Education

DEPARTMENT OF
Education
ANNUAL REPORT
2012–13
Department of Education

Letter to the Ministers
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 2012–13.
Colin Pettit
Secretary
October 2013
© State of Tasmania, Department of Education, 2013
You may copy, distribute, display, download and otherwise
freely deal with this work provided that you attribute the
Department of Education, Tasmania.
Department of Education
Level 1, 73 Murray Street,
Hobart Tasmania 7000
Telephone 1800 816 057
GPO Box 169
Hobart Tasmania 7001
www.education.tas.gov.au
ISSN 1449-1575

Contents
About this Report 2
Department at a Glance 3
Strategic Plan 2014–2017 4
Strategic Focus 6
Services 12
Department of Education Organisation Chart 16
Clients 17
Workforce 20
Expenditure Summary 2012–13 22
Pre-Compulsory and Compulsory
Education – Output Group 1 23
Early Years 24
Direction 24
Major Initiatives 24
Performance 27
Literacy and Numeracy 30
Direction 30
Major Initiatives 30
Performance 34
Post-Compulsory Education and Skills
Development – Output Group 2 41
Direction 42
Major Initiatives 43
Performance 48
LINC Tasmania – Output Group 3 49
Direction 50
Major Initiatives 51
Performance 57
Required Reporting 59
Employment 60
Teachers (Includes all schools and
Polytechnic) 62
Qualifications of teachers and other
professional staff 62
General workforce recruitment
(Includes all schools and Polytechnic) 63
Workplace diversity programs 64
Employee participation in industrial
relations matters 64
Internal grievances procedures 65
Occupational health and safety 65
Health and wellbeing programs 65
Employee Performance and Development Programs 67
Performance management 67
Professional learning 69
Disability Framework for Action 71
Disability Standards for Education 2005 71
More Support for Students with Disability National
Partnership Agreement 71
Tasmanian Adult Literacy Action Plan 2010–2015 72
Implementation of child and family centres 73
Public Access to the Department 74
Legislation Administered, Enacted and Amended 75
Statutory and Non-statutory Bodies 76
Asset Management and Risk Management 78
Climate Change 79
Pricing Policies 82
Administered Payments 82
Loss and Damage 83
Debts Written Off 83
Major Capital Projects 84
Contracts and Tenders 86
Superannuation Certificate 89
Other Annual Reports 90
Tasmanian Library Advisory Board
Annual Report 90
State Library and Archives Trust
Annual Report 92
Allport Library and Museum of Fine Arts
Annual Report 93
Tasmanian Home Education Advisory
Council Annual Report (2012) 96
Schools Registration Board Annual Report 98
Financial Statements 101
Statement of Comprehensive Income 102
Statement of Financial Position 103
Statement of Cash Flows 104
Statement of Changes in Equity 105
Notes 106
Statement of Certification 144
Auditor-General's Report 145
Appendices 147
Additional Performance Measures 148
Abbreviations and Acronyms 150
Publications 151
Contact Details 153
Index 154
Compliance Index 157
Contents
1

About this Report
This report meets the department’s legislative reporting
obligations and provides information for all Tasmanians
with an interest in education, training and information
services. The report provides an overview of the
operations, major initiatives and performance of the
department during the 2012–13 year.
Information on the department’s activities and
achievements that have contributed to the successes
of education, training and information services in
Tasmania is included.
Feedback or enquiries regarding this report are
welcome. They should be directed to Tony Luttrell,
Director, Educational Performance Services at
tony.luttrell@education.tas.gov.au
This report, and further information, is available on the
department’s website at www.education.tas.gov.au
Structure of the report
The report is presented in sections to meet the different
information needs of a range of readers.
Department at a Glance
This section provides a snapshot of the department
including the strategic plan, strategic focus, services,
structure and an overview of clients.
Pre-Compulsory and Compulsory Education
This section highlights the direction, major initiatives and
performance of the department’s output group 1, which is
the responsibility of the Early Years and Schools Division.
This includes the provision of early years services, and
literacy and numeracy services across the department.
Post-Compulsory Education and
Skills Development
This section highlights the department’s direction,
major initiatives and performance in the provision of
education and skills training beyond the compulsory years.
This relates to the department’s output group 2 and is
the responsibility of the Further Education and Training
Division 1 .
LINC Tasmania
This section highlights the direction, major initiatives and
performance of the department’s output group 3, which
includes the operations of all LINC Tasmania services.
LINC Tasmania is part of the Further Education and
Training Division 1 .
Required Reporting
This section provides information on the financial,
administrative and human resource management aspects
of the department. The annual reports of related bodies
and boards are also included.
Financial Statements
This section provides the financial statements of the
department for the 2012–13 financial year.
Appendices
This section includes additional performance information,
indexes and supplementary information.
1. As of 1 July 2013 the Further Education and Training Division is to be
renamed as the Skills, Community and Education Services Division.
2 About this Report

Department
at a Glance

Strategic Plan 2014–2017
LEARNERS FIRST
Connected and Inspired
we value
our vision
Successful, skilled and
innovative Tasmanians.
our mission
To provide every Tasmanian with the
opportunity to continue to learn and
reach their potential, to lead fulfilling
and productive lives and to contribute
positively to the community.
Learning
Tasmanians are engaged in positive, productive and
supported learning experiences; and encouraged
towards lifelong learning.
Excellence
We have high expectations for our learners and a
strong commitment to the pursuit of excellence
and innovation in our people, in our programs and
in our resources.
Equity
We all have the right to challenging and engaging
learning opportunities in appropriate settings.
Respect
Positive and effective interactions, with each other and
with our environment, are conducted on the basis of
responsibility, integrity and accountability.
Relationships
We achieve growth and strength through partnerships
and connections with our learners, their communities
and the world.
4 Department at a Glance » Strategic Plan 2014–2017

our key drivers
Successful Learners
• Engage and retain students through creative, innovative and
supported learning programs and environments.
• Develop Tasmanians to have the knowledge, skills and desire
to successfully contribute in our community.
• Empower learners to set high standards for their education
and reach their potential through tailored learning.
• Establish balanced, flexible and responsive learning and
training pathways for students to encourage lifelong learning.
An Innovative Workforce
• Create and retain a highly qualified, motivated and supported
workforce through strong professional development.
• Implement strategies that enhance the health and
wellbeing of our staff.
• Provide staff with regular and structured feedback on
their performance.
• Ensure staff in all areas have the required knowledge
and skills to support each other for learning, growth
and achievement.
Inspired Leadership
• Promote a culture of inspiring leadership.
• Provide professional learning, coaching and mentoring
opportunities for aspiring, newly appointed and
experienced leaders.
• Equip leaders with the skills to manage and encourage
innovation and continuous improvement.
• Enhance leadership development and performance
management across the department.
Dynamic Learning Environments
• Work collaboratively to harness the expertise of the
community and government to holistically support the
needs of learners.
• Foster the growth of sustainable networks of schools to
support the delivery of high-quality education and improved
student outcomes through continuous improvement.
• Provide resources, facilities and infrastructure (including
building and information technology) that support current
and dynamic learning and teaching practices.
• Demonstrate financial governance for a sustainable future.
Community Confidence
• Pursue a strong and measurable approach to continuous
improvement using appropriate data to review the
performance of all areas of the department.
• Improve quality communication with the community about
public education and promote lifelong learning.
• Develop open and transparent reporting processes to the
Tasmanian public.
• Develop conducive partnerships with the Tasmanian
community so we can collectively achieve educational
outcomes for Tasmanian learners.
our priorities
Early Years
Bright Beginnings
Priorities
• Ensure quality education and care programs and services
for young children so they develop as confident and curious
learners prior to commencing full-time school.
• Engage with children and families in a cohesive way by
connecting and integrating services.
• Develop and maintain strong relationships between schools,
families, services and the broader community from the
early years.
School Education
Great Schools... Great Communities
Priorities
• Implement and support the Australian Curriculum and ensure
teachers are provided with appropriate and high-quality
resources to support the delivery of learning and thinking.
• Work within the organisation-wide framework for teaching
and learning of literacy and numeracy to ensure students
develop the skills required for participation and growth
throughout their education.
• Establish networks of schools to work to improve outcomes
through meaningful, creative and innovative programs so
students are engaged in learning, motivated to complete
their studies and equipped with the skills required to be
citizens in a dynamic and global world.
Further Education,
Adult Learning and Skills
Purposeful Pathways
Priorities
• Engage with industry, employers and stakeholders to ensure
training meets education and workforce needs, and students
are provided with tangible pathways to further education
and employment.
• Provide supported and relevant learning, knowledge and
training opportunities to adult learners to ensure they are
equipped with the skills to contribute productively to our
community and economy.
• Promote higher education, vocational and adult learning
throughout the community to encourage participation and
create fulfilled and enriched Tasmanians.
The department reviews the strategic plan regularly to assist in the setting of priorities for each year. Information about the strategic plan and current
priorities can be viewed at http://www.education.tas.gov.au/About_us/Pages/Strategic-Plan.aspx
Department at a Glance » Strategic Plan 2014–2017
5

Strategic Focus
The Department of Education is responsible for providing
a comprehensive and lifelong approach to learning for all
people regardless of age. All aspects of early learning and
school education support young learners to reach their
potential; lead fulfilling and productive lives; and contribute
positively to their community. Our scope includes
education and care; child and family centres; early years
services; primary, secondary, combined and senior
secondary schools; LINC Tasmania and Government
Education and Training International.
The department’s Learners First Strategy drives the work
of the department through our:
• belief that all learners have a right to participate in
challenging and engaging learning opportunities
• commitment to excellence and equitable access
to learning
• conviction that all learners have the right to be
treated with respect
• desire to work collaboratively with learners and
their communities.
These drivers ensure that Tasmania’s public education
system continues to strive to be world-class.
Supporting the provision of quality early childhood
education and care in Tasmania is integral to the work
of the Education and Care Unit (ECU). Implementation
of the Council of Australian Government’s National
Quality Agenda for Early Childhood Education and Care
is being progressed by the ECU through monitoring
and assessment and rating of services using a nationally
consistent process. Throughout the state the Early Years
Learning Framework provides a curriculum framework for
Kindergarten and education and care (child care) services
and programs; while the Framework for School Aged Care
in Australia guides the provision of quality before school,
after school and vacation care programs.
Our delivery of skills training and adult learning programs
provide Tasmanians with the skills and knowledge
needed by the workforce and community to contribute
to society and ensure a strong and sustainable economy
into the future. The LINC Tasmania network opens up
the world of information, resources and adult learning
services to our Tasmanian community for personal and
professional growth. Skills Tasmania, as a business unit of
the department since July 2013, is Tasmania’s State Training
Authority, developing strategies and providing support,
advice, opportunities and funding to deliver quality training
to meet the needs of Tasmanians and our industries.
Government Education and Training International (GETI)
is Tasmania’s international education unit, and manages all
matters in relation to fee paying international students in
government secondary and senior secondary schools.
Underpinning our priority areas: Bright Beginnings;
Great Schools…Great Communities; and Purposeful Pathways
are the department’s key drivers which collectively
support a strong, robust and sustainable educational
system. The department’s strategies, policies and initiatives
are aligned to the key drivers, which strive to improve
educational outcomes for Tasmanian learners.
Successful Learners
The department’s mantra is learners first, connected and
inspired. We place learners first – meaning they are at the
forefront of everything we do as a department. We seek
to connect them to education, their community and the
world. We seek to inspire them, to encourage them
to grow and achieve, and to be the best they can be.
We strive to engage and retain learners with creative and
innovative learning programs, and the individual support
mechanisms they need to be successful. It is important
that their learning environments are vibrant, appropriate
and inspiring.
A wealth of research supports the benefits of investment
in the early years of a child’s life. The significant investment
in Launching into Learning (LiL) and child and family centres
is based on the belief that parents are their child’s first
and most influential teacher. Engaging in partnerships with
families in education before children begin Kindergarten
is more effective in achieving a wider range of successful
outcomes for students than interventions later in life.
The most recent analysis from the Launching into Learning
Longitudinal Study 2007–2014 Progress Report 2012
further demonstrates that regular participation in
LiL consistently and significantly improves educational
outcomes across all main performance measures,
particularly literacy and numeracy. Strong connections are
being developed between LiL and the 12 child and family
centre communities to strengthen and support
the engagement of families.
Our schools are implementing the Australian Curriculum.
Prep–Year 10 students are currently being assessed
against the Australian Curriculum in English, Mathematics,
Science and History which are mandated areas of study
in the curriculum. Assessment in all other learning areas
remains under the Tasmanian Curriculum Framework.
In 2014, Geography will be implemented from
Prep–Year 8 and will be optional for Years 9 and 10.
Schools will also be trialing Health and Physical Education.
6 Department at a Glance » Strategic Focus

Tasmania, along with other states, has endorsed the
senior secondary Australian Curriculum for English,
Mathematics, Science and History as the agreed and
common base for development of senior secondary
courses. Processes and timelines are being determined
during 2013. Eight curriculum teacher leaders with specific
learning area responsibility across Years 9–12 have been
appointed to provide direct school-based learning area
support with a senior secondary focus.
The department’s Literacy and Numeracy Framework guides
the work of schools in literacy and numeracy. Based on
the framework, every school has an explicit literacy and
numeracy strategy as part of their school improvement
plan so that every child’s literacy and numeracy learning
needs can be supported.
Through the Lead School/Lead Teacher initiative and the
development of the literacy and numeracy resource,
Supporting Literacy and Numeracy Success – a teacher’s
resource for Early Years to Year 12, the department continues
to support teachers to build capacity in literacy and
numeracy teaching and learning. In 2013, the lead teacher
initiative was expanded into Years 11 and 12. Curriculum
teacher leaders support their colleagues in senior
secondary schools with curriculum implementation as well
as supporting literacy and numeracy teaching and learning.
Further commitment to improving the literacy and
numeracy outcomes of students is demonstrated through
the department’s successful needs-based Raising the
Bar (RTB) initiative, which has a particular emphasis on
targeting disadvantage. In 2013, 51 primary and secondary
schools are participating in RTB. This commitment is also
demonstrated through an action research project to
improve literacy and numeracy across Years 5–8. In 2013,
participating schools and their primary school clusters are
exploring how to improve literacy and numeracy with an
emphasis on transition from primary to secondary school.
Whole-school ownership of school improvement plans
and student performance is becoming increasingly
evident as school data is used more effectively and is
integral to school improvement planning processes.
The department is supporting the capacity of teachers
and principals to effectively interpret and use data at the
classroom, school and system level through a range of
services. Examples of these include the development of
systems to collect, manage and report on student data
such as the NAPLAN Toolkit, the provision of a range of
reports around student assessments – including NAPLAN
data, and links to inform teaching and learning strategies.
This increased use of data to inform planning, targeted
intervention and support is a sustainable feature across
all our schools.
Further support for teachers and schools to collect, store,
access and utilise data to inform improvement planning is
the development of a dynamic data warehouse that will
provide accurate, up-to-date data regarding all aspects
of the schools context. Access to this information will be
available to teachers and schools through a secure web
portal which will further enhance schools’ capacity to
monitor students’ outcomes and ensure that schools are
effective and efficient.
The Student Support System (SSS), which was rolled-out
to schools from first term 2013, assists schools to record
observations, actions and strategies used to support
students. Student information follows the students as they
move between schools—enabling principals, teachers
and support staff to further support students with their
learning needs. SSS provides valuable information regarding
the support needs of particular groups of students such
as students with disability, students with complex medical
needs, and students under Care and Protection Orders.
Closing the gap between Aboriginal and non-Aboriginal
student outcomes in Tasmania is one of our top priorities.
We continue to address the national Aboriginal and
Torres Strait Islander education agenda through the
implementation of its Closing the Gap on Aboriginal Education
Outcomes 2010–2014: a strategy for Aboriginal student success
through school improvement. This strategy outlines a series
of initiatives to improve the success of Aboriginal students
in schools by supporting the particular needs of individual
schools, students and their families. The strategy includes
initiatives aimed at building the capacity of the Tasmanian
education system to deliver quality, inclusive teaching and
leadership for Aboriginal students.
Department at a Glance » Strategic Focus
7

In late 2012, our Lesbian, Gay, Bisexual, Transgender and
Intersex Strategic Working Group (with stakeholder
representation) helped produce the comprehensive
resource: Guidelines for Supporting Sexual and Gender
Diversity in Schools and Colleges. Through our values of
equity, respect and relationships, we are committed
to providing equal opportunity and access for all
people. Inclusive language can play an important role in
acknowledging everyone and treating all people equitably
and with the sensitivity and respect to which they are
entitled. Hence we have developed Guidelines for Inclusive
Language. The department also launched a new strategy
for sexuality and relationship education to support schools
to deliver development-appropriate relationships and
sexual education.
There is strong evidence that completing a formal
qualification has many benefits for learners, including
direct economic and social benefits. The vast majority
of jobs today and in the future will require higher-level
formal qualifications and ongoing learning opportunities.
Improving youth transitions and engaging students so they
stay in education and training to gain meaningful Year 12
or equivalent qualifications is the focus of a number of
reform initiatives and complimentary actions undertaken
during 2012–13. Tasmania’s implementation of the Youth
Attainment and Transitions National Partnership and the
Australian Government’s Trade Training Centres in Schools
program together with the Retention and Attainment
Strategy Years 10–12, Guaranteeing Futures initiatives and
the Minister’s Action Plan for the future provision of Years
11 and 12 education in regional Tasmania are examples
of significant work aimed to support improved rates of
attainment and completion.
Future work will also be informed by the partnership
with the University of Tasmania (UTAS) on the research
Linkage Project: Beyond the Compulsory Years in Rural,
Regional and Disadvantaged Communities Project. This threeyear
collaborative project will inform our work on
developing and implementing effective interventions
in Tasmania to enhance student retention, attainment
and completion.
The department is developing an eStrategy to ensure that
learners can access and fully engage with the opportunities
for 21 st century learning enabled by digital technologies.
Current priorities include the deployment of an integrated
Virtual Learning Environment (VLE) that provides schools
with a common and contemporary toolset to support
anywhere, anytime learning; increasing the ongoing support
for the digital repository of learning resources that supports
the Australian Curriculum implementation in Tasmanian
schools; and the delivery of new professional learning
programs through the Professional Learning Institute to
build leadership and teacher capacity—particularly to
support digitally enriched teaching for 21 st century skills
and capabilities.
Strategic partnerships have also been established and
strengthened to provide access to professional learning
and resources for Tasmanian teachers and leaders in
best practice use of technology. Examples include world
leaders in learning support such as Apple Education,
Microsoft Partners in Learning, and Pearson.
As the National Broadband Network continues to be
connected in regional areas around the state, schools will
be able to offer a wider range of courses to their students.
This will lead to improved access to subject specialists
across the state, particularly in the mathematics and
science curriculum areas. Students will be able to
collaborate and interact with other students nationally
and internationally and will be able to undertake virtual
excursions by using high definition video lessons with
experts in their field.
International education in Tasmania enriches our
learners and community on many levels and studying
abroad brings our international students great benefits.
Learning alongside students from diverse cultural
backgrounds gives Tasmanian students the opportunity
to understand cultural differences and become effective
participants in the global community. The department is
working with UTAS, through the partnership agreement,
on strategies to increase international student enrolments
in Tasmania.
8 Department at a Glance » Strategic Focus

An Innovative Workforce
A motivated, qualified, and supported workforce is the
key to an innovative organisation. The department places
a high value on recognising, rewarding and retaining
employees with diverse skills who work across the
department. Professional learning and development
supports the growth of a successful, skilled, innovative
workforce and inspiring leadership.
Employees feel valued when their health and wellbeing
needs are put at the forefront, with key strategies that
enhance welfare and commitment. To create an effective
and efficient organisation, it is important that staff in all
areas have the required knowledge and skills to support
each other for learning, growth and achievement.
In September 2012, in response to Employment Direction
No. 26 – Managing Performance in the State Service, we
introduced the Performance and Development Framework.
By June 2013, over 98% of staff had participated in a
performance and development meeting with their
line manager and had a Performance and Development
Plan (PDP) in place. This PDP identifies individual key
performance goals and professional development needs.
As part of the PDP process, all plans are revisited and
updated annually.
As part of our commitment to the health and wellbeing
of our staff, the department, in conjunction with the
Department of Health and Human Services and
Workplace Standards Tasmania, contributed to the
development of a Healthy Workplace Resource Toolkit
– Your Simple Guide to Workplace Health and Wellbeing.
This toolkit was trialed in a number of departmental
settings across the state and will be further promoted as a
major resource throughout the next year. Staff awareness
of the Healthy@Work program and related initiatives has
been raised through regular articles in departmental
newsletters. The department’s Healthy@Work staff
intranet site has been redesigned to provide staff with a
consolidated health and wellbeing related resource.
In terms of providing professional learning for all staff,
including non-teaching staff, we are one of the most
progressive education departments in Australia.
The Professional Learning Institute (PLI) is responsible for
delivering and brokering high quality professional learning
for all staff in the department and ensures the realisation
of our vision of a successful, skilled and innovative
workforce. In partnership with the PLI, a major Corporate
Services Division professional development program
was delivered in-house to 277 staff with workshops in
collaboration and team building; conflict resolution and
negotiation; and critical thinking and problem solving
(collectively known as the 3Cs). The PLI will release
its 2014 Prospectus for all departmental employees in
October 2013.
Department at a Glance » Strategic Focus
9

Inspired Leadership
Leadership is about having the knowledge, skills and
courage to influence others. It is not necessarily about
position, but rather about making a difference. The
Professional Learning Institute (PLI) provides a range of
programs that support aspiring, newly appointed and
experienced leaders across the department as well as
programs that equip leaders with the skills to manage
and encourage innovation and continuous improvement.
Some of these programs are: Leadership Starts from Within,
Leading Teaching and Learning; and Shadowing Program
for Aspiring Principals. These programs are reflective of
our strategic plan, with a particular emphasis on the key
drivers of Inspired Leadership and An Innovative Workforce.
In 2012 and 2013, four leadership development programs
for principals newly appointed to their school and for
beginning principals have been delivered. The programs
address the knowledge and skill-sets that principals require
and include in-depth learning on departmental policies,
procedures and structures, including the Learners First
Strategy and the Literacy and Numeracy Framework.
The PLI works closely with the department’s Aboriginal
Education Services to provide programs that focus on
understanding the conditions that promote culturally
diverse learning environments and how to achieve
culturally responsive education. This engagement
underpins efforts to improve outcomes for Aboriginal
students in Tasmania and supports the implementation
of the Australian Curriculum. The PLI has brokered a
program through the Principals Australia Institute aimed at
developing quality leaders in Aboriginal and Torres Strait
Islander Education. The program is designed to provide
for personal growth and to give participants a number of
practical applications to draw upon for use in their school
communities. All aspects of the program encompass the
directions of the National Agenda in Aboriginal and Torres
Strait Islander Education.
To further develop the leadership capacity of principals
and managers, the department, in conjunction with the
Centre for Strategic Education, hosted a series of inspiring
workshops with internationally renowned educationalists,
Dr Valerie Hannon and Dr Yong Zhao. The theme
of their workshops was 21 st century learning with
particular reference to innovation and entrepreneurship.
In October 2013, Professor Michael Fullan will address
senior leaders of the department at the second
Leadership Symposium. Building learning cultures in our
schools and education system is fundamental to school
improvement. To this end, Professor Geoff Masters will
return to Tasmania to continue his work with principals on
the Teaching and Learning School Improvement Framework.
Dynamic Learning
Environments
The department has undergone an organisational
change as a result of the passage through parliament
of the Training and Workforce Development Act 2013.
With the commencement of TasTAFE on 1 July 2013,
the Polytechnic no longer exists as a business unit of the
department. TasTAFE was created from the combined
resources of the Tasmanian Polytechnic and Tasmanian
Skills Institute. Also on 1 July 2013, Skills Tasmania
became a business unit of the department. This means
the department no longer has a service delivery
function for vocational education and training, and now
has responsibility for policy development and funding
of training to meet the needs of Tasmanians and
Tasmanian industries.
The network structure implemented in 2012 supports
school and system improvement, improved student
learning outcomes and reform. Eleven principal network
leaders work to build the capacity of school principals
and provide at-the-shoulder support to principals to lead
and manage school improvement and accountability and
provide dynamic learning environments for our students.
In 2014, Tasmania will implement Better Schools Tasmania.
This reform will support the improvement of educational
outcomes for young Tasmanians, especially those from
disadvantaged backgrounds. Better Schools Tasmania
includes a National Plan for School Improvement that is
centred on teacher quality, quality learning, empowered
school leadership, meeting student need and transparency
and accountability.
Through LINC Tasmania’s network service model, the
department extends learning opportunities to the wider
community, in particular those who may have disengaged
from formal education, or those who have experienced
barriers to learning. LINC sites offer Tasmanians a place
to take first steps into the learning process through
community learning courses, information sessions,
small group and one-to-one sessions.
LINC Online connects Tasmanians anywhere, anytime to
local, national and international resources for use in work
and daily life. Ongoing support of online access centres,
and the extension of free public Wi-Fi in 2012–13 to
urban and regional LINCs, continues the department’s
commitment to providing flexible, convenient access to
the internet and web-based services.
Many libraries have been remodelled to accommodate
these new and emerging needs. In 2012–13 a new
purpose-built LINC opened at Scottsdale, and
Bridgewater LINC was recognised in the 2013 Tasmanian
Architecture Awards.
10 Department at a Glance » Strategic Focus

Community Confidence
The department is committed to providing the Tasmanian
public with open, transparent and timely information so
they can be confident that Tasmanian students are receiving
high-quality and relevant education. The department’s
strategic plan, and a number of initiatives supporting the
plan, including the Literacy and Numeracy Framework and
the department’s key drivers and associated policies,
demonstrate our commitment to open and transparent
communication.
To further demonstrate our commitment to quality
communication with the community, the department
has sought feedback from the public in relation to major
initiatives such as the move to a four-term school year,
the review of the role and function of Tasmania’s public
VET providers, and the future provision of Years 11 and 12
education in regional Tasmania and home areas. Individuals
and organisations from all walks of life provide valuable
feedback which the department takes into consideration
when forming policy, programs and services that further
support education in Tasmania.
We continually check our knowledge and understanding
of educational trends to inform current and future
decision making. The Professional Learning Institute
plays a major role in brokering research projects for
the department. We have partnered with UTAS for
an Australian Research Council Linkage Grant and are
undertaking a research project titled: Student Retention
Beyond the Compulsory Years in Rural, Regional and
Disadvantaged Communities Project. We are also working
with UTAS on the action research project: Supporting
Literacy and Numeracy across Years 5 to 8.
As part of our commitment to providing free, high quality
information services accessible to all Tasmanians, the
department continues to support a network of LINCs,
libraries, and online access centres where community
members can access a range of publications and online
resources. This includes a comprehensive collection of
Tasmania’s documentary history, as part of the legislated
roles of the State Library and Tasmanian Archive and
Heritage Office.
In late 2012, the department launched its new website,
www.education.tas.gov.au with the aim of providing
relevant, up-to-date and easy to find information for the
community. We also initiated a Facebook page that has
been well utilised. Twitter, Flickr and other social media
platforms are used to further communicate with parents,
students and communities.
As part of our commitment, the department will
continue to work collaboratively with students, parents,
stakeholders and the broader community to shape our
education system to best meet the needs of current and
future students.
Department at a Glance » Strategic Focus
11

Services
There were 203 government schools 1 at the
commencement of 2013 – including senior secondary
schools and the Tasmanian Polytechnic, comprising: 2
• 131 primary
• 30 secondary
• 25 combined (Kindergarten–Year 10)
• 8 senior secondary 3
• 1 polytechnic (in various locations across the state)
• 8 special. 4
Schools (not including the Tasmanian Polytechnic) are
distributed across the following Learning Services:
• Learning Services (North) – 56
• Learning Services (North-West) – 55
• Learning Services (South) – 91.
Education services for students who are unable to attend
a school are provided by the Tasmanian eSchool.
The LINC Tasmania network provides services through
89 physical service points in 69 locations across the state,
together with LINC Online.
1. This is a count of school entities and is not a count of school campuses.
2. Includes school changes as at the commencement of 2013 – see
‘New arrangements’ section in this chapter for further information.
3. Senior secondary schools were previously referred to as colleges.
4. Count of special schools includes four Early Childhood Intervention
Service Centres. Although these are services, they are classified in
the department’s organisational structure as ‘schools’.
Early Years and Schools
The Early Years and Schools Division delivers its services
to approximately 63,000 school aged students 1,2 attending
203 schools. It oversees schooling delivered through
programs operating in schools, senior secondary schools
and in established child and family centres. Educational
leadership within Early Years and Schools is provided by a
Deputy Secretary with support from a General Manager
for Curriculum and Program Services and General
Managers in three Learning Services.
Eleven networks of schools across the three
Learning Services are each supported by a principal
network leader whose role is to support the school
principal with a focus on school improvement and
accountability.
The Early Years and Schools Division is continuing to
progress the priorities outlined in the department’s
Learners First Strategy and key areas outlined in
the School Support and Expectations 2013 resource.
2013 has seen an ongoing emphasis on the implementation
of the Australian Curriculum. During 2012, English,
Mathematics and Science was successfully implemented
in all schools. History was voluntarily taken up by almost
half of the schools. In 2013, all government schools are
implementing the Foundation to Year 10 (F–10) History
curriculum and some schools have voluntarily opted to
implement the F–10 Geography curriculum.
Improving literacy and numeracy will always be a priority
for the department. In alignment with the Literacy and
Numeracy Framework 2012–2015 the department has
developed birth to Year 12 literacy and numeracy support
packages for teachers. Lead teachers in literacy and
numeracy in each network provide direct support to
schools and teachers. Eight curriculum teacher leaders
with specific learning area responsibility across
Years 9–12 have been appointed to provide direct
school based support for the Australian Curriculum with
a focus on literacy and numeracy.
Student safety, health and wellbeing are important
priorities. The Early Years and Schools Division is
developing the Building Better Behaviour resource for all
staff, to enable whole school approaches that support
positive classroom management and teacher and learner
wellbeing. This will be launched in October 2013.
The division is responsible, through its regulatory
authority, for implementing the National Quality Framework
for Early Childhood Education and Care. This includes a
national system of regulation, and assessment and rating
of education and care services which aim to improve the
quality of outcomes for children attending these services.
The regulatory authority also licenses and monitors a
number of other child care services, mostly occasional
care, under Tasmanian legislation.
1. Includes students in all senior secondary schools (previously referred to
as colleges). Senior secondary students were not included in the figures
published in the 2011–12 Annual Report given that the colleges were not
part of the Early Years and Schools Division during that period.
2. Does not include the students in the Tasmanian Polytechnic.
Aboriginal Education Services (AES) supports
schools, child and family centres and Learning Services in
their programs and services for Aboriginal students and
their families. The work of the service is closely aligned
to the six priority areas of the Closing the Gap Strategy
which is at the centre of the Australian Government’s
National Indigenous Reform Agenda and the Tasmania’s
Aboriginal Education Framework 2012–2015. AES provides
comprehensive support to schools to address the
challenges of readiness for school, engagement and
connections, attendance, literacy and numeracy, leadership,
quality teaching, workforce development and pathways
to post-school options. AES plays a key role in the
development of the department’s policies and initiatives.
Curriculum Services has a team of curriculum
officers who work with the Professional Learning Institute,
Learning Services, Educational Performance Services,
Information Technology Services and the Tasmanian
Qualifications Authority to provide teachers and school
leaders with support to implement the Australian
Curriculum and deliver the Tasmanian Curriculum. The team
provides targeted curriculum and pedagogical support
for school leaders through curriculum teacher leaders,
principal network leaders, literacy and numeracy lead
teachers, local networks and lead schools. It supports
dynamic learning environments through access to high
quality digital resources and networks. Curriculum Services
supports improved literacy and numeracy outcomes
through a lead school network model of statewide
support for literacy and numeracy. Curriculum Services
also provides high level educational leadership in each of
the curriculum learning areas and supports developing
program continuity to assist transition and retention from
Years 9–12. In addition, it works in collaboration with
relevant inter-agency and community service providers to
promote health and wellbeing learning outcomes.
Early Years is responsible for the promotion of early
years learning for young children. The Early Years team
provides support for schools and their communities in
12 Department at a Glance » Services

the implementation of high quality programs and effective
practices that support learning from birth to Kindergarten.
Belonging, Being, Becoming – The Early Years Learning
Framework for Australia is the curriculum framework that
guides the team’s practice and has been designed for use
by early childhood teachers to work in partnership with
families, children’s first and most influential educators.
There is a strong focus and a specific emphasis on play
based learning and recognition of the importance of
communication and language including early literacy
and numeracy, and social and emotional development.
The team’s work assists the ongoing implementation and
development of Launching into Learning, which supports
families and young children in school communities.
Support is also provided to child and family centres.
The Education and Care Unit (ECU) regulates
education and care (child care) in Tasmania. The unit, as the
Tasmanian Regulatory Authority, is responsible for the
implementation of the National Quality Framework for Early
Childhood Education and Care, including the administration
of the Education and Care Services National Law (Tasmania)
2011. ECU also administers the Child Care Act 2001.
The unit supports and monitors the development of
high quality education and care programs and services in
Tasmania, including administration of a nationally consistent
assessment and rating process and the implementation
of Belonging, Being and Becoming – The Early Years Learning
Framework for Australia and My Time, Our Place – Framework
for School Age Care in Australia.
Educational Performance Services (EPS) monitors
and measures student outcomes in the pre-compulsory
and compulsory years of schooling including achievement
against the national benchmarks established under the
National Assessment Program – Literacy and Numeracy
(NAPLAN). EPS also provides statewide support and
advice for teacher assessment and reporting against the
standards of the Tasmanian Curriculum and the Australian
Curriculum as it is being progressively implemented by
schools. EPS is directed towards Tasmanian compliance
with national assessment program requirements and
national reporting for the schooling sector to the end
of Year 12. EPS has representation at a national level in
a number of forums around Tasmania’s performance,
public reporting and accountability requirements.
EPS monitors and reports on the educational
accountability information required for specific purpose
programs and is also responsible for corporate reporting
and facilitating the collection, storage and utilisation of
student and school data. In addition to this, EPS develops
and implements systems such as the Student Support
System and the NAPLAN Toolkit designed to support
classroom teachers and provide the capacity for statewide
analysis of student data.
The English as an Additional Language (EAL)
Program focuses on improving educational opportunities
and outcomes for newly arrived students by providing
resources that develop English language competence and
facilitate participation in mainstream educational activities.
Proficiency in Standard Australian English is crucial to
achieving successful learning outcomes in all areas of the
curriculum. EAL Program support is delivered by EAL
teachers and teacher assistants according to the needs of
the students enrolled in each school.
eLearning supports flexible provision across the
department. In addition, the Flexible Learning Network
provides a collaborative structure to deliver academic,
general and vocational study options for senior secondary
students. eLearning manages the online learning tools
and collection of digital resources that support quality
teaching and learning for the Australian Curriculum.
This includes the deployment of a new Virtual Learning
Environment across Tasmanian schools. eLearning manages
the coordination and delivery of a variety of online
courses and opportunities to students throughout
Tasmania that complement local provision and provide
access to educational experiences and opportunities that
would otherwise be unavailable, e.g. programs for
gifted/highly-able students and other core and
extension courses such as languages.
Learning Services (North, North-West and South)
provide support for networks of schools through the
services of a general manager in each Learning Service,
principal network leaders, specialist staff such as social
workers, school psychologists, speech and language
pathologists, autism consultants and inclusive learning
leaders; and various support staff.
The Professional Learning Institute (PLI)
supports the growth of a successful, skilled, innovative
workforce and inspiring leadership in the department.
The development of the new institute began in 2011.
The work of the PLI is integral to the mission of the
department—to provide every Tasmanian with the
opportunity to continue to learn and reach their potential
to lead fulfilling lives and to contribute positively to the
community. In line with the department’s Learners First
Strategy, the PLI places high priority on promoting a strong
leadership culture.
The State Support Service provides resourcing and
support for students in schools with hearing loss and
those who are visually impaired, through the support of
the vision services team, Braille production, teachers of
the deaf and Auslan interpreters. Programs to support
assistance with transport, minor works, and contingency
support for students new to our system are also provided.
Other services are provided through the three Learning
Services and through the Early Childhood Intervention
Service for students with severe disabilities and those with
high and additional needs. The Learning Services also have
a team of specialist staff such as social workers, school
psychologists, speech and language pathologists, autism
consultants and inclusive learning leaders.
The Strategic Policy and Planning (SPP) unit
supports the Secretary and Deputy Secretary by providing
high level advice on the development and implementation
of the department’s strategic policies including advice on
cross-agency issues and responsibilities. SPP assists the
Secretary and Deputy Secretary in the development of
business plans including performance and accountability
within the Early Years and Schools Division. SPP has
oversight of the implementation and reporting of key
national partnerships and agreements.
Department at a Glance » Services
13

