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Guaranteeing Futures Trade Training Centres Guaranteeing Futures initiatives are focused on retention and participation of young people 3.3.1 in post-compulsory education and training. Starting in the compulsory years, young Tasmanians are provided with pathway planning and transition support as well as extensive career, work and enterprise education. All Tasmanian secondary school students develop pathway plans. Pathway planning officers (PPOs) will continue to support schools. In line with the Learner at the Centre strategy, PPOs will focus on supporting Year 10 students to make successful transitions beyond secondary school by developing personal pathway plans and facilitating relevant pathway experiences. Given the focus on students having a future pathway and the ability to follow it, career planning will be further integrated into the curriculum. With the supporting pathway planners, teachers can match and develop a student’s aspirations and their education program. Guaranteeing Futures initiatives continued to be monitored to ensure they deliver the best results for young Tasmanians. The Tasmanian Government has accessed the Australian Government’s Trade Training Centre in Schools program as part of its strategy to increase vocational training opportunities for people living in rural and remote areas. The aim has been to establish skill hubs in regional areas, involving as many schools in the area as possible. The Tasmanian Polytechnic has responsibility for collaborating with local communities to develop and submit applications for projects on behalf of the government sector in the state. The centres are designed to deliver a number of trade competencies (not all at each site) covering auto electric, electro-technology, bricklaying and plastering, roofing and general plumbing, metals, carpentry and joinery, welding, floor tiling and horticulture–all generally up to Certificate II level qualifications which will articulate to Certificate III. The Tasmanian Government has a ten year plan for trade training centres that includes both state, Catholic and independent schools. Future projects will include the refurbishment of existing facilities to The department has developed and will maintain valuable resources to support students to develop their pathway plans for their future beyond Year 10. Progress Specific initiatives include: • Working on water – 80+ Year 9 and 10 students around the state participated in this three day experience providing an overview of marine careers. • Step out in Bricks – 70+ Year 9 and 10 students around the state participated in this one week intensive hands-on experience in brick laying. • Design Your Future in Engineering – 36 Year 10 students around the state participated in this extended experience exploring pathways into engineering. • Try A Trade – approximately 1,600 Year 9 students around the state participated in this one day experience designed to give students an opportunity to undertake an activity in three trade areas. • youthBUILD – 70 Year 10 students at seven participating secondary schools and Claremont College took part in this year long program which introduces students to careers in building and construction. bring them up to industry standard and to offer training in traditional trade areas and emerging industries. Progress Three centres constructed at George Town, Dorset and Bridgewater, which were completed in October 2010, offered a suite of VET programs for students enrolled in Years 11 and 12 in 2011, as well as preemployment VET programs for young people and adults preparing to undertake apprenticeship employment. Students in Years 9 and 10 also access VET programs at these centres. Construction of three further centres is underway. Construction at Circular Head commenced in January and at Break O’Day in March with both due for completion in 2011. Construction at Huonville commenced in June with scheduled completion early in 2012. As at 30 June, the number of programs run in 2011 was 11 at Scottsdale, 13 at George Town and 36 at Bridgewater (comprising 15 Certificate I and II programs plus 21 taster programs). Student This Australian Research Council Linkage Project is Retention a collaborative longitudinal study being undertaken by the University of Tasmania and the Department Beyond the of Education which was approved in May for Compulsory commencement in July 2011. The project will Years in Rural, investigate the nature, impact and efficacy of a Regional and range of intervention strategies at primary school, Disadvantaged Communities Project secondary school and college levels aimed at enhancing student retention in education beyond the compulsory years of schooling. It will build knowledge of the ways in which factors known to influence retention interact with one another and other relevant but underresearched variables. This three year study will be located in rural, regional and disadvantaged areas of Tasmania. 32 Post-Compulsory Education and Skills Development
