actual design<br />
and project implementation and management.<br />
Community and sporting groups are being urged to take advantage <strong>of</strong> the first-class education facilities that are on<br />
<strong>of</strong>fer around Tasmania.<br />
Contribution towards the benchmark<br />
In the State <strong>of</strong> the State Address on 3 March 2009, the Minister announced that an insurance scheme would be put<br />
in place to provide protection for legal liability claims made against community groups hiring DoE facilities. The<br />
insurance cover was trialled for a period <strong>of</strong> two years, commencing I July 2009. This has been extended for a<br />
third year to 30 June 2012.<br />
The department, in conjunction with the Office <strong>of</strong> Sport and Recreation, implemented the necessary<br />
arrangements for the scheme to commence operating from I July 2009. The department continues to make its<br />
facilities available at times convenient for both schools and intended hirers.<br />
The government has a continued commitment to increasing parent and community involvement in school life<br />
and further connecting schools with their local communities. In 2010, school facilities were utilised by community<br />
groups for a total <strong>of</strong> 94,922* hours, a decrease <strong>of</strong> 5,470 hours from 2009.<br />
Standard 5.4: Access and utilisation <strong>of</strong> communications technology<br />
5.4.1 Public access to internet services<br />
Contribution towards the benchmark<br />
The government is committed to providing a rich learning and information network where all Tasmanians can<br />
connect to the community and to the world. Through LINC Tasmania, more Tasmanians are able to access a<br />
computer, the internet and the vast range <strong>of</strong> information available to them.<br />
As at 30 June 2011, the statewide network <strong>of</strong> LINCs, libraries and online access centres (OACs) provide<br />
Tasmanians with 642 1 public access internet computers.<br />
The number <strong>of</strong> services now available via LINC Tasmania’s online portal at www.linc.tas.gov.au, also known<br />
as Virtual LINC, is increasing. Virtual LINC includes online access to the TALISPlus catalogue and library<br />
holds service, access to subscription electronic databases, plus a gateway to thousands <strong>of</strong> online resources<br />
and materials. In particular, the number <strong>of</strong> digitised records from heritage and archival holdings are increasing,<br />
providing access to unique Tasmanian collections, 24 hours, 7 days per week. Services provided through the<br />
physical network include computer access, information, education, training and support to increase skills and<br />
knowledge.<br />
1<br />
This figure includes a total <strong>of</strong> 58 computers located at OACs in schools and at community-managed OACs that were not previously<br />
included in this figure.<br />
* All colleges <strong>of</strong> the Tasmanian Academy and Tasmanian Polytechnic were not included in 2010 data collection but will be reported in next<br />
year’s data collection. Some schools reported that due to Building <strong>Education</strong> Revolution (BER) construction work some facilities had restricted<br />
access in 2010. The level <strong>of</strong> utilisation is generally driven by community demand.<br />
Appendices – Tasmania Together Activity Report – Goal 5<br />
141
Standard 5.5: A valued role in community life for Tasmania’s young people now and in the future<br />
5.5.1 Percentage <strong>of</strong> 15 to 19 year-olds not employed or in education<br />
Student<br />
tracking<br />
Guaranteeing<br />
Futures<br />
Initiative:<br />
Pathway<br />
Planning<br />
Destination<br />
studies<br />
An initiative commenced in 2011 as part <strong>of</strong> the Retention and Attainment Strategy to track students from Year 10<br />
to the completion <strong>of</strong> Year 12 or equivalent. This will include following up at-risk and disengaged students and<br />
supporting their re-engagement.<br />
Pathway planning is provided by 24.25 full-time equivalent (FTE) pathway planning <strong>of</strong>ficers for students in<br />
government secondary schools with particular focus on supporting Year 10 students to make successful post-<br />
Year 10 transitions to further education and training.<br />
The Youth Participation in <strong>Education</strong> and Training (Guaranteeing Futures) Act 2005, which came into effect in 2008,<br />
requires that a Record <strong>of</strong> Participation (indicating where the student intends to go in the following year) is lodged<br />
by the school with the TQA at the end <strong>of</strong> Year 10 for all Tasmanian students. This data is collected and collated<br />
by the TQA and is updated during the year to determine the actual student destination to ensure all young<br />
people are on a pathway after Year 10.<br />