Further Education and Training
The Further Education and Training Division is responsible
for education and training beyond the compulsory years
of school as well as library, archive and heritage services,
and international education. From the commencement
of 2012, LINC Tasmania became part of the
Further Education and Training Division.
The division’s responsibilities are reflected in the
Budget Papers in some aspects of Output Group 2:
Post-Compulsory Education and Skills Development
(Tasmanian Polytechnic, Tasmanian Academy, and
Post-Compulsory Education in Schools), and
Output Group 3: LINC Tasmania.
The services provided by the division are delivered
through the following areas:
Education and training beyond Year 10 is provided through
the Tasmanian Polytechnic and the eight colleges
of the Tasmanian Academy 1 , which deliver services
to approximately 25,000 students. Some combined and
regional secondary schools also provide education and
training services beyond Year 10—either on their own
or in partnership with the Tasmanian Polytechnic or
Tasmanian Academy.
The Tasmanian Polytechnic provides industryrelevant,
applied learning opportunities for Tasmanians
for the purposes of work preparation and career
development. It delivers nationally recognised
qualifications from Certificate 1 to Advanced Diploma
across a wide range of industry areas. It supports students,
particularly those re-engaging with learning, and wherever
practical works with rural and regional communities
to expand their access to education and training
opportunities. During this reporting period the state
government announced the establishment of TasTAFE
utilising the combined resources of the Tasmanian
Polytechnic and Tasmanian Skills Institute. The Tasmanian
Polytechnic ceased operations on 30 June 2013. TasTAFE
commenced operations on 1 July 2013.
The Tasmanian Academy 1 provides Year 11 and Year
12 education services to young students to support their
achievement of the Tasmanian Certificate of Education
(TCE), and supported pathways for their entry into the
workforce or further education and training. Through its
eight colleges 2 , the Tasmanian Academy provides students
with pastoral care together with a diverse selection of
academic and vocational courses, the latter of which
may be provided in partnership with the Tasmanian
Polytechnic or other providers. During 2012–13 the
administration of the Tasmanian Academy moved to the
Early Years and Schools Division. This transition involved
college principals and senior officers and was part of a
strategy to support curriculum continuity for Kindergarten
to Year 12.
1. The Tasmanian Academy, which was a collective name for the eight
senior secondary colleges, is no longer in use (as of Term 1, 2013).
2. Colleges are now referred to as senior secondary schools (as of
Term 1, 2013).
Government Education and Training
International (GETI) represents Tasmanian
Government education and training providers to the
world. GETI specialises in connecting international students
and businesses with flexible education and training
development solutions, from Tasmanian Government
education providers:
• Tasmanian Government schools
• The Tasmanian Polytechnic
• The Tasmanian Skills Institute.
GETI also has a strong partnership with the University
of Tasmania, enabling pathways with credit towards
university study for international students.
The Pathways and Participation Unit 1 supports
senior secondary students to continue in education and
training beyond Year 10 through initiatives such as pathway
planning, career awareness programs and Australian
School-based Apprenticeships. Trade training centres and
VET in Schools are also coordinated by this unit.
1. As at 30 June 2013, management of the unit is progressively transitioning
from the Further Education and Training Division to the Early Years and
Schools Division.
LINC Tasmania is a statewide network which
provides Tasmanians with integrated access to library and
information services, adult literacy support, community
learning programs, online access and archive and heritage
services. LINC Tasmania’s model of service delivery aims
to extend services to more Tasmanians—particularly
those who need to develop skills or need support to
access information or use new technology or participate
more fully in work and community life. The network
comprises an online service channel (LINC Online
www.linc.tas.gov.au), along with 89 physical service points
in 69 locations across the state, including:
• urban and regional Learning and Information Network
Centres (LINCs), including Risdon Prison LINC
• online access centres
• branch libraries
• the Hobart LINC, Tasmanian Archive and Heritage
Office and State Library Service (located in the
91 Murray Street building).
As part of LINC Tasmania, the Tasmanian Archive and
Heritage Office preserves and manages the cultural
memory and documentary record of Tasmania, including
the legal framework for government recordkeeping.
Corporate Services
The Corporate Services Division provides support to
service delivery areas across the department through
business units responsible for corporate support, policy
development, regulation and assessment and review.
The services provided by the division are delivered
through the following areas:
Communication Services manages internal and
external communication and media, responds to enquiries
from the media and issues media releases. The unit
provides a media advisory service to the department,
develops policy on communication strategies for
education programs and initiatives, and assists with major
education events.
Employee Relations provides guidance, advice and
support for Work Health and Safety, Injury and Risk
Management, Workplace Relations Consultancy and
Regional HR Services. Employee Relations provides
advocacy services for matters before the Industrial
14 Department at a Glance » Services

Commission and other Tribunals. The unit manages all
internal employee grievances and formal investigations
regarding suspected breaches of the State Service Code
of Conduct or Inability. Employee Relations manages good
character checks for department staff and safety screening
checks for Education and Care (child care).
Facility Services ensures that the department has high
quality, accessible, functional, well maintained, safe and
secure facilities for the appropriate and effective delivery
of education, skills and LINC Tasmania services across the
state. The unit provides support for innovative strategic
asset management across the department.
Finance and Business Services (FABS) ensures
that the department has a strong financial and resource
management focus and infrastructure to enable the
appropriate and effective delivery of education, skills and
LINC Tasmania services across the state. The unit operates
accounts payable and accounts receivable transaction
processing services as well as essential accounting and
budget management services. FABS provides guidance in
financial and budget management for the department and
fosters an environment which supports strong financial
management within the department, whilst enabling
innovation and improvements to resource management
across all areas of the department.
Human Resource Services (HRS) provides
advice and assistance in human resources (HR) policy
development, implementation and support; general HR
consultancy; payroll and employee benefits; staffing,
vacancy and recruitment procedures; HR systems and
reporting services; and in workers compensation and
general injury management processes.
Information and Technology Services (ITS)
provides information and communications technology
related services and support to schools, the Tasmanian
Polytechnic, libraries and corporate units within the
department. These services include the provision and
maintenance of information technology infrastructure
hardware and network services, the identification
of opportunities for business improvement through
technology, and the development and maintenance of
standards and processes for information technology issues
across the department. ITS is responsible for information
and document management systems and processes
including archiving and disposal schedules.
Marketing Services is responsible for managing the
department’s websites, developing publications such as
enrolment guides and other information for parents and
students, undertaking graphic design for publications and
handling copyright for the department.
department and the Ministers’ offices. The unit
also assists with policy and administrative matters for
the department.
Legal Services provides support to school and
non-school areas within the department on legal issues.
Legal Services manages the department’s responsibilities
under the Right to Information Act 2009 (previously the
Freedom of Information Act 1991).
Internal Audit provides the Secretary with reports
on the administrative effectiveness and efficiency of
programs conducted by the department and conducts
special investigations as required.
New arrangements
• Andrews Creek Primary School established in 2013
– an amalgamation of Wesley Vale and Moriarty
primary schools.
• Early Years and Schools Division took responsibility
in 2013 for:
º º senior secondary schools
º º the Pathways and Participation unit.
• Geeveston District High School became
Geeveston Primary School (Kinder–Year 6) in 2013.
• Jordan River Learning Federation became five
separate schools in 2013.
• Maydena Primary School was amalgamated into
Westerway Primary School in 2013.
• Port Sorell School was opened in 2013.
• Timsbury Road School merged with the
Southern Support School in 2013.
Office of the Secretary
The Office of the Secretary provides support to the
Secretary, high level policy, administrative and legal
services across the department, and liaison between the
department and Ministers’ offices.
Ministerial Services is the primary point of
contact between the department and the office of the
Minister for Education and Skills and the office of the
Minister for Children, and is responsible for managing the
flow of information, advice and documents between the
Department at a Glance » Services
15

Department of Education Organisation Chart
This chart is current as at 30 June 2013. The chart is updated from time-to-time and the most recent version is available from
http://www.education.tas.gov.au/About_us/Pages/Our-Structure.aspx . This chart represents the department’s reporting lines only;
it does not portray functional relationships for some units.
Early Years and
Schools
General Manager
Alan Green
Aboriginal Education
Services
Manager
Greg Phair
Curriculum Services
Director
Judy Hebblethwaite
Manager
Sue Tolbert
State Support
Services
Manager
Lynne James
Early Years
Principal Project Officer
Cheryl Larcombe
Education and Care
Manager
Lyn Chapman
eLearning
Principal Leader
Phillip Walker
English as an
Additional Language
(EAL)
Principal Review Officer
Jenny Barclay
Secretary
Colin Pettit
Early Years and
Schools
Deputy Secretary
Liz Banks
Learning Services
(South)
General Manager
Judy Travers
Senior Secondary
General Manager
Graeme Young
Educational
Performance Services
Director
Tony Luttrell
Principal Network
Leaders
Schools
(South)
Pathways and
Participation
Manager
Pam Baker
Professional Learning
Institute
Principal Leader
John Ewington
Learning Services
(North-West)
General Manager
Bruce Cameron
Strategic Policy
and Planning 1
Principal Network
Leaders
Schools
(North-West)
Learning Services
(North)
General Manager
Laurie Andrew
Principal Network
Leaders
Schools
(North)
1 The reporting line for Strategic Policy and Planning has changed – as shown above (post February 2013).
Further Education
and Training
Deputy Secretary
Malcolm Wells
Tasmanian
Polytechnic
General Manager
Paul Murphy
LINC Tasmania
Director
Jenny Rayner
Government
Education and
Training International
Executive Manager
Anne Ripper
Corporate Services
Deputy Secretary
Andrew Finch
Finance and
Business Services
A/Director
Nick May
Human Resources
Services
Director
Paul Gourlay
Employee Relations
Manager
Mark Watson
Facility Services
Director
Michelle Foster
Information
Technology Services
Director
Trevor Hill
Communication
Services Unit
Manager
Irena Blissenden
Marketing Services
Manager
Katharine ODonnell
Ministerial Services
Manager
Kirsty Henderson
Legal Services
Internal Audit
Manager
Mat Moore
16
Department at a Glance » Organisation Chart

Clients
Number of education and child services in Tasmania 1
April 2013
Services in
government
school sites
Total
number of
services
Number of education and care services 2 70 224 3
Number of licensed child care services 4 4 40
Total 74 264
1. This data is not comparable with data provided prior to the 2011–12 report as it
reflects the number of services, rather than the service types (e.g. after school care,
before school, long day care) reported previously.
2. Number of services and places approved under the Education and Care National Law
Act (Tasmania) 2011.
3. There has been a reduction in services since 2011–12, largely because, under the
national regulations, services provided on the same or adjacent site/s can have one
service approval.
4. Number of services and places licensed under the Child Care Act 2001. These services
may transition to education and care services over time.
Students 1
as at August 2012
School Type FTE Number
Primary 2 30,645.8 32,442
Secondary 14,263.5 14,276
Combined 7,222.0 7,490
Senior secondary 3 7,045.7 7,602
Polytechnic 1,235.1 1,671
Special 419.6 792
Total 60,831.7 64,273
1. Mid-year 2012 census data.
2. The primary school FTE student count includes Kindergarten students who attend
school on a part-time basis.
3. Senior secondary schools were previously referred to as colleges.
Class sizes (average number of students) 1, 2
Sector 2011 2012 2013
Kindergarten 19.2 19.3 19.5
Primary 23.0 23.2 23.4
Secondary 3 22.7 23.4 23.4
1. First term 2013 census data.
2. Class size is based on FTE for Prep to Year 10 and headcount for Kinder. The FTE
of students in classes containing the relevant year levels is divided by the number of
classes containing those year levels.
3. Secondary school students are not organised into classes which exclusively undertake a
complete education program, therefore the department has adopted the English class
size as a proxy measure.
School students in each
Learning Service
as at August 2012
North-West
Primary 7,702
Secondary 3,958
North-
West
North
North
Primary 9,184
Secondary 4,184
Combined 1,252
Combined 2,940
Senior secondary 1 1,687
Senior secondary 1 2,126
Special 203
South
Special 231
South
1. Senior secondary schools were previously referred to as colleges.
Primary 15,556
Secondary 6,134
Combined 3,298
Senior secondary 1 3,789
Special 358
Department at a Glance » Clients
17

Proportion of active registered library users 1 by region
as at 30 June 2013
North-West
28,786
21.5%
South
70,364
52.7%
Percentage of active registered library users by gender
as at 30 June 2013
Male
36.5%
Unknown
0.1%
North
34,489
25.8%
Female
63.4%
1. An active registered library user is a person who has a current library card and has
used it in the last two years.
Record retrievals for clients
For use in the History Room at 91 Murray Street
2010–11 2011–12 2012–13
For public clients 12,717 10,538 11,636
For government clients 1,377 1,337 1,286
Total 14,094 11,875 12,922
Visits to LINCs 1
2012–13
North-West
686,201
South
1,696,187
North
767,465
1. Includes physical visits to all LINCs, branch libraries, online access centres across
the LINC Tasmania network and the 91 Murray Street complex incorporating the
State Library and Tasmania Archive and Heritage Office.
18 Department at a Glance » Clients

Active registered library users by age group
as at 30 June 2013
20,000
15,000
Count
10,000
5,000
0
No code 0-4 5-9 10-14 15-19 20-24 25-29 30-39 40-49 50-59 60-69 70-79 80-89 90-99
Age Group
99+
Age Group Count
No code 1,496
0-4 6,884
5-9 12,582
10-14 12,511
15-19 8,716
20-24 7,236
25-29 6,562
30-39 14,461
40-49 15,877
50-59 15,538
60-69 16,561
70-79 9,898
80-89 4,490
90-99 779
99+ 48
Total 133,639
Participation in LearnXpress courses by age group
2012–13
800
700
600
Count
500
400
300
200
100
Age Group Count %
0-9 15 0.47%
10-19 32 1.00%
20-29 260 8.10%
30-39 289 9.01%
40-49 410 12.78%
50-59 620 19.33%
60-69 621 19.36%
70-79 363 11.32%
80+ 198 6.17%
not stated 400 12.47%
Total 3,208 100.00%
0
0 - 9
10-19
20 - 29
30-39
40-49
50-59
Age Group
60-69
70-79
80+
not stated
Department at a Glance » Clients
19

Workforce
Employment summary by departmental division
full-time equivalent as at 30 June 2013
Employment status of teachers
as at 30 June 2013
Corporate Services and
Office of the Secretary
390
5%
Part-time
permanent
33.3%
Full-time
fixed term
4.8%
Further Education
and Training
812
10%
Early Years
and Schools
7,024
85%
Part-time
fixed term
6.9%
Full-time
permanent
55.0%
School employees – teaching and non-teaching
full-time equivalent as at 30 June 2013
Teachers employed
full-time equivalent as at 30 June 2013
Senior
Secondary
11%
Polytechnic
7%
Primary
schools
45%
Principals and
assistant principals
497
10%
Special
schools
3%
Advanced
skills teachers
525
11%
Secondary
schools
23%
Combined
schools
11%
Teachers
3,801
79%
20 Department at a Glance » Workforce

Average age of teachers (years)
as at 30 June 2013
51
50
49
48
Female
50.0
Male
49.6
Age (years)
47
46
45
44
43
Female
44.6
Male
44.4
Female
46.9
Male
46.8
42
41
Base grade teachers
Advanced skills teachers
Principals and assistant principals
Age groups of principals and assistant principals
as at 30 June 2013
180
160
140
120
Count
100
80
60
40
20
0
25-29
30–34
35–39
40–44
45–49
50–54
55–59
60–64
65+
Age Group
Gender distribution in promoted positions
2012–13
400
350
300
250
Female
374
Female
306
Count
200
150
100
Male
183
Male
187
50
0
Advanced skills teachers
Principals and assistant principals
Aboriginals and/or Torres Strait Islanders employed
At 30 June 2013 there were 185 individuals identifying as Aboriginals and/or Torres Strait Islanders employed within the department,
representing 1.7% of the total workforce.
Department at a Glance » Workforce
21

Expenditure Summary 2012–13 1
Expenditure
$’000
• OUTPUT GROUP 1: Pre-Compulsory and Compulsory Education 786,818
• OUTPUT GROUP 2: Post-Compulsory Education and Skills Development 219,798
• OUTPUT GROUP 3: LINC Tasmania 35,413
• Administered Payments 236,403
• Capital Investment Program ** 3,375
Total 1,281,807
1. Expenditure figures are accrual based as reported in the department’s financial statements.
** Actual expenditure $24,574m – adjustment made for capitalisation of building works to the Statement of Comprehensive Income.
61+17+3+18+1+A
22 Department at a Glance » Expenditure Summary

Pre-Compulsory
and Compulsory
Education
OUTPUT GROUP 1

Early Years
Direction
Reflecting the Bright Beginnings early years priorities in
the department's Learners First Strategy, the department
is committed to schools developing strong relationships
with parents and community services, including strategies
and programs that promote and support the importance
of the early years for children’s successful learning and
development. This commitment extends to supporting
education and care services to implement appropriate
strategies that reflect the same priorities. These priorities
are strengthened with the ongoing implementation of
the Council of Australian Governments’ (COAG) National Early
Childhood Development Strategy and the National Partnership
Agreements on Early Childhood Education.
There are ten child and family centres (CFCs), which are
funded and administered by the department, operating
around the state. Construction of nine of the centres is now
fully complete. In addition there are two Indigenous CFCs
funded through the COAG National Partnership Agreement
on Indigenous Early Childhood Development. Child and
family centres provide a holistic and cohesive approach to
supporting families and their young children.
The state government’s Launching into Learning initiative
began in 2006 as a four year, $12.6 million commitment to
families and young children aged from birth to four years.
In 2008, the government committed a further $4.25 million
in annual funding until 2013, and in 2012 an additional
$1.6 million was committed making this an annual
commitment of $5.85 million.
Education and care
The Education and Care Unit (ECU) is integral to
maintaining the provision of quality education and care in
Tasmania by:
• implementing nationally consistent regulation under
the National Partnership Agreement on the National
Quality Agenda for Early Childhood Education and Care,
including the Education and Care Services National Law
(Tasmania) 2011
• providing related support and advice regarding
the quality of early childhood education and care
and outside school hours care services to parents,
educators, carers and the general public
• communicating the importance of implementing the
approved learning frameworks, The Early Years Learning
Framework and the Framework for School Aged Care to
driving quality outcomes for children
• funding eligible services through specific programs
• participating, as applicable, in strategies to build a
skilled workforce
• providing a system of licensing under the
Child Care Act 2001.
The most significant issues continuing to affect the
education and care sector are the challenges associated
with the recruitment and retention of educators,
particularly qualified staff. The ECU is working with the
sector and the Minister’s Education and Care Advisory
Council to address this issue and has developed and
facilitated a number of strategies to increase the number
of qualified staff.
From 1 January 2012, the implementation of the COAG
National Quality Agenda has required a significant change
in roles and responsibilities for the ECU. The most
significant of these relate to the commencement of quality
assessment and rating of services from mid-2012 and the
need to operate within a nationally consistent framework,
which is overseen by the Australian Children’s Education
and Care Quality Authority (ACECQA).
Major Initiatives
Launching into
Learning (LiL)
The LiL initiative aims to:
• give Tasmania’s youngest children the best possible
start in life
• support parents as their child’s first and most
influential teacher
• reach families that find it hardest to access services
and those with the highest need.
LiL provides resources to all primary and combined
schools to develop and lead programs in their local
community to support young children and their families.
LiL aims to give Tasmania’s youngest children the best
possible start in life through support and intervention in
the years prior to Kindergarten, with a particular emphasis
on improving educational outcomes for children from
socially and economically disadvantaged backgrounds.
There is a focus on young children’s learning across all
aspects of their development including early literacy
and numeracy, social and emotional development and
creativity. All schools use Belonging, Being and Becoming
– the Early Years Learning Framework for Australia (EYLF)
to underpin planning. A statewide Early Years team
supports the development of consistent approaches
to implementing the EYLF and working in partnership
with families. In 2012, based on the principle of ‘ongoing
learning and reflective practice’ from the EYLF, the
Early Years team ran a professional learning program
that included support group programs and action
research projects, together with support for individuals
and schools. A total of 94% of schools engaged in two
core professional learning days.
24 Pre-Compulsory and Compulsory Education » Early Years

LiL acknowledges the important role of parents as their
child’s first and often most influential teacher and seeks
to work in partnership with them to ensure a positive
transition for their child into Kindergarten.
Children are born ready to learn and engage in the world
around them and their early experiences are critical in
their ongoing development. A child’s early experiences can
either provide a solid or fragile foundation and influence
the extent to which they can reach their full potential.
Providing support and intervention for children prior to
commencement of school is more likely to be effective
than interventions later in life.
LiL provides opportunities for teachers, parents and
children to play and learn together in a variety of ways
such as music sessions, water awareness programs,
baby massage, out and about in their local community,
Parents and Children Together playgroups and physical
activities such as baby and toddler ‘gym’.
LiL continues to strengthen partnerships with other
agencies as schools seek to meet the needs of families in
their local community. Partnerships continue to be built
between schools, child and family centres, Child Health
and Parenting Services, Housing Tasmania, Child and
Adolescent Mental Health Services and Centrelink.
Launching into Learning good practice example
Partnerships at
Ravenswood
Heights
Primary
School and
Ravenswood
Child and
Family Centre
The Ravenswood Child and Family Centre and
Ravenswood Heights Primary School have strengthened
their ties through a new initiative in 2012 called
Parents and Children Together (PACT).
Early years staff from the school and the centre
participated in the Parents as Active Companions in
Children’s Learning (PaAC) training. The training course
was developed by the state Early Years team following
their involvement in professional learning supported by
the Tasmanian Early Years Foundation (delivered by staff
from The Pen Green Centre in the UK in 2012). PaAC
provides a framework for working in partnership with
parents to deepen understandings about young children’s
learning and development. It is a way of working which
involves respecting the knowledge of parents about their
own children and working with parents in a ‘knowledge
sharing approach’. It is designed to promote a culture of
parents and staff working together as co-educators and
strongly connects with Belonging, Being and Becoming:
the Early Years Learning Framework for Australia.
In particular, it connects with the principles of secure,
respectful and reciprocal relationships; and partnerships.
At the Ravenswood Child and Family Centre the
Launching into Learning teacher, assistant principal,
centre leader, teacher assistant, parents and children
come together at a weekly playgroup called PACT.
At PACT individual children are videoed by one of the
staff while they are playing and interacting with others
and the learning environment. The following week the
footage is viewed with the parents. The staff member
and parent/s talk together about what they notice in
the video focusing on the child’s level of involvement
or wellbeing; the relationship between the parent and
child and/or learning resources. The parent/s then
select some photos from the video and record their
thoughts from the conversation. This is subsequently
developed into a portfolio which the parents
take home.
Working this way has strengthened relationships
between staff and parents. The PACT group is growing
and seems particularly effective in engaging families
who are not so involved in other groups in the centre.
The conversations about children’s learning are deeper
and more focused with a common language and
understanding developing about children’s wellbeing,
involvement and relationships. This two-way sharing
allows for more individualised planning for children.
This includes talking with parents about what the child
is like at home and how they can be supported in
providing other play experiences both at home and
during playgroup.
Whilst PACT is a new initiative, the enjoyment of
talking about young children and their learning is
spreading to other parts of the school and child and
family centre communities in Ravenswood.
Pre-Compulsory and Compulsory Education » Early Years
25

Child and
family centres
In 2012–13, the state government allocated further capital
funding to enable the construction and operations of
additional child and family centres (CFCs) statewide.
The purpose of CFCs is to improve the learning,
health and wellbeing of Tasmania’s very young children by
supporting parents and enhancing accessibility of services
in the local community.
The vision for CFCs is that all Tasmanian children will have
the best possible start in life; are healthy, safe and curious
learners; and nurtured by confident, capable families living
in strong and supportive communities.
The centres bring together and offer a range of services
which are based on community need and make the most
difference in the early years of a child’s life, providing access
for children and their families within their local community.
All CFCs strive to cultivate partnerships with a range
of services, which commit to developing respectful
relationships with families. The centres have a child-focused
approach combined with support and opportunities.
A further three state government funded CFCs have
been opened in 2012–13 at Burnie, Chigwell and Derwent
Valley. Six other centres at Beaconsfield, Clarence Plains,
Ravenswood, East Devonport, Break O’Day (St Helens)
and the West Coast (Queenstown) are all operating.
Planning for construction of the centre at George Town is
awaiting approval.
Through the Council of Australian Governments (COAG)
Partnership for Indigenous Early Childhood Development,
the Australian Government has also provided the state
government with $8.09 million to establish and operate two
CFCs in Bridgewater and Geeveston. tagara lia (Bridgewater)
opened in July 2012 and services continued to be provided
by wayraparattee (Geeveston) as the second stage of the
building was being constructed. This was planned to be
completed in July 2013 with an official opening in August.
Assessment
and rating of
education and
care services
From mid-2012, assessment and rating of long day care,
family day care and outside school hours care services
commenced under National Law in Tasmania.
To determine a rating for a service the 58 elements
that relate to the National Quality Standard are assessed
as ‘met’ or ‘not met’; followed by assessment of the
18 standards within seven Quality Areas.
There are four possible rating levels applied through
this process:
• Significant Improvement Required
• Working Towards National Quality Standard
• Meeting National Quality Standard
• Exceeding National Quality Standard.
From 1 May 2013, the ratings of services have been
published and are available nationally on both the
ACECQA website and the Australian Government’s
MyChild website.
Authorised officers have been provided with nationally
consistent training in assessment and rating under National
Law. Tasmanian officers undertaking service assessments
have been tested and confirmed to be reliable under a
nationally administered process.
Assessment visit under the National Quality Framework – a service snapshot
Discovery
Early Learning
Centre,
adjacent to
Lauderdale
Primary
School,
share their
experience of
assessment
under the
National
Quality
Framework
The assessment went for three days, which included the
76 place centre-based long day care centre, the 20 place
after Kindergarten care and 60 place outside school hours
care programs which are facilitated onsite at Lauderdale
Primary School, which is next door to the centre.
The service developed a Quality Improvement Plan (QIP)
which is viewed and acted upon as a living document.
It is freely available to all staff and is updated on a regular
basis based on educator reflections. All stakeholders
were involved in the development of the service’s selfassessment
and its QIP including the children, families,
community, school community and educators.
The assessment day commenced with a tour of the
service where the educators and children were
introduced to the authorised officers undertaking the
assessment. This provided the opportunity to talk about
centre processes, people and curriculum. The educators
relaxed into the process as they were encouraged to
‘do what they normally do’ and to be confident in their
practice. It was also important to understand that this
is a continual improvement process with reflection
on everyday practice central to the goal of improved
practice.
The officers visited each of the program areas,
including before school care and two outside school
hours care sessions. During the visit educators
articulated the planning process and spoke about the
context of the room’s curriculum and planning cycle
with the assessors. This was a positive experience and
enabled the educator to celebrate what was happening
each and every day for children and families within the
education and care environment.
The centre supports and is committed to continuous
improvement and ongoing learning. The assessment
process has assisted in building on strengths and
critically reflecting on areas for development. It was a
great team building experience.
26
Pre-Compulsory and Compulsory Education » Early Years

Australian
Early
Development
Index
The Australian Early Development Index (AEDI) is a
Commonwealth funded population measure of early
years development. Research shows that investing
resources and energy into children’s early years brings
lifelong benefits to the whole community and the
Department of Education is the host agency for this
data set in Tasmania.
The AEDI data are collected nationally through all
education sectors on children in their first full-time year
of formal schooling (Prep in Tasmania) through a teacher
completed checklist. The index includes five domains
of early childhood development – physical health and
wellbeing; social competence; emotional maturity;
language and cognitive skills (school-based domain);
communication skills and general knowledge.
The AEDI results help communities understand how their
children are doing at a local level and in comparison with
other children nationally, therefore assisting communities
to understand where their strengths and vulnerabilities
lie and encourage partnerships and initiatives that help to
give their children the best start in life. The AEDI School
Profiles provide confidential summary information for use
by schools, while the publicly available AEDI Community
Profiles offer an overview for child and family centres and
those working in the early years to further understand the
community in which they work.
Performance
Launching into
Learning (LiL)
data findings
in 2012 from
the 2010
program
Through interventions in children’s early development
from birth to just before Kindergarten, the LiL program
aims to improve the educational outcomes for all children
and especially those from socioeconomically disadvantaged
backgrounds.
The department is conducting the Launching into Learning
Longitudinal Study 2007–2014. The 2012 Progress Report
collected information on 1,524 students who regularly
attended 1 LiL in 2010 across 114 schools. The report
examined the effect participation in LiL had on student
performance as measured by the Kindergarten
Development Check (KDC) and Performance Indicators
in Primary Schools (PIPS) assessments. These students are
referred to as the LiL students. (The longer term impact
of LiL will be further evaluated in the future through
NAPLAN results for these LiL cohorts).
The 2010 LiL program significantly improved the
educational outcomes for participants across all main
performance measures (see Figure 1.1). The number
of LiL students scoring below minimum standards on
the Prep on-entry assessment (PIPS) has been reduced
for both reading and maths. In addition, the number
of LiL participants achieving all markers on the KDC
has increased.
Students from all socioeconomic backgrounds made
significant gains in educational performance from regular
participation in LiL. The program helped students to
meet minimum standards and to achieve at the top of
the PIPS performance scale.
1. Defined as attendance of 75% or more LiL sessions for the year.
Improvement
due to LiL
in all main
performance
measures
The following results were derived for the 2010
LiL cohort:
• The percentage of LiL students below minimum
standard in reading (10.0%) on PIPS first assessment
was about half that of non-LiL students 1 (19.6%), an
improvement of 9.6 percentage points.
• The percentage of LiL students below minimum
standard in maths (11.4%) on PIPS first assessment was
about two thirds that of non-LiL students (17.8%), an
improvement of 6.4 percentage points.
• A greater proportion of LiL students performed at
the highest level on PIPS first assessment (at well above
minimum standard) than non-LiL students (10.7 and
8.7 percentage points more in reading and maths
respectively).
• The proportion of children who achieved all KDC
second assessment developmental markers was
9.8 percentage points higher for LiL students when
compared to non-LiL students (from 66.7% for
non-LiL to 76.5% for LiL).
• The biggest performance gains in meeting minimum
standards on PIPS first assessment occurred for
children from more disadvantaged socioeconomic
backgrounds (the same occurred for the previous
LiL cohort).
• The observed improvements in performance for
the LiL cohort are sustained when the results are
disaggregated by gender and Aboriginality. This has
occurred for all previous LiL cohorts.
• Follow up analyses for previous LiL groups, 2007,
2008 and 2009 LiL, show that the improvements in
PIPS first assessment performance are consistently
maintained into PIPS second assessment.
• On average, LiL students attended two more school
days in Prep in 2012 than the non-LiL group (five and
three days for the previous two LiL cohorts).
• On average, children from higher socioeconomic
backgrounds had greater regular participation rates
in 2010 LiL than those from lower socioeconomic
backgrounds.
1. Prep 2012 children who attended schools that offered LiL in 2010 but did
not participate in LiL regularly.
Pre-Compulsory and Compulsory Education » Early Years
27

Figure 1.1: Prep 2012 reading performance for the 2010 LiL cohort
100%
Students at or above expected standard
90%
80%
70%
60%
Students who participated in LiL
Students who did NOT participate in LiL
Students who participated in
LiL continue to outperform
non-participants across all
socioeconomic backgrounds
50%
Socioeconomic status
The graph shows the percentage of students who achieved 2012 PIPS first assessment scores at or above the expected
standard. The results for children who participated in the 2010 LiL program are compared to those at the same schools
who did not participate in LiL. Improvements in performance occur for children from all socioeconomic backgrounds.
Figure 1.2: The correlation of improving performance and introduction of LiL programs
Students achieving expected PIPS reading standards in Tasmanian Government schools
90%
89%
2007 LiL cohort enters Prep
88%
87%
86%
85%
84%
83%
Improving Performance
82%
81%
80%
2005 2006 2007 2008 2009 2010 2011 2012
Prep Year
The graph shows the percentage of students who achieved PIPS first assessment reading scores at or above the
expected standard at government schools. The historical pattern of results is represented by a moving average line.
Tasmania’s performance started improving around the time when the LiL programs were introduced. The results of
PIPS maths assessment show a similar pattern.
28
Pre-Compulsory and Compulsory Education » Early Years

Early years
school
improvement
measures
Performance
measure
Measurement 2010 2011 2012
Readiness for school Percentage of Kindergarten students achieving expected outcomes 1 76.0% 75.5% 75.9%
Early literacy Percentage of Prep students achieving expected literacy outcomes 2, 3 84.3% 85.3% 85.3%
Early numeracy Percentage of Prep students achieving expected numeracy outcomes 2, 3 84.8% 86.3% 86.4%
1. This measure is the percentage of Kindergarten students achieving all 21 markers of the Kindergarten Development Check (KDC) by the end of the year.
The KDC is an assessment administered by Kindergarten teachers during first and fourth term for the early identification of Kindergarten students at risk
of not achieving expected developmental outcomes.
2. This measure is the percentage of Prep students achieving a set score by the end of the year. The score is determined using the Performance Indicators in
Primary Schools (PIPS) test. PIPS is an assessment of early literacy and numeracy for Prep students and is administered in two assessments for each Prep
student at the beginning and end of the year. This data is from the second assessment.
3. Launching into Learning (LiL) program cohorts enter Prep two years after their involvement in LiL. Therefore the influences of the 2012 LiL cohort will not
be reflected in the PIPS results (as above) until 2014.
Approved
education and
care services
in Tasmania
as at 30 June 2013
Centre-based services 213
Family day care services 13
Total 226
Assessment
and rating of
education and
care services
as at 30 June 2013
Number of services
with a final rating
Percentage of services
at rating level
Significant
Improvement
Required
Working Towards
National Quality
Standard
Rating levels
Meeting National
Quality Standard
Exceeding
National Quality
Standard
Total
0 28 4 8 40
0% 70% 10% 20% 100%
Commentary
18% of Tasmanian services had a quality rating by 30 June 2013. Across Australia the average percentage of services with
a quality rating at this time was 19%.
The National Quality Standard sets a higher benchmark than the previous system for all children’s education and care
services. At this early stage in the assessment and rating process a rating of ‘Working Towards National Quality
Standard’ is expected for many, as services continue to implement quality improvement strategies to achieve even
better outcomes for children.
Of the 30% of Tasmanian services that have been assessed as meeting the standard, it is encouraging to note that 20%
are rated as ‘Exceeding the Standard’. Ratings for all services can be viewed in the Education and Care section of the
Department of Education website.
Australian
Early
Development
Index
Tasmania achieved an AEDI checklist completion rate
of 98.4% of schools during the data collection period
(1 May – 31 July 2012).
The results of the 2012 AEDI data capture were released
in April 2013. The results showed that in Tasmania in 2012,
the proportion of children developmentally vulnerable on
one or more of the AEDI domain/s was 21.5%, compared
to 21.8% in 2009. These Tasmanian AEDI results indicate
that the department’s early years programs, including
Launching into Learning offered in all government schools,
are helping to reduce the level of vulnerability.
Pre-Compulsory and Compulsory Education » Early Years
29

Literacy and Numeracy
Direction
Our Learners First Strategy is the foundational source
of direction for improvement in literacy and numeracy
performance, which continues to be one of the
department’s highest priorities.
In particular, the ‘School Education: Great Schools… Great
Communities’ section of the plan details the priorities for
improving the literacy and numeracy performance of
all Tasmanians. In 2012–13, the department has further
implemented comprehensive reforms to address
these priorities, with a strong emphasis on literacy and
numeracy achievement in the early years, schools, further
education and training, and in adult learning.
Tasmanian Government schools are currently
implementing the Australian Curriculum from Prep to
Year 10. In 2013, all students in these year levels are
being assessed against the Australian Curriculum in English,
Mathematics, Science and History. Assessment in all other
learning areas remains under the Tasmanian Curriculum
Framework. Australian Curriculum: Geography is planned
for implementation in 2014. All other areas will be
progressively implemented from 2015 onwards.
Literacy and Numeracy are General Capabilities under
the Australian Curriculum and are expected to be taught
across all curriculum areas. However, English and
Mathematics remain key areas of study for teaching and
learning in literacy and numeracy. The knowledge, skills,
understandings and capacities that children develop are
central to learning and necessary for success in all areas of
the curriculum.
The early years are a critical time for all learning and
laying down the foundations for success in literacy and
numeracy. Belonging, Being and Becoming: The Early Years
Learning Framework for Australia guides teachers working
with children from birth to five years and is used in
Tasmania to support all early years programs including
Launching into Learning programs, child and family centres
and Kindergartens. The framework and supporting
resources highlight many important practices to support
children in becoming effective and confident learners,
communicators and thinkers: noting the importance
of adult interaction and conversation with children.
A play-based approach to learning is advocated as best
practice for young children to build literacy and numeracy
capability and make sense of their world through
interactions with people, objects and representations.
The Raising the Bar (RTB) initiative supports Tasmania’s
literacy and numeracy improvement strategy and aims
to increase the number of children finishing primary
school with functional literacy and numeracy skills.
Full implementation of RTB was achieved with the
extension of the program into selected secondary
schools from 2011–12.
The implementation of the Tasmanian Literacy and
Numeracy Framework 2012–2015 explicitly sets out the
priorities, intentions, and approaches to teaching and
learning as well as progress measures, reflecting a statewide
approach to improving learning outcomes for all students.
Schools have an explicit literacy and numeracy strategy as
part of their school improvement plan so that every child’s
literacy and numeracy learning needs can be supported.
Major Initiatives
The department’s direction and literacy and numeracy goals are supported by a range of targeted initiatives.
The progress and influence of these initiatives are generally reflected in literacy and numeracy performance over time –
see ‘Performance’ (next section).
Early Years
In the early years, literacy and numeracy experiences in
the Launching into Learning (LiL) initiative are guided by
Belonging, Being and Becoming – The Early Years Learning
Framework for Australia (EYLF). Literacy and numeracy
capabilities are important aspects of EYLF outcome
number five: ‘Children are effective Communicators’.
The importance of early literacy and numeracy
experiences were highlighted by the inclusion of the early
years in ‘Snapshots of the Practices and Strategies in
Action’ section in the department’s publication Supporting
Literacy and Numeracy Success – A teacher’s resource for
Early Years to Year 12.
The involvement of parents in the early years is critical
for children to be effective communicators and positive
partnerships between schools and parents help to build a
strong foundation for future learning.
The latest results from the longitudinal analysis of LiL
demonstrate the continued effectiveness in boosting
educational outcomes for participating students, and
particularly those from lower socioeconomic backgrounds.
30 Pre-Compulsory and Compulsory Education » Literacy and Numeracy

