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Hon Nick McKim MP Hon Michelle O’Byrne MP Minister for Education and Skills Minister for Children Level 9, Marine Board Building Ground Floor, Public Building 1 Franklin Wharf 53 St John Street HOBART Tasmania 7000 LAUNCESTON Tasmania 7250 Dear Ministers In accordance with the requirements of section 36 of the Tasmanian State Service Act 2000 and section 27 of the Financial Management and Audit Act 1990, I am pleased to submit to you this report of the activities of the Department of Education for the financial year 2010–11. Since commencing my position as Secretary of the Department of Education on 21 February I have visited a number of schools, colleges, corporate offices, principal meetings and polytechnic sites, I am continually impressed with the level of commitment and dedication of our people to deliver a quality education in this state. I would like to publicly acknowledge and sincerely thank Jenny Gale who had been leading the department for eight months prior to my appointment. The Department of Education’s priorities include the early years, literacy and numeracy, retention into post-Year 10 education and building a knowledge based society. Initiatives and actions that the department undertakes to progress these key priorities ensure we achieve our two overarching goals of enabling every Tasmanian to reach their potential, at all stages of life and to nurture a culturally rich, socially cohesive and economically productive community. Launching into Learning (LiL), demonstrates the government’s commitment to giving every Tasmanian child the best possible start in life. The Launching into Learning Longitudinal Study 2007–2014 Progress Report 2010 highlights the positive effects of the LiL program and shows the tangible differences that LiL is making in the lives of Tasmanian youngsters. Providing schools with resources to optimise educational opportunities for students appropriate to their local needs has been Tasmania’s approach to implementing the Smarter Schools National Partnership reforms. The emphasis on evidence-based, local solutions to address local need is a feature of this approach. Schools have been empowered to drive improvement strategies that are meaningful, relevant and appropriate to their contexts. While addressing the specific reforms required through each of the National Partnerships is an agreed priority, local ownership of plans and targets, building capacity in principals, leaders, teachers and schools and ensuring sustainable approaches have been at the forefront of planning and implementation. The department plays a pivotal role, together with families, in giving our young people both a broad education, based on foundational literacy and numeracy skills, and a passport into adulthood to successfully undertake work and family life. Through the Raising the Bar Closing the Gap (RTBCTG) initiatives we have been working to deliver improved literacy and numeracy outcomes in our primary and secondary schools. A total of 36 Tasmanian primary schools have already received funding under this initiative, with schools with the highest concentration of need receiving the greatest levels of support. Total funding of $9.975 million over four years (2011–2014) enabled the successful RTBCTG strategy to be implemented into 13 government secondary schools from February 2011, and five focus schools are benefitting from the RTBCTG Indigenous Extension initiative. The Tasmania’s Education Performance Report 2010 – Government Schools, highlights steady improvement in the public education system, indicating that the government’s goals for education are on track. Since the release of the first report for 2007, there has been progress across a range of measures including: student attendance, parental satisfaction with reporting and closing the Indigenous equity gap. Since 2007, ‘Good’ and ‘Excellent’ criteria have increased from six to ten and the ‘Issue’ and ‘Concern’ criteria have reduced from five to one. While schools still need to keep improving, the report demonstrates their capacity to do that. In 2010, the post-Year 10 education and training model was refined. With effect from the start of 2011, the Tasmanian Polytechnic and the Tasmanian Academy were established as business units within the Department of Education, following the dissolution of their respective boards. The Tasmanian Skills Institute is continuing as a statutory authority and retains its role in technical and further education skills development for apprentices and trainees. These changes are focused on making a difference to very important outcomes for Tasmania—more qualified Tasmanians, higher skill levels, an increased number of Tasmanian Certificates of Education (TCEs) and better productivity. Retention into Year 11 is a departmental priority and is being further enhanced by programs funded under the Youth, Attainment and Transition National Partnership and the Smarter School National Partnerships reforms, in particular, the Low Socioeconomic Status (SES) School Communities – Transition Initiatives. The department’s priority of building a knowledge based society continues to be actioned through LINC Tasmania which brings together library services, research and information, adult literacy support, community learning, online access, plus world class archive and heritage services. This strategy is based on transforming and modernising the services to strengthen and sustain connections with existing clients – readers, learners, researchers, educators – as well as connecting with new clients in new ways, particularly those who need greater information and technology access, literacy, life skills and support to participate fully in work and community life. 2010–11 has seen the near completion of the Building the Education Revolution (BER) which has provided a wide range of firstclass facilities delivered directly into many Tasmanian schools and communities. Local communities now have better access to use school facilities than ever before, and that is something we are keen to encourage. This report affirms the many positive contributions that are being made across all parts of the department and highlights how we are striving to meet the education, training and information needs of all Tasmanians. I would like to thank all those who have contributed to the work and initiatives this report describes. Colin Pettit Secretary October 2011