Contribution towards the benchmark<br />
The Tasmanian Skills Strategy, in conjunction with the Retention and Attainment Strategy and Guaranteeing Futures<br />
initiatives, is focused on keeping young people engaged in education, training and employment, as well as<br />
addressing skills shortages. Through the actions <strong>of</strong> these strategies, more opportunities exist for all Tasmanians<br />
to acquire the skills they need for long term participation in the workforce.<br />
These actions are designed to:<br />
• improve the retention <strong>of</strong> students from Year 10 to Year 12 and decrease the percentage <strong>of</strong> 15 to 19<br />
year-olds neither employed nor in education<br />
• increase the number <strong>of</strong> young people enrolling in higher education or VET courses<br />
• increase the number <strong>of</strong> Tasmanians with higher level qualifications.<br />
Standard 5.6: Foster an inclusive society that acknowledges and respects our multicultural<br />
heritage, values diversity and treats everyone with compassion and respect<br />
5.6.3 Teacher training in discrimination<br />
Gender and<br />
sexuality<br />
diversity<br />
support<br />
materials<br />
Safe and<br />
Supportive<br />
Schools<br />
pr<strong>of</strong>essional<br />
learning<br />
Anti-Discrimination Policy support materials on understanding gender and sexual diversity are available on the<br />
department’s website as support resources for teachers to foster a better understanding <strong>of</strong> gender identity and<br />
diversity issues in school communities.<br />
Tasmanian teachers are able to access information on gender and sexuality diversity on the Bullying. No way!<br />
website. This website is maintained by the National Safe and Secure School Community project in which<br />
Tasmania is a partner.<br />
The National Safe Schools Framework was released in March 2011 and distributed to all Australian schools. This<br />
document provides schools with strategies, actions, information and resource materials to assist them develop<br />
school environments where all students are respected.<br />
In 2010–11, Tasmania developed the Tasmanian Safe Schools Framework which will be launched early in 2011–12.<br />
This document also provides schools with information about how to develop and maintain school cultures that<br />
are supportive <strong>of</strong> and safe for all students.<br />
Schools undertake a range <strong>of</strong> pr<strong>of</strong>essional learning including Schoolwide Positive Behaviour Support, Restorative<br />
Practice and KidsMatter, which provide evidence-based frameworks for creating a positive school community.<br />
Contribution towards the benchmark<br />
Learning Services support schools by providing comprehensive and quality web-based pr<strong>of</strong>essional resources for<br />
teachers, such as the Anti-Discrimination Policy support materials.<br />
Learning Services, including social workers and support staff, continued to work closely with Working It Out<br />
(WIO) and Family Planning Tasmania, to progress the pr<strong>of</strong>essional learning networks and web-based classroom<br />
resources to help teachers address anti-discrimination, and gender and sexuality based bullying and harassment.<br />
142 Appendices – Tasmania Together Activity Report – Goal 5
GOAL 6: Dynamic, creative and internationally recognised arts community and culture<br />
Standard 6.3: Promote awareness <strong>of</strong> Tasmania’s multicultural past and present<br />
6.3.2 Number <strong>of</strong> schools integrating multicultural perspectives in the curriculum<br />
Primary<br />
Implementation<br />
Program<br />
In 2011, 109 primary schools <strong>of</strong>fered a language program in Chinese, French, German, Indonesian, Italian or<br />
Japanese. These programs incorporate an intercultural language learning approach.<br />
Studies <strong>of</strong> Asia<br />
Agreements<br />
to support<br />
intercultural<br />
approaches<br />
Studies <strong>of</strong> Asia is integral to Asian languages programs and work continued to integrate this area across the<br />
curriculum, particularly in the area <strong>of</strong> the arts. A number <strong>of</strong> schools have established connections with overseas<br />
sister schools, sharing aspects <strong>of</strong> arts, language and culture.<br />
Australian Curriculum schools are being encouraged to embed Studies <strong>of</strong> Asia as a cross-curriculum priority <strong>of</strong> the<br />
new Australian Curriculum.<br />
The department has agreements and relationships with a range <strong>of</strong> countries to support the learning and teaching<br />
<strong>of</strong> their languages and cultures in Tasmanian schools. These include the Goethe Institute, the French Embassy,<br />
the Italian Government, the Japan Foundation, the Consulate General <strong>of</strong> the Republic <strong>of</strong> Indonesia and the<br />