Lead School/
Lead Teacher
strategy
The Tasmanian Literacy and Numeracy Framework 2012–
2015 was introduced to support schools within a broad
framework to enable the development of their whole
school approach, and, to provide systemic direction for
the future.
• The Literacy and Numeracy Framework outlines the
priorities and approaches for government schools to
ensure that students develop the skills required for
participation and growth throughout their education.
The emphasis on effective leadership and teaching is
underpinned by the importance of utilising evidence
based approaches. The Lead School/Lead Teacher
strategy also supports reflective practice and sharing
of best practice.
• Network lead schools (one per network) provide
leadership in learning and share good practice across
all schools in their networks. Network lead teachers
based in each lead school provide leadership, direction
and high level support to all principals and schools
across the network in the implementation of the
Literacy and Numeracy Framework.
• A Principal Educational Officer – Literacy and
Numeracy has been funded to coordinate the
implementation of the Literacy and Numeracy
Framework with support from Educational
Performance Services. Officers work in close
cooperation to provide a coordinated approach to
literacy and numeracy data collection and analysis at
school and state levels.
• Principal network leaders work with network lead
teachers and network lead school principals to provide
support in:
º º prioritising areas of need and recipients of support
º º following-up on desired outcomes from
professional learning delivery
º º developing the culture of shared responsibility
between schools
º º making recommendations regarding professional
learning needs at local and state level.
Supporting
Literacy and
Numeracy
Success: A
teacher’s
resource for
Early Years to
Year 12
The Supporting Literacy and Numeracy Success booklet was
produced to support the significant work of all teachers,
leaders and principals from Early Years to Year 12 in
improving literacy and numeracy outcomes for students.
It is designed to be a practical resource to support the
implementation of the Tasmanian Literacy and Numeracy
Framework 2012–2015 and the Australian Curriculum.
This document was developed in consultation, and with
contributions from, teachers, principals and leaders.
It was distributed to teachers and early years educators
at the start of the 2013 school year. Further support for
implementing the key actions outlined in the resource
has been provided through the work of network
lead teachers.
Raising the
Bar (RTB)
The goal of the Raising the Bar (RTB) initiative is to
have more children finish primary school and start
their secondary education with functional literacy and
numeracy skills.
The department committed $8 million to this initiative in
2012–13 and a further $8 million in 2013–14 to continue
the program. An additional $3 million was committed
in 2013–14 to provide support to a wider group of
secondary schools.
Additional RTB funding of $3 million in 2011–12 was
provided to extend the RTB initiative into government
secondary schools (RTB 7+). This funding initially targeted
students in Years 7 and 8, but has since broadened to
encompass students from Years 7–10. This strategy will
result in an increased number of students finishing secondary
school with functional literacy and numeracy skills. The
implementation of this initiative has provided additional
staffing to selected secondary schools whilst building teacher
capability and a whole-of-school improvement approach.
The 5–8
Project:
Supporting
Literacy and
Numeracy
across Years
5 to 8
The department is working with the UTAS Faculty of
Education on a project to improve literacy and numeracy
across Years 5 to 8. The project targets the transition
from primary to secondary school – in response to the
outcomes of NAPLAN results in Years 7 and 8.
The purpose of the action research is to explore issues,
share best pedagogy, beliefs and practices to investigate
how the performance of students in Year 7 and 9 can
be improved. The focus of the research will be on
engagement, transition and retention through common
approaches to literacy, numeracy and attendance. The aim
is to develop and trial a number of ideas and initiatives that
may be transferable to all Tasmanian Government schools.
Five secondary schools and one combined school are
working with their associated primary schools as clusters
in action-based research – with a strong focus on teacher
professional learning. The schools and their clusters are
located in various regions with each location representing an
opportunity to explore a related but varied challenge.
Participating schools are:
• Scottsdale Cluster – Scottsdale High School,
Scottsdale Primary School, Ringarooma Primary School,
Bridport Primary School
• Penguin Cluster – Penguin High School,
Penguin Primary School, Riana Primary School
• Ogilvie/New Town Cluster – Ogilvie High School,
New Town High School, New Town Primary School,
Lenah Valley Primary School, Bowen Road Primary School
• Tasman Cluster – Tasman District School.
The project commenced in January 2013 and will operate for
12 months initially, with the view to extend beyond this time.
Pre-Compulsory and Compulsory Education » Literacy and Numeracy
31

Closing the
Gap on
Aboriginal
Education
Outcomes
The Tasmanian Closing the Gap in Aboriginal Educational
Outcomes (2010-2014) Strategy complements work through
the Smarter Schools National Partnership for Literacy and
Numeracy to lift the performance of Aboriginal students.
The Tasmanian Closing the Gap Strategy reflects the priority
actions of the National Aboriginal and Torres Strait Islander
Education Action Plan (NATSIEAP) which aims to build
the capacity of schools to meet the educational needs of
Aboriginal students and accelerate performance through
whole of school approaches to personalised learning,
literacy and numeracy improvement and community
engagement.
A feature of the strategy is the identification of 61 focus
schools, based on high Aboriginal student enrolment and
high educational need, which receive additional support
from the department through Aboriginal Education
Services (AES). Focus schools are receiving specialised
support from AES to support inclusive teaching and
improve community engagement. In 2012, all focus schools
were recipients of additional funding to provide targeted
programs and support for Aboriginal students.
While Tasmanian schools compare well, Aboriginal
students achieve lower learning outcomes than their
non-Aboriginal peers. Strategies designed to close this
gap include: in-class tuition, personalised mentoring and
tutoring, and support for speech and hearing. Professional
learning for tutors and cultural awareness is also provided.
The NATSIEAP enabled extension funding of $1.9 million
to support five NATSIEAP focus schools to incorporate
the Raising the Bar Closing the Gap strategy into their
schools—Raising the Bar Closing the Gap Indigenous
extension. This program concluded at the end of 2012.
Further funding in late 2011 of $1 million over two years
through the Next Steps program has enabled another
five focus schools to support their Aboriginal students.
In June 2012, a new partnership agreement titled
Investing in Focus Schools was signed. A further eight focus
schools receive funds totalling $1.2 million to support the
improvement of Aboriginal student outcomes through
this program.
Literacy and
Numeracy
National
Partnership
schools
Whilst funding for the Smarter Schools National Partnership
for Literacy and Numeracy finished at the end of 2011,
literacy and numeracy remain departmental priorities
and both National Partnership (NP) and non-NP schools
continue to implement strategies to improve the literacy
and numeracy outcomes of all students. The department’s
Literacy and Numeracy Framework introduced in 2012
supports improved student outcomes in literacy and
numeracy. Based on the framework, every school has an
explicit literacy and numeracy strategy as part of their
school improvement plan so that every child’s literacy and
numeracy learning needs can be supported.
To empower inspiring leaders within networks to enhance
literacy and numeracy teaching, the department initiated
a Lead School/Lead Teacher strategy in 2012. Network lead
teachers, based in each lead school, provide leadership,
direction and high level support to all principals and
schools across the network in the implementation of
the Literacy and Numeracy Framework. Lead schools and
lead teachers of literacy and numeracy work across the
networks of schools to mentor and coach and to build the
capacity of teachers to teach literacy and numeracy.
Building the capacity of teachers to effectively use data
to inform their planning and deliver quality literacy and
numeracy opportunities for students has continued
to increase. In 2013, ‘Working with Data’ professional
learning opportunities are provided to principals and
teachers through the Professional Learning Institute
(PLI). The NAPLAN Toolkit, a resource for classroom
teachers, developed by the department, allows classroom
teachers to view, sort and analyse students’ NAPLAN
data and to access links to relevant teaching strategies
to support improved student performance. Relevant
reports and data provided to schools through Educational
Performance Services (EPS) assist schools to better
determine targets for whole school improvement and
student performance.
In 2013, 51 government schools are participating in the
Improving Literacy and Numeracy National Partnership.
Participating schools are implementing the Raising the Bar
strategy. Teachers are focusing on collaborative planning
and effective evidence-based practice to inform their
planning and delivery of quality literacy and numeracy
opportunities to improve student outcomes.
32 Pre-Compulsory and Compulsory Education » Literacy and Numeracy

School
improvement
planning –
incorporating
literacy and
numeracy
plans
The department is supporting improvement in schools
through the closer alignment of assessment data with
targeted curriculum planning. Schools have been provided
with comprehensive data on the performance of their
students in the 2012 NAPLAN. During 2013, teachers
were further supported in this with access to an improved
online resource—the NAPLAN Toolkit.
In addition, Curriculum Services and Educational
Performance Services are providing further school-level
support, including help desk assistance to aid their data
analysis and planning.
Principals and teachers are translating their findings into
revised literacy and numeracy plans (as part of school
improvement plans) at the school level, and implementing
teaching and learning strategies to address the identified
areas of future action. The plans are consistent with the
expectations set in the department’s School Support and
Expectations document. Under the literacy and numeracy
section, areas for schools to focus on are:
• development of whole-school approaches to literacy
and numeracy
• actively engaging with departmental support
• use of data to support good teaching practice.
Lead teachers and lead schools, in partnership with
principal network leaders support schools in aligning
their identified areas of future action with professional
learning support. The Professional Learning Institute
has been funded to support professional learning as a
response to identified statewide needs, utilising data at
the statewide level.
Professional
learning to
support
literacy and
numeracy
The Professional Learning Institute and Curriculum
Services have identified, developed and delivered a range
of professional learning opportunities over the course of
2012–13 to ensure that school leaders have the requisite
knowledge and skills as instructional leaders. Professional
learning programs, with a focus on literacy and numeracy
achievement, are:
• Principals as Literacy Leaders
• Secondary Principals as Literacy Leaders
• Literacy for Learning
• Numeracy Initiative Inquiry.
These key professional learning opportunities for school
leaders are further supported by network based literacy
and numeracy inquiries that are coordinated by network
lead teachers.
Data informed teaching practice and school leadership
have been further supported though the ‘Working with
Data’ professional learning program. Using data to inform
strategic school improvement planning and understanding
how data translates into effective pedagogy were two of
the key objectives for participants.
Transition to
the Australian
Curriculum
During 2013, Australian Curriculum English, Mathematics,
Science and History are being taught, assessed and
reported against in all schools from Prep to Year 10.
Geography will be implemented from Prep to Year 8
in 2014 and other subjects progressively from 2015.
Literacy and numeracy are General Capabilities under the
Australian Curriculum and are expected to be taught across
all subjects and learning areas.
Education Ministers agreed to use Australian Curriculum,
Assessment and Reporting Authority (ACARA) content
statements for senior secondary English, Mathematics,
Science and History (14 subjects in total) ‘as the common
base for developing local courses’ in December 2012.
Eight curriculum teacher leaders with specific learning
area responsibility across Years 9–12 have been
appointed to provide direct school-based support for
the Australian Curriculum.
Other
literacy and
numeracy
initiatives
The following funded literacy and numeracy initiatives
occurred in 2012–13:
• Literacy Grants ($2.39 million) – literacy intervention
support was provided to schools with the highest
Educational Needs Index (ENI). General Literacy
Grants ($4 million total) were allocated across
all schools.
• Reading Recovery ($340,550) – a school-based literacy
intervention for Year 1 was a funded improvement
strategy with 30 schools participating in 2012.
• Flying Start ($10.99 million) – a staffing allocation made
to primary and combined schools to support literacy
teaching and learning from Kindergarten to Year 2.
All primary and combined schools provided this early
intervention in literacy.
• Premier’s Reading Challenge – is a 10 week program
offering all Tasmanian students and schools a range
of incentives to read more often and more widely.
Students from Prep to Year 6 are challenged to read
at least one book in each week of the program.
The Challenge aims to improve the reading and
literacy skills of students, raise parent and community
awareness about the importance of reading with
children and give young students a pathway to a
lifelong love of books and reading. In 2012, 11,623
primary school students and 156 schools completed
the Premier’s Reading Challenge, with more than
116,000 books read and over 1,800 book reviews
submitted.
• Partnerships in Teaching Excellence (PiTE) – this
pre-service training program is in part used to better
prepare beginning teachers as literacy and numeracy
teachers. Twenty-two university students were part
of this initiative in 2012 and 20 of those students are
now employed in government schools. There are
16 students in the program in 2013.
Pre-Compulsory and Compulsory Education » Literacy and Numeracy
33

Performance
The department is responsible for monitoring and
accountability. Educational Performance Services (EPS)
provides schools with data from international, national
and statewide assessments to assist schools to tailor
programs to help each student to improve his/her
performance. These literacy and numeracy assessments
include Performance Indicators in Primary Schools (PIPS),
The National Assessment Program – Literacy and Numeracy
(NAPLAN), Trends in International Mathematics and
Science Study (TIMSS), Progress in International Reading
Literacy Study (PIRLS) and Programme for International
Student Assessment (PISA).
The state government remains firmly committed to
transparency and accountability for ongoing school
improvement. The government strongly supports
the effective assessment and reporting of student
achievement, including the diagnostic value of NAPLAN.
National
Assessment
Program –
Literacy and
Numeracy
(NAPLAN)
In May each year, Years 3, 5, 7 and 9 students across
Australia are tested on aspects of literacy and numeracy
using a common test in Reading, Writing, Language
Conventions (spelling, grammar and punctuation)
and Numeracy.
Results from these tests are used at school and state
level to evaluate the effectiveness of teaching and learning
initiatives and programs in place, and to confirm current
and future directions for continued improvement in
literacy and numeracy performance. The NAPLAN
testing and reporting assists the department to address
educational disadvantage and to direct resources to where
they are most needed.
Student results in NAPLAN tests are reported against a
continuous reporting scale for each test type, described by
ten achievement bands that enable individual achievement
to be compared to the national average. The achievement
scale for each year level is described using six of the ten
achievement bands; the first band being the lower level of
knowledge and skills attained; and the top band describing
higher level knowledge and skills. One band is designated
as the national minimum standard (NMS) for each test
and year level.
Source: ACARA – http://www.nap.edu.au
34 Pre-Compulsory and Compulsory Education » Literacy and Numeracy

NAPLAN 2013 performance – general commentary
Overall, Tasmania’s 2013 results represent a consolidation
of the good progress made since 2011 and highlight that
Tasmanian students are increasingly demonstrating the
literacy and numeracy skills necessary to participate
successfully throughout their school years and beyond.
Percentage At or Above National Minimum Standard
(AANMS) results
• Tasmania improved its percentages of students
AANMS on 14 out of the 20 tests between 2011
and 2013. These included improvements across all
year levels in Reading and Spelling.
• On average across all domains Tasmania improved
by a 0.4% greater margin than Australia between
2011 and 2013 1 .
• Tasmania improved on the percentages of students
AANMS between 2011 and 2013 by a greater margin
than Australia on 10 out of the 20 tests.
• Tasmania improved its percentages of students
AANMS by a greater margin than Australia across
all year levels in Reading between 2011 and 2013
(from 0.4% in Year 9 though to 1.3% in Year 7).
• In total, Tasmania improved its percentages of
students AANMS from 2012 in 10 of the 20
assessments. The improvements ranged from 0.1%
(Year 7 Reading) to 4.7% (Year 5 Reading).
Participation in testing
• Overall, Tasmania’s participation data confirms
inclusive and supportive practice is occurring in our
schools in relation to the NAPLAN assessments.
• For Years 3 and 5, Tasmania’s participation rates
marginally exceed the Australian figures for every
domain, by figures ranging from 0.3% to 1.0%.
• Our participation rates fall behind the Australian
figures in Years 7 and 9 for every domain by figures
ranging from 0.3% to 0.9%.
• Tasmania’s exemption rates are lower than Australian
figures for every year level and domain by an average
of approximately 0.3%.
• Tasmania’s withdrawal rates are lower than the
Australian figures for all domains in Years 3, 5, 7 and 9
by an average of approximately 0.4%.
1. This figure is the difference between the Australian average change from
all assessments and the Tasmanian average change from all assessments.
Mean score results
• Tasmania’s best results for mean scores in 2013 were
in Years 3, 5, 7 and 9 Reading where mean scores
were within 6 points (or less than one question on the
test) of the Australian figures.
• For Spelling, Grammar and Punctuation and Years 5,
7 and 9 Numeracy, the extent of the gaps to
Australia in 2013 is equivalent to between one and
two questions on the test. The largest gaps were in
Year 9 Numeracy (-18.7 points) and Years 3 and 9
Spelling (-17.6 and -17.9 points respectively).
• The strongest domain for improvement from 2011 to
2013 is Reading with mean score improvements across
all year levels (from 1.8 points in Year 9 through to
10.4 points in Year 5).
• The largest improvement from 2011 to 2013 was in
Year 5 Reading (10.4 score points).
• Tasmania improved its mean score results from
2012 to 2013 in 7 of the 20 assessments.
• A statistically significant decline since 2012 was
observed in Year 7 Grammar and Punctuation
(16.4 points). However, this decline was mirrored
nationally with the Australian figure dropping by
10.8 points from 2012.
• Tasmania’s results for the 12 remaining assessments
were not statistically significantly different from its
2012 results.
• During the period 2008 to 2013, Tasmania’s results
for Year 5 Reading have improved significantly and for
all other year levels and assessments, our results have
remained comparable.
Pre-Compulsory and Compulsory Education » Literacy and Numeracy
35

Performance in NAPLAN – Reading
Legend
Exempt
1 band
below NMS
AT NMS
1 band
above NMS
2 bands
above NMS
3 bands
above NMS
4 bands
above NMS
NMS = National
Minimum Standard
Achievement of Year 3 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2011
2
6
12
18
20
18
24
TAS 2012
1
6
10
16
20
20
27
TAS 2013
2
4
11
18
21
21
24
AUS 2013
2
3
9
17
24
23
23
Achievement of Year 5 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2011
1
9
15
22
23
17
12
TAS 2012
1
8
12
21
25
19
13
TAS 2013
2
3
13
24
28
20
11
AUS 2013
2 2
10
23
30
22
11
Achievement of Year 7 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2011
2
5
16
26
26
17
8
TAS 2012
1
5
15
24
27
19
9
TAS 2013
1
5
15
26
27
18
8
AUS 2013
2
4
13
26
30
18
8
Achievement of Year 9 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2011
1
8
19
27
26
14
5
TAS 2012
1
9
19
28
25
13
5
TAS 2013
1
7
18
28
27
14
5
AUS 2013
2
5
17
29
28
15
5
36 Pre-Compulsory and Compulsory Education » Literacy and Numeracy

Commentary
• Tasmania improved on its 2012 mean score results
for Reading in both Year 5 and Year 9 (4.6 and
5.3 points respectively).
• Tasmania’s best results for 2013 were in Years 3, 5,
7 and 9 Reading where mean scores were within
6 points (or less than one question on the test)
of the Australian figures.
• For the percentage of students at or above national
minimum standard, Tasmania also improved on its
2012 results in every year level. The improvements
ranged from 0.1% (Year 7) to 4.7% (Year 5).
• Together, these achievements indicate that Reading
continues to be an area of strength for Tasmania.
Explanatory
notes to the
charts
• Literacy performance is represented by
achievement on the Reading tests, because
Reading is generally considered the most reliable
measure of overall literacy achievement.
• All figures are inclusive of government and
non-government schools.
• The percentages of students represented have
been rounded and may not sum to 100.
• Exempt students were counted as assessed,
are deemed not to have met the national minimum
standard and are included in the result for each
test at jurisdictional and national levels. They are
not included in school level calculations for mean
scores and the percentages of students below
national minimum standard, but are reported.
• These measures have been sourced from the
national website for NAPLAN –
http://www.nap.edu.au/naplan/naplan.html
• The 2011 and 2012 measures are taken from the
Stage 2 release of those results.
• The 2013 measures are taken from the Stage 1
(preliminary) release of the 2013 results. Some minor
changes can occur between the Stage 1 and Stage 2
reporting due to be released in December 2013.
Pre-Compulsory and Compulsory Education » Literacy and Numeracy
37

Performance in NAPLAN – Numeracy
Legend
Exempt
1 band
below NMS
AT NMS
1 band
above NMS
2 bands
above NMS
3 bands
above NMS
4 bands
above NMS
NMS = National
Minimum Standard
Achievement of Year 3 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2011
2
3
13
25
26
18
12
TAS 2012
1
5
12
23
27
20
11
TAS 2013
2
3
13
25
28
20
10
AUS 2013
2
2
10
24
30
21
11
Achievement of Year 5 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2011
1
5
16
30
27
14
6
TAS 2012
1
6
16
26
27
17
7
TAS 2013
2
6
20
30
25
13
6
AUS 2013
2
5
15
26
27
16
9
Achievement of Year 7 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2011
2
6
17
28
25
15
8
TAS 2012
1
6
19
29
25
13
7
TAS 2013
1
4
19
31
25
14
6
AUS 2013
2
3
15
28
26
16
11
Achievement of Year 9 Students
Percentage of Students
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TAS 2011
1
8
23
29
23
12
5
TAS 2012
1
7
24
31
22
11
5
TAS 2013
2
11
23
27
21
11
6
AUS 2013
2
8
18
26
22
14
11
38 Pre-Compulsory and Compulsory Education » Literacy and Numeracy

Commentary
• Tasmania improved on its 2012 mean score results in
Year 7 by 1.8 points.
• For the percentage of students at or above national
minimum standard, Year 3 improved on its 2012 result
by 1.6% and Year 7 by 1.4%.
• During the period 2008 to 2013, Tasmania’s mean
score results for Numeracy at all year levels have
remained statistically comparable.
Explanatory
notes to the
charts
• All figures are inclusive of government and
non-government schools.
• The percentages of students represented have
been rounded and may not sum to 100.
• Exempt students were counted as assessed,
are deemed not to have met the national minimum
standard and are included in the result for each test
at jurisdictional and national levels. They are not
included in school level calculations for mean scores
and the percentages of students below national
minimum standard, but are reported.
• These measures have been sourced from the
national website for NAPLAN –
http://www.nap.edu.au/naplan/naplan.html
• The 2011 and 2012 measures are taken from the
Stage 2 release of those results.
• The 2013 measures are taken from the Stage 1
(preliminary) release of the 2013 results. Some minor
changes can occur between the Stage 1 and Stage 2
reporting due to be released in December 2013.
Closing the Gap on Aboriginal Education Outcomes
Performance measure 1,2 Measurement 2009–11
(3 year average)
Indigenous equity
2011 2012
Percentage gap in Indigenous students
8.3% 7.9% 7.3%
achieving expected outcomes 1,2
In terms of a national comparison, Tasmania has the smallest differences in mean score results between Aboriginal
and non-Aboriginal students for all tests and year levels in NAPLAN. On average, the gap between Aboriginal and
non-Aboriginal students in Tasmania is less than half of the national figure.
1. This measure is the average percentage point gap between non-Indigenous and Indigenous students in achievement of expected standards in
Reading and Numeracy tests for Years 3, 5, 7 and 9.
2. A smaller value denotes greater equity.
Pre-Compulsory and Compulsory Education » Literacy and Numeracy
39

40 Pre-Compulsory and Compulsory Education

Post-Compulsory Education
and Skills Development
OUTPUT GROUP 2

Direction
The Department of Education’s focus for further
education and training is to engage all Tasmanians in
learning opportunities that will enable them to gain
the skills and qualifications they need to contribute
productively to our globalised community and economy.
The priorities for the Further Education and Training
Division are to:
• promote higher education, vocational and adult
learning throughout the community to encourage
participation and create fulfilled and enriched
Tasmanians
• provide supported and relevant learning, knowledge
and training opportunities to adult learners to ensure
they are equipped with the skills to contribute
productively to our community and economy
• provide students with tangible pathways to further
education and employment.
During the 2012–13 reporting period through the
Tasmanian Polytechnic, colleges 1 and some combined and
regional schools, the department has provided further
education and training opportunities to enable every
Tasmanian to reach their potential at any stage of life.
Improving the transition of students from Year 10,
their engagement in programs in Year 11 and beyond,
and their attainment of meaningful qualifications remains a
significant focus for the department.
Through the provision of a wide range of programs and
delivery options including Guaranteeing Futures (pathway
planning), Trade Training Centres and Australian schoolbased
Apprenticeships, the department supports students
to achieve a Year 12 qualification or equivalent, and a
purposeful pathway into further education, training or work.
Tasmania’s target is for 81.6% of students to attain Year 12
or equivalent qualifications by 2015. This target represents
Tasmania’s contribution to the national target of 90%
Year 12 or equivalent attainment by 2015 set through the
National Partnership Agreement on Youth Attainment and
Transitions. Tasmania’s current attainment rate is 78.35% 2 .
Government Education and Training International
provides local and international students with an enriching
educational experience while increasing enrolment
numbers to benefit Tasmanian education providers and
the community.
In December 2011, the Minister for Education and Skills,
the Hon. Nick McKim MP announced a review into
the role and function of Tasmania’s public Vocational
Education and Training (VET) providers, by independent
consultant Virginia Simmons AO. As a result of the review,
a new single entity, TasTAFE has been established using
the combined resources of the Tasmanian Polytechnic
and Tasmanian Skills Institute. TasTAFE, is covered under
one piece of contemporary legislation and came into
effect from 1 July 2013. This improved arrangement for
the public provision of VET will result in quality training,
improved outcomes and ease of access for learners.
Further to the outcomes of the review, Skills Tasmania
has now become a business unit of the Department
of Education. This new arrangement will continue to
maintain the strong links between the department and
the Tasmanian business community to ensure that the
skills and training needs of business enterprises are met
appropriately, and will also facilitate a more streamlined
alignment between Skills Tasmania and other business
units of the department.
1. Colleges were part of the Further Education and Training Division until
the end of 2012. From 2013, colleges became part of the Early Years and
Schools Division and are now referred to as senior secondary schools.
2. COAG Reform Council’s report on the assessment of the National
Partnership Agreement on Youth Attainment and Transitions attainment
targets (August 2013).
42 Post-Compulsory Education and Skills Development

Major Initiatives
Implementation
of the
Recommendations
of the
Review into
the Role and
Function of
Tasmania’s
Public VET
Providers
An independent review of the role and function of
Tasmania’s public VET providers was completed during
the 2011–12 financial year. The implementation of the
recommendations from the review formed a significant
part of the division’s work during the 2012–13 financial year.
The review made 60 recommendations, the
overwhelming majority of which were accepted. All of
the recommendations that related to the establishment
of a single entity for the delivery of publicly funded VET in
Tasmania have been actioned. The new entity, TasTAFE,
commenced on 1 July 2013.
The process undertaken to establish TasTAFE was
overseen by a high level steering committee and managed
by a specifically established project management team.
It was actioned by a large number of working groups,
each established to achieve specific outcomes relative
to individual components of the new TasTAFE structure.
A feature of these working groups was that they involved,
in total, the active participation of over 150 staff
members from the Tasmanian Polytechnic and
Tasmanian Skills Institute.
The process also involved the successful development
and implementation of the legislative framework
necessary to facilitate the establishment of the appropriate
governance framework within which the new organisation
would function. This objective was achieved with the
passage of the relevant legislation, the Training and
Workforce Development Bill 2013, the Training and Workforce
Development (Transitional Provisions) Bill 2013 and the Training
and Workforce Development (Repeals and Consequential
Amendments) Bill 2013 through the Tasmanian Parliament
in May 2013.
Retention and
Attainment
Strategy
The Retention and Attainment Strategy Years 10–12 guides
the work of the Department of Education in improving
the transition of students from Year 10 to further
education and training, engaging students so they gain a
meaningful Year 12 or equivalent qualification.
A key initiative of the strategy is the introduction of
a tracking system for students from Year 10 to the
completion of Year 12 or equivalent. This is incorporated
in 2013 into the Student Support System (SSS). As a
result of this data collection, there is an extensive process
of following up at-risk and disengaged students and
supporting their re-engagement. This year saw the further
refinement of the support model with the appointment of
four Youth Transition Officers (YTOs).
The student tracking system involves all colleges and
the Tasmanian Polytechnic following up on Year 11 and
12 leavers. The YTOs from Guaranteeing Futures teams
are integral to this process. Reports on progress are
submitted on 1 May, 1 September and 30 November.
The strategy focuses on a range of areas to support
transition, engagement and achievement of qualifications
including:
• high quality pathway planning
• open and consistent communication between schools,
colleges, the Tasmanian Polytechnic and (more
recently) TasTAFE
• a coordinated approach to course offerings
• quality information available to and accessible by
students, parents and teachers
• quality teaching
• quality learning support and learning environments
• relevant and flexible programs.
In line with the strategy, a focal point for the Guaranteeing
Futures teams is to work with all Year 10 students to
ensure they are well informed about choices for their
future options. This encompasses supported transition
processes including:
• the ‘2014 Your Guide to Education and Training in Years
11 and 12’; a statewide guide outlining programs and
courses available in different regions across the state
• suitability processes for VET programs to ensure
students are in appropriate learning options
• enrolments into Year 11 courses informed by a
student’s transition profile.
As noted earlier, Tasmania’s target is for 81.6% of students
to attain Year 12 or equivalent qualifications by 2015.
Tasmania’s most recently measured attainment rate is
78.35%¹.
1. COAG Reform Council’s report on the assessment of the National
Partnership Agreement on Youth Attainment and Transitions attainment
targets (August 2013).
Student
Retention
Beyond the
Compulsory
Years in Rural,
Regional and
Disadvantaged
Communities
Project
The Australian Research Council (ARC) Linkage Project is
a collaborative longitudinal study being undertaken by the
University of Tasmania and the Department of Education,
which commenced in July 2011.
The project is investigating the nature, impact and efficacy
of a range of intervention strategies at primary school,
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 under-researched
variables. This three year study will be located in rural,
regional and lower socioeconomic areas of Tasmania.
Post-Compulsory Education and Skills Development
43

Guaranteeing
Futures
Guaranteeing Futures is the Department of Education’s
long term initiative in which programs and activities are
provided to support students in making a successful
transition from compulsory schooling to further
education, training or employment.
Guaranteeing Futures teams operate in each region to
provide pathway planning and transition support that
assists young people to explore their unique set of needs
and capabilities by identifying their strengths, interests,
goals and aspirations.
The work of Guaranteeing Futures is informed by:
• the Retention and Attainment Strategy Years 10–12
• the Pathways and Participation: Guaranteeing Futures
Strategic Plan 2013–2015: working with students 9–12.
Our key priorities are:
1. To ensure all Year 10 students participate in a pathway
planning process and complete a transition profile.
Supportive strategies will include:
º º identifying and implementing best practice
º º finding opportunities to engage with industry
to ensure contemporary knowledge
º º liaising with Learning Services to ensure all
students are included.
2. To ensure smooth transition processes for students
from Year 10 to Year 11.
Supportive strategies will include:
º º breaking down barriers for regional and
rural students
º º fostering and strengthening relationships
with Year 11 providers to better support
student transition
º º liaising with Learning Services to ensure
integrated support for at-risk students.
3. To raise awareness of career pathways in schools –
including senior secondary schools.
Supportive strategies will include:
º º promoting career awareness raising activities
across Years 7–12
º º engaging school staff, families and communities
in promoting and valuing options for students’
futures
º º promoting completion of Year 12 or a recognised
vocational education pathway.
Our priorities are implemented by Pathway Planning
Officers (PPOs):
• working with individual students to support them to
make informed choices about Year 11
• conversing with students about realistic pathways
• providing students with opportunities to participate in
related career awareness activities
• ascertaining students’ intended destinations
• communicating with key senior secondary staff and
a number of follow up visits to senior secondary
campuses.
Underpinning this network are Youth Learning Officers
(YLOs) and Youth Transition Officers (YTOs) who
provide intensive support to a group of identified young
people as they transition into further education, training
or employment, with particular focus on those students
who have multiple barriers to completing education
and training.
Career Programs Coordinators (CPCs) facilitate a broad
range of career awareness programs for the students to
explore a variety of pathways.
The department has developed and will maintain
valuable resources to support students to plan meaningful
pathways.
Career Awareness Programs (CAPs) continue to be
developed to provide authentic, informative experiences
to broaden students’ understandings of various career
pathways. Some of these initiatives are statewide and
others are regionally based.
Guaranteeing Futures collaborates with a range of
education and industry providers to develop programs
that raise students’ aspirations and broaden their
knowledge of pathways.
Taste of Polytechnic programs are a partnership with
TasTAFE and involve approximately 800 students
statewide in approximately 40 programs. The programs
vary in length but all offer experiences in an adult learning
environment gaining industry specific skills.
An audit was completed on 2012 CAPs against the
Tasmanian skills shortage list, and PPOs provide input
around students’ interests to ensure both of these aspects
are included in program development.
44 Post-Compulsory Education and Skills Development

Australian
School-based
Apprenticeships
Over the past two years the department has undertaken
considerable work to repackage and reposition Australian
School-based Apprenticeships and Traineeships to
support retention and attainment, skills development of
young people and improve industry workforce planning
and development to support economic growth.
This work has included a major review and analysis of
the delivery and management of Australian School-based
Apprenticeships (ASbA) in Tasmania from 2001–11.
The review has informed and driven the development
of the Department of Education Smart Workforce
Development, A Tasmanian Strategy 2013–2015.
The implementation of this strategy is underpinned by the
following four key action areas:
Action Area 1: ASbA Support Skills Growth
Growing the quality and quantity of ASbA across a range
of targeted industry sectors is the key objective of the
Tasmanian ASbA Strategy Action Plan. Specifically, the plan
aims to increase the engagement of industry sectors
that have been identified in the Tasmanian Economic
Development Plan. The department is working closely with
the transport and logistics, aquaculture, construction,
hospitality and tourism industry sectors on the
development of ASbA workforce development initiatives
for each of these industry sectors.
Action Area 2: Marketing and Promotion
of ASbA
There are a broad range of stakeholders involved in
ASbA, however, for many of them, access to accurate
and high quality information and advice on ASbA has
not always been easy to find. To address this issue the
department has undertaken the initial mapping for the
development of an ASbA information portal. This portal
will provide a centralised point of information which
promotes ASbA to students, schools, parents and
employers, providing them with access to high quality
information on ASbA initiatives, requirements and
approved pathways.
Action Area 3: Improved Quality of
ASbA Delivery and Management
An ASbA program is most effective when all stakeholders
work collaboratively to support young people and
employers, however, many ASbA stakeholders have
differing roles and responsibilities. Some stakeholders are
easily identified while others work behind the scenes to
provide support and maintain quality standards.
The department has been working collaboratively with
ASbA stakeholders to identify and implement a best
practice approach towards coordination, management
and support of ASbA.
Action Area 4: ASbA Quality Assurance
and Continuous Improvement
Although the Tasmanian ASbA strategy targets the
development of key actions to improve both the quality
and outcomes of ASbA programs in Tasmania, it is
critical that we remain open to the possibility of further
improvement. It is for this reason that systems and
procedures are being developed to ensure all aspects of
ASbA programs are monitored, reviewed and improved.
This will ensure that they are able to operate within
the requirements of any future educational, social,
employment or economic changes that may occur.
Post-Compulsory Education and Skills Development
45

Trade Training
Centres
The Tasmanian Government has accessed the Australian
Government’s Trade Training Centres 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.
Schools and the Tasmanian Polytechnic have collaborated
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, cookery, aged care, agriculture, aquaculture
and horticulture. The competencies are generally up to
Certificate II level qualifications which will articulate to
Certificate III.
The Tasmanian Government has a sectoral plan for Trade
Training Centres and works closely with stakeholders
from independent and catholic schools to identify
opportunities to collaborate. Future projects will include
the refurbishment of existing facilities to bring them up to
industry standard and to offer training in traditional trade
areas and emerging industries.
The first three centres were constructed at George
Town, Dorset and Bridgewater and began operation in
2011. They offer a suite of VET programs for students
enrolled in Years 11 and 12, as well as pre-employment
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.
Additional centres at Huonville, St Helens/St Marys and
Smithton were completed in 2012 and have been offering
programs for the past 12 months to students in Years
9–12 as well as mature aged students.
The Deloraine centre was completed in January 2013 and
is offering aged care and commercial cookery. The South
East Trade Training Centre at Sorell/Triabunna is planned
for completion in July with trials beginning in late 2013,
with full operation in commercial cookery and horticulture
expected in 2014.
Applications have been submitted to the Australian
Government under funding round five for centres at
Queenstown/Rosebery and the Tasman.
46 Post-Compulsory Education and Skills Development