Contents About this Report 2 Department at a Glance 3 Strategic Focus 4 Services 6 Organisation 8 Clients 9 Workforce 11 Finances 14 Pre-Compulsory and Compulsory Education – Output Group 1 15 Early Years 16 Direction 16 Major Initiatives 16 Performance 18 Child Care 21 Direction 21 Major Initiatives 21 Performance 21 Literacy and Numeracy 22 Direction 22 Major Initiatives 22 Performance 24 Post-Compulsory Education and Skills Development – Output Group 2 30 Direction 31 Major Initiatives 31 Performance 33 LINC Tasmania – Output Group 3 34 Direction 35 Major Initiatives 35 Performance 37 Required Reporting 40 Employment 41 Employee Development Programs 45 Occupational Health and Safety 50 Public Access to the Department 51 Legislation Administered, Enacted and Amended 52 Statutory and Non-statutory Bodies 53 Other Annual Reports 55 Tasmanian Library Advisory Board 55 State Library and Archives Trust 58 Allport Library and Museum of Fine Arts 59 Tasmanian Home Education Advisory Council 61 Schools Registration Board 64 Asset Management/Risk Management 66 Climate Change 67 Pricing Policies/Administered Payments 69 Loss and Damage/Debts Written Off 70 Major Capital Projects 71 Contracts and Tenders 79 Financial Statements 84 Statement of Comprehensive Income 85 Statement of Financial Position 86 Statement of Cash Flows 87 Statement of Changes in Equity 88 Notes to the Financial Statements 89 Superannuation Certificate 127 Certification of Financial Statements 128 Auditor-General’s Report 129 Appendices 131 Additional Performance Measures 132 Tasmania Together Activity Report 134 Tasmania’s Education Summary 2010 – 148 Government Schools Abbreviations and Acronyms 149 Publications 150 Contact Details 151 Index 152 Photograph Acknowledgements 153 1
Page 1: Department of Education Annual Repo
Page 5 and 6: Department at a Glance
Page 7 and 8: changes to what is currently taught
Page 9 and 10: Educational Performance Services (E
Page 11 and 12: Clients Licensed child care service
Page 13 and 14: Workforce Whole of department as at
Page 15 and 16: Age of principals and assistant pri
Page 17 and 18: Pre-Compulsor y and Compulsor y Edu
Page 19 and 20: Schools participating in Launching
Page 21 and 22: 2008 LiL Cohort, Reading Performanc
Page 23 and 24: Child Care Direction The Child Care
Page 25 and 26: RTBCTG is complemented by Smarter S
Page 27 and 28: National Assessment Program - Liter
Page 29 and 30: Commentary • Tasmania’s 2011 re
Page 31 and 32: Commentary • Tasmania’s 2011 re
Page 33 and 34: Direction Major Initiatives Retenti
Page 35 and 36: Qualification for Teacher Registrat
Page 37 and 38: Direction Major Initiatives Learnin
Page 39 and 40: The Digitisation Program continued
Page 41 and 42: Work and Life Skills stream. Of the
Page 43 and 44: Employment Workforce in summary The
Page 45 and 46: Teachers 5 Required Reporting - Emp
Page 47 and 48: Employee development programs Learn
Page 49 and 50: Tasmanian Polytechnic In 2011 the T
Page 51 and 52: Goal 2. Physical Access: All school
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Public Access to the Department Com
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Statutory and Non-statutory Bodies
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Other Annual Reports Tasmanian Libr
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with other services providers such
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Allport Library and Museum of Fine
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Tasmanian Home Education Advisory C
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Notices about home education were p
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In addition the board inspected Lam
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Climate Change The department’s l
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Pricing Policies/Administered Payme
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Major Capital Projects Summary of m
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Building the Education Revolution -
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Building the Education Revolution -
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Capital Investment Program Bridgewa
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Contracts and Tenders Summary of pa
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Contractor Location Description Eco
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Other Contractor Location Descripti
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Statement of Comprehensive Income F
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Statement of Cash Flows For the yea
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Notes Notes to and forming part of
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Note 1: Administered financial stat
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Note 2: Significant accounting poli
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Polytechnic were brought under the
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2.9 Net assets received under a res
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2.13 Assets Assets are recognised i
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2.18 Foreign currency Transactions
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Output group 2 Post- Compulsory Edu
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Output group Capital Investment Pro
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Note 4: Explanations of material va
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6.2 Grants 2011 $’000 2010 $’00
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7.4 Grants and subsidies 2011 $’0
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9.3 Property, plant and equipment,
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9.4 Other assets (a) Carrying amoun
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Note 12: Reserves 12.1 Reserves 201
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13.2 Reconciliation of net result t
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Note 14: Financial instruments 14.1
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14.4 Comparison between carrying am
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16.9 Administered receivables 2011
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Superannuation Certificate Financia
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Auditor-General’s Report Financia
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Appendices PHOTO TO COME 131
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Corporate Services Performance meas
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GOAL 3: High quality education and
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Raising the Bar Closing the Gap (RT
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The Tasmanian Academy is accountabl
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GOAL 5: Vibrant, inclusive and grow
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GOAL 6: Dynamic, creative and inter
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GOAL 7: Acknowledgement of the righ
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GOAL 8: Open and accountable govern
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Abbreviations and Acronyms AAS AASB
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Contact Details Postal Address: Dep
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S Schools Registration Board 64-65
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