Chinese Consulate General.<br />
Contribution towards the benchmark<br />
Tasmania is an increasingly diverse society, with a wide range <strong>of</strong> cultures. The department is committed to<br />
increasing respect for our multicultural heritage and promotes a number <strong>of</strong> initiatives that schools can access<br />
to further support multicultural education across Tasmania. In 2010, 82.1%* <strong>of</strong> schools integrated multicultural<br />
perspectives into their curriculum, this is an increase from the 2009 figure <strong>of</strong> 81.0%.<br />
* All colleges <strong>of</strong> the Tasmanian Academy, and the Tasmanian Polytechnic were not included in 2010 data collection but will be<br />
reported in next year’s data collection.<br />
Standard 6.5: Identify, conserve and present significant representations <strong>of</strong> the built and<br />
movable heritage and cultural landscapes<br />
6.5.1 Number <strong>of</strong> enrolments in cultural heritage courses (Skills Tasmania) **<br />
Contribution towards the benchmark<br />
Cultural heritage courses were available through the University <strong>of</strong> Tasmania and the VET system. Higher<br />
education courses included higher degree, postgraduate and undergraduate courses in Architecture,<br />
Environmental Design, Tourism (History and Heritage units), and Law (Heritage Law units).<br />
VET institute courses were for architects, librarians, archivists, historians, conservators, museum or gallery<br />
curators, architectural associates, library technicians, museum or art gallery technicians, library assistants, and<br />
museum or gallery attendants.<br />
In 2010, 837 participants undertook cultural heritage courses, which is below the 2010 target <strong>of</strong> 1,000. However,<br />
this was an increase on the 2009 figure <strong>of</strong> 781 indicating that participation is moving in the right direction.<br />
** Skills Tasmania is a separate statutory authority and is responsible for progress against this initiative.<br />
6.5.2 Percentage <strong>of</strong> significant items conserved<br />
Contribution towards the benchmark<br />
Preventing the deterioration <strong>of</strong> cultural heritage items remains an important focus for LINC Tasmania.<br />
The 2010–11 treatment program for priority government records included: Lower Court records; 150 Public<br />
Works <strong>Department</strong> plans; items from the Convict series; the Gaol <strong>Department</strong>, the Supreme Court and Lands<br />
<strong>Department</strong> registers.<br />
Non-government records included the newly acquired photographic material from the Mt Lyell Mining Company;<br />
Gustav Weindorfer letters; records from St. George’s Church and photographs from the Trinity Bellringers.<br />
Heritage collections work included exhibition and displays implementing current conservation standards;<br />
treatment <strong>of</strong> new acquisitions such as J. C. Goodhart prints and the rehousing <strong>of</strong> The Cruise <strong>of</strong> the Beacon by<br />
Bishop Nixon.<br />
Appendices – Tasmania Together Activity Report – Goal 6<br />
143
6.5.3 Number <strong>of</strong> heritage documents and artefacts publicly available in digital format<br />
Contribution towards the benchmark<br />
The annual digitisation program continues to be a priority for the LINC Tasmania. Work completed in 2010–11<br />
includes:<br />
• the Whitfeld Index (Tasmanian Section): a selective personal name index for 19th century Tasmania<br />
• records <strong>of</strong> naturalisation<br />
• selected logbook returns sent in from lighthouse keepers<br />
• plans <strong>of</strong> the city <strong>of</strong> Hobart and suburbs<br />
• registers <strong>of</strong> volunteers enrolled in the Southern Tasmanian Volunteer Artillery<br />
• selected photographs<br />
• botanical illustrations<br />
• continuation <strong>of</strong> the Convict Record digitisation project<br />
• Gould’s Sketchbook <strong>of</strong> Fish (recently registered on UNESCO International Memory <strong>of</strong> the World)<br />
• Colonial Lunatic Asylum register.<br />
At LINC Tasmania, approximately 200,045 heritage documents and artefacts were available online at the end <strong>of</strong><br />
June 2011.<br />
Other cultural institutions outside the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> also contribute to this benchmark.<br />
144 Appendices – Tasmania Together Activity Report – Goal 6
GOAL 7: Acknowledgement <strong>of</strong> the right <strong>of</strong> Aboriginal people to own and preserve their culture,<br />
and share with non-Aboriginal people the richness and value <strong>of</strong> that culture<br />
Standard 7.1: Recognise, promote, share and celebrate Aboriginal culture and heritage,<br />
encouraging mutual recognition and respect between Aboriginal and non-Aboriginal people<br />