Year 11 and
12 Education
in Rural and
Regional
Areas
The Department of Education is committed to providing
high quality education and training to Year 11 and 12
students in rural and regional areas that is aligned to
employment opportunities, attainment of qualifications,
or pathways to higher or further education.
In 2012–13, the department continued to consult and
work towards improving the provision and quality of
education in rural and remote communities.
Options for Year 11 and 12 students include:
• enrolling on-campus in a senior secondary school for the
full-range of academic, general and vocational courses
• accessing the Flexible Learning Network (FLN) that
allows courses to be delivered through a senior
secondary school via distance education
• a combination of traditional study on-campus and
study by distance through the FLN to benefit from
both options
• accessing Year 11 and 12 programs through combined
schools’ programs
• enrolment through the Tasmanian eSchool, which
provides learning in real-time regardless of the
student’s geographic location
• accessing VET through the Tasmanian Polytechnic,
which provides services to most individual and
combined schools’ programs and colleges
• accessing industry aligned VET qualifications through
the new and innovative trade training centres located
in many rural and regional areas of Tasmania.
Tasmanian
Polytechnic
The Tasmanian Polytechnic continued to focus its efforts on
providing VET for adults, and in partnerships with senior
secondary and combined schools—VET in Schools programs
for young Tasmanians between 16 and 19 years of age.
The Tasmanian Polytechnic enrolled 16,500 students
during the 2012 academic year and this enrolment
pattern has continued into 2013. Of these enrolments
44% represent enrolments in qualifications at Certificate
III or higher, 47% represent enrolments in qualifications
at Certificate I or Certificate II and the balance are
enrolments in programs that lead to a Statement of
Attainment or are in a non-award course. These students
were enrolled in over 300 qualifications and resulted in
the delivery of 5.2 million student contact hours.
During 2012, the Tasmanian Polytechnic issued 5,206
qualifications, a figure that is comparable with achievements
in 2011 and 2010. Over half of these qualifications (53.7%)
were awarded at Certificate III or higher.
Quality assurance of training delivery has been a key focus
of the Tasmanian Polytechnic’s activities in 2012. This is
evidenced by:
• the continuing implementation of the partnership
between the Tasmanian Polytechnic and the University
of Tasmania (UTAS) that includes over 120 Tasmanian
Polytechnic teachers enrolling in the Bachelor of
Education (Applied Learning) Degree program
offered by UTAS
• the ongoing enthusiasm with which learning teams
have engaged in the Tasmanian Polytechnic team
quality profile management model for quality
improvement
• the completion by the due date (30 June 2013) of
a project that ensured all Tasmanian Polytechnic
teaching staff met the new quality standard of
teaching qualifications required by the National Skills
Standards Council.
Further evidence of quality improvement within
the Tasmanian Polytechnic is provided through a 2%
improvement in the student satisfaction survey result in
2012 when compared with 2011 – which was in turn a 3%
improvement on the 2010 figure.
The Tasmanian Polytechnic continued, during the 2012–13
financial year, its focus on establishing a strong sustainable
platform upon which future development could be
based. This activity is evidenced through the significantly
improved financial situation of the Tasmanian Polytechnic
which, at the end of the 2012 academic year, reported a
small surplus of revenue over expenditure. This focus has
continued into 2013.
Government
Education
and Training
International
(GETI)
GETI provides Tasmanian students with an enriching
educational experience by attracting students from over
46 countries to study in Tasmania for full-time school
and vocational qualifications, short-term study abroad
programs and English language courses.
GETI also develops and manages the provision of
Tasmanian Government education services to offshore
students in a number of countries including China
and Kuwait.
International students bring cultural understanding,
global connections and revenue to benefit our education
institutions and the broader Tasmanian community.
GETI’s strategic objectives are to increase international
student enrolments in Tasmanian Government schools
and TasTAFE.
To achieve this objective, the following initiatives were
implemented over 2012–13:
• Several international student events to welcome and
recognise our international students – sponsored by
the Minister’s International Education Roundtable.
• Manage Tasmania’s international education brand
including a new student-focused website and updated
recruitment materials focusing on the key benefits of
studying in Tasmania.
• A rewards-based incentive program for international
education agents who provide more than 75% of
international students to Tasmania.
• Consolidating marketing and recruitment investment
on key markets, based on statistical evidence and
return on investment.
• Continuing development of education programs
including pathways between sectors to ensure
Tasmania remains a viable option for international
education as markets evolve.
Post-Compulsory Education and Skills Development
47

Performance
Performance Measure 2010–11 2011–12 2012–13
Actual 1 Actual 1 Target
Attainment measures for 15–19 year-olds, achieving:
2013–14
Target
120 credit points in education and training 4,178 4,438 4,395 4,595
some vocational education and training 2 5,591 7,634 7,600 7,900
a Tasmanian Certificate of Education 2,878 3,179 3,075 3,404
a tertiary entrance rank 2,224 2,237 2,428 2,382
NSSC Census 3 8,470 8,592 8,200 8,300
Apparent retention rate Years 10–12 4 70.4 67.0 71.0 71.0
Full year training equivalents 5 14,600 N/A 14,600 14,700
Training participation rate 5 14.1 N/A 14.3 14.5
Student Satisfaction – Graduates 6 90.6 90.3 90.0 91.0
Student Satisfaction – Module Completers 6 79.2 90.9 87.0 91.0
Sources: Tasmanian Qualifications Authority, National Schools Statistics Collection (NSSC), Australian Bureau of Statistics (ABS) Schools, Australia (cat. no. 4221.0),
NCVER Student Outcomes Survey 2012, Annual National Report of the Australian Vocational Education and Training System 2011.
Notes:
1. Actual performance measures are based on calendar years. The
measures for the 2010–11 Actual are based on the 2011 calendar year,
while the measures for 2011–12 Actual are based on the 2012 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.
Some figures vary from figures published in the department’s budget
papers (2012–13) due to a more recent data set being available for
this report.
2. From 2012–13, this measure includes Vocational Education and Training
(VET) data sourced from all non-government registered training
authorities.
3. Actuals are the total full-time equivalent (FTE) for further education
students regardless of age, at the Mid-Year Census. The 2012–13 and
2013–14 targets represent a slight reduction associated with forecasts of
student cohort size.
4. 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 full-time
government school students. Retention improved significantly in 2010
due to a combination of many factors, most notably students studying
longer, new entrants to the Further Education and Training system who
had not previously been enrolled in a Tasmanian Government school
and adults returning to the sector after breaks in education. For small
populations like Tasmania, the ABS notes that relatively small changes
in student numbers can create large movements in apparent retention
rates. ABS also notes that care should be exercised in the interpretation
of apparent retention rates as the method of calculation does not take
into account a range of factors such as:
• students progressing at a faster or slower than expected rate of
one grade-level a year
• interstate/international migration
• movement between government and non-government sectors
• enrolment policies
• students enrolled in alternative education and training pathways,
such as vocational education and training.
Sustained improvement in retention is long term in nature and will be
subject to variations from year to year.
5. Participation (age 15–64) in all publicly funded VET and commercial
activity by government providers. Participation rates are derived by
calculating total student numbers in the age group as a percentage of the
estimated residential population in that age group. The participation rate
is sensitive to enrolments in short courses.
6. The 2011–12 actual data is not available at the time of publication.
Preliminary 2011–12 data was planned to be available in late May 2013
and published on the Skills Tasmania website. These figures will be
verified with National Centre for Vocational Education Research
(NCVER) data in July.
7. Student satisfaction is the percentage of a sample of students surveyed
by the NCVER who reported that they were satisfied with the overall
quality of training.
48 Post-Compulsory Education and Skills Development

LINC Tasmania
OUTPUT GROUP 3

Direction
LINC Tasmania’s statewide network gives Tasmanians
integrated access to library services, research and
information, adult literacy support, community learning,
online access and archive and heritage services.
The strategic direction of LINC Tasmania centres on:
• informed Tasmanians: high quality information services
accessible to all Tasmanians
• skilled Tasmanians: improving skills through adult
literacy and community learning programs
• connected Tasmanians: opportunities, spaces and
resources for interaction and connection.
LINC Tasmania aligns with the Department of Education’s
overall vision and mission by supporting learning for all
Tasmanians in a variety of settings across its extensive
network, with libraries, LINCs and online access centres
established in 69 locations throughout the state.
Extending services to more Tasmanians – particularly
those who need greater information and technology
access, skills and support to participate in work and
community life – was a key focus for LINC Tasmania in
2012–13. Achievements this year included:
• launch and development of the 26TEN adult
literacy strategy
• establishment of a new regional LINC at Scottsdale
• consultation process to start updating the existing
legislative framework under which LINC Tasmania
operates
• achieving Re-imagining Reference Services Project
milestones including reshaping collections
• rollout of free public Wi-Fi to all major LINC Tasmania
service locations
• celebrating reading and literacy throughout 2012,
the National Year of Reading.
LINC Tasmania contributes to the department’s
Purposeful Pathways priority through its adult literacy
support and community learning programs. LINCs offer
a range of formal, informal, and recreational courses and
activities to encourage adults, and particularly those who
are marginalised, to reconnect with education, build their
confidence and participate more fully in community life.
The majority of government and private records are now
created in digital format. The Tasmanian Archive and
Heritage Office (TAHO) faces significant challenges to
enable the long term secure preservation and accessibility
of Tasmania’s digital information assets. TAHO has
identified a critical need to develop and implement
a Digital Preservation Strategy and establish a Digital
Repository to ensure the long-term preservation and
accessibility of Tasmanian information.
LINC Tasmania hosted national meetings for two
key professional bodies, National and State Libraries
Australasia (NSLA) and the Council of Australasian
Archives and Records Authorities (CAARA) in
March 2013. This was a valuable opportunity for
LINC Tasmania to engage with key leaders from all
major Australasian library and archival institutions.
Volunteers continue to provide essential support for the
delivery of core services in LINC Tasmania. Traditionally
volunteers have provided support as couriers for the
Home Library Service, in basic customer service tasks and
for ‘one-to-one’ client assistance in online access centres.
As LINC Tasmania has evolved, volunteering opportunities
have expanded to include a training program for adult
and family literacy tutors to provide one-to-one support
in a range of community settings. LINC Tasmania
volunteer numbers have increased significantly. In 2012–13
volunteers contributed 112,517 hours to LINC Tasmania,
which is equivalent to 59 full-time positions. This is an
11% increase on the previous year of 101,015 hours or
53 full-time positions.
50 LINC Tasmania

Major Initiatives
New Regional
Learning and
Information
Network
Centres
(LINCs)
As part of the government’s Capital Investment Program,
LINC Tasmania was allocated funding of $6.4 million in
2012–13 towards the establishment of LINCs in Scottsdale
and George Town. This was the fourth year of a $14.6
million capital investment to establish regional LINCs
in high priority areas of Bridgewater, George Town,
Scottsdale, Sorell and Queenstown.
Completed during 2012–13, Scottsdale LINC follows
the principle of integrated services, which has been a
priority for LINC Tasmania since its establishment, and is
co-located with other key service providers –
Service Tasmania and the Dorset Education and
Training service.
Scottsdale LINC provides clients with seamless access to
a range of government services in the one place including
library and information, computers, adult literacy support,
training and skills development, and over-the-counter
transactions with government via Service Tasmania.
Most services are free or low-cost to enable full
community participation.
A total of 1,100 people came through the doors of
the new LINC in the first week of opening – which is
equivalent to 50% of the population of Scottsdale. The
demographic of users is varied with a significant number
of young people making use of Wi-Fi and other facilities.
As with other regional LINCs, it is planned to establish a
community advisory group at Scottsdale to provide advice
and feedback on service developments.
The opening of the Scottsdale LINC followed the
Queenstown and Bridgewater LINCs that were opened
in 2011–12. The George Town hub has been delayed by
planning issues and the Sorell LINC was deferred as part
of the 2011–12 Tasmanian Government budget savings.
LINC Tasmania was proud to have one of its new
regional LINC buildings recognised in the 2013 Tasmanian
Architecture Awards. Liminal Architecture was awarded
the ‘Alan C Walker’ award for public architecture by
the Australian Institute of Architects for the new
Bridgewater LINC and Child and Family Centre on
15 June 2013.
26TEN
The 26TEN Strategy
was launched on
26 October 2012, as an
action of the Tasmanian
Adult Literacy Action Plan
2010–2015. The name
and logo were developed
through a consultative
process involving literacy
support providers and
adults with low literacy
skills. 26TEN represents
the 26 letters of the alphabet and the 10 base digits of the
numerical system – the fundamental building blocks of
literacy and numeracy skills.
26TEN aims to raise community awareness of adult
literacy issues and encourage organisations and individuals
to work together to improve outcomes in Tasmania.
The 26TEN members' program continues to grow with
40 launch members developing action plans and working
collaboratively to address adult literacy issues.
Tasmania’s 26TEN Strategy includes:
• a members’ program to help build the network and
extend the range of programs, services and support
available to Tasmanians
• the 26TEN website to inform Tasmanians about
adult literacy programs and services and to give the
network a home
• the ‘1300 002 610’ phone service to guide and refer
Tasmanians seeking help
• free literacy awareness and plain English workshops to
raise awareness and promote action
• a public awareness campaign to inform Tasmanians of
the benefits of literacy skills and convey the message
that the 26TEN network is ready and available to help
• the 26TEN Grants Program to fund projects to improve
the literacy skills of Tasmanians in workplaces and
communities.
The 26TEN Strategy has the capacity to raise community
awareness of adult literacy issues and to remove the
stigma associated with low literacy skills, especially in
regional and remote communities.
LINC Tasmania
51

Literacy
services
A key strategy of the Tasmanian Adult Literacy Action Plan
2010–2015 is the establishment of a statewide network
of literacy coordinators and trained volunteer literacy
tutors. In 2012–13, LINC Tasmania’s literacy coordinator
network saw 23 coordinators and more than 600 trained
volunteers assisting many hundreds of Tasmanians with low
literacy skills.
Literacy coordinators and volunteers are located in urban
and regional communities across Tasmania including
Bridgewater, Burnie, Deloraine, Devonport, George Town,
Glenorchy, Hobart, Huonville, Kingston, Launceston,
New Norfolk, Rosny, Scottsdale, Smithton, Sorell, St Helens
and Queenstown. Three literacy coordinators work
with the Department of Justice to support prisoners and
offenders, with one coordinator based at Risdon Prison and
two coordinators working with Community Corrections in
Launceston and Hobart.
LINC Tasmania literacy clients have diverse literacy learning
needs and requirements and engage in a range of support
services and programs, including one-to-one support,
small group activities and skills development programs.
Typically, adults seek literacy learning support through
LINC Tasmania because they wish to develop their core
skills (and confidence) in informal contexts that are relevant
to their everyday lives – in order to improve their quality of
life, their social connections and/or their capacity to access
employment, education, and training opportunities.
A large proportion of LINC Tasmania literacy clients (73%
in 2012–13) have skill levels assessed at pre-level 1 (25%)
or level 1 (48%) in one or more of the five core skills
of reading, writing, numeracy, oral communication and
learning. Many LINC Tasmania clients are also from culturally
and linguistically diverse backgrounds, with limited literacy
skills in their first language. A number of clients also have
a learning disability. These client characteristics can make
learner retention in literacy support services and programs
problematic and pathways and transitions into employment,
education and training difficult. They can also result in slow
progress towards the achievement of learner goals and
outcomes, and can pose significant challenges for a service
network that relies largely on a volunteer workforce to
achieve its performance targets.
Successfully addressing the needs and requirements of
literacy learners takes time, resources and innovative
approaches. It requires a broad understanding and
acceptance that there are no “quick fixes” and that some
level of uncertainty around the solutions to the challenges
of adult literacy, for individuals and their communities,
is to be accepted.
One of the emerging challenges associated with
LINC Tasmania’s statewide provision of literacy services is
that client engagement in regional areas lags considerably
behind levels in urban centres. For example, in 2012–13
LINC Tasmania urban services achieved, on average,
81% of their performance targets, compared with 39% for
services in regional areas. This variation supports existing
evidence and research showing that adults with low level
literacy skills living in regional and remote areas continue to
experience significant barriers to literacy learning and are
reluctant to seek support.
Literacy Skills Development Program
The LINC Tasmania Literacy Skills Development Program,
part of the Tasmanian Adult Literacy Action Plan’s $1 million
Investment Fund, provides $300,000 per annum to deliver
practical and personal learning outcomes through learning
strategies designed specifically for adults. Programs focus
on building participants’ reading, writing, numeracy, oral
communication and learning skills in particular contexts.
Adult Literacy Coalition of Interest
An Adult Literacy Coalition of Interest was established by
the Minister for Education and Skills in 2011. Comprising
business and community representatives, the coalition has
been established to champion Tasmania’s Adult Literacy
Network and oversee the implementation of the Action
Plan. The Coalition assists in maximising the involvement
of business and community sectors in the implementation
of the Action Plan and actively promotes participation
by community, business and government organisations in
the network.
Resource
Description
and Access
implementation
LINC Tasmania has started a process of enhancing
records in its library catalogues through adoption of a new
international standard – RDA (Resource Description and
Access). RDA makes searching more intuitive and user
friendly, and will allow for easier integration with records
from other institutions such as museums and archives.
In 2013, LINC Tasmania staff are conducting training
sessions across the state for over 150 participants from
schools, TasTAFE and LINC Tasmania, who are all partners
in the TALIS catalogue.
52 LINC Tasmania

Wireless
access for
clients
Following a successful pilot in Hobart, free public Wi-Fi
has now been rolled out to 12 urban and regional LINCs.
Planning is underway to extend Wi-Fi to additional
LINC Tasmania service points in 2013–14. The provision
of wireless access is a key priority for LINC Tasmania,
enabling the provision of more flexible and convenient
access to the internet and web-based services.
Modernising
Tasmania’s
archives
and libraries
legislation
LINC Tasmania operates within a legislative framework
encompassing the Libraries Act 1984, the Archives Act 1983,
and associated subordinate legislation.
A review of existing legislative framework began in 2012.
The review aims to ensure that Tasmania has a legislative
framework that reflects contemporary practices in an
increasingly digital environment. The areas under review
relate principally to administrative processes and updating
definitions. Recommended changes have no impact on the
provision of services to clients. A consultation process was
undertaken in May 2013 to seek comments and feedback
from key organisations and stakeholders. Responses will
help to shape final recommendations for new legislation.
Re-imagining
LINC
Tasmania
reference
services
New technologies and the internet continue to have a
growing impact on traditional reference services.
Re-shaping statewide reference services has been a
strategic priority for LINC Tasmania for a number of years
to ensure that reference services, collections and staffing
models are efficient and relevant to the needs of clients.
Significant achievements have been made towards realising
a contemporary reference service for Tasmanians.
In 2012–13 the main emphasis has been on developing an
integrated service for all clients needing access to archival
and reference services in the Reading Room in Hobart and
statewide via LINC Online. A web-based online chat service
has been launched to assist clients with their information
and research queries. This service enables clients anywhere
to ask questions and get answers and research guidance in
real-time from information professionals.
National Year
of Reading
2012
National Year of Reading 2012 initiatives encouraged more
Tasmanians to engage with LINC Tasmania and its services
in 2012–13. LINC Tasmania was a founding partner in the
National Year of Reading, a year to celebrate and promote
books, reading and literacy through inspirational programs
and events.
LINCs, branch libraries and the State Library marked the
year with a comprehensive program of statewide events
and activities to support the program’s aims, including:
• National Year of Reading author events held across
the network in the second half of 2012
• hosting the national touring exhibition for ‘Are we there
yet?’, based on Alison Lester’s book of the same title
• Reading Tasmanians: an interpretation exhibition hosted
in the Allport Gallery featuring prints by Tasmanian
printmakers from Hunter Island Press, with works
inspired by Tasmanian literature
• the trial of a Six Book Challenge by LINC Tasmania
in August to December to engage emerging adult
readers in National Year of Reading activities.
Based on a UK program run by the Reading Agency,
the trial ran across the LINC network and with
partner organisations and proved very popular as a
motivation for people trying to build their literacy skills
• the Tasmanian Department of Premier and Cabinet’s
National Year of Reading ‘reading corner’ as part of
its 2012 government show exhibit, which travelled the
show circuit of Burnie, Launceston and Hobart during
October 2012.
LINC Tasmania
53

LINC Online
LINC Online is a core service delivery channel for
LINC Tasmania and is a key enabler for building
community engagement and providing online access to
LINC Tasmania’s collections and services, including the
state’s unique holdings of Tasmanian publications.
A year after its 2011 launch, a reformatted LINC
Online homepage (www.linc.tas.gov.au) went live in
November 2012. Incorporating client feedback, the site
now includes improved search functionality and dynamic
content highlighting events, exhibitions and other
LINC Tasmania services. LINC Tasmania is increasingly
using social media channels to increase discoverability,
client access and engagement with its holdings of digitised
and online resources.
LINC Tasmania has developed a strategy to enhance the
digital literacy skills of its employees. This will enable staff
to support the development of LINC Online and to assist
clients in a rapidly evolving digital environment.
eBooks Plus service
LINC Tasmania’s eBooks Plus service provides a statewide,
fully integrated lending collection of eBooks and eAudio
available 24/7. Launched in November 2010, eBook
issues for 2012–13 reached 62,142, an 82% increase on
2011–12 issues.
eBooks Plus gives clients the ability to download titles
anytime, anywhere; all that is required is an internet
connection and a LINC Tasmania library card. Titles are
automatically returned at the end of the loan period so
there are no late fees or invoices. LINC Tasmania aims
to continue to improve the quality and range of the
eBooks Plus collection and the service delivery to
our clients.
Annual Digitisation Program
It is the strategic aim of LINC Tasmania’s Tasmanian
Archive and Heritage Office (TAHO) Annual Digitisation
Program to make Tasmania’s heritage and archival
collections more accessible.
The program has an annual plan to identify high-demand
material and make it available online. The plan centres
on items that are frequently used by family and local
historians and on photographs, maps and plans of interest
to researchers.
Once scanned, digitised collections can be searched and
accessed through a range of discovery services, including
the online catalogues, nominal and subject indexes,
guides and special pages dedicated to digitised formats
such as films and images. Browsing and searching of
the digitised collections is also available through the
‘Digitised Content’ section of LINC Online.
A total of 100,905 items from the TAHO collection were
proactively digitised during 2012–13. Significant collections
digitised during the year included:
• fifty volumes of nominal immigration records
created by the Immigration Agents Department
and Immigration Board listing assisted and bounty
immigrant arrivals during 1841–1886
• Hobart Gaol Records including photographic records
and descriptions of prisoners 1895–1902 and physical
descriptions of prisoners received 1888–1891
• Royal Derwent Hospital patient case books 1845–1854
• Inward correspondence received by the school
teacher for Cape Barren Island 1929–1935 (includes
police, public health, lands and works, and electoral
records)
• votes and proceedings of the Legislative Council
1837–1855
• Illustrated Tasmanian News 1873–1877
• plans of the Launceston General Hospital
• stills from the film Manganinnie.
Allport Library and Museum of Fine Arts online
In May 2013, LINC Tasmania launched a new
Allport Library and Museum of Fine Arts feature on
LINC Online. This new resource brings together different
aspects of the broad and fascinating content of this unique
Tasmanian collection. A key feature is Gould’s Sketchbook
of Fishes, including an animation of the book, and
information on its inclusion in the Australian Memory of
the World Register. A new Facebook page that provides
event notifications and newsfeeds to clients complements
the website.
54 LINC Tasmania

Tasmanian
Archive and
Heritage
Office
The Tasmanian Archive and Heritage Office (TAHO) is a
key service in the LINC Tasmania Network. TAHO leads
the capture and preservation of Tasmania’s cultural and
documentary heritage to give Tasmanians a greater
understanding of their heritage and the contemporary
issues which may affect them.
Under the leadership of the State Archivist, TAHO also
regulates the creation, preservation and disposition of
Tasmanian state and local government records as required
under the Archives Act 1983.
Collection development
The TAHO collection is the pre-eminent collection
of Tasmania’s documentary heritage and information
resources. Millions of items in many formats make up the
collection, occupying approximately 21 linear kilometres
of shelving. The collection dates from early European
settlement (and pre-settlement exploration) to the
present day and is acquired by legal deposit, transfer from
government agencies, purchase, donation or bequest.
A notable transfer from a state agency in 2012–13 was
a collection of iconic 19 th century charts and maps of
Tasmania from the Department of Primary Industries,
Parks, Water and Environment. These plans and charts
provide a fascinating glimpse into Tasmania’s history and
development.
While state records make up the bulk of the collection,
TAHO also seeks to acquire private records which have
long-term value to the community and best document the
political, social, cultural, economic and natural history of
Tasmania. A total of 62 private deposits were made during
the year to add to the non-government component of
the TAHO collection. Of these, a collection of historical
records relating to the publication of The Mercury and
related Tasmanian newspapers from 1854 onwards, was a
large and significant addition. This collection includes
the complete series of photographic negatives created
by The Mercury and its related publications since 1854,
as well as pictorial and article indexes. Davies Brothers’
decision to transfer the collection to TAHO sees this
valuable collection retained and preserved locally for the
information and use of current and future generations.
Other significant deposits and acquisitions in
2012–13 include:
• records relating to the Lake Pedder Action
Committee
• a collection of 1940’s/50’s photographic slides
(primarily of Hobart, Launceston and Queenstown)
by amateur photographer Jack Wrightson
• Greg Hind glass plate negative collection
• a small collection of early Antarctic novels.
A review of Launceston LINC stack collections began
in June 2011 and was completed in mid-December 2012.
The review included a rigorous assessment by
LINC Tasmania professional staff and has resulted
in enhanced storage and accessibility to valuable
Tasmanian information.
Collection promotion
The range of Theatre Royal items held within TAHO
was showcased this year, enhancing the 175 th anniversary
celebrations of Hobart’s Theatre Royal, Australia’s oldest
working theatre.
The wealth of family history resources available to
Tasmanians and visitors was highlighted through a
contribution to an episode in series five of the
SBS television series ‘Who Do You Think You Are?’.
The Australian actor Lex Marinos paid an extended
visit to TAHO during the filming of the episode.
An exhibition and promotion of TAHO collection material
relating to the North Lyell mine disaster of 1912 was
developed to commemorate the 100 th anniversary and
items were displayed in the Allport Gallery and at the
West Coast Community Hub in Queenstown. The voices
and experiences of the community were remembered
in the exhibition through photographs, film footage and
sound recordings of original letters.
Government recordkeeping
To enable consistent application of good practice in
recordkeeping across state and local government
agencies in accordance with the requirements of the
Archives Act 1983, TAHO provides the Tasmanian
Government with a framework of advices, policy
and guidance to support the creation, disposition
and management of state records.
This year TAHO released nine Information Management
Advices, four State Records Guidelines, and six Records
Disposal Schedules.
During 2012–13, TAHO released a statement clarifying
Tasmanian Government Agency recordkeeping obligations
to the Royal Commission into Institutional Responses to
Instances and Allegations of Child Sexual Abuse in Australia.
The inaugural TAHO Information Manager’s Forum was
conducted in Hobart on 23 November 2012, attracting
50 attendees from state and local government agencies
and the private sector.
LINC Tasmania
55

Community
learning
Comprising the Work and Life Skills and the
Leisure and Lifestyle programs, community learning
delivers a range of learning programs in LINCs, libraries,
online access centres and other facilities – that aim to
develop the social, cultural, intellectual and economic
potential of individuals and the broader Tasmanian
community.
Responding to the recommendations of the Review of the
Role and Function of Tasmania’s Public VET Providers in 2012,
LINC Tasmania continued to operate as a gateway for
adults into vocational education and training (VET) and
other educational pathways.
Through the Work and Life Skills program, LINC Tasmania:
• ensured that programs gave priority to adults pursuing
qualifications for work
• strengthened relationships with registered training
organisations
• provided access and support to adults requiring
foundation skills in their pathways to formal education,
training and employment
• provided learning opportunities as a means of
enriching everyday life.
LINC Tasmania provides accredited training in partnership
with registered training organisations (RTOs), informal
learning opportunities, and non-accredited courses.
During 2012–13 there were 9,619 unit enrolments in
education and training programs offered in LINC sites,
exceeding the annual target of 8,250 by 17%.
LINC Tasmania has developed partnerships with the
Tasmanian Polytechnic, University of Tasmania (UTAS) and
other RTOs to promote and support learning, particularly
in regional and rural locations, and to strengthen formal
learning pathways.
Learner support is being provided to an increasing
number of clients through a trained volunteer program.
Under a trial arrangement with UTAS, LINC Tasmania
staff and volunteers in regional LINCs provide support to
participants in the University Preparation Program (UPP).
The trial will be evaluated in December 2013.
Leisure and Lifestyle courses continued to experience
a downward trend in enrolments, putting increased
pressure on the viability of the program. Significant
re-engineering has been undertaken to align service
delivery with the needs of communities and the
government’s priorities, with Leisure and Lifestyle
programs being offered on a full cost-recovery basis
from August 2011. LINC Tasmania continues to look
for more efficient ways to provide these types of
courses in the face of increasing competition from a
range of other providers.
56 LINC Tasmania

Performance
LINC Tasmania achieved 92% of its target for library issues
in 2012–13, with a decline in borrowing of 5.5% over the
previous year. The last major increase in library issues
occurred in the period 2007–2009, following a boost to
lending collections through a one-off increase in funding
of $1.75 million over three years (2003–04 to 2006–07).
With a static bookvote (library acquisition fund) allocation
for the last 12 years and an increasingly diverse range of
demands on the fund (e.g. literacy support, online services,
eBooks), it is unlikely that library issues will increase unless
more variety can be offered to clients.
Total physical visitor numbers to LINC Tasmania sites
in the 2012–13 financial year were higher than 2011–12
numbers. However, visitor numbers were 5% or 170,147
visitors short of the 2012–13 annual target of 3,320,000.
Generally visits to LINC Online www.linc.tas.gov.au
remain steady. The reported decline in visits against
the 2012–13 target reflects a change in the way
LINC Tasmania’s statistical tool, Google analytics,
counts visits.
In 2012–13 there were 9,619 unit enrolments in education
and training programs offered in LINCs. The informal and
formal opportunities to develop skills leading to purposeful
pathways have continued to grow from a base of 5,625
enrolments in 2009–10 and represent an increasing focus
of LINC Tasmania activity.
Leisure and Lifestyle program enrolments have been
decreasing for a number of years. Changing demographics,
competition from low cost and other providers, a difficult
financial climate, and increased fees, are all contributing
to the decline. The department continues to explore
strategies to improve the viability of the program.
In 2012–13, LINC Tasmania provided literacy support to
863 adult Tasmanians, reaching 52% of its performance
target for the financial year. Of these, 193 clients (22%)
increased at least one level in one skill on the Australian
Core Skills Framework (ACSF), 206 clients (24%) moved
on to further education or training, 75 (9%) commenced
paid employment, and 22 (3%) took up volunteer or
unpaid work.
LINC Tasmania’s Literacy Skills Development Program
supported the delivery of 63 projects in 2012–13 involving
the provision of learning opportunities to a total of 1,006
participants – an increase of 129% on the previous year.
A total of 180,882 Tasmanian library and archival items
have been made newly available this last financial year,
which is more than quadruple the target of 40,000.
This figure includes new acquisitions (purchase and legal
deposit) and completed transfers of Tasmanian records,
as well as retrospective data entry. The increase in
2012–13 is attributed to the import of a large amount
of data describing Public Works Department drawings.
At the end of June 2013, the archives database provided
access to 2,984,087 items.
In 2012–13, LINC Tasmania saw a significant increase
in the number of images produced from the proactive
Annual Digitisation Program. This is largely attributed to
the productive partnership between LINC Tasmania
and Family Search volunteers. The production of images
on demand in response to digital orders has reduced,
enabling resources to be directed towards proactive
digitisation. As of the end of the 2012–13, 236,242 heritage
items were available via LINC Online in a digital format.
Although 100,905 items were digitised during this period,
the majority of these items will become publically available
in 2013–14, allowing for various data and quality assurance
processes to be undertaken.
Performance measure 2010–11 2011–12 2012–13
Target
2012–13
% of
Target
reached
Number of in-person visits to LINCs (all LINC Tasmania) 3,354,483 3,075,654 3,149,853 3,320,000 95%
Number of visits to LINC Online 2,787,583 2,377,201 2,519,306 3,150,000 80%
Number of people accessing education and
training programs (number of enrolments):
Work and Life Skills 6,754 9,095 9,619 8,250 117%
Leisure and Lifestyle 1 15,080 5,413 3,319 11,000 30%
Library items issues (including eBook issues) 5,015,518 4,755,821 2 4,494,194 4,900,000 92%
Number of people accessing literacy
support services through LINCs
500 988 863 1,660 52%
Number of volunteer hours contributed to LINC services 94,396 101,015 112,517 94,000 120%
Number of Tasmanian items newly available 47,320 92,416 180,882 40,000 452%
Number of heritage documents and artefacts
publicly available in digital format
201,722 211,525 236,242 300,000 79%
1. The Leisure and Lifestyle program commenced operating on a full cost-recovery basis from 20 August 2011. The 2012–13 target reflects the number of
enrolments required to achieve full cost-recovery.
2. This is an amended figure. A data error saw this figure reported in the 2011–12 annual report as 4,814,947.
LINC Tasmania
57

58 LINC Tasmania

Required Reporting

Employment
Workforce in
summary
The Department of Education has approximately 13,700
full-time, part-time and casual staff working in locations
throughout Tasmania undertaking a wide range of duties.
Human Resources Services and Employee Relations units
provide human resource consultancy services, advice and
develop systems that enable employees and managers to
achieve the department’s outcomes.
Employment
status
Full-time equivalents (FTE) 1 Number 2
Employment status Female Male Total Female Male Total
Full-time fixed term 290.70 130.10 420.80 293 132 425
Full-time permanent 2,972.46 1,638.27 4,610.73 2,984 1,642 4,626
Part-time fixed term 454.45 132.79 587.24 878 258 1,136
Part-time permanent 2,257.05 350.98 2,608.03 3,720 538 4,258
Total 5,974.66 2,252.14 8,226.80 7,875 2,570 10,445
1. Where staff proceed on unpaid leave (i.e. maternity leave without pay, sick leave without pay, leave without pay) as at the reporting date the FTE will be
reduced accordingly. The paid FTE figures reported for the last pay in June 2013 are higher than in 2012 as all staff received full salary compared to 2012
when the Term 2 school holidays impacted on the paid FTE (i.e. in 2012 a number of employees do not receive salary of 8 days) but this is not the case in
2013 as the 4 term school year results in different holiday periods.
2. These figures do not include casual staff working in the department.
60 Required Reporting » Employment

Staff
employed
as at 30 June 2013
Services 1,2 FTE Number
Early Years and Schools Division
Primary schools 3,144.61 4,209
Combined schools 809.44 1,055
Secondary schools 1,627.68 1,931
Senior secondary schools 757.87 934
Special schools 203.61 302
Learning Services North-West 3 60.60 72
Learning Services North 3 62.65 76
Learning Services South 3 107.85 139
Office of the Deputy Secretary Early Years and Schools 25.50 26
Office of the General Manager Early Years and Schools 3 131.65 157
Educational Performance Services 30.20 32
Pathways and Participation 48.83 55
Professional Learning Institute 9.80 10
Strategic Policy and Planning 3.80 4
Further Education and Training Division
Government Education and Training International 13.81 16
LINC Tasmania 275.33 383
Office of the Deputy Secretary Further Education and Training 10.20 10
Tasmanian Polytechnic 513.09 615
Corporate Services Division
Communication Services 4.40 5
Employee Relations 26.64 29
Facility Services 106.48 117
Finance and Business Services 49.18 53
Human Resources Services 47.67 51
Information and Technology Services 129.71 135
Marketing Services 5.80 8
Office of the Deputy Secretary Corporate Services 3.00 3
Office of the Secretary
Internal Audit 5.80 6
Legal Services 2.00 2
Ministerial Services 7.60 8
Office of the Secretary 2.00 2
Total 8,226.80 10,445 4
1. As per the department’s organisation chart as at 30 June 2013.
2. Detailed information on these services and related business units is provided in the ‘Department at a Glance’ chapter.
3. A number of business units that previously reported to General Managers in the three Learning Services now report to the General Manager
Early Years and Schools, as of January 2013.
4. The total number of staff is exclusive of the following statutory authorities counted in annual reports prior to 2011–12: Skills Tasmania,
Tasmanian Qualifications Authority (TQA) and the Teachers Registration Board (TRB).
Required Reporting » Employment
61

Teachers (Includes all schools and Polytechnic)
Teachers
employed
Position FTE Number
Base grade teachers 3,801.39 4,668
Advanced skills teachers 524.99 557
Principals and assistant principals 497.45 493
Total 4,823.83 5,718
Employment
status of
teachers
Employment status Average age Number
Female
Full-time fixed term 33.84 189
Full-time permanent 45.70 2,105
Part-time fixed term 42.27 278
Part-time permanent 46.31 1,633
All female 45.18 4,205
Male
Full-time fixed term 36.35 86
Full-time permanent 45.43 1,042
Part-time fixed term 40.96 117
Part-time permanent 46.36 268
All male 44.76 1,513
All teachers 45.07 5,718
Average age
of teachers
2011 2012 2013
Position F M F M F M
Base grade teachers 44.0 44.1 44.6 44.1 44.57 44.39
Advanced skills teachers 46.9 45.8 47.3 45.6 46.87 46.79
Principals and assistant principals 50.5 49.6 49.9 49.5 50.03 49.60
Age
distribution
of principals
and assistant
principals
Age group Number
25–29 3
30–34 22
35–39 27
40–44 58
Gender
distribution
in promoted
positions
Position F M Total
Advanced skills teachers 374 183 557
Principals and assistant principals 306 187 493
Total 680 370 1,050
45–49 66
50–54 158
55–59 134
60–64 20
65+ 5
Total 493
Qualifications of teachers and other professional staff 1
Percentage of teachers and other professional staff who were four or five-year trained (based on the total number of
base grade staff):
2011 2012 2013
4 year-trained 78% 77% 76%
5 year-trained 18% 19% 20%
1. This figure does not include Polytechnic teachers.
62 Required Reporting » Employment