Qualification for Teacher Registration From I January 20II, Tasmanian Polytechnic teachers were required to be registered with the Teachers Registration Board. To gain full registration, either general, or specialist VET, Polytechnic teachers must hold or obtain a recognised teaching qualification. Specialist VET registration recognises teaching qualifications and industry/vocational qualifications that are appropriate for the VET sector and enables a teacher to deliver vocational education in a school or Polytechnic setting. Teachers employed at the Polytechnic prior to the introduction of registration and who met the criteria for specialist VET registration were granted provisional registration, specialist VET. As a result of a memorandum of understanding between the University of Tasmania and the Tasmanian Polytechnic the teaching qualification, the Bachelor of Education (Applied Learning), was developed. This qualification will recognise the significant skill and experience of Polytechnic teachers and has been submitted to the Teachers Registration Board for assessment as a recognised qualification. Polytechnic teachers will be strongly supported in undertaking this qualification with individual mentoring and facilitated study groups being organised through the Polytechnic. It was anticipated that in excess of 180 teachers (including approximately 160 from the Polytechnic) would commence in first semester in July 20II. Taste of Polytechnic 2010 Performance Partnerships between schools, The Tasmanian Polytechnic, and, in some instances, business and industry, allow students to access short-term training programs in a range of areas. The areas include metals, manufacturing, textiles, fashion, hospitality, engineering, construction, community services, hairdressing and business administration at the Tasmanian Polytechnic and combined this learning with school and, at times, work placement. The partnership has continued with the Tasmanian Polytechnic in 2011 and incorporates the Trainee and Apprenticeship Pathway Program (TAPP). Performance measure Attainment measures for 15–19 year-olds, achieving: 2008–09 2009–10 2010–11 Actual 1 Actual 1 Target 2011–12 Target Tasmania Together Benchmark 120 credit points in education and training 3,796 3,931 3,937 4,196 Some vocational education and training 4,727 4,952 4,876 5,072 A Tasmanian Certificate of Education 2,667 2,825 2,782 2,894 A tertiary entrance rank 2,076 2,235 2,201 2,289 3.4.2 3.4.2 3.4.2 3.4.2 NSSC Census 2 7,500 8,002 8,000 8,000 Apparent retention rate Years 10–12 3 62.2% 73.0% 67.0% 69.0% Full year training equivalents 4 12,300 13,800 13,500 13,500 3.3.1 Training participation rate 13.0% 14.8% 14.0% 14.0% Student Satisfaction – Graduates 5 90.5% 89.8% 90.0% 90.0% Student Satisfaction – Module Completers 5 83.9% 82.2% 87.0% 87.0% 1 Actual performance measures are based on calendar years. The measures for 2008–09 Actual are based on the 2009 calendar year, while the measures for 2009–10 Actual are based on the 2010 calendar year. Completion and participation rates are affected by economic circumstances and targets assume these circumstances, especially youth employment opportunities, will remain stable over this period. 2 While Tasmanian education underwent a significant restructure of Post Year 10 education in 2009, processes were undertaken by the department to ensure that data provided fully complied with collection definitions. Actuals are full-time equivalent post–Year 10 students regardless of age, as at the Mid-Year Census. 3 Apparent retention rate is a measure of the number of school students in a designated year of education expressed as a percentage of their respective cohort group in a base year. Figures relate to government school students. The increase in the 2010 rate is due to a combination of many factors, most notably students studying longer, new entrants to the post–Year 10 system who had not previously been enrolled in a Tasmanian Government school and adults returning to the sector after breaks in education. Target setting for 2010–11 and 2011–12 reflects that some of the increase is anticipated to be temporary in nature. 4 Participation (age 15–64) in all publicly funded VET and commercial activity by government providers. Participation rates are derived by calculating student numbers in the age group as a percentage of the estimated residential population in the corresponding age groups. Figures are based on ABS population figures, catalogue number 3201.0. 5 Student satisfaction is the percentage of students satisfied with the overall quality of training. These results are based on a survey of a sample of students and therefore are not ‘actual’ figures but rather estimates with a 95 % confidence level. Each estimate is the mid-point of a range; the range is the 95% confidence interval (if the survey covered all students then there is a 95 % chance that the actual results would fall within that range). The difference between the 2008–09 and 2009–10 figures is not statistically significant. Sources: Tasmanian Qualifications Authority, National Schools Statistics Collection (NSSC), Australian Bureau of Statistics (ABS) Schools, Australia (cat. no. 4221.0), Skills Tasmania’s Provider Collection, ABS Population by Age and Sex, Australian States and Territories (cat. no. 3201.0) National Centre for Vocational Education Research (NCVER) Student Outcomes Survey. Post-Compulsory Education and Skills Development 33
Page 1 and 2: Department of Education Annual Repo
Page 3 and 4: Contents About this Report 2 Depart
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: Direction Major Initiatives Retenti
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
Page 53 and 54: Public Access to the Department Com
Page 55 and 56: Statutory and Non-statutory Bodies
Page 57 and 58: Other Annual Reports Tasmanian Libr
Page 59 and 60: with other services providers such
Page 61 and 62: Allport Library and Museum of Fine
Page 63 and 64: Tasmanian Home Education Advisory C
Page 65 and 66: Notices about home education were p
Page 67 and 68: In addition the board inspected Lam
Page 69 and 70: Climate Change The department’s l
Page 71 and 72: Pricing Policies/Administered Payme
Page 73 and 74: Major Capital Projects Summary of m
Page 75 and 76: Building the Education Revolution -
Page 77 and 78: Building the Education Revolution -
Page 79 and 80: Capital Investment Program Bridgewa
Page 81 and 82: Contracts and Tenders Summary of pa
Page 83 and 84: Contractor Location Description Eco
Page 85 and 86:
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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