7.1.1 Percentage <strong>of</strong> teaching staff who have received pr<strong>of</strong>essional development<br />
specifically related to their role as teachers <strong>of</strong> Indigenous studies<br />
Aboriginal<br />
perspectives<br />
through the<br />
Tasmanian<br />
Curriculum and<br />
the Australian<br />
Curriculum<br />
Pr<strong>of</strong>essional learning and curriculum support has been provided to primary and secondary schools through staff<br />
meetings and contact with individual teachers based on demand from schools. This has included cross-cultural<br />
awareness <strong>of</strong> Aboriginal studies/perspectives linking to the Australian and Tasmanian curricula and how these<br />
can be implemented in the classroom. Examples included learning sequences that explore land, language, culture,<br />
place and the relationships between Tasmanian Aboriginal people and the environment.<br />
Aboriginal<br />
Sharers <strong>of</strong><br />
Knowledge<br />
(ASK)<br />
Program<br />
The Aboriginal Sharers <strong>of</strong> Knowledge (ASK) Program increases awareness and understanding <strong>of</strong> Tasmanian<br />
Aboriginal cultures, both historical and contemporary. Tasmanian Aboriginal people are primarily contracted as<br />
cultural ambassadors because the focus for student learning is on local culture, history and knowledge.<br />
Aboriginal ambassadors demonstrate and talk to students about their Aboriginal skills, talents and knowledge in<br />
their area <strong>of</strong> expertise including art, music, dance, poetry, history and other occupational and recreational skills.<br />
ASK ambassadors support teachers in implementing Aboriginal perspectives as required by the Tasmanian<br />
Curriculum.<br />
Aboriginal<br />
Artist in<br />
Residence<br />
Program<br />
The Aboriginal Artist in Residence Program is a five-day program <strong>of</strong>fering schools access to prominent Tasmanian<br />
Aboriginal artists to work across all year levels with particular focus on the Arts curriculum.<br />
Ningenneh<br />
Tunapry<br />
Aboriginal<br />
<strong>Education</strong><br />
Programs<br />
The Learning and Discovery Unit <strong>of</strong> the Tasmanian Museum and Art Gallery (TMAG), in conjunction with the<br />
Aboriginal <strong>Education</strong> Unit, <strong>of</strong>fered a series <strong>of</strong> workshops by Aboriginal people utilising the Ningenneh Tunapry<br />
gallery at the TMAG.<br />
The Ningenneh Tunapry exhibition presents the story <strong>of</strong> Tasmanian Aboriginal history, people and culture.<br />
A series <strong>of</strong> school programs and teacher workshops were delivered by TMAG staff and Aboriginal Sharers <strong>of</strong><br />
Knowledge (ASK). All programs were fully booked and attended by teachers and students from government,<br />
independent and Catholic school sectors. Ningenneh Tunapry is a permanent exhibition, accessible to schools<br />
and the community. The exhibition is supported by an education guide and website at: http://www.tmag.tas.gov.<br />
au/learning_and_discovery/learning_resources/current_resources/ningenneh_tunapry<br />
Contribution towards the benchmark<br />
The <strong>Department</strong> <strong>of</strong> <strong>Education</strong> recognises the importance <strong>of</strong> ongoing pr<strong>of</strong>essional development for all teachers<br />
delivering Aboriginal education, and is working to ensure that this is a core component <strong>of</strong> the Closing the Gap<br />
Indigenous education strategy 2010–14.<br />
Appendices – Tasmania Together Activity Report – Goal 7<br />
145
7.1.2 Percentage <strong>of</strong> schools integrating Aboriginal perspectives throughout all<br />
relevant areas <strong>of</strong> the curriculum<br />
Aboriginal<br />
Cultural<br />
Resources<br />
Cultural resources including DVDs, learning sequences, sets <strong>of</strong> readers and jigsaw puzzles for younger students,<br />
posters and support materials continue to be developed to support Tasmanian teachers, students and the<br />
community across the curriculum.<br />
Dare to Lead<br />
Partnership<br />
Gumnuts to<br />
Buttons<br />
Dare to Lead, in partnership with Aboriginal <strong>Education</strong> Services, provides principals and school leaders with<br />
a practical opportunity to review, evaluate and celebrate approaches to Aboriginal cultural perspectives and<br />
programs in schools. Through the development <strong>of</strong> Snapshots (a school’s reflection on its own programs and<br />
practices) and subsequent follow up planning, school leaders can use data to drive school improvement in school<br />
culture and student outcomes.<br />
Gumnuts to Buttons is a visual and interactive simulation activity designed to introduce participants to new<br />
knowledge and awareness <strong>of</strong> important events and occurrences in Tasmanian history, particularly from an<br />