General workforce recruitment (Includes all schools and Polytechnic)
Advertising
and filling of
2010–11 2011–12 2012–13
Permanent jobs that were advertised 360 1 378 396
Permanent jobs that were advertised and filled 401 1 349 297
Permanent jobs that were advertised and filled
by staff from within the department
Permanent jobs that were advertised and filled by people
outside the department but within the state public service
Permanent jobs that were advertised and filled by
people outside the state public service
323 294 255
12 9 10
66 46 32
jobs 1 2010–11 2011–12 2012–13
1. Variation due to jobs being filled that were advertised late in the preceding reporting period.
Appointment
of part-time
employees
Part-time positions advertised 288 182 141
Full-time employees who reduced their hours to part-time 391 351 546
Part-time employees 5,593 5,244 5,394
Separations
2010–11 2011–12 2012–13
Permanent employees who resigned from jobs 95 109 135
Permanent employees who retired from jobs 230 203 334
Secondments
and interagency
transfer
2010–11 2011–12 2012–13
Employees who participated in secondment 25 19 18
Employees who participated in inter-agency transfer 25 9 21
Appointment
of permanent
grade
teachers
Calendar year
New graduates appointed
through scholarship program
Appointments through
merit application
Conversions to
permanent status
2010 18 70 183
2011 24 40 118
2012 22 16 122
2013 (to 30 June) 19 9 164
Teaching
workforce
recruitment
Teachers employed as graduates in the department have
graduated from university within the preceding 12 month
period. In 2013, 19 graduates of the Partnerships in Teaching
Excellence (PiTE) scholarship program began their teaching
appointments in January 2013. One participant with a
unit to complete this year has been placed in Term 2.
One pre-service teacher from 2012 is completing their
degree in the second half of this year, and one participant
took up a position in a non-government school.
In addition to the 16 PiTE graduates appointed in 2013,
a further 82 UTAS 2012 graduates have been employed
primarily through fixed-term arrangements in schools.
These include 22 in the south of the state, 27 in the north,
and 33 in the north-west.
The 2013 PiTE program currently has 16 pre-service
teachers in the group, comprised of 11 Master of Teaching
students (one completing from 2012) and five Bachelor of
Education students. This year, five pre-service teachers are
from the north-west of the state, four from the north and
seven from the south.
The Graduate Recruitment Program and the Maths/Science
HELP Scholarships are no longer operating as separate
recruitment programs. Both of these programs have
merged with the PiTE program, which is currently the
department’s key graduate recruitment initiative.
Required Reporting » Employment
63

Workplace diversity programs
Workplace diversity is well established within the
department’s culture and management systems. Initiatives
align with the key drivers of the department's Learners
First Strategy – ‘an innovative workforce’ and ‘inspired
leadership’. Workplace diversity strategies are aligned with
planning and implementation activities within frontline
service delivery areas and are drawn together through the
overarching Workplace Diversity Program 2008–2012.
A formal review of the department’s Workplace Diversity
Program (WDP) was postponed pending a review of
Commissioner’s Directions No. 3 (CD3). In March 2013,
CD3 was reissued as Employment Direction No. 3
without significant change. A departmental working group
will be convened in late 2013 to undertake a formal review
of program goals, strategies and initiatives.
The program focuses on the following goals with some
achievements highlighted below:
Goal 1: Fair treatment and removal of barriers
Workplace diversity, cultural awareness and anti-bullying
and harassment training for new and existing managers
and staff continues to be provided across the department.
An information session is available to all managers and new
employees as part of the online induction manual.
Promotion of the Workplace Flexibility Arrangement Policy,
the Right to Request parental leave provisions and the State
Service Purchased Leave Scheme is ongoing.
Goal 2: Implementation of special initiatives to
achieve a workforce that is representative of
the community it serves
The Partnerships in Teaching Excellence scholarship program
continues to offer specific opportunities for pre-service
teachers who identify as Aboriginal and Torres Strait
Islanders.
A specific scholarship place for pre-service teachers with
a disability was also introduced in 2011.
Goal 3: Recognition of the diversity available
in the workplace
In accordance with the requirements of Employment
Direction No. 26, the department developed a new
Performance and Development Framework which was
launched in September 2012. The framework allows for
Performance and Development Plans to be tailored to the
individual needs and learning styles of employees.
Employee participation in industrial relations matters
Unions and employees were represented on a range of
departmental consultative committees and processes
relating to professional, industrial and operational matters.
The following agreements were negotiated and approved
by the Tasmanian Industrial Commission:
• Teaching Service (Tasmanian Public Sector) Salaries
and Conditions of Employment Agreement 2012
• Polytechnic and Skills Institute Teaching Staff Industrial
Agreement 2012
• Teaching Service (Tasmanian Public Sector) Principals
Agreement 2013.
Employees and unions were consulted regularly to ensure
employees were fully informed on these matters as they
progressed.
64 Required Reporting » Employment

Internal grievances procedures
Published grievance procedures were available to
employees. During 2012–13, four new grievance cases
were submitted to the Conduct and Investigations
Unit of the Human Resources Management Branch.
As at 30 June 2013, one case was still being resolved.
The Conduct and Investigations Unit managed the process
of good character clearances for schools and other
areas of the department, together with safety screening
applications for the childcare industry.
Occupational health and safety
The department proactively applied strategies aimed at
preventing, mitigating and reducing workplace related
injuries. A strong emphasis was also placed on rehabilitation,
which included assisting stafff to return to work in the
shortest possible time.
Key statistics for workplace health, safety and welfare,
and workers compensation for the reporting year were as
follows – a total of 574 compensation claims were received
for the year 2012–13, which is an increase on the previous
two years.
Occupational
health, safety
and welfare
and workers
compensation
Number of claims
Referrals for rehabilitation
Injury type 2010–11 2011–12 2012–13 2010–11 2011–12 2012–13
Back 82 74 74 29 18 16
Head 43 44 54 5 4 3
Lower limbs 113 130 130 25 22 27
Multiple 27 65 85 7 13 24
Neck 15 6 6 3 2 1
Shoulder 37 41 24 22 12 11
Stress 60 53 73 36 32 57
Systemic 10 5 3 2 - 1
Trunk 22 16 13 9 3 3
Upper limbs 97 116 112 21 22 26
Total 506 550 574 159 128 169
Health and wellbeing programs
The department is committed to supporting the
improved health and wellbeing of all employees and has
a range of policies and programs in place that relate to
work, life and diversity; and work health and safety.
In 2011, the department established the
Healthy@Work Steering Committee comprising of
employee representatives from key organisational units.
The main function of the committee is to provide advice,
support and assistance in the implementation of the
department’s health and wellbeing program and its
related activities.
Surveys of staff in 2010 (undertaken by the Menzies
Research Institute and the Public Sector Management
Office) highlighted physical activity, nutrition and stress
as being of particular concern for staff in relation to their
health and wellbeing.
In considering these results, and accordance with
Employment Direction No. 23: Workplace Health and
Wellbeing, the department launched the Healthy@Work –
Health and Wellbeing Plan in July 2011.
This plan represents the department's strong commitment
to support all staff in improving their health and
wellbeing across key aspects of their lives. The plan has
been designed as a framework that allows individual
work groups to expand and develop their own strategies,
initiatives and actions. The key goals of the plan are to:
• improve physical activity
• improve nutrition
• reduce psychological distress.
The following initiatives and activities have been
implemented in the past 12 months:
Required Reporting » Employment
65

The Global
Corporate
Challenge
(GCC)
The department provided a 50% subsidy for 602 staff
(86 teams) to participate in a 16 week physical activity
challenge commencing on 23 May 2013 and concluding
on 12 September 2013. This is the largest ever number
of department employees participating in the program.
Participants use the technology provided to detect
movements every day during the 16 week challenge and
enter their steps or activity (such as cycling or swimming)
in the GCC web portal. The aim of the challenge is
for participants to do 10,000 steps a day which is the
recommended daily average set by the World Health
Organisation for a lifestyle to be considered active.
Participants also receive access to the GCC website for
12 months which provides valuable information on healthy
eating, physical activity and general health and wellbeing.
Bupa
Corporate
Health Plan,
Health Kiosks
and Site Visits
The department has an agreement with Bupa to offer a
Corporate Health Cover Plan to all employees. This plan
provides staff, who elect to join, with a corporate rate
of private health cover and access to a range of member
benefits. Bupa is provided with access to worksites to
provide information sessions to staff about the plan as
well as occasional additional services such as ‘health kiosk’
individual health assessments. Some 17 site visits were
conducted around the state in this reporting period.
The Bupa arrangement provides the opportunity for the
department to access 1% of all contributions via a wellness
fund that can be used to purchase Bupa health and
wellbeing programs and activities.
Employee
Assistance
Program
(EAP)
Positive Solutions (the department’s EAP provider)
conducted awareness sessions across the state at the
request of individual workplaces. It was found that
where the session was requested, the workplace
sometimes required onsite follow-up counselling or a
group facilitation session.
Flu
vaccination
program
The department once again offered a free influenza
vaccination program to all staff and a total of 4,584
employees were vaccinated at 183 sites across Tasmania.
This represents an increase of 15% in the number of staff
vaccinated in the previous reporting period.
Intranet
resources
The department’s ‘Healthy@Work’ Intranet page was
redesigned providing access to a diverse range of health
and wellbeing related resources to all staff.
Workplace
Toolkit
Skills Tasmania, LINC Tasmania, the Polytechnic,
Dodges Ferry Primary School and Norwood Primary
School participated in the pilot program for the
development of the Healthy Workers Toolkit Project in
partnership with Population Health – Department of
Health and Human Services. The toolkit will be launched
across the department later in 2013.
66 Required Reporting » Employment

Employee Performance and Development Programs
This section describes the department-wide approach to managing performance and the provision of professional learning.
Performance management
The State Service Amendment (Performance) Act 2011, and
Employment Direction No 26: Managing Performance
in the State Service, require all agencies to implement a
performance management system to facilitate the effective
performance of employees.
Throughout 2012, significant work was undertaken to
develop a new performance management framework
to replace the previously diverse range of performance
management systems which had been in operation across
the department since 2010. The new framework has
been designed to ensure a consistency of approach to
performance management throughout the department,
and to ensure a structured and formal approach to
performance management which fulfils all requirements
of the Act and the Employment Direction.
The new framework was established following an
extensive consultation process. Reference groups
incorporating school principals, K–12 teachers, school
executive officers, Polytechnic staff and all non-school
workplaces were conducted around the state.
The Australian Education Union, Community and
Public Sector Union, United Voice and Tasmanian Principals
Association were also consulted throughout
the development of the new arrangements.
In September 2012, the department introduced the
Performance and Development Framework, with formal
implementation commencing in January 2013 following
extensive communication to employees and the provision
of formal training to managers.
The Performance and Development Framework applies to all
permanent employees (teaching and non-teaching) and
all fixed-term non-teaching employees employed for a
period greater than six months. Separate performance
management arrangements apply to fixed-term teaching
staff and probationary employees.
The Performance and Development Framework includes a
formal Policy, Performance and Development Procedure
and Managing Underperformance Procedure. The key
features of the framework include:
• establishment of strong linkages and alignment
between departmental strategic drivers and values,
school and workplace improvement priorities and
individual employee goals
• the requirement for every employee to participate
in formal performance management discussions with
their manager to establish performance improvement
goals, outcomes and measures of success, and
professional development goals
• documentation of the agreed outcomes of these
discussions in the form of a Performance and
Development Plan (PDP)
• formal assessment of performance annually against a
three-tier assessment model
• early intervention and structured management of
underperformance
• alignment with the Australian Professional Standards
for Teachers as the benchmark standard for teacher
performance
• introduction of Capability and Values Profiles and
professional standards as the basis for establishing
improvement goals and assessing performance.
The department's Learners First Strategy provides
the strong foundation for the new Performance and
Development Framework. The key strategic drivers of ‘an
innovative workforce’ and ‘inspired leadership’ provide the
links to the new performance management arrangements,
where the focus is on supporting a culture of effective
performance and continuous improvement.
The new performance management arrangements are
also strongly linked to the department’s values of learning,
excellence, equity, respect and relationships. The values
are an integral part of the performance conversations
and goal setting, and the values are directly reflected in
the Capability and Values Framework and the professional
standards that have been developed to support the new
performance management arrangements.
The performance management arrangements also create a
strong alignment with the State Service Code of Conduct
and State Service Principles. Employee responsibilities in
accordance with these requirements and principles are
an inherent part of the framework, and the Capability and
Values Framework ensuring all employees are aware of, and
assessed against, these responsibilities.
The Australian Professional Standards for Teachers form
the foundation for the establishment of performance
improvement goals and assessment for teaching staff.
The focus of performance management for teachers is on
improving the overall quality of the teaching in Tasmanian
schools and these professional standards describe the core
aspects of quality teaching. The department’s Professional
Learning Institute has a key ongoing role in delivering
on identified professional learning needs to enhance
quality teaching.
For non-teaching staff, a Capability and Values Framework has
been developed. This framework describes the standard
of work and behaviour required at each classification level
and for each type of work, and includes separate profiles
for each Tasmanian State Service award classification band
and for education facility attendants. This framework has
been further expanded to include a range of professional
standards and capability profiles for school psychologists,
speech and language pathologists and social workers, which
describe the standards of professional practice required of
employees in these professional roles.
The introduction of the framework has been supported by
formal structured training for all managers, online training
for employees and significant ongoing implementation
support.
Formal workshops have been delivered for all managers
responsible for leading performance conversations
and developing PDP’s with employees. The workshops
were designed to ensure all managers became familiar
with the new arrangements and to provide them with
the knowledge and skills to effectively undertake their
performance management responsibilities. These
workshops were designed and delivered in conjunction
Required Reporting » Employee Performance and Development Programs
67

with Frameworks for Change, engaged through The Training Consortium. Workshops were tailored to meet the needs of
the variety of different workplaces across the department. Specific workshops were designed and delivered for school
principals and senior school leaders, school executive officers, Corporate Services Division managers, LINC managers,
Polytechnic managers, speech and language pathology seniors, senior school psychologists and senior social workers.
Between September 2012 and March 2013, a total of 52 workshops were delivered and total of 1,283 managers
participated – as follows:
Workshop audience
Number of
workshops
Number of
participants
Principals/school leaders – south 10 276
Principals/school leaders – north 6 245
Principals/school leaders – north-west 6 145
School executive officers 17 303
Corporate Services managers 4 63
LINC managers 3 60
Polytechnic managers 4 66
Mixed (mixed groups of managers from above groups, Early Years and Schools Division,
Skills Tasmania, TQA and TRB).
5 105
Social work, speech and language pathology and school psychology seniors 2 20
Principal network leaders have worked closely with
principals across their networks to support the
implementation of the Performance and Development
Framework requirements and the alignment of the
framework with school improvement planning and
processes.
Employees across schools and non-school workplaces have
been provided with support and training to ensure their
full and effective participation in the new performance
management arrangements. Schools and workplaces have
provided information and briefings to employees about
the new arrangements. Data collected indicates over
9,000 employees have been involved in these workplace
familiarisation sessions.
In addition, an online training module for employees was
implemented in March 2013. The module is available to all
employees and is designed for individual access, or to be
used for a facilitated group discussion. The module provides
a training path specific to each employment category,
and takes employees through the PDP process with a focus
on building confidence to prepare for and participate in the
development of their PDP.
Since implementation, the module has been accessed by
2,198 individual employees, as well as being utilised by
managers to introduce the new arrangements to their
employees.
The implementation target for the first year of the
Performance and Development Framework was to ensure that
all relevant employees had a PDP in place by 30 June 2013.
This target has been achieved, with 98% of employees
having a PDP in place at 30 June 2013. The majority of the
remaining 2% are employees who are on long-term leave.
Limited information regarding employee perceptions of
the Performance and Development Framework has been
obtained through the results of the Tasmanian State Service
Workforce Survey. The survey was conducted during the
implementation period and therefore not all employees
had engaged in the PDP conversations with their manager
at that stage. School-based employees did not participate
in this survey and therefore only limited conclusions can be
drawn from the results.
The survey results were generally positive in respect of the
Performance and Development Framework, even at this early
stage. Results showed that 62% of respondents understand
how the department’s performance management
arrangements work. Approximately 70% of respondents
agreed that the conversations they have with their
manager provide constructive suggestions to improve their
performance, and that they are able to raise any concerns
they have about their performance with their manager.
The results also showed a significant improvement on
earlier survey results:
• Approximately 20% more respondents agreed
that performance reviews are focused on business
outcomes compared to the 2011 survey. In addition,
approximately 70% of respondents agreed that
managers clearly communicate the goals and
priorities of the organisation, compared to 58% in the
2011 survey.
• A positive aspect of the results was the high proportion
of respondents who reported a good understanding of
the skills and capabilities required of their role (86%),
the ethical standards required of them (86%), and
knowledge of the Code of Conduct (82%). In addition,
62% of respondents agreed that the performance
management system reinforces the State Service
Principles, and the departmental values.
• One of the negative aspects of the survey results
was that only 36% of respondents considered that
underperforming employees were managed well.
This result should improve as awareness and utilisation
of the managing underperformance procedures
continues to grow.
Overall, the survey results of employee perceptions provide
an early indication that the Performance and Development
Framework is providing employees with a positive
opportunity to work with their manager to improve
performance, and is establishing high levels of understanding
of appropriate ethical and conduct standards.
68 Required Reporting » Employee Performance and Development Programs

Professional learning
The programs described in this section relate to the
department-wide provision of professional learning.
Further professional learning occurs within individual
business units and schools.
Responsibility and funding for the delivery of professional
learning is devolved across the department. Professional
learning for school-based employees is accessed through
the School Resource Package. For other non-school
employees, professional learning is funded within business
unit budget allocations.
Professional
Learning
Institute
The Professional Learning Institute (PLI) is responsible
for high quality professional learning for the department.
PLI staff are developing, brokering and delivering
professional learning and support to schools and increasingly
supporting professional learning across the department.
Professional learning programs for teachers and principals
are based on the Australian Standard for Principals and
Australian Standards for Teachers. Other policies, guidelines
and frameworks such as the Melbourne Declaration on
Educational Goals for Young Australians, the department's
Learners First Strategy and the department’s Literacy and
Numeracy Framework underpin professional learning for
principals and teachers. Programs that focus on Aboriginal
Education and that specifically address Standards 1.4 and 2.4
have also been developed and delivered.
The PLI delivers leadership programs for experienced
and aspiring principals such as Leadership Starts from Within,
Leading Teaching and Learning and Empowering Diversity.
The Shadowing Program is an intensive spaced learning
experience designed for aspiring principals.
The Leadership Development Program was developed
for principals new to a school.
The Principals as Literacy Leaders (PALL) and Secondary
Principals as Literacy Leaders (SPALL) programs support
literacy leadership in schools. Other programs offered by
the PLI that support literacy and numeracy teaching and
learning include:
• Secondary Schools Literacy Focus
• Literacy for Learning Program
• Peter Sullivan Numeracy Initiative
• Network Inquiries that enable networks of schools to
undertake a literacy and numeracy inquiry.
Working with Data is a program offered by the PLI and
co-facilitated with Educational Performance Services.
This two staged program provides professional learning
on how the department’s NAPLAN Toolkit can support
school leaders and teachers to maximise the use of their
data, and how to use data to inform school improvement.
Many PLI programs incorporate the use of information
technology to facilitate coaching, feedback on inquiries
and engaging with international experts. Specific coaching
programs are conducted and coaching is the main driver
of Building Feedback Cultures which is being conducted in
over 40 schools. The Adaptive Schools Program, designed
to equip participants with an understanding of the
complexity of working in a team, is also based on coaching
principles. The six day spaced learning program, Leading a
Digital School and the 21st Century Learning Design (21CLD)
program are specific programs based on the use of
information technology.
Induction programs for beginning staff across the
department are being co-constructed with the PLI and
Corporate Services.
Professional
learning
support
for school
administration
staff
School administration staff receive a range of professional
learning support:
• the Corporate Service Centre offers direct and online
training and support for school administration staff
• programs specifically designed for Corporate Service
staff have been developed
• the department provides sponsorship to the
Tasmanian Schools Administrator Association (TSAA)
Conference held in July/August each year
• a pilot program for school administrative staff was
conducted in the Learning Services North-West
region in the first half of 2013 and will be further
developed and made available across the state.
Required Reporting » Employee Performance and Development Programs
69

Ethical
conduct
training
Section 32 of the Integrity Commission Act 2009 requires
all public officers to be given education and training
relating to ethical conduct.
The department has ensured that applicable codes
of conduct are widely disseminated to staff.
The Tasmanian State Service Code of Conduct is referenced
in all statements of duties and contextualised further
in the department’s Conduct and Behaviour Standards
published on the staff intranet.
A recent departmental survey identified that an average
of 20% of senior and middle managers from across the
department have participated in workplace training
activities relating to awareness raising and the prevention
of misconduct.
The Tasmanian State Service Workforce Survey also
identified that 84.5% of the department’s respondents
understood the department’s values, 93.1% are aware
of the Tasmanian State Service Code of Conduct and how
it applies to them, and 98.2% have a good understanding
of the ethical standards expected of them.
The department, upon approach from the Integrity
Commission, has been involved in providing input into
the development and delivery of module one of the
Ethics and Integrity Training Program prior to its formal
release by the Integrity Commission.
Staff
participation
in
professional
learning
Number
Staff who participated in a structured professional development activity 1 6,856
Staff who participated in structured leadership development programs provided by 1 :
Professional Learning Institute 1,400
LINC Tasmania 137
Corporate Services Division 26
Sub-total 1,563
1. Source: department data collected for the State Service Management Office Agency Survey, 2013.
70 Required Reporting » Employee Performance and Development Programs

Disability Framework for Action
The state government’s original Disability Framework for
Action 2005-2010 (DFA) required each agency to develop
and implement a Disability Action Plan (DAP). The DFA sets
out the government’s vision of Tasmania as an inclusive
and caring community. It provides a whole-of-government
approach to addressing the needs of people with disability
in the design and delivery of all government policies,
programs, services and facilities.
A review of the DFA was undertaken by the Department
of Premier and Cabinet (DPaC) in 2012 and the Premier
launched the Disability Framework for Action 2013–2017.
A review of the department’s DAP was delayed pending
the DPaC review and was planned to commence in
July 2013.
The department’s Disability Action Plan 2008–2010 (DAP),
which is available on the department’s website, includes
measures to address issues identified in the framework as
important to people with disability. This plan will remain
in place until a full review is undertaken in line with the
new DFA.
The sections that follow describe some of the outcomes
and achievements from the plan for 2012–13.
Disability Standards for Education 2005
The University of Canberra and education jurisdictions
(including the department) commenced collaborative
development of an eLearning resource to improve
participants’ capacity to enact their obligations under the
Disability Discrimination Act 1992 and the Disability Standards
for Education (DSE) 2005 (“the Standards”).
This eLearning is targeted to meet the different learning
needs of key client groups (i.e. school teachers and
administrative staff, educational leaders, and parents and
caregivers) with a common core of content material.
It is designed to develop the learner’s practical skills and
strategies in regard to meeting the DSE through interactive,
experiential learning, such as scenario-based problem
solving. In each course participants will proceed through
a series of compliance lessons and then work through
the remaining material within the course to achieve
desired learning outcomes. All learning material, including
compliance lessons, will be presented in the following eight
courses to reflect the learner’s specific context:
1. Early childhood – prior to full-time school
2. Early childhood – school
3. Primary
4. Junior secondary
5. Senior secondary
6. Educational leaders
7. Parents and community
8. Education assistants.
More Support for Students with Disability National Partnership Agreement
In the 2011 Federal Budget, funding was made available
over two years to support programs for students with
disability. The funding available to the state government
system in Tasmania totalled $3.8 million, commencing in
March 2012 and ceasing at the end of 2013.
The funding was delivered through a national partnership
agreement to ensure schools and teachers are better
able to support students with disabilities, contributing
to improved student learning experiences, educational
outcomes and transitions to further education or work.
The funding must be used to meet outputs devised at
the commonwealth level within the advised timeline.
Therefore consideration of sustainability is important and
is addressed by focusing on building professional expertise,
skills and knowledge through professional learning using
train-the-trainer and cascade learning models.
Components within the plan were developed in
consultation with a range of key stakeholders including
the Tasmanian Principals Association, the Special and
Additional Needs Principal’s Reference Group,
Managers–School Support, support staff and peak
parent associations and disability groups.
Project funding within Tasmanian Government schools is
focused on achieving the following:
1. Training for teachers to build their skills in
special education
A license has been purchased that allows all staff within
the department to access a range of online professional
learning modules across a range of disability areas.
Twenty-three staff, including specialist support staff and
class teachers, have been trained as facilitators to support
the use of online disability modules within schools.
The numbers of staff completing the modules are
outlined below:
Module
Number
of staff
Motor Coordination Difficulties 48
Managing Behaviour Difficulties 115
Dyslexia 86
Speech and Language Communication 57
Autism Spectrum Disorder 122
Vision and Hearing Loss 4
Total 432
Required Reporting » Disability Framework for Action
71

2. Training for all school staff to improve
understanding of their obligations under the
DSE and how to meet those obligations
Access to an online interactive learning module on the
DSE outlining responsibilities and implications for school
practice is currently under development in collaboration
with other state jurisdictions and the University of
Canberra. Upon completion, this module will be used
through principal networks and with school staff.
Through the Professional Learning Institute a four day
spaced program titled Empowering Diversity in our Schools
was offered in 2012 and again in 2013. The program
utilises current research and practice that builds inclusive
school cultures linked to the school improvement
agenda; the implementation of the Disability Standards for
Education 2005; the use of the tool The Index for Inclusion;
and work relating to the effective use of support staff and
paraprofessionals in inclusive schools.
3. Assistive technologies to support the teaching
and participation of students with disability
The provision of current technologies supports students
with disability in both special and mainstream schools to
access and engage in the broader curriculum – especially in
literacy learning and augmented communication.
A total of 658 iPads, covers, and iTunes support was
purchased and allocated for individual student use by
June 2013. A total of 14 interactive whiteboards was
allocated to special schools and a range of assistive
technologies for students in mainstream schools with
vision impairment including Braille display devices, portable
magnification devices and upgraded JAWs (screen reader
software) and Duxbury (Braille translation software)
licenses.
4. Training for teachers to strengthen their
skills in the use of assistive technology within
the classroom
Professional learning has been provided for special
education advisors, teachers and teacher assistants in
the use of assistive technologies for communication
and literacy development for students with disability.
This includes a three day program (one day per term) for
320 teachers statewide (with teaching relief provided)
and 350 days across the two years for relief for teacher
assistants to participate in professional learning in the use
of assistive technologies.
5. Additional support for students with
disabilities to transition effectively between the
stages of schooling and/or from schooling into
further education, training or employment.
To reduce problems and stress during transition for
students with disability and their families, a set of materials
and resources for use by schools and families is under
development in collaboration with TASCARE to support
effective transition between stages of schooling.
Professional learning sessions have been delivered in
each Learning Service and a series of forums for parents
and community members have been developed and
conducted throughout March 2013. Allocations have
been made to school resource packages to support
individual and small group transition plans for students
with high-transition support needs from 2012 to 2013.
Allocations were made to 74 schools (primary, secondary,
senior-secondary and special schools) totalling $168,723
in support of transition processes at the beginning of
November 2012.
Tasmanian Adult Literacy Action Plan 2010–2015
The action plan includes the $1 million Adult Literacy
Investment Fund which provides funding for literacy skills
development projects across the LINC network, including
projects targeting the needs of a particular community or
client groups within Tasmania.
A Literacy Coordinator Network has been established
throughout the state and is supported by a pool of trained
volunteer tutors to drive the Adult Literacy Network.
LINC services work with disability service providers and
community organisations to identify and support those
who could benefit from core skills programs.
Two specific grant programs under the action plan are
administered by Skills Tasmania:
1. The Employer Pledge Program funds projects where
employers pledge to support the development of
literacy skills for employees within their organisations
by allowing employees to participate in literacy
support projects and training during work hours.
2. The Adult Literacy Community Grants Program funds
projects with community partnerships and innovative
approaches for specific target groups – including
people with a disability – to improve the core skill
levels of Tasmanian community members in order to
facilitate improved access to education, training and
employment.
72 Required Reporting » Disability Framework for Action

Implementation of child and family centres
Child and family centres (CFCs) provide a range of
integrated services that support families with the health
and wellbeing, learning and development of children
from birth to school age, preparing them for a healthy life
and success at school. The development and operation
of CFCs includes support for children and families
with disability.
Nine state government funded CFCs are now operating,
as of April 2013. A total of 10 centres are funded by the
state government.
The Tasmanian Planning Commission approved the
development of the George Town Child and Family Centre
as part of a HUB development on 26 July 2013.
Submissions have now been prepared for the
Parliamentary Standing Committee on Public Works
for final approval.
Two Indigenous CFCs at Bridgewater and Geeveston have
been funded by the Commonwealth. The Aboriginal CFC
that operates at Risdon Cove was supported by state
government funding of $1 million for construction.
Local Enabling Groups (LEGs) were formed to guide
the service and development of each CFC. In some
communities these are transitioning to advisory groups
to support the ongoing development of the centres
and implementation of integrated service delivery.
Centre leaders and community inclusion workers are
employed in all CFCs.
Accessible facilities
All building works and refurbishments are undertaken
in accordance with Building Code of Australia and
Disability Discrimination Act 1992 requirements. The
department engaged a Professional Access Consultant to
provide specialist advice on the design of the new child
and family centres and substantial refurbishment works,
in order to establish confidence that the new works comply
with the standards.
All facilities meet the appropriate standards in place at the
time of construction. Retro-fitting occurs as facilities are
reviewed to ensure all works remain fully compliant with
current standards.
Physical impairment coordinators work in conjunction
with Facility Services to map the pathways for students
with access issues and provision is made prior to the
arrival of students where possible. Where higher level
modifications are required for the needs of a specific
individual these are also captured through the pathways
mapping process.
Where a student is relocated without notice to the
department (from the mainland for example) temporary
measures are put in place whilst permanent works are
undertaken. The department has purchased a number
of transportable ‘accessible bathroom pods’ that can be
relocated from one school to another where unexpected
circumstances arise and accessible bathroom facilities are
required urgently.
Required Reporting » Disability Framework for Action
73

Public Access to the Department
Community
awareness
of the
department
and its
services 1
A key role of the Communication Services unit is to
keep the Tasmanian community and departmental staff
informed about the department’s programs and initiatives
and to promote public education in a positive light.
Communication Services takes a proactive approach to
promoting the achievements of state government schools
in Tasmania.
Advice and assistance is provided to departmental staff
and schools in response to media enquiries.
We actively seek media opportunities through
newspapers, magazines, radio and television, write feature
stories showcasing recent achievements, release good
news stories and organise interviews with staff to
promote targeted programs.
Opportunities for media coverage promoting education
and information services including launches and events,
feature stories and interviews showcasing departmental
programs and community engagement initiatives are
proactively identified and managed.
1. Lists of departmental publications are located in the appendices.
Public interest
disclosures
The main objective of the Public Interest Disclosures Act 2002
is to encourage and facilitate disclosures about improper
conduct or detrimental action by public officers and public
bodies. The department’s Public Interest Disclosures Policy and
Model Procedures are available on the department’s website.
From 1 July 2012 through to 30 June 2013, the department
did not receive any public interest disclosures.
Right to
information
(RTI)
requests
During the 2012–13 year, the department received
requests under the Right to Information Act 2009.
The number of requests has reduced from 40 in 2011–12,
to 32 requests in 2012–13. Previous legislation (Freedom of
Information) required personal information to be treated
as an assessed disclosure. However, with the introduction
of the Personal Information Protection Act 2004, applications
for access to, or amendment of, personal information can
be released without the need for analysis under the
Right to Information Act. Under this Act, requests for
information are more comprehensive in an effort to
provide the public with greater access to departmental
information.
Of the 32 new applications for assessed disclosure received
by 30 June 2013, 23 were accepted as assessed disclosures.
Reasons for non-acceptance varied and included issues
associated with fee waiver. Of the 23 accepted applications,
5 remain undecided as at 30 June 2013.
Of the 23 applications for assessed disclosure determined
in 2012–13, 13 were provided within the time limit of
20 days. Six requests were resolved outside the 20 day
limit. Four requests were resolved with an extension
permitted under the Act. A total of 16 of the determined
applications were received from politicians or the media
and were complex requests involving a large amount of
information across various areas of the department.
A breakdown for applications under the
Right to Information Act determined in 2012–13
is as follows:
Right to information requests
Number
Total requests for assessed disclosure determined 23
Requests for personal information 4
Requests for other information 19
Requests to amend documentation 0
Granted in full 9
Granted in part 10
Refused/exempt/information – not held 4
Withdrawn 0
74 Required Reporting » Public Access to the Department

Legislation Administered, Enacted and Amended
Legislation
administered
Allport Library and Museum of Fine Arts Agreement Act 1966
Subordinate legislation: Allport Library and Museum of Fine Arts Regulations 2012
Archives Act 1983
Subordinate legislation: Archives Regulations 2004
Building and Construction Industry Training Fund Act 1990
Subordinate legislation: Building and Construction Industry Training Fund Regulations 2004 and Building and
Construction Industry Training Fund Orders 1999 and 2001
Child Care Act 2001
Subordinate legislation: Child Care (Fees) Regulations 2013
Christ College Act 1926
Education Act 1994
Subordinate legislation: Education Regulations 2005
Education and Care Services National Law (Application) Act 2011
Subordinate legislation: Education and Care Services National Regulations 2011
Education and Training (Tasmanian Academy) Act 2008
Subordinate legislation: Education and Training (Tasmanian Academy) Regulations 2011
Education and Training (Tasmanian Polytechnic) Act 2008
Subordinate legislation: Education and Training (Tasmanian Polytechnic) Regulations 2011
Education and Training (Repeals and Transitional Provisions) 2008
Education and Training (Tasmanian Skills Institute) Act 2008
Subordinate legislation: Education and Training (Tasmanian Skills Institute) By-Laws 2010
Education and Training (Transitional Provisions) Act 2010
Libraries Act 1984
Subordinate legislation: Libraries Regulations 2012
Tasmanian Qualifications Authority Act 2003
Subordinate legislation: Tasmanian Qualifications Authority (Fees) Regulations 2003
Teachers Registration Act 2000
Subordinate legislation: Teachers Registration Regulations 2012
University of Tasmania Act 1992
Vocational Education and Training Act 1994
Subordinate legislation: Vocational Education and Training Regulations 2005
Vocational Education and Training (Commonwealth Powers) Act 2011
Youth Participation in Education and Training (Guaranteeing Futures) Act 2005
Legislation
enacted and
amended
• Allport Library and Museum of Fine Arts Regulations 2012
• Child Care (Fees) Regulations 2013
• Libraries Regulations 2012
• Teachers Registration Regulations 2012
• Training and Workforce Development Bill 2013 1
• Training and Workforce Development (Transitional Provisions) Bill 2013
• Training and Workforce Development (Repeals and Consequential Amendments) Bill 2013
1. The Training and Workforce Development bills passed through the Tasmanian Parliament prior to 30 June 2013, however, the legislation was not enacted until
1 July 2013.
Required Reporting » Legislation Administered, Enacted and Amended
75