Aboriginal perspective.<br />
The resource is used to foster an understanding <strong>of</strong>, and respect for, traditional and contemporary Aboriginal<br />
cultures and is supported by ASK ambassadors.<br />
Contribution towards the benchmark<br />
The <strong>Department</strong> <strong>of</strong> <strong>Education</strong> continues to focus on Aboriginal education and increasing the integration <strong>of</strong><br />
Aboriginal perspectives and content into the curriculum. Schools are supported in this by the availability <strong>of</strong><br />
specific Tasmanian Aboriginal resources and materials both in hard copy and online.<br />
In 2010, 83.6%* <strong>of</strong> schools integrated Aboriginal perspectives into their curriculum, which is an increase <strong>of</strong> over<br />
2% on the 2009 figure <strong>of</strong> 81%.<br />
* All colleges <strong>of</strong> the Tasmanian Academy, and the Tasmanian Polytechnic were not included in 2010 data collection but will be<br />
reported in next year’s data collection.<br />
146 Appendices – Tasmania Together Activity Report – Goal 7
GOAL 8: Open and accountable government that listens and plans for a shared future<br />
Standard 8.2: Support the participation <strong>of</strong> young people in decision-making<br />
8.2.2 Performance <strong>of</strong> students against national benchmarks for civics and<br />
citizenship<br />
Civics and<br />
citizenship<br />
curriculum<br />
provision<br />
Active<br />
civics and<br />
citizenship<br />
education<br />
Civics and citizenship education continued to be incorporated into the key strands <strong>of</strong> Democratic Values, and<br />
Processes and Responsible Citizenship within the Society and History curriculum area.<br />
Implementation <strong>of</strong> the Society and History curriculum continued in 2011. The National Statements <strong>of</strong> Learning<br />
for Civics and Citizenship are embedded in the Society and History K–10 syllabus and support materials.<br />
The Australian Curriculum will support students to relate well to others and foster an understanding <strong>of</strong> Australian<br />
society, citizenship and national values. Goal 2 <strong>of</strong> the Melbourne Declaration on <strong>Education</strong>al Goals for Young<br />
Australians refers to all young Australians becoming ‘active and informal citizens’.<br />
A number <strong>of</strong> civics and citizenship related programs are available to schools and colleges to increase student<br />
participation and knowledge <strong>of</strong> this curriculum area.<br />
Celebrating Democracy Week is held annually and participating primary and secondary schools design and<br />
implement events and activities to celebrate the week. Tasmanian students are represented at the Every<br />
Voice Counts! Student forum held in Canberra each year as part <strong>of</strong> Celebrating Democracy Week. The forum<br />
brings together students from all over Australia to debate topical civics and citizenship education issues, and to<br />
participate in an intensive three-day program.<br />
Contribution towards the benchmark<br />
The 2010 Civics and Citizenship assessment for Year 6 and Year 10 students across both government and nongovernment<br />
sectors, is part <strong>of</strong> the National Assessment Program (NAP) agreed to by all Ministers for <strong>Education</strong><br />
and Training. The NAP – Civics and Citizenship is one <strong>of</strong> a suite <strong>of</strong> national assessments (together with ICT and<br />
Science Literacy) conducted across a random sample <strong>of</strong> students on a three year cycle.<br />
The NAP – Civics and Citizenship assesses students’ knowledge and skills in civics and citizenship. Nationally, a<br />
sample <strong>of</strong> 7,246 Year 6 students across 335 primary schools and 6,409 Year 10 students across 312 secondary<br />
schools were assessed in October 2010. This included 945 Year 6 students across 47 primary schools and 774<br />
Year 10 students across 39 secondary schools from the Tasmanian government and non-government sectors.<br />
For Year 6 mean scores, Tasmania was ranked behind ACT and equal with NSW, Vic, WA and SA. It was placed<br />
ahead <strong>of</strong> QLD and NT. For Year 10 mean scores Tasmania was ranked behind NSW and ACT and equal with<br />
Vic, WA, SA, NT and QLD.<br />
To meet national curriculum obligations, schools focus on Society and History at least until, and including, Year 9.<br />
Appendices – Tasmania Together Activity Report – Goal 8<br />
147
Tasmanian <strong>Education</strong> Summary 2010 - Government Schools<br />
Priority<br />
Area<br />
Measure Category Measurement<br />
Current<br />
(2010)<br />
Previous<br />
Year<br />
(2009)<br />
Previous<br />
3 Years<br />
(2007–09)<br />
†<br />
Achievement<br />
Improvement<br />
Readiness for school Percentage <strong>of</strong> Kindergarten students achieving expected outcomes 76.0 76.0 75.7 High Stable Good<br />
Overall<br />
Progress<br />
Early Years<br />
Early literacy Percentage <strong>of</strong> Prep students achieving expected outcomes 84.3 85.7 84.7 High Stable Good<br />
Early numeracy Percentage <strong>of</strong> Prep students achieving expected outcomes 84.8 84.5 84.3 High Stable Good<br />
Literacy and<br />
Numeracy #<br />
Literacy testing<br />
Numeracy testing<br />
Percentage <strong>of</strong> Years 3, 5, 7 and 9 students achieving expected outcomes 92.3 91.8 92.1 Intermediate Stable Acceptable<br />
Index <strong>of</strong> gain for Years 3–5, 5–7, 7–9 61.5 NA NA Intermediate NA NA<br />
Percentage <strong>of</strong> Years 3, 5, 7 and 9 students achieving expected outcomes 93.6 93.4 93.8 Intermediate Stable Acceptable<br />
Index <strong>of</strong> gain for Years 3–5, 5–7, 7–9 61.0 NA NA Intermediate NA NA<br />
Student<br />
Participation<br />
Student attendance Rate <strong>of</strong> student attendance (%) 91.3 90.1 91.0 Intermediate Trend Up Good<br />
Student retention Rate <strong>of</strong> students retained Year 10 to Year 12 (apparent) (%) 73.0 62.2 62.2 Intermediate Trend Up Good<br />
School effectiveness Index <strong>of</strong> school effectiveness and improvement 73.7 76.9 70.6 Intermediate Stable Acceptable<br />
Staff satisfaction Index <strong>of</strong> staff general satisfaction 6.9 6.9 6.6 High Stable Good<br />
School<br />
Improvement<br />
Parent satisfaction<br />
Percentage <strong>of</strong> parents generally satisfied 89.8 90.6 89.0 High Stable Good<br />
Index <strong>of</strong> parent satisfaction with reporting 81.6 80.7 77.0 Intermediate Stable Acceptable<br />
Student satisfaction Index <strong>of</strong> student general satisfaction 7.4 7.4 7.3 High Stable Good<br />
Staff attendance Rate <strong>of</strong> staff attendance (%) 97.7 97.5 97.4 High Stable Good<br />
Equity <strong>of</strong><br />
Outcomes<br />
Indigenous equity Percentage gap in students achieving expected outcomes * 7.4 9.4 8.9 High Stable Good<br />
Socioeconomic equity Index <strong>of</strong> equity <strong>of</strong> achievement by socioeconomic status * 10.8 10.8 10.6 Low Stable Issue<br />
NA = No available data<br />
# www.education.tas.gov.au/dept/reports/tasmanias-education-performance-report<br />
* A smaller value denotes greater equity.<br />
† Achievement is measured against the intermediate range<br />
Note: Literacy and Numeracy measures include all Tasmanian schools.<br />
- Gains are reported for the first time on the NAPLAN scale and show gains in<br />
achievement from 2008, the first year <strong>of</strong> NAPLAN testing, to 2010.<br />
- The student retention (apparent) intermediate range is 70 to 80.<br />
KEY:<br />
Overall Progress Categories<br />
Improvement<br />
Trend Up Stable Trend Down<br />
High Excellent Good Acceptable<br />
Achievement<br />
Intermediate Good Acceptable Issue<br />
Low Acceptable Issue Concern<br />
148<br />
Appendices – Tasmanian <strong>Education</strong> Summary 2010 – Government Schools
Abbreviations and Acronyms<br />
AAS<br />
AASB<br />
ABS<br />
ACARA<br />
AEDI<br />
BER<br />
CFC<br />
CCU<br />
COAG<br />
CKN<br />
DDA<br />
DFA<br />
DoE<br />
EAL<br />
FCP<br />
FRS<br />
FTE<br />
GST<br />
ICT<br />
IFRS<br />
ITS<br />
KDC<br />
LiL<br />
LINC<br />
MCCAC<br />
MLC<br />
MP<br />
N/A<br />
NAA<br />
NAP<br />
Australian Accounting Standards<br />
Australian Accounting Standards<br />
Board<br />
Australian Bureau <strong>of</strong> Statistics<br />
Australian Curriculum,<br />
Assessment and Reporting<br />
Authority<br />
Australian Early Development<br />
Index<br />
Building the <strong>Education</strong> Revolution<br />
child and family centre<br />
Child Care Unit<br />
Council <strong>of</strong> Australian<br />
Governments<br />
Community Knowledge Network<br />
Disability Discrimination Act<br />
Disability Framework for Action<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
English as an Additional Language<br />
Facilities and Capital Planning<br />
Finance and Resource Services<br />
full-time equivalent<br />
Goods and Services Tax<br />
information and communications<br />
technologies<br />
International Financial Reporting<br />
Standards<br />
Information and Technology<br />
Services<br />
Kindergarten Development<br />
Check<br />
Launching into Learning<br />
Learning and Information<br />
Network Centre<br />
Minister’s Child Care Advisory<br />
Council<br />
Member <strong>of</strong> Legislative Council<br />
Member <strong>of</strong> Parliament<br />
not available<br />
National Archives Australia<br />
National Assessment Program<br />
NAPLAN National Assessment Program –<br />
Literacy and Numeracy<br />
NMS<br />
NSSC<br />
OAC<br />
OECD<br />
PIPS<br />
PPO<br />
PISA<br />
PL<br />
national minimum standard<br />
National Schools Statistics<br />
Collection<br />
online access centre<br />
Organisation for Economic<br />