Statutory and Non-statutory Bodies
Statutory
bodies
Allport Library and Museum of Fine Arts
Management Committee
The function of this committee is to administer the funds
and property of the Allport Library and Museum of Fine
Arts and of the Allport Bequest, and to give effect to
the provisions and general purpose of the will of Henry
Allport. The committee was established under section 19
of the Libraries Act 1984.
Minister’s Education and Care Advisory Council
(previously the Minister’s Child Care Advisory
Council)
The council advises and assists the Minister in the exercise
of powers and the performance of functions under and
in respect of the Child Care Act 2001. Established under
section 73 of the Act, the council provides advice directly
to the Minister on matters relating to child care, including
policy, concerns and issues, community awareness and the
status of the industry.
Schools Registration Board (SRB)
The board was established in 1995. Its primary function
is to register non-government schools and ensure that
non-government schools comply with the standards for
education determined by the Minister. The legislative
basis for registration is contained in section 51 of the
Education Act 1994.
Skills Tasmania Board 1
The Skills Tasmania Board was established under the
Vocational Education and Training Act 1994 and is responsible
to the Minister for the performance of the functions of
Skills Tasmania, and the achievement of its objectives.
Skills Tasmania is responsible for planning, purchasing
and supporting the delivery of vocational education and
training services for Tasmania; the development of policy
advice for skills development; promotion of industry
investment and training; and the development, regulation
and administration of the system in Tasmania.
Skills Tasmania’s annual report is available online at
http://www.skills.tas.gov.au/skillstas/annualreports.
1. As a result of the passage of the Training and Workforce Development
legislation, Skills Tasmania ceased to be a statutory authority from
30 June 2013. Skills Tasmania will maintain its name and functions and has
become a business unit of the department as of 1 July 2013. The board
was abolished as of 30 June 2013, however, will continue to function until
such time as reporting requirements are completed.
State Library and Archives Trust
The trust administers property acquired by gift, bequest,
or device, and ensures that all applicable conditions are met.
It was established under section 16 of the Libraries Act 1984.
Tasmanian Building and Construction Industry
Training Board
The Building and Construction Industry Training Fund Act
1990 provides for the board to be principal advisor to the
Minister on all matters relating to training in the building
and construction industry, particularly in relation to skill
requirements and training arrangements for the industry.
The board maintains and administers the Building and
Construction Industry Training Fund. The board was
established under section 4 of the Act. An electronic copy
of the board’s annual report is available on request.
Tasmanian Library Advisory Board (TLAB)
The functions of the board are to consider and report on
matters referred to it by the Secretary of the department
and to advise the Minister on any issues relating to library
services. It must also report to the Secretary of the
department at the end of each financial year. The board
was established under section 11 of the Libraries Act 1984.
Tasmanian Qualifications Authority (TQA)
The authority advises the Minister on matters relating to
qualifications in Tasmania. It accredits courses for senior
secondary, higher education and vocational education
and training, and registers providers of higher education
and vocational education and training. It determines
assessment for obtaining a qualification in an accredited
course, and collects, records and distributes student
information relating to senior secondary education,
vocational education and training, and higher education.
The authority was established under the
Tasmanian Qualifications Authority Act 2003. TQA’s annual
report is available online at http://www.tqa.tas.gov.au/1548.
Tasmanian Skills Institute Board 1
The Tasmanian Skills Institute Board is established under
the Education and Training (Tasmanian Skills Institute) Act 2008
and is responsible to the Minister for the performance
of the functions of the Tasmanian Skills Institute, and the
achievement of the objectives specified in its corporate
plan. The Tasmanian Skills Institute’s focus is on providing
and promoting education and training to employed
people. Its purpose is to develop workforce skills in close
consultation with industry. The board’s annual report is
available online at http://www.skillsinstitute.com.au/.
1. As a result of the passage of the Training and Workforce Development
legislation, the Tasmanian Skills Institute Board was abolished as of
30 June 2013, however, the board continues to function until such time as
reporting requirements are completed.
Teachers Registration Board (TRB)
The board is empowered under the Teachers Registration
Act 2000 to administer the teacher registration system to
ensure that only those people who meet agreed standards
and legislative requirements are able to teach in Tasmania.
The board’s annual report is available online at
www.trb.tas.gov.au.
University of Tasmania Council
Established under the University of Tasmania Act 1992,
the council appoints the vice-chancellor and principal,
who is the chief academic and executive officer of the
university. The council also appoints the deans and the
heads of school, on the recommendation of the
vice-chancellor. An Academic Senate advises the council
on all academic matters relating to the university.
The council’s annual report is available online at
www.utas.edu.au.
76 Required Reporting » Statutory and Non-statutory Bodies

Nonstatutory
bodies
Tasmanian Aboriginal Corporation for
Education (TACE)
The association is an incorporated community
organisation specialising in education. Its purpose is to
represent the views of Tasmanian Aboriginal communities
on education to the state and Australian Governments,
as well as private education providers. The association,
which receives state and Australian Government funding,
is committed to the principle of Aboriginal
self-determination.
Tasmanian Home Education Advisory Council
(THEAC)
The council assists in the management and support of
home education in Tasmania. The role of the council is
also to provide advice and information to the Minister
about home education. It is responsible for monitoring
individual home education programs and provides a
reference point for enquiries, responds to community
concerns, and maintains liaison with other agencies about
home education.
Required Reporting » Statutory and Non-statutory Bodies
77

Asset Management and Risk Management
Asset
management
Assets are managed within whole-of-government policies
and guidelines. Key strategies for the effective and efficient
use of assets include:
• optimising the use of built resources to support the
provision of a range of educational programs and
curriculum choices at dispersed sites
• managing capital funding for building improvements
equitably and according to priorities, ensuring
appropriate standards of accommodation to support
best practice in service delivery
• optimising maintenance effort through strategic
management and managing resources in accordance
with statutory obligations, occupational health and
safety, optimum service delivery and asset retention
progressing initiatives to identify, rank and mitigate
risks within the context of the government’s overall
risk management strategy
• progressing towards industry best practice in
procurement practices and full compliance with
Treasury requirements
• maximising the responsible use of facilities, facilitating
partnership agreements for sharing facilities, and using
community and shared facilities where appropriate
• supporting the Asset Strategy Steering Committee
to provide strategic oversight and direction in asset
management
• oversight of the Strategic Asset Management Plan
(SAMP).
Risk
management
The department’s risk management activities are
governed by its Risk Management and Audit Committee
(RiMAC). The committee is chaired by the Secretary
with members including Deputy Secretaries, the Director
responsible for LINC Tasmania, the Manager Internal
Audit and one external member.
Five meetings were held during the year, some of which
were attended by the Tasmanian Auditor-General,
staff from the Tasmanian Audit Office and the external
financial auditor.
Key risk management activities undertaken during the
year included:
• development of risk management plans for key
management areas and subsequent presentation
to RiMAC
• continuation of the implementation of the
Information Security Project
• seminars, presentations and workshops across
Tasmania to assist schools and corporate sites
with the implementation of risk management plans
and activities
• general advisory services to raise risk awareness
throughout the department
• seasonal influenza vaccination for departmental staff.
ICT risk
management
ICT risks are managed within a whole-of-government
framework, and are supported by department policies
and guidelines. The following key strategies enable
effective and efficient use of the ICT system:
• Backups of all systems occur regularly to minimise the
risks of losing data, with backups stored offsite. High
availability options are considered for critical systems,
with specific redundant hardware components in
servers (e.g. additional power supplies and network
cards) included as a minimum requirement.
• Disaster recovery plans are tested for several major
systems on a rotational basis.
• Access from outside the departmental network is
restricted, and a range of access levels have been set
for staff, students and the public to ensure that access
to information is limited to a ‘needs-only’ level.
• Risks to confidentiality, integrity and availability are
identified, and mitigation strategies implemented
where appropriate.
78 Required Reporting » Asset Management and Risk Management

Climate Change
The department’s long-term vision is for all Tasmanian
schools to be sustainable with students having the
opportunity to learn as part of a whole school approach
to sustainability.
Under the Tasmanian Framework for Action on Climate Change
the department produced an Emissions Reduction Plan in
2009 which works in conjunction with the department’s
Strategic Asset Management Plan (SAMP) to develop energy
efficiency improvements in existing facilities.
These documents provide the framework for achieving
the department’s broader goals of contributing to
the reduction of global greenhouse gas emissions by
also encouraging innovation in areas such as recycling,
transportation, green building initiatives and moving
towards carbon-neutral facilities. The department
intends to:
• use less energy
• reduce transport/travel related emissions while
maintaining continuity of business operations
• reduce levels of office waste
• develop and lead an education program aimed at
engaging staff, students and the broader community.
Since 2012, sustainability has been a cross-curriculum
priority in the Australian Curriculum and therefore a focus
in all Tasmanian schools. This provides the opportunity
for schools to build on the sustainability initiatives that
they already have in place or to develop a sustainability
focus. The department is supporting schools in their
sustainability work initiatives through the establishment
of the Sustainability Learning Centre (SLC) at Mt Nelson,
identification of sustainability lead schools and the
implementation of the $1 million Sustainability Initiatives
Program.
The department runs an incentive-based energy funding
model which provides improved opportunities for schools
to make long-term commitments to energy savings and
utilise incentives.
Key elements of the department’s initiatives are:
• 5-Star Green Star new schools – the new Kingston
High, Austins Ferry Primary, Romaine Primary,
Windermere Primary and Port Sorell Primary
Schools were designed as 5-Star Green Star facilities
as well as new buildings at the Jordan River Learning
Federation in Bridgewater. The new primary school to
be constructed at Dunalley will also meet the 5-Star
Green Star rating.
• Actively implementing a stringent and ongoing review
of the vehicle fleet requirements to include more fuel
efficient vehicles and the use of hybrid cars where
feasible. All of the department’s light vehicle fleet
meets the minimum greenhouse ratings. Overall,
the size of the fleet has reduced by 32, from 310 in
2010–11 to 278 in 2012–13.
• The introduction of the Energy Saving Guide, an
incentive-based energy funding model and an
increased focus on climate change, has resulted in
a significant reduction in electricity consumption
since 2010.
• Construction of the innovative Sustainability
Learning Centre on the site of the Hobart College
at Mount Nelson is now complete and opened in
November 2012. The $2.8 million centre, funded by
the Australian Government, was built through a
partnership between Greening Australia, CSIRO, the
Department of Education, the Tasmanian Catholic
Education Office and the Association of Independent
Schools and now:
º º delivers specialist science, ecology and
sustainability education
º º provides a new home for Greening Australia
(Tasmania) which contributed $300,000 to the
project and CSIRO Education Centre
º º is the first educational 6-Star Green Star rated
building in Tasmania and used recycled building
materials, and the building demonstrates
sustainability principles as an educational tool
º º encourages ‘hands-on’ education using the
building itself as a tool, nurseries, field activities,
interpretive trails and bush classrooms
º º maximises use of solar energy resulting in
zero net external energy for teaching areas and
feature recycled stormwater and sewerage
º º is a carbon-neutral building in initial construction
and ongoing use and exhibits plant cultivation
and biodiversity
º º utilised materials from a large warehouse and
cottage in Hobart that have been recycled and
make up 70–80% of the new centre’s materials.
• LED emergency exit lights – the department has
implemented a program of replacing conventional
emergency exit lights with energy efficient LED exit
lights. This conversion project is being rolled out in
stages as funds permit. The program has provided
1,780 energy efficient exit lights to 78 schools and
libraries around the state. The new LED lights are
estimated to consume 44kWh of energy per annum –
which is 87% less energy than the traditional exit lights
that consume approximately 350kWh per annum.
• National Solar Schools Program (NSSP) – the objectives
of this Commonwealth-funded scheme are to allow
schools to:
º º generate their own electricity from renewable
sources
º º improve their energy efficiency and reduce their
energy consumption
º º adapt to climate change by making use of
rainwater collected from school roofs
º º provide educational benefits for school students
and their communities.
This program has now wound up, but since its
inception in 2008, a total of 109 Tasmanian schools
have participated with the following outcomes:
º º solar panels have been installed in 103 schools with
a maximum generating capacity of 675.5 kWh
º º two schools have installed wind-powered
generating systems
º º 29 schools have replaced 11,795 lights with high
efficiency units
º º 13 schools have installed rainwater tanks for
irrigation purposes with a capacity of 302,584 litres
º º other energy-efficiency measures including
the installation of heat pumps, solar hot water
units, sensors, timers, thermostats, ceiling fans,
door closers and draught seals.
Required Reporting » Climate Change
79

• Sustainability Initiatives Program – on 22 March 2012,
the Tasmanian Government announced a $1 million
program to further reduce the carbon footprint of
Tasmanian schools. Schools are currently accessing
this program to undertake capital projects to
improve water management, waste management,
deliver energy efficiency, or address other
climate change concerns. The program is being
implemented as part of the department’s 2012–13
and 2013–14 minor works and essential maintenance
programs.
• To promote the importance of effective waste
management the department’s Climate Change
Steering Committee implemented a new statewide
waste management contract during 2011. A key
feature of the contract is the reporting of levels of
waste removal and the resultant greenhouse gas
emissions. The reports substantially improve the
department’s information and management of
waste and enable improvements in recycling to be
identified and introduced.
º º A number of the department’s sites had
contracts in place with other providers at the
commencement of this contract. As these
contracts expire, these sites are being rolled
in to the statewide contract. In addition, the
contractor’s capacity to service all regions of
the state has improved over the life of the
contract, as have the number of sites under the
department’s management.
º º In 2012–13, a total of 289 sites were serviced by
the contractor, a 9% increase over the 265 sites
serviced in 2011–12.
º º As a result, the contractor’s waste management
reports for the 2012–13 year revealed a 6.9%
increase in gross total emissions from 4,541 to
4,854 tonnes CO2.
º º Contributing to the increase in emissions was
the total volume of waste for the department,
which increased from 4,090 tonnes in 2011–12 to
4,373 tonnes in 2012–13. This increase is largely
attributable to the increase in the number of
existing sites now included in reporting and new
sites added during 2012–13 (as outlined above).
As a direct comparison, there has been a 2.1%
decrease in total emissions – not including the
sites newly added to reporting in 2012–13.
º º The total emissions figure was reduced by
1,243 tonnes CO2 as a result of the contractor
being able to divert waste to landfill with gas
recovery capabilities.
Waste emission levels 2012–13 (t CO2-e)
2011–12 1 2012–13
Total emissions if all waste to landfill 4,541 4,854
Greenhouse gas (GHG) emissions saved due to diverting waste from landfill 1,197 1,243
Current total GHG emissions 3,344 3,611
Percentage reduction 26.4% 25.6%
GHG emissions saved due to diverting from landfill – equivalent
2011–12 1 2012–13
Number of cars removed from the road for one year 266 276
Number of trees planted 4,469 4,638
Number of passengers off-setting a flight Sydney to Hong Kong 1,572 1,631
1 Since the introduction of the carbon price in July 2012, there is further governmental and industry practice guidance available on greenhouse gas
emissions calculations. A key Carbon Credit Methodology Determination was released in January 2013 for use in calculating emissions in the waste sector.
2012–13 emission figures were calculated using this methodology and 2011–12 figures were also recalculated for comparative purposes.
80 Required Reporting » Climate Change

Measuring
and reporting
In 2008, the Department of Premier and Cabinet
commissioned Parsons Brinckerhoff Australia Pty Ltd to
perform an audit of all Tasmanian Government agency
activities. The scope of this audit included quantifying
the state government’s greenhouse gas emissions by
department/unit. The audit was sample-based and
extrapolations of data for the department indicated that
in 2006–07 the department had emitted 20,886 tonnes
of greenhouse gas emissions.
The department has been developing more mature data
collection and evidence–based reporting regimes since
this audit. The current key points are:
• 2012–13 will be the third year that the department has
used the Online System for Comprehensive Activity
Reporting (OSCAR) provided by the Australian
Government (Department of Climate Change and
Energy Efficiency) to report on its greenhouse gas
emissions across all activities
• the department continues to develop systems to
accurately measure the quantities for the extensive
set of emission types to be reported in OSCAR.
Greenhouse gas emissions during the financial year
2012–13 were approximately 31,147 tonnes of carbon
dioxide equivalent. The following table provides a
breakdown of 2012–13 figures, along with 2011–12
figures for comparison.
2011–12 2012–13
Activity Volume t CO2-e Volume t CO2-e
Electricity 75.02 GWh 25,387.4 76.18 GWh 25,779.0
Unleaded petrol 484.8 kL 1,240.7 341.9 kL 876.0
Diesel fuel 94.1 kL 273.1 231.3 kL 671.3
Air travel 2.94 million km 581.9 1.67 million km 210.0
Waste 4,090 t 3,343.7 4,373 t 3,610.7
Total 30,826.8 31,147.0
Required Reporting » Climate Change
81

Pricing Policies
The department has some limited service-delivery
activities that require pricing of goods and services.
In accordance with the government’s policy on fees
and charges, the department is working towards pricing
models which are generally based on full cost-recovery
and/or commercial rates.
Administered Payments
The department administers the grant and subsidy
programs which are outlined below.
Accommodation allowance for
tertiary students
An allowance is paid to eligible full-time tertiary students,
whose parents are residents of Tasmania, to assist with
accommodation expenses when they are required to live
away from their primary place of residence to undertake
their chosen course of study. In 2012–13, an allowance
of $1,050 was paid to eligible students receiving Youth
Allowance or other equivalent Australian Government
benefits, and to students approved under the special
family provisions of the scheme. This scheme has been
closed to new applicants with effect from 1 July 2011.
Australian Government grants to
non-government schools
This grant program represents Australian Government
funding relating to non-government schools.
This also includes funding provided under the following
National Partnerships Agreements between Tasmania
and the Australian Government:
• Digital Education Revolution
• Support for Improving Learning Experiences and
Educational Outcomes for School Students with a Disability
• Improving Literacy and Numeracy
• National Solar Schools.
These funds are administered on behalf of the Australian
Department of Education, Employment and Workplace
Relations (DEEWR) and, upon receipt, are forwarded to
non-government schools.
The department maintains a Fees and Charges Manual
that provides information on the fees and charges for
which the department is responsible. These are subject to
ongoing review.
Non-government schools: Capital assistance
These grants provide funding to non-government schools
and non-government school authorities for assistance with
eligible capital projects in accordance with sections 64–70
of the Education Act 1994. This program was indexed from
2009–10 onwards.
Non-government schools: Grants
This program covers the cost of grants which are
distributed to registered non-government schools in
accordance with Part 5, Division 3 of the Education Act
1994 and Part 6 of the Education Regulations 2005.
Non-government schools: Special needs funding
These grants are provided for additional learning support
for students with high and/or additional needs.
Non-government schools: Student assistance
This includes the operation of the Student Assistance
Scheme and coverage of costs for the supply of spectacles
to students whose parents meet the income test criteria.
Administered payments: Expenditure 2012–13
Program Expenditure $ ’000
Australian Government grants to non-government schools 180,031
Non-government schools: Capital assistance 1,141
Non-government schools: Grants 53,070
Non-government schools: Special needs funding 795
Non-government schools: Student assistance 308
Total 235,345
82 Required Reporting » Pricing Policies and Administered Payments

Loss and Damage
The Tasmanian Risk Management Fund (TRMF) covers
the department’s insurable risks including workers
compensation, general liability and property damage
and loss. Contributions to the fund totalled $14.5 million
(excluding GST). The contributions included $10.3 million
for workers compensation and $3.5 million for property
loss and damage.
In addition, the department purchased legal liability
insurance from a commercial insurer to protect hirers of
departmental facilities against legal liability claims being
made against them.
The potential exists for general liability claims to be
brought against the department. Facilities, contents and
motor vehicles are subject to loss and damage arising
from various causes, including vandalism. Under the
department’s asset management policy, responsibility for
the management of facilities rests with individual sites.
The department suffered a major property loss of
the Dunalley Primary School during the January 2013
bushfires. The cost of the loss was estimated to be
$11.8 million.
The department also operates the Property Protection
Scheme which is a self-funded pool that covers the cost of
damage and losses incurred by schools and child and family
centres up to $50,000. Claims in excess of this amount are
covered by the Property Cover Scheme.
The following is a summary of insurance claims lodged
with TRMF during the year:
Summary of claims lodged with the Tasmanian Risk Management Fund in 2012–13
Item
Debts Written Off
Number
of claims
Total value
of claims $
General property 7 12,026,530
General liability 9 193,803
Motor vehicle 29 39,183
Personal accident (for students engaged in workplace learning activities and volunteers) 1 36,450
Transit/removal 2 1,150
Total 48 12,297,116
Property protection scheme
Summary of claims for 2012–13
Number of claims lodged 435
Total value of claims $1,876,707
Highest valued claim $54,536
Number of sites lodging claims 134
Average cost per claim $4,314
Category Number of debts Amount $
Minor debts up to $50 13,039 66,710.71
Minor debts between $50 and $500 880 129,547.34
Debts over $500 22 16,738.20
Subtotal 13,941 212,996.25
School debt write-offs 127,042.42
Total 13,941 340,038.67
Required Reporting » Loss and Damage and Debts Written Off
83

Major Capital Projects
Summary of
major capital
projects
completed
during
2012–13
Capital Program
Total cost
$’000
Capital Works Programs 29,727
Total 29,727
List of
individual
major capital
projects
completed
during
2012–13
Site Project Total cost
$’000
Bridport Primary School Extension of existing multi-purpose hall 2,000
Campbell Town Child Care Centre Construction of a new child care centre 1,000
Former Rocherlea Primary School Demolition of school buildings 274
Former Roseneath Primary School Demolition of school buildings 445
Local Schools Working Together Construction of the Sustainability Learning Centre at Mount Nelson 2,980
Port Sorell Primary School Development of new primary school at Port Sorell 13,000
Post Year 10 Reforms
Riverside High School
Upgrading of facilities used by the Tasmanian Polytechnic and
Tasmanian Academy
Upgrades to gymnasium floor, refurbishment of a teaching kitchen
and minor works to school canteen
Skills Tasmania Redevelopment of 26 Bathurst Street, Hobart 899
Snug Primary School Construction of new classrooms 615
South Hobart Primary School Relocation of transportable classrooms 320
Teacher residences
Bathroom, heating, wiring, plumbing and window upgrades for
teacher residences on the West Coast
Total 29,727
7,770
224
200
84 Required Reporting » Major Capital Projects

List of
individual
ongoing
major capital
projects
Site Project Estimated
total cost
$’000
Bridgewater and
Geeveston Child
and Family Centre 1
Bellerive Primary
School
Child and family
centres 2
Community
Knowledge Network
(CKN) Projects 3
Dodges Ferry
Primary School
Former Claremont
High School
High Street
Launceston
Miandetta
Primary School
Renewing Our
Education System
Taroona High and
Primary Schools
Trade Training
Centres 5
Waimea Heights
Primary School
Construction of new child and family centres
with a focus on the Aboriginal community
at Bridgewater and Geeveston
Estimated cost
to complete
$’000
Estimated
completion
year
5,000 741 2013
Refurbishment of administration block 521 231 2013
Development of 11 child and family centres:
Beaconsfield, Burnie, Chigwell, Clarence Plains,
East Devonport, Derwent Valley, George Town,
Queenstown, Ravenswood, Risdon Cove, St Helens
34,493 3,300 2014
Development of new LINCs to be located at
11,000 3,139 2014
Queenstown, Scottsdale and George Town 4
Construction of two additional Kindergarten
learning areas and support rooms
800 776 2014
Demolition of school buildings 550 550 2013
General refurbishment 700 700 2013
Development of a dual integrated
Kindergarten centre and construction of
an additional general learning area
800 787 2013
Capital support for school amalgamations 1,165 1,165 2014
Traffic management improvements 300 270 2014
Construction of new trade training centres
for the Break O’Day, Bridgewater, Circular
Head, Deloraine, Dorset, George Town, Huon
Valley, Sorell and Triabunna communities
13,745 123 2013
Construction of a double Kindergarten facility 950 878 2014
Total 69,024 11,660
1. tagara lia (Bridgewater) opened in July 2012 and staged construction on wapraparatee (Geeveston) is continuing and expected to be completed in July 2013.
2. A total of six state government funded child and family centres were open by the end of 2011 – Beaconsfield, Clarence Plains, Ravenswood, East Devonport,
Break O’Day (St Helens) and the West Coast (Queenstown). Other centres in Burnie, Chigwell and the Derwent Valley were completed during 2012–13.
The state also contributed $1.067m to the Tasmanian Aboriginal Centre (TAC) Children’s Centre at Risdon Cove. A date for the completion of the centre
at George Town is not available at this stage.
3. Now referred to as LINC Tasmania.
4. The LINC at Queenstown is part of the West Coast Community Hub which was officially opened in September 2011. Scottsdale LINC was officially
opened in May 2013. A date for the completion of the LINC at George Town is not available at this stage.
5. George Town, Dorset, Bridgewater, Break O’Day, Circular Head and Huon Valley centres are completed. Sorell and Triabunna will be completed
during 2013.
Required Reporting » Major Capital Projects
85

Contracts and Tenders
The Department of Education ensures that Tasmanian businesses are given every opportunity to compete for agency business, and supports
Tasmanian businesses whenever they offer best value for money for the government.
Summary of participation by local businesses: contracts >$50,000 (ex GST)
(including consultancies)
Totals
Total number of contracts awarded 55
Total number of contracts awarded to Tasmanian businesses 48
Total value of contracts awarded $22,990,707
Total value of contracts awarded to Tasmanian businesses $20,845,774
Total number of tenders called and/or quotation processes run 43
Total number of bids and/or written quotations received 265
Total number of bids and/or written quotations received from Tasmanian businesses 242
Contracts >$50,000
Information and communication technology
Contractor Location Description Period of
contract
FYB Pty Ltd Williamstown, Victoria Supply of TRIM licences, support
and ongoing maintenance
Value of
contract $
07/13 – 06/18 969,000
Total 969,000
Education content and service delivery
Contractor Location Description Period of
contract
Griffith Institute for
Education Research
Griffith Institute for
Education Research
Nathan, Queensland
Nathan, Queensland
Development and implementation of the
Principals as Literacy Leaders program
Development and implementation of the
Secondary Principals as Literacy Leaders program
Value of
contract $
01/13 – 12/13 270,586
01/13 – 12/13 247,472
University of Tasmania Sandy Bay, Tasmania Action research (Year 5–8 Project) 01/13 – 12/13 100,000
Aged & Community
Services Tasmania
Hobart, Tasmania
Industry and Indigenous Skill Centre
infrastructure projects
Tasmanian Aboriginal Centre Hobart, Tasmania Industry and Indigenous Skill Centre
infrastructure projects
Northern Job Link Launceston, Tasmania Industry and Indigenous Skill Centre
infrastructure projects
Royal Tasmanian
Botanical Gardens
Training Opportunities &
Options for Learning
Hobart, Tasmania
Cambridge, Tasmania
Industry and Indigenous Skill Centre
infrastructure projects
Industry and Indigenous Skill Centre
infrastructure projects
01/13 – 12/13 392,400
01/13 – 12/13 392,400
01/13 – 12/13 165,825
01/13 – 12/13 390,000
01/13 – 12/13 102,010
Workskills Incorporated Bridgewater, Tasmania Skills Quip 2013 – Certificate 1 and 11 in Business 01/13 – 12/13 75,120
Youth Futures Invermay, Tasmania Skills Quip 2013 – Certificate 1 and
11 in Construction Pathways
01/13 – 12/13 72,400
Avidity Waverley, Tasmania Skills Quip 2013 – Certificate 1 in Business 01/13 – 12/13 62,500
Oak Tasmania Glenorchy, Tasmania Skills Quip 2013 – Certificate 1 in Digital Media 01/13 – 12/13 58,950
Allie Investments Pty Ltd Bellerive, Tasmania Skills Quip 2013 – Certificate 111
in Cleaning Operations
01/13 – 12/13 56,000
National Joblink Launceston, Tasmania Skills Quip 2013 – Certificate 11 in Automotive 01/13 – 12/13 76,800
Campbell Page Ltd Moonah, Tasmania Skills Quip 2013 – Certificate 11 in Business 01/13 – 12/13 51,000
Pearson Research
and Assessment
Nunawading, Victoria National Assessment Program – Literacy and Numeracy 01/13 – 12/14 1,872,342
Total 4,385,805
86 Required Reporting » Contracts and Tenders

Building and construction
Contractor Location Description Period of
contract
Value of
contract $
Cunic Constructions Pty Ltd Mornington, Tasmania 26 Bathurst Street internal refurbishment 08/12 – 10/13 640,000
Fairbrother Pty Ltd Launceston, Tasmania Construction of Deloraine Trade Training Centre 09/12 – 02/14 790,923
B.H. Apartments Pty Ltd Bridport, Tasmania Flinders Island District High School – demolition
and replacement of grounds shed
Maveric Builders Pty Ltd Kingston, Tasmania Geeveston Child and Family Centre
– construction works stage 2
Earl Macgregor Greenaway
t/a Vic State Demolition
Crossroad Civil
Contracting Pty Ltd
Wyatt Holdings (Tas) Pty Ltd
t/a Wyatt Constructions
Avenel, Victoria
Rocherlea Primary School – demolition and removal
of the former school buildings and infrastructure
Rocherlea, Tasmania East Launceston Primary School –
resurfacing of courtyard
Kingston, Tasmania
Rosny College – refurbishment of
kitchen and science laboratories
Hazell Bros Group Derwent Park, Tasmania Demolition and repatriation of former
Roseneath Primary School site
Vos Construction &
Joinery Pty Ltd
Kingston, Tasmania
Construction of South East Trade Training
Centre (Sorell and Triabunna)
Cunic Constructions Pty Ltd Mornington, Tasmania Relocation of demountable classroom
building from Bridgewater to Cygnet
Fairbrother Pty Ltd Devonport, Tasmania Latrobe Primary School – replacement
of timber flooring
Maveric Builders Pty Ltd Kingston, Tasmania Bellerive Primary School – redevelopment
of administration area
09/12 – 11/13 162,000
09/12 – 12/13 1,047,398
10/12 – 12/13 204,300
11/12 – 07/13 107,010
11/12 – 01/14 467,126
12/12 – 02/14 425,651
01/13 – 10/14 1,786,410
12/12 – 02/14 129,226
04/13 – 06/14 112,455
04/13 – 08/14 448,886
T&T Toxic Summerhill, Tasmania Winnaleah District School – soil replacement 04/13 – 05/14 69,000
Masters Contracting Pty Ltd North Hobart, Tasmania Hobart College – Block E water heater upgrade 05/13 – 09/14 238,729
Venarchie Contracting Pty Ltd Mowbray, Tasmania Midway Point Kindergarten – car park modification 07/13 – 08/14 153,050
Stubbs Constructions Pty Ltd Wivenhoe, Tasmania Miandetta Primary School – alterations and additions 07/13 – 10/14 553,370
Total 7,335,534
Required Reporting » Contracts and Tenders
87

Other
Contractor Location Description Period of
contract
Lazaro Pty Ltd Launceston, Tasmania Bridgewater Child and Family
Centre – cleaning services
Value of
contract $
07/12 – 06/17 78,400
OfficeMax Australia Ltd Derwent Park, Tasmania Provision of washroom paper products 11/12 – 10/17 1,500,000
Lazaro Pty Ltd Launceston, Tasmania Beaconsfield Child and Family
Centre – cleaning services
10/12 – 09/17 124,350
Cambridge Painting Services Devonport, Tasmania Mowbray Heights Primary School – painting services 10/12 – 09/17 70,310
Personnel Options
and Solutions
Sorell, Tasmania Chigwell Child and Family Centre – cleaning services 10/12 – 09/17 99,250
Biniris (Aust) Pty Ltd Hobart, Tasmania Rosebery Sports Centre – cleaning services 10/12 – 09/17 136,422
Island Recreation Cambridge, Tasmania Provision of playground softfall 10/12 – 09/17 350,000
K J Padgett and Company Scottsdale, Tasmania Provision of playground softfall 10/12 – 09/17 1,000,000
Barwick Landscape Supplies Granton, Tasmania Provision of playground softfall 10/12 – 09/17 1,000,000
Mark Camino (All Painting) West Launceston, Tasmania St Helens District High School – painting services 10/12 – 09/17 64,960
Mark Camino (All Painting) West Launceston, Tasmania Queechy High School – painting services 11/12 – 10/17 58,300
Ricky Bannon Painting Launceston, Tasmania Cressy District High School – painting services 11/12 – 10/19 80,000
Lazaro Pty Ltd Launceston, Tasmania Burnie Child and Family Centre – cleaning services 01/13 – 12/17 271,130
Medimobile Pty Ltd Spring Hills, Queensland Seasonal Influenza Vaccination Program 02/01 – 12/13 66,500
Aintree Contracting Pty Ltd Rosny, Tasmania Electrical Test and Tag Program 02/01 – 01/06 1,533,040
Personnel Options
and Solutions
Sorell, Tasmania
Derwent Valley Child and Family
Centre – cleaning services
02/13 – 01/18 99,250
Programmed Property Services Derwent Park, Tasmania Riverside High School – painting services 03/13 – 02/18 89,485
Saunders Signs Margate, Tasmania TasTAFE signage 05/13 – 07/13 83,076
Scottsdale Cleaning Services Scottsdale, Tasmania Scottsdale LINC – cleaning services 05/13 – 04/18 116,185
SG Fleet (Australia) Pty Ltd Hobart, Tasmania Provision of lease equipment facility 07/13 – 06/20 3,000,000
Australian Postal Corporation Melbourne, Victoria Provision of external mail distribution services 07/13 – 06/18 387,075
Total 10,207,733
Contracts for consultancies >$50,000
Building and construction
Contractor Location Description Period of
contract
M2 Architecture North Hobart, Tasmania Architectural consultancy services for the construction
of a Kindergarten at Waimea Heights Primary School
Value of
contract $
04/13 – 12/14 92,635
Total 92,635
Other 1
Contractor Location Description Period of
contract
Value of
contract $
Total 0
1. There were no ‘Other’ contracts for consultancies >$50,000 in 2012–13.
Summary of total costs of contracts awarded >$50,000
Item Total cost $
Information and communications technology 969,000
Educational content and service delivery 4,385,805
Building and construction (including consultancies) 7,428,169
Other (including consultancies) 10,207,733
Total 22,990,707
88 Required Reporting » Contracts and Tenders

Superannuation Certificate
“I, Colin Pettit, hereby certify that the Department of Education has met its obligations under the
Superannuation Guarantee (Administration) Act 1992 of the Commonwealth in respect of any employee who
is a member of a complying superannuation scheme to which the Department of Education contributes.”
Colin Pettit
Secretary
Required Reporting » Superannuation Certificate
89

Other Annual Reports
Tasmanian Library Advisory Board Annual Report
On behalf of the Tasmanian Library Advisory Board (TLAB), I am pleased to submit the 27 th annual report of the board as required under
the Libraries Act 1984 as amended in 2000.
Role and
structure
The statutory role of the TLAB, as defined by the
Libraries Act 1984, is to advise the Minister for Education
and Skills, and the Secretary of the Department of
Education on matters relevant to the provision of public
library services in Tasmania. The Libraries Amendment Act
2000 extended the membership structure to provide
a wide representation from the Tasmanian community,
comprising a mix of rural and urban interests.
The current board was appointed on 1 January 2012 until
31 December 2013.
Board
membership
Ministerial nominees:
Ms Mary Bent (Chair)
Ms Donna Bain
Dr Mark Briggs
Ms Sue Chapple
Ms Jen Fitzgerald
Ms Beverley Jennings
Ms Kate Mollison (resigned 22 June 2013)
Dr Dianne Snowden
Local Government Association of Tasmania
nominees:
Mr Stephen Brown
Mayor Tony Foster OAM JP (resigned 22 November 2012)
Alderman Sandra French
Alderman Doug Chipman
Councillor Susan Nolan (appointed 7 May 2013)
Nominee of the Secretary of the
Department of Education:
Ms Jenny Rayner, Director, LINC Tasmania
Board
meetings
The board held four meetings during 2012–13 in:
• Launceston on 13 September 2012
• Bridgewater on 6 December 2012
• Hobart on 7 March 2013 and 20 June 2013.
Major issues
considered by
the board
Leisure and Lifestyle program
The Leisure and Lifestyle program was a major topic of
discussion in 2012–13. The board is very supportive
of lifelong learning and recognises that informal and
recreational learning has an important place in community
life. However, the board has endorsed the government’s
budget decision of 2010–11 to give greater priority to
courses that lead to increased skills or employability,
and place leisure and recreational classes on a cost
recovery footing. The board is concerned that the
program’s declining enrolment base is affecting its viability
and may impact adversely on LINC Tasmania’s other
priorities and its reputation.
eBooks
LINC Tasmania’s eBook holdings continue to steadily
increase. Circulation figures suggest that eBooks are
replacing print for some clients. The board endorses
LINC Tasmania’s continued active contribution to national
strategies being developed by the Australian Library and
Information Association (ALIA) and National and State
Libraries Australasia (NSLA) that: promote the extension
of public lending right royalties to eBook authors to
ensure that authors receive a fair return for eBooks;
encourage the extension of purchase/subscription options;
and collaborate on ventures designed to encourage
publishers to engage with this format.
Modernising Tasmania’s Archives and
Libraries legislation
The board provided a formal submission in May 2013
in response to the Modernising Tasmania’s Archives and
Libraries legislation consultation paper. This paper outlined
recommendations for amendments to the current
legislation which governs Tasmania’s public library
and archives services, the Libraries Act 1984, and the
Archives Act 1983. The board also received a briefing
on stakeholder feedback received by LINC Tasmania in
response to the consultation paper.
In its submission to the consultation, the board expressed
its support for LINC Tasmania and for the expanded role
it has taken up since the Libraries Act 1984 was drafted.
LINC Tasmania is a leading example of how a state
library service can meet the challenges of library
provision in contemporary society and adapt its services
and priorities to remain relevant in this digital age.
The board is also aware that since the creation of
the Tasmanian Archive and Heritage Office there has
been increased collaboration and consistency across
the archive, heritage and reference sections of the
LINC Tasmania service. This is welcome and establishes
a strong foundation for future rationalisation of roles
and processes.
The revisions of the legislation proposed through this
process will assist it to meet these challenges.
90 Required Reporting » Other Annual Reports