Cooperation and Development<br />
Performance Indicators in Primary<br />
Schools<br />
pathway planning <strong>of</strong>ficer<br />
Programme for International<br />
Student Assessment<br />
pr<strong>of</strong>essional learning<br />
PY10 Post Year 10<br />
RTBCTG Raising the Bar Closing the Gap<br />
RTOs registered training organisations<br />
SES socioeconomic status<br />
SLAT State Library and Archives Trust<br />
SPA Superannuation Provision<br />
Account<br />
SPP Strategic Policy and Performance<br />
SRB Schools Registration Board<br />
TACH Tasmanian Association <strong>of</strong><br />
Community Houses<br />
TAFE Technical and Further <strong>Education</strong><br />
TAHO Tasmanian Archive and Heritage<br />
Office<br />
TAPP Traineeship and Apprenticeship<br />
Programs<br />
TCE Tasmanian Certificate <strong>of</strong><br />
<strong>Education</strong><br />
THEAC Tasmanian Home <strong>Education</strong><br />
Advisory Council<br />
TLAB Tasmanian Library Advisory<br />
Board<br />
TSSA Tasmanian State Service Award<br />
TQA Tasmanian Qualifications<br />
Authority<br />
UTAS University <strong>of</strong> Tasmania<br />
UNESCO United Nations <strong>Education</strong>al,<br />
Scientific and Cultural<br />
Organisation<br />
VET vocational education and training<br />
Appendices – Abbreviations and Acronyms<br />
149
Publications<br />
Early Years Office<br />
• Centre Based Care Licence Fees 2011–2012 –<br />
pamphlet<br />
• Approved Registration Bodies Licence Fees 2011–2012<br />
– pamphlet<br />
• Tasmanian Licensing Standards for Centre Based Child<br />
Care, Class 4<br />
• Child Care on School Sites – Information Sheet for<br />
School Principals<br />
• Being Active Matters<br />
Updated versions <strong>of</strong>:<br />
• Tasmanian Licensing Standards for Centre Based Child<br />
Care, Class 1 (0-5 years)<br />
• Tasmanian Licensing Standards for Centre Based Child<br />
Care, Class 2 (5-12 years)<br />
• Tasmanian Licensing Standards for Approved<br />
Registration Bodies, Class 1 (0-12 years)<br />
• Tasmanian Standards for Home Based Child Care,<br />
Class 1 (0-12 years)<br />
• Tasmanian Standards for In Home Child Care<br />
(Approved Registration Bodies and In Home Child<br />
Carers)<br />
Strategic Policy and Performance<br />
• Learner at the Centre 2009–2011 (revised)<br />
<strong>Education</strong>al Performance Services<br />
• Launching into Learning Longitudinal Study 2007–2014<br />
Progress Report 2010<br />
• Tasmania’s <strong>Education</strong> Performance Report 2010<br />
• School Improvement Reports – website<br />
Post Year 10<br />
• PY10 Course Guide<br />
• Your Guide to <strong>Education</strong> and Training in Years 11<br />
and 12<br />
• Polytechnic Graduation booklets<br />
Corporate Services<br />
• Engage – parent/carer magazine – October 2010 and<br />
March 2011<br />
• CorpTalk – August and December 2010<br />
• Everyday Matters<br />
• Premier’s Christmas Cards<br />
• School Life<br />
• Partnerships in Teaching Excellence – brochure<br />
Learning and Information Network Centres<br />
(LINCs)<br />
• LINC Tasmania Christmas cards<br />
• LINC learn discover access postcards:<br />
o archives + heritage<br />
o library + information<br />
o literacy + courses<br />
o online + computers<br />
o client feedback<br />
• LINC Tasmania bookmark and posters<br />
• LINC Tasmania FAQ flyer<br />
• Childrens’ Services at the LINC – brochure<br />
• Bookstart Tasmania kits<br />
• Summer Holiday Program – promotional material<br />
• Premier’s Reading Challenge – promotional material<br />
• LearnXpress seasonal course guides<br />
• LearnXpress Enews – electronic template<br />
Tasmanian Archive and Heritage Office (TAHO)<br />
• Allport Library and Museum <strong>of</strong> Fine Arts – brochure<br />
• Memory <strong>of</strong> the World – poster and catalogue<br />
150 Appendices – Publications
Contact Details<br />
Postal Address:<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong><br />
GPO Box 169<br />
Hobart TAS 7001<br />
Telephone: 1800 816 057<br />
Facsimile: (03) 6233 7720<br />
Email:<br />
Website contacts:<br />
servicecentre@education.tas.gov.au<br />
www.education.tas.gov.au/dept/contact<br />
Appendices – Contact Details 151
Index<br />
A<br />
Abbreviations and Acronyms 149<br />
Aboriginal programs 4, 23, 29, 46, 54, 140, 145–146<br />
Aboriginal Sharers <strong>of</strong> Knowledge program 145, 146<br />
Administered Payments 69<br />
Adult <strong>Education</strong> 10, 36<br />
Adult Literacy Action Plan 4, 36, 38, 56, 57, 135, 136, 139<br />
Allport Library and Museum <strong>of</strong> Fine Arts 39, 52, 53, 59–60<br />
Apprenticeships and traineeships 7, 140<br />
Archives 36, 38, 39, 53, 56, 58<br />
Asset Management 7, 66, 67, 70<br />
Auditor-General’s Report 129–130<br />
Australian Curriculum 4, 5, 22, 24, 45, 46, 63, 143, 145<br />
B<br />
Building the <strong>Education</strong> Revolution 5, 67, 69, 71, 72–76, 120, 141<br />
C<br />
Capital Investment Program 5, 14, 56, 71, 76–77, 105, 119<br />
Certification <strong>of</strong> Financial Statements 128<br />
Child and family centres 4, 5, 16, 18, 22, 35, 38, 48, 57, 77, 120<br />
Child care 4, 6, 7, 9, 16, 21, 52, 53, 134<br />
Civics and citizenship education 147<br />
Class sizes 9, 71, 119, 132<br />
Clients – overview 9–10<br />
Climate Change 67–68<br />
Closing the Gap 4, 22, 23, 29, 46, 137, 145<br />
on Aboriginal Outcomes 2010–2014<br />
Contact Details 151<br />
Contracts and Tenders 79–83<br />
Cultural heritage 37, 143<br />
D<br />
Debts Written Off 70<br />
<strong>Department</strong>al output schedules 101–106<br />
Disability Framework for Action 48<br />
E<br />
Early Years 4, 5, 6, 16–20, 22, 135, 137, 148<br />
Employee development programs 45–48<br />
Employment 41–49<br />
Equity support programs 140<br />
F<br />
Finances – overview 14<br />
Financial Statements 84–130<br />
Flexible <strong>Education</strong> Grants Program 5<br />
G<br />
Grievances and investigations 49<br />
Guaranteeing Futures 5, 32, 45, 52, 138, 139, 142<br />
K<br />
Kindergarten Development Check 18, 19, 24, 135<br />
L<br />
Launching into Learning 4, 6, 16, 17, 18, 20, 22, 48, 135<br />
Learning and Information 5, 6, 10, 35–39, 56, 141<br />
Network Centres (LINCs)<br />
Learning Services 5, 6, 22, 23, 45, 142<br />
Legislation Administered, Enacted and Amended 52<br />
LINC Tasmania 5, 6, 7, 34–39, 55, 56, 57, 58, 104, 136, 141, 143, 144<br />
Literacy 4, 5, 6, 7, 16, 18, 20, 22–29, 35, 36, 37, 38, 39, 46, 56,<br />
57, 135, 136, 137, 139, 140, 148<br />
Loss and Damage 70<br />
M<br />
Major Capital Projects 71–78<br />
Multicultural perspectives in the curriculum 142, 143<br />
N<br />
National Assessment Program – 25–29, 136, 137, 138, 148<br />
Literacy and Numeracy (NAPLAN)<br />
National Partnerships 4, 16, 20, 21, 23, 31, 45, 135, 137, 138<br />
New Arrangements 7<br />
Non-statutory Bodies 53–54<br />
Notes to the Financial Statements 89–126<br />
Numeracy 4, 5, 7, 18, 19, 22–29, 38, 45, 46, 135, 136, 137, 138, 148<br />
O<br />
Occupational Health and Safety 50<br />
Organisation – overview 8<br />
P<br />
Partnerships in Teaching Excellence (PiTE) 23, 44<br />
Pathway planning 5, 31, 32, 45, 138, 142<br />
Performance measures 18–20, 21, 24–29, 33, 37, 132–133<br />
Performance Indicators in Primary Schools (PIPS) 18, 24, 135<br />
Photograph Acknowledgements 153<br />
Post-Compulsory <strong>Education</strong> and Skills Development 30–33<br />
Pre-Compulsory and Compulsory <strong>Education</strong> 15–29<br />
Premier’s Reading Challenge 24, 38, 137<br />
Pricing Policies 69<br />
Productivity Places Program 5, 80–81, 139<br />
Public Access to the <strong>Department</strong> 51<br />
Publications 150<br />
R<br />
Raising the Bar and Closing the Gap 4, 22, 23, 137<br />
Reading Together 22, 23, 38<br />
Required Reporting 40–83<br />
Retention 4, 5, 31, 32, 33, 138, 139, 142, 148<br />
Retention and Attainment Strategy 5, 31, 138, 139, 140, 142<br />
Right to Information 51<br />
Risk Management 66<br />
152<br />
Appendices – Index
S<br />
Schools Registration Board 64–65<br />
Services – overview 6–7<br />
Significant accounting policies 93–101<br />
Skills Tasmania 4, 7, 53<br />
Smarter Schools National Partnerships 23, 137<br />
State Library and Archives Trust 58<br />
State Library <strong>of</strong> Tasmania 6, 58<br />
Statement <strong>of</strong> Cash Flows 87<br />
Statement <strong>of</strong> Changes in Equity 88<br />
Statement <strong>of</strong> Comprehensive Income 85<br />
Statement <strong>of</strong> Financial Position 86<br />
Statutory Bodies 53–54<br />
Superannuation Certificate 127<br />
T<br />
Tasmania Together Activity Report 134–147<br />
Tasmanian Academy 4, 5, 6, 7, 31, 46, 52, 53, 117, 118, 138, 139<br />
Tasmanian Curriculum 4, 7, 22, 145<br />
Tasmanian Home <strong>Education</strong> Advisory Council 61–63<br />
Tasmanian Library Advisory Board 55–57<br />
Tasmanian Polytechnic 4, 5, 6, 7, 31, 47, 52, 53, 117, 118, 138, 139<br />
Tasmanian Skills Strategy 5, 36, 139–140, 142<br />
Trade training centres 5, 32, 77, 139<br />
V<br />
Vocational education and training 32, 33, 46, 47, 138–139,<br />
140, 142, 143<br />
Photograph Acknowledgements<br />
Thank you to participating schools, colleges, libraries and online access centres.<br />
Appendices – Index and Photograph Acknowledgement<br />
153
Level 2, 99 Bathurst Street<br />
Hobart Tasmania 7000<br />
Telephone 1300 135 513<br />
GPO Box 169<br />
Hobart Tasmania 7001<br />
www.education.tas.gov.au<br />
ISSN 1449-1575<br />
© State <strong>of</strong> Tasmania,<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong>,<br />
2011<br />
You may copy, distribute,<br />
display, download and<br />
otherwise freely deal with<br />
this work provided that you<br />
attribute the <strong>Department</strong><br />
<strong>of</strong> <strong>Education</strong>, Tasmania.