Regional Services Network
Of the five planned regional LINCs, three are now
operational (Bridgewater, Scottsdale and
Queenstown/West Coast Hub) with one still in the
planning phase (George Town). The Sorell LINC was
deferred as part of the savings in Capital Investment
Projects required in the state budget 2011–12.
The board toured the new Bridgewater LINC facilities
during their December 2012 meeting. The TLAB chair
and two board members attended the opening of
Scottsdale LINC on 1 May 2013.
The board continues to support the George Town
hub proposal based on the many benefits it will bring
to the community, and is hopeful that the project will
proceed to implementation.
26TEN and LINC Tasmania literacy services
The chair attended the launch of the 26TEN strategy in
October 2012. 26TEN aims to raise community awareness
and encourage organisations and individuals to work
together to improve adult literacy in Tasmania.
The board strongly supports this initiative, which it
considers to be leading the nation in its strategy and vision.
The board is keen to collaborate with the Adult Literacy
Coalition of Interest on any projects of mutual interest.
LINC Tasmania budget
The board remained concerned about the impact of budget
constraints on the services delivered by LINC Tasmania.
The board was of the view that with a number of cost
saving measures already implemented to date, there are
major challenges for the organisation to deliver further
efficiencies without impact on service provision.
The board emphasised the importance of a strategic
approach to any proposed changes in service delivery
which may result from future budget challenges, in order
to retain the integrity of the service as a whole.
The board remains committed to previous arguments
put forward for increases to the ‘Bookvote’ and was
disappointed that this could not be delivered in the
2013–14 Tasmanian Budget. It will continue to argue for
this as a priority to address the growing range of resource
formats and client groups that need to be included in the
library acquisitions program.
Re-imagining reference services
Reviewing and ‘re-imagining’ reference services is an
ongoing process for LINC Tasmania as new technology
continues to effect rapid changes in the way individuals
seek and use information.
The board is very supportive of LINC Tasmania’s
commitment to the national Re-imagining Libraries
Strategy which aims to fundamentally re-shape reference
collections and services to meet the changing needs of
clients and embrace new opportunities in combined
service delivery.
The board is also aware of the importance of
LINC Tasmania’s review of its Reference Collection
Development Policy. This review will ensure that the
acquisition of reference materials reflects the changing
preference of clients for digital formats over print.
Meetings
with the
Minister
During the year the Minister was periodically briefed on
the activities of the board and major issues concerning
the provision of LINC Tasmania services in this state.
The chair met with the Minister for Education and Skills,
Hon Nick McKim MP on several occasions during 2012–13.
Board
operations
On behalf of the board, I would like to sincerely thank
board members, past and present, for their commitment
and voluntary contribution to the business of TLAB.
As dedicated members of the board, the interests of
LINC Tasmania and the Tasmanian community as a whole
have been well-served.
I would also like to acknowledge the contributions from
a range of LINC Tasmania staff who provide the board
with professional expertise and comprehensive briefing
papers for each meeting. I also acknowledge and
thank LINC Tasmania’s support staff who manage the
practicalities of the meeting schedule so efficiently.
TLAB looks forward to continuing its productive
relationship with LINC Tasmania, particularly as it
evolves, innovates, and employs new technologies in
an increasingly digital environment. The financial
challenges faced by the Tasmanian Government and
indeed LINC Tasmania mean that the service network
must be sustainable; in order to continue to provide
Tasmanians with access to opportunities for skills
development, and to the information they need to
function effectively in the 21st century.
Mary Bent
Chair
Required Reporting » Other Annual Reports
91

State Library and Archives Trust Annual Report
I am pleased to submit the 28 th annual report of the State Library and Archives Trust (SLAT). The Trust is required by the Libraries Act 1984
to administer any property acquired by the Trust through gift, bequest or device for the advancement of library and/or archives knowledge
in Tasmania. The Trust awards grants and, on occasions, travelling scholarships aimed at assisting the professional development of librarians,
archivists, and library and archives workers.
Conferences
and seminars
Tasmanian librarians, archivists and library workers
have attended, with the support from the Sir John
Morris Memorial Trust Fund, a number of professional
development conferences and workshops in 2012–13
including, among others:
• ALIA Biennial 2012 Conference, Sydney, July 2012.
• International Congress on Archives, Brisbane,
August 2012.
• Australia Law Librarian’s Conference, Brisbane,
August 2012.
• Art Libraries Society Australia and New Zealand 2012
Conference, Melbourne, September 2012.
• New Cataloguing Code Resource Description and
Access, Canberra, October 2012.
• Measuring and Improving Library Value Conference,
Sydney, November 2012.
• ALIA Information Online 2013, Brisbane,
February 2013.
• 6 th New Librarians’ Symposium, Brisbane,
February 2013.
Twenty applications were funded by the Sir John Morris
Memorial Trust Fund for the 2012–13 year in accordance
with the Trust Deed. The total amount of grant funding
awarded was $18,674. This represents a decrease from
last year’s grant allocation of $31,912 which was shared
across 31 applicants. The decrease reflects a decline in
interest earned on the capital investment, and the Trust’s
concern to maintain the investment to a level that will
preserve its goals and objectives for the longer term.
The successful applicants prepared reports on their
activities and also made presentations to gatherings of
library and archives professionals in order to share the
knowledge gained through their participation. All reports
are available on request from the secretary of the Trust.
Through the assistance provided for these activities,
the Trust has continued to help raise the skills and
knowledge of library and archives workers throughout
Tasmania.
Travelling
scholarships
The Trust did not offer a Sir John Morris Memorial Trust
Travelling Scholarship in 2012–13.
TM Crisp
Memorial
Sporting
Library Fund
The Trust also administers the TM Crisp Memorial
Sporting Library Fund, which provides grants for the
purchase of sporting books for public and reference
libraries. The sum of $700 was made available from the
fund to the State Library in 2012–13 for the purchase of
books on sporting pursuits, including cricket, tennis and
other popular sporting activities.
Kula Bequest
Fund
In 2012–13 a sum of $3,700 was made available to the
State Library for the first time, after SLAT became
administrators of the Kula Bequest Fund in the previous
financial year. This fund stipulates that the yearly income
of the trust fund is utilised to purchase works of foreign
fiction subsequently published in English.
Meetings and
funds
Three ordinary meetings of SLAT were held during
the reporting year: in August and November 2012,
and May 2013.
The Trust is now reliant on utilising safer bank-managed
funds to grow its assets for investment in the continued
professional development of library and archives workers
across the state, while retaining the required Consumer
Pricing Index to maintain assets over time, and has
exercised prudence and equity with the distribution
of Trust funds. This strategy has seen the investment
conservatively grow over the current year, with minimal
losses occurring with the divestment of one investment
portfolio remaining from 1999 through Shadforths
Financial Services. The Trust will now consider funding
applications for each coming six month period at meetings
held in May and November.
I would like to express my sincere appreciation to each
of the members of the State Library and Archives Trust,
Ms Simone Bingham of the University of Tasmania;
Mr Duncan Hall of the Public Trustee, Mr Ross Latham,
State Archivist; and Ms Jenny Rayner, Director, LINC
Tasmania, for their ongoing dedication and contribution to
the success of the Trust, and to thank Ms Suzi Ransom for
her support throughout the year in the role of Secretary.
Mary Bent
Chair
92 Required Reporting » Other Annual Reports

Allport Library and Museum of Fine Arts Annual Report
The mission of the Allport Library and Museum of Fine Arts (ALMFA) is to ensure that the bequest which Henry Allport made in 1965 is
highly valued and enjoyed by its beneficiaries, the people of Tasmania, and is recognised for its major contribution to Australia’s heritage.
The objectives and principles which support that mission are:
• providing maximum access to the collection within the limits of preservation and security considerations
• maintaining the highest standards in collection development and service
• encouraging the Tasmanian community to participate in the development and preservation of the collection.
Exhibitions
and displays
National Year of Reading – exhibition
An exhibition was held from July to September to coincide
with the National Year of Reading in 2012. Printmaking
group Hunter Island Press exhibited Reading Tasmanians:
An Interpretation which saw each printmaker choose a text
by a Tasmanian author to inspire their work.
North Lyell Mine Disaster – exhibition
October 2012 marked 100 years since Tasmania’s worst
mining disaster in Queenstown. The Tasmanian Archive
and Heritage Office (TAHO) hold the majority of the
Mount Lyell Mining and Railway Company records,
and an exhibition was planned to coincide with the
Queenstown Heritage & Arts Festival. So many voices
lost to us: North Lyell Mine Disaster 1912 was opened on
4 October 2012. Both the Queenstown community and
local clients expressed positive opinions about the display,
with comments such as “very powerful”, “humanness in
this exhibition really good to see”, “superb”, “excellent
exhibition”.
Come to Tasmania the Wonderland –
poster exhibition
A travelling version of the poster exhibition, Come to
Tasmania the Wonderland was developed to enable other
LINCs across the state (Huon LINC, Devonport LINC
and Launceston LINC) to display reproductions of the
posters locally.
Thylacine Exhibition
The photographic and text based mixed media exhibition
Like Something Which I’ve Never Seen was opened on
28 February 2013. It was the result of collaboration
between local photographer Rachael Duncan and
writer Emily Bullock, examining the culture surrounding
twentieth century thylacine sightings in Tasmania.
The exhibition included documentary material and
Thylacine prints from TAHO.
Collaboration with the Queen Victoria
Museum and Art Gallery
The Convict Stain: Vice, Virtue & John West was developed
by the Queen Victoria Museum and Art Gallery and
displayed in Launceston throughout 2012. It was then
modified as a travelling exhibition, with additional objects
from the TAHO collections included in the Hobart display.
It coincided with the 160 year anniversary of the end of
convict transportation to Van Diemen’s Land in 1853.
Merchandise
Tasmanian linocuts by Curzona Frances Louise Allport
were reproduced as prints for sale as merchandise.
Access
There were 8,682 visitors in 2012–13, representing a
10% decrease from 2011–12. However, 2011–12 saw
particularly high visitor numbers. Visitor trends over the
longer 2011–12 to 2012–13 period still demonstrate a 35%
increase on the 2009–10 to 2010–11 period.
Visits and tours were held throughout the year from
groups including the Tasmanian Museum and Art Gallery
volunteer guides, Heritage Tasmania staff, several Probus
clubs, Friends of the Newcastle Gallery and schools
including Mt Carmel College, Lenah Valley Primary School
and Albuera Street Primary School.
Publicity and
promotion
Items from the Allport Library and Museum of Fine Arts
collection were reproduced in 2012–13 in a wide range of
books, reports, brochures, signs, exhibitions and television
and film documentaries. The collection and exhibition
program was also promoted widely in the media:
• Mercury newspaper article ‘Mining Horror
100 Years Ago’, 5 October 2012
• ABC Local News, 7 October 2012,
‘Disaster Centenary’
• Australian Mining, ‘Mount Lyell Disaster questioned’,
by Vicky Validakis, 8 October 2012
• 936 ABC Radio interview with Ross Latham and
Louise Saunders, 9 October 2012
• ABC News 24 (National) coverage of
‘Disaster Centenary’ news story
• Promotion of North Lyell Mine Disaster exhibition
on Edge Radio (University radio station)
• Mercury newspaper article, ‘Allport Buys Errington
art’, on the acquisition of colonial works by Eliza
Errington from the Ruth and John Clemente auction,
November 2012
• So many voices lost to us and Allport Colonial Gallery
listed in the Tasmanian Museum and Art Gallery
‘Spring Gallery Guide’
• Mercury newspaper article, ‘A tragedy not to be
forgotten’, review of So many voices lost to us by
Clyde Selby, 1 December 2012
• Mercury newspaper article, ‘Celebrating yesteryear’,
article on Curzona Frances Louise Allport prints
recently reproduced, 23 February 2013
• Mercury newspaper article, ‘Like somebody that we
use to know’, article by Kane Young on the exhibition
Like Something Which I’ve Never Seen, 1 March 2013
Required Reporting » Other Annual Reports
93

• 936 ABC Radio, Like Something Which I’ve Never Seen
interview with Rachael Duncan and Emily Bullock,
27 February 2013
• Mercury newspaper article, ‘Things that go bump in
the night’, review of Like Something Which I’ve Never
Seen by Clyde Selby, 6 April 2013
• SBS National Television, Who Do You Think You Are,
episode 5 Lex Marinos, interview with Caitlin Sutton,
30 April 2013
• 936 ABC Radio, ‘Your afternoon’, Jo Spargo, interview
with Caitlin Sutton for Library and Information Week
• The Australian, national newspaper, ‘Public Works’,
article by Bronwyn Watson on William Buelow
Gould’s Sketchbook of fishes, 8 June 2013
• Short Film Screenings: Films from the TAHO
collections are now being screened on a daily basis in
the Allport Library and Museum of Fine Arts library
• Website: The Allport Library and Museum of Fine
Arts web presence has recently been enhanced,
with a redeveloped webpage and increased
use of social media: http://www.linc.tas.gov.au/
tasmaniasheritage/popular/allport. The new webpage
highlights treasures of the collection such as Gould’s
Sketchbook of Fishes, including an animation of the
book and information on its inclusion in the Australian
Memory of the World Register. There is also a section
for merchandise, information introducing the
Allport family, a page dedicated to promotion of the
Colonial Gallery, and links to the new Facebook page.
Acquisitions
of note
Books
• Andrews, C. A monograph of Christmas Island
(Indian Ocean) 1900
• Gilmour, Joanna Elegance in Exile: Portrait Drawings from
Colonial Australia, 2012
• Hamerton, Philip Gilbert, Landscape, 1885
• Wilson, Ian J, Record of fish killed at the Great Lake
Tasmania, 2012
• Reading Tasmanians: An Interpretation, exhibition
catalogue, 2012
• Marsh’s Library, The New World: Books of Exploration and
Discovery…2006
• The Sydney Gazette and NSW Advertiser, 1965
• Cruise, RA, Index by Nelly Bess to Journal of Ten Months’
Residence… 2011
• Art Gallery of Ballarat, Capturing Flora… 2012
• Scrap album of Louis Agnew, son of the Premier of
Tasmania, 1876-78
• The original manuscript from which The journal of Mrs.
Fenton : a narrative of her life in India, the Isle of France
(Mauritius)… was published in 1901/Elizabeth Fenton.
Objects
• Two fishing rods belonging to Morton Allport,
including licence and leather fly wallet.
Fine Art
• Three pencil sketches of Hobart with annotated notes
by Frances Fearnley Rowntree (1892–1966) New
Town Congregational Church, Tomb of Archdeacon
Hutchins, St David’s Park (pencil sketch), Tomb of
James Garden, c1930
• Ambroise Tardieu (1788–1841) Geoffroy St Hilaire
Stipple engraving, c1830
• Isaac Robert Cruikshank (1789–1856) colour aquatint,
1830
• Elizabeth Errington, 11 annotated sketches of
Port Arthur, 1840s
• Unknown artist, old convict building, Sarah Island,
watercolour, 1905
• CFL Allport, Figures and white doves, c1920s
• Captain Franklin RN… Engraved by WT Fry after
T. Wageman
• Evans, GW (attributed) Hobart Town published
by J Souter
• Southwest view of Hobart Town Engraved by
Engelmann of GW Evans
• Francis Russell Nixon, The Blowhole,
Port Arthur, 1855
• GTWB Boyes, [Mt Wellington, Hobart], c1840s
• Hobartstown in Vandiemensland Hand coloured
lithograph, c1825
• William Buelow Gould [Dogs and Cats] pencil on
card, c1830s
• William Buelow Gould [Game Bird] pencil on
card, c1830s
• William Buelow Gould [Duck Shooting] pencil on
card, c1830s
• William Buelow Gould [Game Birds within a
landscape] pencil on card, c1830s
• William Buelow Gould [Fishing] pencil on card, c1830s
• [View of Mt Direction overlooking Derwent River],
watercolour, c1870s, artist unknown
• JC Goodhard, Molle St Bridge, (first state and strike of
an edition of 25), signed and numbered 1, c1928.
Conservation
The Management Committee continues to support
the conservation and maintenance of the collection
by allocating up to 25% of its annual income from
the Endowment Fund and from interest earned for
conservation treatments. In 2012–13 the committee
funded:
• treatment at Centre for Cultural Materials
Conservation of an oil painting by Haughton Forrest;
maintenance of watercolour collection
• maintenance and servicing of Barclay Bracket and
French Marble clocks
• rehousing, conservation, and description of
currency collection
• cleaning of ceramics
• repair to bookcase
• improvement of hanging system to minimise damage
to works and increase security in the Colonial Gallery.
94 Required Reporting » Other Annual Reports

Staff
Management Committee
The Allport Library and Museum of Fine Arts
Management Committee held three meetings in 2012–13,
on 8 August 2012, 21 November 2012 and 28 March 2013.
Membership of the committee comprised:
• Mr Tim Bugg, Chair (nominated by the trustees
of the estate of Henry Allport)
• Ms Amanda Wojtowicz (nominated by the trustees
of the estate of Henry Allport)
• Dr AV (Tony) Brown, a Trustee of the Tasmanian
Museum and Art Gallery (nominated by the
Board of Trustees)
• Mr Cobus Van Breda (appointed by the
Minister for Education)
• Ms Jenny Rayner, Director, LINC Tasmania
(nominated by the Secretary of the
Department of Education)
• In April 2013 Caitlin Sutton was appointed
permanently to the position of Librarian,
Allport Library and Museum of Fine Arts.
Towards the end of 2012 John Upcher completed his
term as chair of the Allport Library and Museum of
Fine Arts Management Committee. John was appointed
chair in 1997. Both in that capacity and as a trustee of
the Allport Trust over many years he has played a major
role in ensuring the long term wellbeing of the collection.
John has been, and continues to be a passionate and
fearless supporter of the mission of the Allport Library
and Museum of Fine Arts. The management committee is
indebted to him for his significant contribution.
Tim Bugg
Chair
Required Reporting » Other Annual Reports
95

Tasmanian Home Education Advisory Council Annual Report (2012)
Home education occurs when parents/guardians are formally recognised as conducting the child/ren’s learning program from a home
base. Whilst they may purchase or borrow curriculum materials or learning resources, the responsibility for planning and implementing the
educational program rests with the home educator. In Tasmania, parents/guardians who are home educating their children are required to
register with the Tasmanian Home Education Advisory Council (THEAC).
Role of
THEAC
THEAC was established by the Minister for Education to
assist in the management and support of home education
in Tasmania. The role of THEAC is to:
• provide policy advice and information to the
Minister in relation to home education
• maintain a register of parents/guardians who are
home educating
• monitor the educational programs of children
whose parent/guardian/s have applied for registration
as home educators, and make appropriate
recommendations to the Minister as a result of
initial and periodic monitoring
• provide a reference point for inquiries
regarding home education
• respond to community concerns about
home education
• maintain liaison with other agencies on
matters regarding home education
• organise ongoing support and assistance to
home educators.
Membership
THEAC consists of six members appointed by the Minister for Education, three nominated by home educators and
three nominated by the Minister for Education. Members for 2012 are detailed below.
Member Comments From Until
Ms Suzanne Pennicott-Jones Ministerial appointee – Department of Education 1/1/2012 31/12/2014
Mr Peter Norton Ministerial appointee 1/1/2007 31/12/2012
Mr Simon Deeth Ministerial appointee (chair 16/03/2009–31/3/2012) 1/5/2008 1/4/2012
Ms Jacinta Sinclair Home educator nominee (chair from 1/4/2012) 1/8/2009 31/7/2015
Mrs Keren Golab Home educator nominee 1/10/2009 30/9/2015
Mrs Margaret Sonnemann Home educator nominee 1/10/2009 30/9/2015
Employees
THEAC employed two part-time administration officers,
two part-time monitoring officers and a part-time financial
officer during 2012.
The key function of the administration officers is to
provide administrative support to THEAC, including
maintaining data, and to execute THEAC decisions.
The key function of the monitoring officers is to assist
THEAC in the monitoring of home education according to
established policies and practices.
The key function of the financial officer is to undertake
payroll and accounting work.
Contact details
3 Dowling Street, Launceston, Tasmania 7250
Phone/Fax: 6334 5381
Email: admin@theac.org.au
Website: www.theac.org.au
Charter
Context
THEAC is responsible for monitoring new and ongoing
home education programs for families who have
registered for home education.
Beliefs and values
THEAC members believe that:
• all children are entitled to receive an education
that enables them to reach their potential, including
children who are being home educated
• home education is a viable educational option for
many children
• home education should continue to be recognised
and supported as a legitimate option for education in
Tasmania
• monitoring should be unobtrusive and sensitive to
differing beliefs and practices, and be undertaken in a
spirit of collaboration, support and assistance
• home educating parents/guardians should be free to
choose from a wide variety of resources, commercial
programs and curriculum materials in line with their
educational values and beliefs
• THEAC should not favour any particular home
education program or curriculum materials.
Operating principles
The employees and members of THEAC operate
according to the following principles:
• maintain a non-intrusive and professional point of
reference for all home education queries
• ensure that all families registered with THEAC are
adequately monitored in a collaborative manner
according to THEAC procedures
• maintain accurate records of matters pertaining to
THEAC’s business
• provide accurate and timely information and policy
advice to the Minister.
96 Required Reporting » Other Annual Reports

Report
on council
activities for
2012
Meetings
THEAC conducted nine regular meetings during the year.
The main function of the meetings was to consider the
monitoring reports relating to home educators’ programs
and new applications for home education. Two workshops
were held to discuss the administration and management
role and function of THEAC and to review and update
policies and procedures.
Ministerial liaison
THEAC maintained liaison with the Minister for Education
throughout the year through the provision of minutes of
meetings and email, mail and phone contact with his office.
The three Learning Services within the Department of
Education were provided with weekly updates of newly
registered and ceasing home educating families.
Registration and monitoring
During 2012, the parents/guardians of 172 children were
approved for registration as home educators through
THEAC. Together with families with ongoing home
education programs, monitoring reports for 404 children
from 232 families were prepared. A total of 665 students
from 350 families were registered with THEAC as at
31 December 2012.
Administration
The administration officers continued to maintain
administrative procedures for THEAC and support for
home educators. The monitoring officers visited families
statewide as requested by THEAC and presented
reports on these families to THEAC for consideration.
Staff engaged in professional development in archiving,
cultural sensitivity and Asperger’s Syndrome, and all staff
participated in a staff appraisal process.
During 2012, two council members completed their
service to home education in Tasmania as members of
THEAC. Mr Peter Norton concluded six years of service.
Mr Simon Deeth concluded four years of service, most of
which was as chair of THEAC. Their valuable contribution
was recognised with gratitude.
Public and professional relations
THEAC maintained liaison with various government
departments in carrying out its support for home
educators, including Department of Education legal
advisors who provided ongoing advice on policy matters.
THEAC continued to work with the Tasmanian eSchool
in trialling courses for home educated students of
secondary school age. Early success has been encouraging,
and THEAC continues to work with the eSchool to seek
ways to make this available and affordable for home
educating families.
THEAC continued to disseminate information both within
the community at large and within the community of
home educators throughout the state.
Home educator get-together/information sessions were
held in Ulverstone, Launceston and Hobart in November.
All were well attended.
After a competition within the Tasmanian home education
community, THEAC adopted a new logo in April.
The Minister approved the new THEAC website which
went live in December.
Policy
THEAC reviewed and amended the policy on cancellation
of registrations to ensure greater clarity, transparency and
natural justice.
Support for home educating families
Development of the Australian Curriculum continued to be
monitored to gauge any impact for home educators.
Fifty home educated children registered for the 2012
National Assessment Program for Literacy and Numeracy
(NAPLAN).
Four newsletters were published for home educators
over the year. These newsletters provided information
updates and were used to continue a supportive liaison
between THEAC and home educators.
THEAC initiated a project to seek financial assistance
by way of discounts for goods and services for home
educating families.
Financial report
THEAC employs a financial officer to prepare relevant
financial documents with a THEAC member maintaining
the Treasurer’s position. An audited financial report for
the period July 2011 to June 2012 has been presented to
the Minister for Education.
Jacinta Sinclair
Chair
Required Reporting » Other Annual Reports
97

Schools Registration Board Annual Report
Establishment
and function
The Schools Registration Board (the board) was
established on 1 July 1995 under Part 5 of the
Education Act 1994. The board is an independent statutory
body with its composition and powers defined under
the Act and its supplementary Regulations. Its primary
function is to ensure that non-government schools comply
with the educational standards determined by the
Minister for Education and Skills. In addition, it must assess
and determine applications for:
a) the registration of new non-government schools
b) the registration of existing schools.
Members
Members of the board are appointed by the Minister (Education Act 1994 45 (1-3)) and as of 30 June 2013 included:
Ms Jenny Cranston
Chair
Ms Judy Travers
Department of Education
Mr Tony Crehan
Organisations representing registered schools
Mr Jon Hosford
Organisations representing registered schools
Ms Angela Briant
Organisations representing teachers of registered schools
Ms Gillian Unicomb
Organisations representing teachers of registered schools
Ms Christine Edwards Catholic Education
Mr Ian Dalton
Organisations representing parents of children at registered schools
Ms Sally Giacon
Registrar
Standards
for the
registration
of schools
The matters on which the Minister may determine a
standard are contained in section 53 (1) of the
Education Act 1994 and have been revised as a result
of the amendments to the Act proclaimed on
1 January 2004. The standards for registration are:
a) the proposed curriculum of a school
b) the qualifications required of teachers at a school
c) the facilities to be provided at a school
d) the minimum number of students to attend a school
e) the kinds of students to attend a school
f) the enrolment and attendance procedures of a school
g) the financial viability of a school
h) the governance of a school
i) the impact of a new school on other schools
j) a documented grievance process
k) any other prescribed matter.
‘Prescribed matter’ to date includes a Code of Conduct
for Employees and a Review and Development process.
Board
meetings
The board met six times in 2012–13 when it considered
matters relating to applications for registration of existing
schools, as well as other procedural and policy issues. All
meetings were held in Hobart. The meeting dates were:
• 2012 – 8 August, 19 October and 28 November
• 2013 – 6 February, 17 April and 12 June.
98 Required Reporting » Other Annual Reports

Registration
of schools
For a current list of non-government schools in Tasmania
see: http://www.schools.education.tas.gov.au/srb/directory/
Forms/AllItems.aspx
1. Application for a new school
There was one application for a new school in 2012–13:
• The Learning Odyssey.
2. Review of registered schools
In Tasmania, there are 67 registered schools; 13 of these
schools have more than one campus.
The following schools were reviewed between July 2012
and June 2013:
• Circular Head Christian School, Smithton
• Community Christian Academy, Kilafaddy Rd
Newstead and Tudor Ave Newstead
• Eastside Lutheran College, Warrane
• Giant Steps Tasmania, Deloraine
• Guilford Young College, Glenorchy and Hobart
• Hilliard Christian School, Moonah
• Immaculate Heart of Mary School, Lenah Valley
• Larmenier Catholic School, St Leonards
• North West Christian School, Penguin
• Oakwood School, Claremont, Newstead and
East Devonport
• Sacred Heart Catholic School, Ulverstone
• Sacred Heart College, New Town
• St Aloysius Catholic College, Huntingfield and
Kingston Beach
• St Brendan-Shaw College, Devonport
• St Finn Barr’s Catholic School, Invermay
• St James Catholic College, Cygnet
• The Launceston Preparatory School, Launceston.
3. School closures/amalgamations
There were no school closures or amalgamations
in 2012–13.
4. Changes to registration
Schools are required to notify the Schools Registration
Board of any significant or notifiable changes in relation
to their registration details.
In November 2003, the Schools Registration Board
determined that, in order to fully consider proposals to
change registration, schools are to notify the board six
months before the intended change is to take place.
The following change was considered by the board
in 2012–13:
• Seabrook Christian School – closure of
St Helens Campus.
Jenny Cranston
Chair
Statement of
expenditure
Expenditure information is provided in the Financial
Statements section on page 141.
Required Reporting » Other Annual Reports
99

100 Required Reporting

Financial Statements
AS AT 30 JUNE 2013
Contents
Statement of Comprehensive Income...................................................................................... 102
Statement of Financial Position................................................................................................... 103
Statement of Cash Flows..............................................................................................................104
Statement of Changes in Equity..................................................................................................105
Notes..................................................................................................................................................106
Statement of Certification............................................................................................................144
Auditor-General's Report............................................................................................................ 145

Statement of Comprehensive Income
For the
year ended
30 June 2013
Continuing Operations
Revenue and other income from transactions
Revenue from government
Notes
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Appropriation revenue – recurrent 2.10(a), 7.1 893,214 866,773 926,677
Appropriation revenue – works and services 2.10(a), 7.1 12,050 12,161 61,384
Other revenue from government 2.10(a), 7.1 16,465 5,553 7,441
Grants 2.10(b), 7.2 67,758 58,573 5,329
Sales of goods and services 2.10(c), 7.3 46,762 42,874 45,029
Fees and fines 2.10(d), 7.4 580 317 350
Interest 2.10(e) 1,614 1,217 2,035
Contributions received 2.10(f), 7.5 80 12,740 225
Other revenue 2.10(g), 7.6 25,485 24,617 39,317
Total revenue and other income from transactions 1,064,008 1,024,825 1,087,787
Expenses from transactions
Employee benefits 2.11(a), 8.1 693,153 719,846 706,635
Depreciation and amortisation 2.11(b), 8.2 41,184 52,279 49,454
Supplies and consumables 2.11(c),8.3 237,974 188,822 207,571
Grants and subsidies 2.11(d), 8.4 50,859 59,182 44,623
Other expenses 2.11(e), 8.5 50,899 25,275 41,812
Total expenses from transactions 1,074,069 1,045,404 1,050,095
Net operating result from continuing operations (10,061) (20,579) 37,692
Other economic flows included in net result
Net gain/(loss) on non-financial assets 2.12(a)(c), 9.1 237 1,023 (3,777)
Net gain/(loss) on financial instruments and
statutory receivables/payables
2.12 (b), 9.2 – (83) (360)
Net gain/(loss) associated with transitional data transfers 9.3 – – (14,346)
Total other economic flows included in net result 237 940 (18,483)
Net result (9,824) (19,639) 19,209
Other comprehensive income
Items that will not be reclassified subsequently to profit or loss
Changes in property, plant and equipment revaluation surplus 26,368 64,642 66,548
Total other economic flows – other non-owner changes in equity 26,368 64,642 66,548
Comprehensive result 16,544 45,003 85,757
This Statement of Comprehensive Income should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 4 of the accompanying notes.
102 Financial Statements » Statement of Comprehensive Income

Statement of Financial Position
As at
30 June 2013
Assets
Financial assets
Notes
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Cash and deposits 2.13(a), 14.1 44,981 53,570 66,553
Receivables 2.13(b), 10.1 12,969 17,137 12,047
Non-financial assets
Assets held for sale 2.13(c), 10.2 11,669 11,206 11,427
Property, plant and equipment 2.13(d), 10.3 1,611,722 1,645,070 1,612,500
Library book stock 2.13(d), 10.4 16,321 15,095 16,790
Heritage collections 2.13(d), 10.5 63,363 64,153 63,343
Intangibles 2.13(f), 10.6 – 2,271 3,029
Other assets 2.13(e), 10.7 2,157 2,780 1,818
Total assets 1,763,182 1,811,282 1,787,507
Liabilities
Payables 2.14(a), 11.1 7,581 8,086 11,978
Employee benefits 2.14(b), 11.2 154,527 150,544 154,249
Other liabilities 2.14(d), 11.3 14,620 4,846 15,474
Total liabilities 176,728 163,476 181,701
Net assets 1,586,454 1,647,806 1,605,806
Equity
Reserves 13.1 302,030 385,387 320,745
Accumulated funds 1,284,424 1,262,419 1,285,061
Total equity 1,586,454 1,647,806 1,605,806
This Statement of Financial Position should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 4 of the accompanying notes.
Financial Statements » Statement of Financial Position
103

Statement of Cash Flows
For the
year ended
30 June 2013
Cash flows from operating activities
Cash inflows
Notes
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Appropriation receipts – recurrent 893,214 866,773 926,677
Appropriation receipts – other – – 6,279
Grants – continuing operations 67,758 58,573 3,419
Sales of goods and services 47,974 41,667 39,454
Fees and fines 580 317 350
GST receipts 48,574 33,440 43,853
Interest received 1,614 1,217 2,035
Other cash receipts 25,483 26,371 37,730
Total cash inflows 1,085,197 1,028,358 1,059,797
Cash outflows
Employee benefits (684,541) (723,551) (700,989)
GST payments (47,378) (32,160) (42,644)
Supplies and consumables (243,389) (190,240) (207,500)
Grants and subsidies (50,859) (57,911) (44,623)
Other cash payments (50,333) (25,564) (53,460)
Total cash outflows (1,076,500) (1,029,426) (1,049,216)
Net cash from (used by) operating activities 14.2 8,697 (1,068) 10,581
Cash flows from investing activities
Cash inflows
Receipts from non-operational capital funding
Appropriation receipts – works and services 12,050 15,300 61,384
Other revenue from government – – 1,162
Proceeds from the disposal of non-financial assets – 2,502 917
Total cash inflows 12,050 17,802 63,463
Cash outflows
Payments for acquisition of non-financial assets (39,827) (22,043) (68,038)
Works and Services repayment to Treasury – (7,674) –
Total cash outflows (39,827) (29,717) (68,038)
Net cash from (used by) investing activities (27,777) (11,915) (4,575)
Net increase (decrease) in cash and cash equivalents held (19,080) (12,983) 6,006
Cash and deposits at the beginning of the reporting period 64,061 66,553 60,547
Cash and deposits at the end of the reporting period 14.1 44,981 53,570 66,553
This Statement of Cash Flows should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 4 of the accompanying notes.
104 Financial Statements » Statement of Cash Flows

Statement of Changes in Equity
For the
year ended
30 June 2013
Notes
Reserves
$’000
Accumulated
Funds
$’000
Total Equity
$’000
Balance as at 1 July 2012 320,745 1,285,061 1,605,806
Total comprehensive result 64,642 (19,639) 45,003
Decrease in equity associated with CLAF 1 proceeds – (3,003) (3,003)
Total 64,642 (22,642) 42,000
Balance as at 30 June 2013 385,387 1,262,420 1,647,806
Notes
Reserves
$’000
Accumulated
Funds
$’000
Total Equity
$’000
Balance as at 1 July 2011 254,197 1,271,428 1,525,625
Total comprehensive result 66,548 19,209 85,757
Decrease in equity associated with CLAF 1 proceeds – (5,576) (5,576)
Total 66,548 13,633 80,181
Balance as at 30 June 2012 320,745 1,285,061 1,605,806
1. CLAF = Crown Land Administration Fund. CLAF proceeds from property disposals are controlled by the Department of Treasury and Finance. The
department recognises these proceeds at the time of sale.
This Statement of Changes in Equity should be read in conjunction with the accompanying notes.
Financial Statements » Statement of Changes in Equity
105

Notes
Notes to
and forming
part of the
financial
statements
for the
year ended
30 June 2013
Note Description Page No.
1 Administered financial statements 108
1.1 Schedule of Administered Income and Expenses 108
1.2 Schedule of Administered Assets and Liabilities 108
1.3 Schedule of Administered Cash Flows 109
1.4 Schedule of Administered Changes in Equity 109
2 Significant accounting policies 110
2.1 Objectives and funding 110
2.2 Basis of accounting 112
2.3 Reporting entity 112
2.4 Functional and presentation currency 112
2.5 Change in accounting estimate 112
2.6 Changes in accounting policies 112
2.7 Administered transactions and balances 114
2.8 Activities undertaken under a trustee or agency relationship 114
2.9 Transactions by the government as owner – restructuring of administrative arrangements 114
2.10 Income from transactions 114
2.11 Expenses from transactions 115
2.12 Other economic flows included in net result 115
2.13 Assets 116
2.14 Liabilities 117
2.15 Leases 117
2.16 Unrecognised financial instruments 117
2.17 Judgements and assumptions 117
2.18 Foreign currency 118
2.19 Comparative figures 118
2.20 Budget information 118
2.21 Rounding 118
2.22 Departmental taxation 118
2.23 Goods and services tax 118
3 Departmental output schedules 118
3.1 Output group information 118
3.2 Reconciliation of total output groups’ comprehensive result to Statement of Comprehensive Income 122
3.3 Reconciliation of total output groups’ net assets to Statement of Financial Position 122
3.4 Administered output schedule 123
3.5 Reconciliation of total administered output groups’ comprehensive
result to administered Statement of Changes in Equity 123
3.6 Reconciliation of total administered output groups’ net assets to schedule of administered assets and liabilities 123
4 Explanations of material variances between budget and actual outcomes 124
4.1 Statement of Comprehensive Income 124
4.2 Statement of Financial Position 124
4.3 Statement of Cash Flows 125
5 Events occurring after balance date 125
6 Underlying net operating balance 126
7 Income from transactions 126
7.1 Revenue from government 126
7.2 Grants 127
7.3 Sales of goods and services 127
7.4 Fees and fines 127
7.5 Contributions received 127
7.6 Other revenues 127
8 Expenses from transactions 128
8.1 Employee benefits 128
8.2 Depreciation 128
106 Financial Statements » Notes

Note Description Page No.
8.3 Supplies and consumables 128
8.4 Grants and subsidies 129
8.5 Other expenses 129
9 Other economic flows included in net result 129
9.1 Net gain/(loss) on non-financial assets 129
9.2 Net gain/(loss) on financial instruments and statutory receivables/payables 129
9.3 Net gain/(loss) associated with transitional data arrangements 129
10 Assets 130
10.1 Receivables 130
10.2 Assets held for sale 130
10.3 Property, plant, equipment 131
10.4 Library book stock 132
10.5 Heritage collections 132
10.6 Intangibles 132
10.7 Other assets 133
11 Liabilities 133
11.1 Payables 133
11.2 Employee benefits 133
11.3 Other liabilities 133
12 Commitments and contingencies 134
12.1 Schedule of commitments 134
12.2 Contingent assets and liabilities 134
13 Reserves 135
13.1 Reserves 135
13.2 Administrative restructuring 135
14 Cash flow reconciliation 135
14.1 Cash and deposits 135
14.2 Reconciliation of net result to net cash from operating activities 136
14.3 Acquittal of capital investment and special capital investment funds 137
15 Financial instruments 138
15.1 Risk exposures 138
15.2 Categories of financial assets and liabilities 140
15.3 Reclassification of financial assets 140
15.4 De-recognition of financial assets 140
15.5 Comparison between carrying amount and net fair value of financial assets and liabilities 140
16 Details of consolidated entities 140
16.1 List of entities 140
16.2 Statement of expenditure for Schools Registration Board 141
17 Notes to administered statements 141
17.1 Explanations of material variances between budget and actual outcomes 141
17.2 Administered revenue from government 141
17.3 Administered grants 141
17.4 Administered sales of goods and services 141
17.5 Administered fees and fines 142
17.6 Administered other revenue 142
17.7 Administered grants and subsidies 142
17.8 Administered receivables 142
17.9 Administered cash and deposits 142
17.10 Reconciliation of administered net result to net cash from administered operating activities 142
17.11 Financial instruments (administered) 143
17.12 Categories of administered financial assets and liabilities 143
17.13 Comparison between carrying amount and net fair value of financial assets and liabilities 143
18 Transactions and balances relating to a trustee or agency arrangement 144
Financial Statements » Notes
107

Note 1: Administered financial statements
1.1
Schedule of
Administered
Income and
Expenses
Administered revenue and
other income from transactions
Revenue from government
Notes
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Appropriation revenue – recurrent 2.10(a), 17.2 236,694 233,524 231,895
Grants 2.10(b), 17.3 569 2,703 661
Sales of goods and services 2.10(c), 17.4 343 155 153
Fees and fines 2.10(d), 17.5 – 12 24
Other revenue 2.10(g), 17.6 – 9 5
Total administered revenue and other
income from transactions
Administered expenses from transactions
237,606 236,403 232,738
Grants and subsidies 2.11(c), 17.7 236,694 236,232 231,877
Transfers to the Consolidated Fund 912 171 864
Total administered expenses from transactions 237,606 236,403 232,741
Administered net result from transactions
attributable to the state
– – (3)
Other economic flows – – –
Administered comprehensive result – – (3)
This Schedule of Administered Income and Expenses should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 17.1 of the accompanying notes.
1.2
Schedule of
Administered
Assets and
Liabilities
Administered assets
Administered financial assets
Notes
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Cash and deposits 2.13(a), 17.9 – – –
Receivables 2.13(b), 17.8 – – –
Total administered assets – – –
Administered net assets – – –
Administered equity
Accumulated funds – – –
Total administered equity – – –
This Schedule of Administered Income and Expenses should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 17.1 of the accompanying notes.
108 Financial Statements » Notes

1.3
Schedule of
Administered
Cash Flows
Administered cash flows from operating activities
Administered cash inflows
Notes
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Appropriation receipts – recurrent 236,694 233,524 231,683
Grants 569 2,703 661
Sales of goods and services 343 155 3
Fees and fines .... 12 24
Other cash receipts .... 9 177
Total administered cash inflows 237,606 236,403 232,548
Administered cash outflows
Grants and subsidies (236,694) (236,232) (231,684)
Transfers to Consolidated Fund (912) (171) (864)
Total administered cash outflows (237,606) (236,403) 232,548
Administered net cash from (used by) operating activities 17.10 – – –
Net increase (decrease) in administered cash held – – –
Administered cash and deposits at the
beginning of the reporting period
Administered cash and deposits at the
end of the reporting period
This Schedule of Administered Cash Flows should be read in conjunction with the accompanying notes.
Budget information refers to original estimates for the department and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in note 17.1 of the accompanying notes.
– – –
17.9 – – –
1.4
Schedule of
Administered
Changes in
Equity
Accumulated
Funds
$’000
Total
Equity
$’000
Balance as at 1 July 2012 – –
Total comprehensive result – –
Balance as at 30 June 2013 – –
Accumulated
Funds
$’000
Total
Equity
$’000
Balance as at 1 July 2011 3 3
Total comprehensive result (3) (3)
Balance as at 30 June 2012 – –
This Schedule of Administered Changes in Equity should be read in conjunction with the accompanying notes.
Financial Statements » Notes
109

Note 2: Significant accounting policies
2.1
Objectives
and funding
The Department of Education is responsible to the
Minister for Education and Skills, and to the Minister for
Children. The department provides services through the
following organisational units:
Early Years and Schools Division
The Early Years and Schools Division delivers its services
to more than 63,000 school aged students 1 attending 203
schools 1 . It oversees pre-compulsory and compulsory
schooling delivered through programs operated in schools
and in the newly established child and family centres.
Educational leadership within the Division is provided by
three Learning Services.
1 For further detail see the ‘Department at a Glance’ chapter in the
Annual Report.
Early Years
The Education and Care Unit is accountable to the Minister
for Children and is responsible for licensing and monitoring
all child care services under the Child Care Act 2001.
Learning Services
Learning Services provide support for networks of
schools, together with leadership in each of the North-
West, North and South areas of the state. Their role has
been refocused as a key element of a new integrated and
comprehensive approach to school improvement. This
approach will build on the work already being undertaken
to improve the quality of teaching and learning to:
• develop leadership capacity
• build teacher capacity
• develop and support staff
• introduce consistency across the curriculum
• utilise data to support and monitor performance.
Further Education and Training Division
The department delivers Further Education and Training
(FET) education and training services primarily through the
eight senior secondary schools and through the Tasmanian
Polytechnic. These services support students continuing
their education or training following the completion of
Year 10. They also support adult learners seeking new
or increased vocational skills as well as second chance
learners. The activities of the senior secondary schools and
the Tasmanian Polytechnic are complemented by limited
service delivery for Year 11 and Year 12 in some combined
schools and secondary schools. The final element of the
government’s FET delivery model is the Tasmanian Skills
Institute, a statutory body which works with government
and employers to build skills within the Tasmanian
workforce. The Tasmanian Skills Institute is a Statutory
Authority and prepares its own financial statements.
These are not consolidated with the department’s financial
statements. The authority prepared its final set of financial
statements as at 30 June 2013. The Skills Institute now
forms part of the new TasTAFE Statutory Authority.
TasTAFE
Following the enactment of the Training and Workforce
Development Act 2013, a new statutory authority named
TasTAFE was created effective from 1 July 2013.
TasTAFE is the new public provider of vocational education
and training for Tasmania. It has been created through the
amalgamation of the statutory authority Tasmanian Skills
Institute and the Tasmanian Polytechnic operations of the
Department of Education.
See note 5 for more information surrounding TasTAFE and
further education and training and its future operations.
LINC Tasmania
LINC Tasmania, formerly known as the Community
Knowledge Network, includes a statewide network of
LINCs and the Tasmanian Archive and Heritage Office.
It also provides adult education services including adult
literacy programs. LINC Tasmania’s focus is on lifelong
learning for all Tasmanian’s ensuring access to Tasmania’s
cultural and documentary heritage and to deliver
information, education and training, literacy support and
other community services across the state.
Corporate Services Division
The Corporate Services Division provides centralised
support to service delivery areas through business units
responsible for corporate support, policy development,
regulation and assessment and review.
Skills Tasmania
Skills Tasmania:
• provides advice to the Minister in relation to the
allocation of resources for vocational education and
training (VET), development and management of
plans, programs and activities for the purchase of VET
to implement specific government initiatives
• provides planning and policy advice to the Minister on
state and national initiatives for VET
• provides services and support to registered training
providers, apprentices and trainees, industry, and
government training advisory bodies including the
regulation of VET
• provides policy advice, develops and implement policy
and strategies for skills development
• provides support for improved personal, social and
economic outcomes for people from equity groups.
See note 5 for more information surrounding Skills
Tasmania and its future operations.
Outputs of the department
The individual outputs of the Department of Education
are provided under the following output groups:
• Output Group 1: Pre-Compulsory and Compulsory
Education
• Output Group 2: Post-Compulsory Education and
Skills Development
• Output Group 3: LINC Tasmania.
Output Group 1: Pre-Compulsory and
Compulsory Education
Description
The purpose of this output group is to provide a range
of educational services that will help students develop
intellectually, socially, morally, emotionally and physically
in a stimulating, inclusive and supportive environment.
These services are focused on the delivery of education to
students in schools enrolled in classes up to Year 10.
The department’s outcomes to which this output group
contributes are:
110 Financial Statements » Notes

• all students in Tasmanian Government schools receiving
high quality teaching focused on the achievement of
high standards
• student progress being assessed, monitored and
reported against standards that are consistent
across schools
• a fair and just distribution of the benefits of schooling
across all students, leading to minimal difference in
measurable outcomes between identified student groups
• all students in Tasmanian Government schools receive
teaching that appropriately utilises information
and communication technology to provide more
effective learning
• all students participate fully in schooling and complete
schooling until the end of Year 12 or the equivalent
• students perform at nationally comparable
achievement levels
• parents of students participating in the schooling of
their children, and the community and the general
public informed on educational matters and involved
in their school communities
• improved access to child care services that meet state
licensing guidelines and national standards for all parents,
carers and families.
Output Group 2: Post-Compulsory Education
and Skills Development
Description
The purpose of this output group is to facilitate the provision
of Years 11 and 12 education and formally recognised VET by
registered training providers, including schools.
The outputs in this group directly address the long-term
vision and goals set out in the Tasmanian Skills Strategy, the
Tasmanian Innovation Strategy, the Infrastructure Strategy and
the National Agreements for Skills and Workforce Development
and Education.
The department’s outcomes to which this output group
contributes are:
• all students in Tasmanian schools and colleges receive
quality teaching leading to effective learning
• all students participate fully in schooling and complete
schooling until the end of Year 12, or a training course
leading to a Certificate III outcome
• students perform at nationally comparable
achievement levels
• all students in Tasmanian Government schools continue
to receive teaching that appropriately utilises information
and communications technology leading to more
effective learning
• fair and just distribution of the benefits of schooling
across all students and minimal difference in measurable
outcomes between identified student groups
• parents of students continue to participate in the schooling
of their children and the community and the general public
continue to be well informed on educational matters and
involved in their school communities
• a strong adult training system including the Tasmanian
Skills Institute and the Tasmanian Polytechnic and a strong
system of private training
• provision of a quality assurance and regulatory framework
for vocational education and training, involving:
º º registration of training providers
º º accreditation of courses
º º recognition of overseas qualifications.
• approval and monitoring of apprentice and trainee
training contracts
• management of the purchase of vocational education
and training from registered training organisations to
ensure that:
º º the number of Tasmanians with post-compulsory
education and training qualifications increases
º º partnership arrangements are developed between
schools, colleges and the Tasmanian Polytechnic
º º training provision is aligned to the government’s
economic and social policy including Tasmania’s
development strategies and the needs of industry.
Output Group 3: LINC Tasmania
Description
The purpose of this output group is to provide statewide
library and information services, archival and community
learning services.
The department’s outcomes to which this output group
contributes are:
• provision of lifelong learning of all Tasmanians through
the delivery of information, education and training,
literacy support and other community services
through the Learning and Information Network
Centre (LINC) network
• an informed, empowered and technologically literate
community of lifelong users of information and
information technology
• an improved quality of life for all Tasmanians and a
culturally rich community
• sustained economic development in the information
age through community and individual innovation
• equity of access to information and to resources for
innovation
• a community which values knowledge and ideas and
learning for life
• the enhanced capacity and increased opportunity for
the community to have access to and use the cultural
memory and documentary record of Tasmania
• ensuring that government accountability is able to be
monitored and assessed by the Tasmanian community
through access to the evidence of the activities of the
government.
Other
Departmental activities are classified as either controlled
or administered.
Controlled activities involve the use of assets, liabilities,
revenues and expenses controlled or incurred by the
department in its own right. Administered activities
involve the management or oversight by the department
on behalf of the government of items controlled or
incurred by the government.
The department is predominantly funded through
parliamentary appropriations. It also provides services
on a fee for service basis, as outlined in note 7.3. The
financial report encompasses all funds through which the
department controls resources to carry on its functions.
Financial Statements » Notes
111

2.2
Basis of
accounting
The financial statements are a general purpose financial
report and have been prepared in accordance with:
• Australian Accounting Standards and interpretations
issued by the Australian Accounting Standards Board
• The Treasurer’s Instructions issued under the
provisions of the Financial Management and Audit
Act 1990.
The financial statements were signed by the Secretary on
14 August 2013.
Compliance with the Australian Accounting Standards
(AAS) may not result in compliance with International
Financial Reporting Standards (IFRS) as the AAS include
requirements and options available to not-for-profit
organisations that are inconsistent with IFRS.
The department is considered to be not-for-profit and has
adopted some accounting policies under the AAS that do
not comply with IFRS.
The financial statements have been prepared on an
accrual basis and, except where stated, are in accordance
with the historical cost convention. The accounting policies
are generally consistent with the previous year except for
those changes outlined in note 2.6.
The financial statements have been prepared as a going
concern. The continued existence of the department
in its present form, undertaking its current activities,
is dependent on government policy and on continuing
appropriations by parliament for the department’s
administration and activities.
2.3
Reporting
entity
The financial statements include all the controlled activities
of the department. The financial statements consolidate
material transactions and balances of the department and
entities included in its output groups. Material transactions
and balances between the department and such entities
have been eliminated.
The department through a purchaser-provider model has
predominately funded the operations of the Tasmanian
Skills Institute. However, this organisation has operated as
a statutory authority and has been a separate reporting
entity with its transactions not consolidated into the
Department of Education’s financial statements except for
funds provided under the purchaser-provider model.
The Tasmanian Qualifications Authority, Skills Tasmania,
Schools Registration Board and Teachers Registration
Board transactions and balances are included in these
financial statements.
Skills Tasmania has ceased to be a statutory authority
from 30 June 2013. Skills Tasmania maintains its name
and functions, but has become a business unit of the
department therefore will no longer be a separate
consolidated entity listed in note 16.
2.4
Functional and
presentation
currency
The financial statements are presented in Australian dollars, which is the department’s functional currency.
2.5
Change in
accounting
estimate
There were no changes in accounting estimates during the period.
2.6
Changes in
accounting
policies
a) Impact of new and revised accounting standards
In the current year, the department has adopted all of the
new and revised standards and interpretations issued by
the Australian Accounting Standards Board (AASB) that
are relevant to its operations and effective for the current
annual reporting period.
None of these changes result in a financial impact to the
department’s financial statements and instead only relate to
immaterial changes in disclosure. The changes considered
relevant to the department are summarised below:
• AASB 2010-6 Amendments to Australian Accounting
Standards – Disclosures on Transfers of Financial Assets
[AASBs 1 & 7] – this standard introduces additional
disclosure relating to transfers of financial assets in
AASB 7. An entity shall disclose all transferred financial
assets that are not derecognised and any continuing
involvement in a transferred asset, existing at the
reporting date, irrespective of when the related transfer
transaction occurred. There is no financial impact.
• AASB 2011-1 Amendments to Australian Accounting
Standards arising from the Trans-Tasman Convergence
Project [AASBs 1, 5, 101, 107,108, 121, 128, 132 & 134
and Interpretations 2, 112 & 113] – this standard, in
conjunction with AASB 1054, removes disclosure
requirements from other standards and incorporates
them in a single standard to achieve convergence
between Australian and New Zealand Accounting
Standards. There is no financial impact.
• AASB 2011-9 Amendments to Australian
Accounting Standards – Presentation of Items Other
Comprehensive Income [AASB 1, 5, 7, 101, 112, 120,
121, 132, 133, 134, 1039 & 1049] – this standard requires
to group items presented in other comprehensive
income on the basis of whether they are potentially
re-classifiable to profit or loss subsequently
(reclassification adjustments). There is no financial
impact.
112 Financial Statements » Notes

) Impact of new and revised accounting
standards yet to be applied
There have been a number of new and revised standards
issued by the AASB that are available for early adoption
but have not yet been applied by the department.
The changes considered relevant to the department are
summarised below:
• AASB 9 Financial Instruments – this standard
supersedes AASB 139 Financial Instruments:
recognition and Measurement, introducing a
number of changes to accounting treatments.
The standard was reissued in December 2010 and
again in August 2011 but is not yet available for
application by not for profit entities. The department
has determined that there is no financial impact.
• AASB 13 Fair Value Measurement – this standard
defines fair value, sets out a framework for measuring
fair value and requires disclosures about fair value
measurements. AASB 13 Fair Value Measurement
sets out a new definition of ‘fair value’ as well as new
principles to be applied when determining the fair value
of assets and liabilities. The new requirements will apply
to all of the department’s assets and liabilities (excluding
leases), that are measured and/or disclosed at fair value
or another measurement based on fair value.
• The department has commenced reviewing its fair
value methodologies (including instructions to valuers,
data used and assumptions made) for all items of
property, plant and equipment measured at fair value
to determine whether those methodologies comply
with AASB 13. To the extent that the methodologies
don’t comply, changes will be necessary. While the
department is yet to complete this review, no
substantial changes are anticipated, based on the fair
value methodologies presently used. Therefore, at this
stage, no consequential material impacts are expected
for the department’s property, plant and equipment
as from 2013–14.
• However, AASB 13 will require an increased amount
of information to be disclosed in relation to fair value
measurements for both assets and liabilities. To the
extent that any fair value measurement for an asset
or liability uses data that is not ‘observable’ outside
the department, the amount of information to be
disclosed will be relatively greater.
• AASB 119 Employee Benefits – this standard
supersedes AASB 119 Employee Benefits, introducing
a number of changes to accounting treatments.
The standard was issued in September 2012. The
department has determined that the potential impact
of application will result in a reduction in reported
leave liabilities, except where the discount rate under
AASB 119 is less than the assumed rate of salary
increases for employees in which case the annual leave
liability disclosed would be higher than previously.
• AASB 2010-7 Amendments to Australian Accounting
Standards arising from AASB 9 (December 2010)
[AASBs 1, 3, 4, 5, 7, 101, 102, 108,112, 118, 120, 121,
127, 128, 131, 132, 136, 137, 139, 1023 & 1038 and
Interpretations 2, 5, 10, 12, 19, & 127] – this standard
makes consequential amendments to other Australian
Accounting Standards and Interpretations as a
result of issuing AASB in December 2010. It is not
anticipated that there will be any financial impact.
• AASB 2011-8 Amendments to Australian Accounting
Standards arising from AASB 13 [AASB 1, 2, 3, 4,
5, 7, 101, 116, 117, 118, 119, 120, 121, 131, 132, 133,
134, 136, 138, 139, 140, 141, 1004, 1023 & 1038 and
Interpretations 2, 4, 12, 13, 14, 17, 19, 131 & 132] –
this standard replaces the existing definition and
fair value guidance in other Australian Accounting
Standards and Interpretations as the result of issuing
AASB 13 in September 2011. It is anticipated that
there will not be any financial impact.
• AASB 2011-10 Amendments to Australian Accounting
Standards arising from AASB 119 (September 2011)
[AASB1, 8, 101, 124, 134, 1049, & 2011 8 and
Interpretation 14] – this standard makes amendments
to other Australian Accounting Standards and
Interpretations as a result of issuing AASB 119 in
September 2011. It is anticipated that there will be
limited financial impact.
• AASB 2012-2 Amendments to Australian Accounting
Standards - Disclosures – Offsetting Financial Assets
and Financial Liabilities [AASB 7 & AASB 132] – this
standard amends the required disclosures in AASB
7 to include information that will enable users of an
entity’s financial statements to evaluate the effect or
potential effect of netting arrangements, including
rights of set-off associated with the entity’s recognised
financial assets and recognised financial liabilities,
on the entity’s financial position. It is anticipated that
there will not be any financial impact.
• AASB 2012-3 Amendments to Australian Accounting
Standards – Offsetting Financial Assets and Financial
Liabilities [AASB 132] – this standard adds application
guidance to AASB 132 to address inconsistencies
identified in applying some of the offsetting criteria,
including clarifying the meaning of ‘currently has a
legally enforceable right of set off’ and that some gross
settlement systems may be considered equivalent to
net settlement. It is anticipated that there will not be
any financial impact.
• AASB 2012-5 Amendments to Australian Accounting
Standards arising from Annual Improvements 2009
2011 Cycle [AASB 1, AASB 101, AASB 116, AASB 132
& AASB 134 and Interpretation 2] – this standard
makes amendments to the Australian Accounting
Standards and Interpretations as a consequence of
the annual improvements process. It is anticipated that
there will not be any financial impact.
• AASB 2013-1 Amendments to AASB 1049 –
Relocation of Budgetary Reporting Requirements
– this standard removes the requirements relating to
the disclosure of budgetary information from AASB
1049 (without substantive amendment). All budgetary
reporting requirements applicable to public sector
entities are now located in a single, topic based,
Standard AASB 1055 Budgetary Reporting. Budgetary
Reporting. There is no financial impact.
Financial Statements » Notes
113

2.7
Administered
transactions
and balances
The department administers, but does not control, certain
resources on behalf of the government as a whole. These
resources primarily relate to Australian Government
funding programs supporting non-government schools
within Tasmania. The department is accountable for
the transactions involving such administered resources,
but does not have the discretion to deploy resources for
the achievement of the department’s objectives.
Administered assets, liabilities, expenses and revenues are
disclosed in note 17 to the financial statements.
2.8
Activities
undertaken
under a
trustee
or agency
relationship
Transactions relating to activities undertaken by the
department in a trust or fiduciary (agency) capacity do
not form part of the department’s activities. Trustee and
agency arrangements, and transactions/balances relating to
those activities, are neither controlled nor administered.
Fees, commissions earned and expenses incurred in the
course of rendering services as a trustee or through
an agency arrangement are recognised as controlled
transactions.
2.9
Transactions
by the
government
as owner –
restructuring
of
administrative
arrangements
Net assets received under a restructuring of administrative
arrangements are designated as contributions by owners
and adjusted directly against equity. Net assets relinquished
are designated as distributions to owners. Net assets
transferred are initially recognised at the amounts at
which they were recognised by the transferring agency
immediately prior to the transfer. Details of these
transactions are provided in note 13.2.
2.10
Income from
transactions
Income is recognised in the Statement of Comprehensive
Income when an increase in future economic benefits
related to an increase in an asset or a decrease of a liability
has arisen that can be measured reliably.
a) Revenue from government
Appropriations, whether recurrent or capital, are
recognised as revenues in the period in which the
department gains control of the appropriated funds.
Except for any amounts identified as carried forward
in notes 7.1 and 17.2, control arises in the period of
appropriation.
b) Grants
Grants payable by the Australian Government are
recognised as revenue when the department gains
control of the underlying assets. Where grants are
reciprocal, revenue is recognised as performance occurs
under the grant.
Non-reciprocal grants are recognised as revenue when
the grant is received or receivable. Conditional grants may
be reciprocal or non-reciprocal depending on the terms
of the grant.
c) Sales of goods and services
Amounts earned in exchange for the provision of goods
are recognised when the significant risks and rewards
of ownership have been transferred to the buyer.
Revenue from the provision of services is recognised in the
proportion to the stage of completion of the transactions
at the reporting date. The stage of completion is assessed
by reference to surveys of work performed.
d) Fees and fines
Revenue from fees and fines is recognised upon the time
the obligation to pay arises, pursuant to the issue of a
notice or invoice.
e) Interest
Interest on funds invested is recognised as it accrues using
the effective interest rate method.
f) Contributions received
Services received free of charge by the department, are
recognised as income when a fair value can be reliably
determined and at the time the services would have been
purchased if they had not been donated. Use of those
resources is recognised as an expense.
Contributions of assets at no cost of acquisition or for
nominal consideration are recognised at their fair value
when the department obtains control of the asset, it is
probable that future economic benefits comprising
the contribution will flow to the department and the
amount can be measured reliably. However, where the
contribution received is from another government agency
as a consequence of restructuring of administrative
arrangements, they are recognised as contributions by
owners directly within equity. In these circumstances,
book values from the transferor agency have been used.
g) Other revenue
Revenue from other sources, including revenue generated
from school activities and also school levies, is recognised
as revenue when the department obtains control over the
assets comprising the contributions. Control is normally
obtained upon their receipt.
114 Financial Statements » Notes

2.11
Expenses
from
transactions
Expenses are recognised in the Statement of
Comprehensive Income when a decrease in future
economic benefit related to a decrease in an asset or
an increase of a liability has arisen that can be measured
reliably.
a) Employee benefits
Employee benefits include, where applicable, entitlements
to wages and salaries, annual leave, sick leave, long service
leave, superannuation and other post-employment
benefits.
b) Depreciation and amortisation
All applicable non-financial assets having a limited useful
life are systematically depreciated over their useful lives
in a manner which reflects the consumption of their
service potential. Land, being an asset with an unlimited
useful life, is not depreciated. Heritage assets are also not
depreciated as their value does not diminish.
Depreciation is provided for on a straight-line basis,
using rates which are reviewed annually. Major
depreciation periods are:
Plant and equipment
Buildings (masonry)
Buildings (timber framed)
Buildings (steel framed)
Sundry structures
Infrastructure
Library book stock
3–30 years
60 years
50 years
50 years
30 years
80 years
10–25 years
All intangible assets having a limited useful life are
systematically amortised over their useful lives reflecting
the pattern in which the asset’s future economic benefits
are expected to be consumed by the department.
The department has assessed amortisation for intangible
assets as 25%.
The department undertook a revaluation of its land,
buildings and heritage assets during 2009–10. As part of
this revaluation exercise the department reviewed and
amended the useful lives of its building and related assets,
as per the lives in the above list. These amendments were
made based on advice from the valuers, Liquid Pacific
Holdings Pty Ltd. For further details refer to note 10.3(c).
c) Supplies and consumables
Supplies and consumables are recognised when the items
have been received by the department.
d) Grants and subsidies
Grants and subsidies expenditure is recognised to the
extent that:
• the services required to be performed by the grantee
have been performed; or
• the grant eligibility criteria have been satisfied.
A liability is recorded when the department has a binding
agreement to make the grants but services have not been
performed or criteria satisfied. Where grant monies are
paid in advance of performance or eligibility, a prepayment
is recognised.
e) Other expenses
Other expenses are recognised when the associated
service and supply has been provided.
2.12
Other
economic
flows
included in
net result
Other economic flow measures the change in volume
or value of assets or liabilities that do not result from
transactions.
a) Gain/(loss) on sale of non-financial assets
Gains or losses from the sale of non-financial assets are
recognised when control of the assets has passed to
the buyer.
b) Impairment – financial assets
Financial assets are assessed at each reporting date to
determine whether there is any objective evidence that
there are any financial assets that are impaired. A financial
asset is considered to be impaired if objective evidence
indicates that one or more events have had a negative
affect on the estimated future cash flows of that asset.
An impairment loss, in respect of a financial asset
measured at amortised cost, is calculated as the difference
between its carrying amount, and the present value of
the estimated future cash flows discounted at the original
effective interest rate.
All impairment losses are recognised in the Statement of
Comprehensive Income.
An impairment loss is reversed if the reversal can be
related objectively to an event occurring after the
impairment loss was recognised. For financial assets
measured at amortised cost and available-for-sale financial
assets that are debt securities, the reversal is recognised
directly in equity.
c) Impairment – non-financial assets
All non-financial assets are assessed to determine whether
any impairment exists. Impairment exists when the
recoverable amount of an asset is less than its carrying
amount. Recoverable amount is the higher of fair value
less costs to sell and value in use. The department’s
assets are not used for the purpose of generating cash
flows; therefore value in use is based on depreciated
replacement cost where the asset would be replaced if
deprived of it.
All impairment losses are recognised in the Statement of
Comprehensive Income unless a credit exists for the same
class of asset in the asset revaluation reserve.
In respect of other assets, impairment losses recognised in
prior periods are assessed at each reporting date for any
indications that the loss has decreased or no longer exists.
An impairment loss is reversed if there has been a change
in the estimates used to determine the recoverable
amount. An impairment loss is reversed only to the extent
that the asset’s carrying amount does not exceed the
carrying amount that would have been determined, net of
depreciation or amortisation, if no impairment loss had
been recognised.
Financial Statements » Notes
115

2.13
Assets
Assets are recognised in the Statement of Financial
Position where it is probable that the future economic
benefits will flow to the department and the asset has a
cost or a value that can be measured reliably.
a) Cash and deposits
Cash means notes, coins and deposits held at call with
a bank or financial institution, for the department and
schools, as well as funds held in the Special Deposits and
Trust Fund. Deposits are recognised at amortised cost
being their face value.
b) Receivables
Receivables are recognised at amortised cost, less any
impairment losses, however, due to the short settlement
period, receivables are not discounted back to their
present value.
c) Assets held for sale
Assets held for sale (or disposal groups compromising
assets and liabilities) that are expected to be recovered
primarily through sale rather than continuing use are
classified as held for sale. Immediately before classification
as held for sale, the assets (or components of a
disposal group) are remeasured in accordance with the
department’s accounting policies. Thereafter the assets
(or disposal group) are measured at the lower of carrying
amount and fair value less costs to sell.
d) Property, plant, equipment, infrastructure,
library book stock and heritage
(i) Valuation basis
Land, buildings, infrastructure, and heritage assets and
other long-lived assets are recorded at fair value less
accumulated depreciation. All other non-current physical
assets, including work in progress, are recorded at historic
cost less accumulated depreciation and accumulated
impairment losses.
In determining the fair value of land, reference is made
to the best available market evidence of the price of the
same or similar asset, evidence is drawn from sale of
nearby land where available.
In determining the fair value of buildings and infrastructure
assets, a determination is made whether the asset is of
a specialised nature or openly traded in the market. The
majority of the department’s building and infrastructure
assets are of a specialised nature, i.e. school buildings.
The fair value of the department’s specialised buildings
and infrastructure is estimated by the sum of current
market prices for one or more transactions required
to reproduce or replace the assets with the modern
equivalent, less accumulated depreciation. As part of
calculating an asset’s depreciation a ‘utility’ factor has
been applied which factors in the current spare capacity.
For non-specialised building and infrastructure assets the
fair value is derived from market evidence on a direct
comparison basis.
Heritage assets with an intrinsic value are valued with
reference to sales of identical or similar assets, evidenced
in an open and transparent market place. Assets for
which a buying price is readily accessible are valued at this
replacement cost.
All other non-current physical assets, including work in
progress, are recorded at historic cost less accumulated
depreciation and accumulated impairment losses.
Cost includes expenditure that is directly attributable to
the acquisition of the asset. The costs of self-constructed
assets includes the cost of materials and direct labour,
any other costs directly attributable to bringing the asset
to a working condition for its intended use, and the costs
of dismantling and removing the items and restoring the
site on which they are located. Purchased software that is
integral to the functioning ability of the related equipment
is capitalised as part of that equipment.
When parts of an item of property, plant and equipment
have different useful lives, they are accounted for as
separate items (major components) of property, plant
and equipment.
(ii) Subsequent costs
The cost of replacing part of an item of property,
plant and equipment is recognised in the carrying amount
of the item if it is probable that future economic benefits
embodied within the part will flow to the department and
its costs can be measured reliably. The carrying amount of
the replaced part is derecognised. The costs of day-to-day
servicing of property, plant and equipment are recognised
in profit or loss as incurred.
(iii) Asset recognition threshold
The asset capitalisation threshold adopted by the
department is $150,000 for intangible assets and
major capital works, and $10,000 for all other assets.
Assets valued at less than these thresholds are charged to
the Statement of Comprehensive Income in the year of
purchase (other than where they form part of a group of
similar items which are material in total).
(iv) Revaluations
The department revalues applicable assets on a program
of five years. In accordance, with AASB 116 Property,
Plant and Equipment, in years between valuations,
indices supplied by qualified valuers are used to establish
fair value.
Assets are grouped on the basis of having a similar nature
or function in the operations of the department.
e) Other assets
The department recognises some other small assets
such as prepayments of expenditure and GST input tax
credits received.
f) Intangibles
Intangible assets held by the department are valued at fair
value less any subsequent accumulated amortisation and
any subsequent impairment losses where an active market
exists. Where no active market exists, intangibles are
valued at cost less any accumulated amortisation and any
accumulated impairment losses.
116 Financial Statements » Notes

2.14
Liabilities
Liabilities are recognised in the Statement of Financial
Position when it is probable that an outflow of resources
embodying economic benefits will result from the
settlement of a present obligation and the amount at
which the settlement will take place can be measured
reliably.
a) Payables
Payables, including goods received and services incurred
but not yet invoiced, are recognised at the amortised cost
which due to the short settlement period, equates to
face value, when the department becomes obliged to
make future payments as a result of a purchase of assets
or services.
b) Employee benefits
Liabilities for wages and salaries and annual leave are
recognised when the employee becomes entitled to
receive a benefit. Those liabilities expected to be realised
within 12 months are measured as the amount expected
to be paid. Other employee benefits are measured as the
present value of the benefit at 30 June 2013, where the
impact of discounting is material, and at the amount
expected to be paid if discounting is not material.
A liability for long service leave is recognised,
and is measured as the present value of expected future
payments to be made in respect of services provided by
employees up to the reporting date.
c) Superannuation
Defined contribution plans
A defined contribution plan is a post-employment benefit
plan under which an entity pays fixed contributions into
a separate entity and will have no legal or constructive
obligation to pay further amounts. Obligations for
contributions to defined contribution plans are recognised
as an expense when they fall due.
Defined benefit plans
A defined benefit plan is a post-employment benefit plan
other than a defined contribution plan.
The department does not recognise a liability for the
accruing superannuation benefits of departmental
employees. This liability is held centrally and recognised
within the Finance-General Division of the Department of
Treasury and Finance.
d) Other liabilities
Other liabilities, includes revenue received in advance,
where the department has received funds for which
goods or services have not yet been provided or where
specific conditions have not been met. The revenue will
be recognised in the following financial year when the
department gains control of the funds when the goods or
services have been provided or when specific conditions
have been met.
2.15
Leases
The department has entered into a number of operating
lease agreements for property, plant and equipment,
where the lessors effectively retain all of the risks and
benefits incidental to ownership of the items leased.
Equal instalments of lease payments are charged to the
Statement of Comprehensive Income over the lease term,
as this is representative of the pattern of benefits to be
derived from the leased property.
The department is prohibited under Treasurer’s
Instruction 502 Leases from holding finance leases.
2.16
Unrecognised
financial
instruments
The department has no unrecognised financial instruments.
2.17
Judgements
and
assumptions
In the application of Australian Accounting Standards, the
department is required to make judgements, estimates
and assumptions about carrying values of assets and
liabilities that are not readily apparent from other sources.
The estimates and associated assumptions are based
on historical experience and various other factors that
are believed to be reasonable under the circumstances,
the results of which form the basis of making the
judgements. Actual results may differ from these estimates.
The estimates and underlying assumptions are reviewed
on an ongoing basis. Revisions to accounting estimates are
recognised in the period in which the estimate is revised
if the revision affects only that period or in the period of
the revision and future periods if the revision affects both
current and future periods.
The department has made some judgements and
assumptions in its determination of fair value for buildings.
In particular:
(i) the application of a utility factor to the valuation of
specialised buildings to address the underutilisation
of some school buildings
(ii) the determination of projected long term
enrolments if the department were deprived of
the asset and they would be replaced. Refer to
note 10.3(c) for further details.
The department has made no other material assumptions
or judgements that may cause a material adjustment to
the carrying amounts of assets and liabilities within the
next reporting period.
Other judgements made by the department that have
significant effects on the financial statements are disclosed
in the relevant notes to the financial statements.
Financial Statements » Notes
117

2.18
Foreign
currency
Transactions denominated in a foreign currency are converted at the exchange rate at the date of the transaction.
Foreign currency receivables and payables are translated at the exchange rates current as at balance date.
2.19
Comparative
figures
Comparative figures have been adjusted to reflect any
changes in accounting policy or the adoption of new
standards.
Where amounts have been reclassified within the
financial statements, the comparative statements have
been restated.
The comparatives for administrative restructures are not
reflected in the financial statements.
2.20
Budget
information
Budget information refers to original estimates as disclosed in the 2012–13 Budget Papers and is not subject to audit.
2.21
Rounding
All amounts in the financial statements have been rounded to the nearest thousand dollars unless otherwise stated.
Where the result of expressing amounts to the nearest thousand dollars would result in an amount of zero, the financial
statement will contain a note expressing the amount to the nearest whole dollar.
2.22
Departmental
taxation
The department is exempt from all forms of taxation
except Fringe Benefits Tax, Payroll Tax and the Goods and
Services Tax (GST).
The Tasmanian Government has announced that the
department is no longer subject to Payroll Tax from
1 October 2012.
2.23
Goods and
services tax
Revenue, expenses and assets are recognised net of the
amount of Goods and Services Tax, except where the
GST incurred is not recoverable from the Australian
Taxation Office (ATO). Receivables and payables are
stated inclusive of GST. The net amount recoverable,
or payable, to the ATO is recognised as an asset or liability
within the Statement of Financial Position.
In the Statement of Cash Flows, the GST component of
cash flows arising from operating, investing or financing
activities which is recoverable from, or payable to, the
Australian Taxation Office is, in accordance with the
Australian Accounting Standards, classified as operating
cash flows.
Note 3: Departmental output schedules
3.1
Output group
information
Comparative information has not been restated for
external administrative restructures.
Budget information refers to original estimates for the
department and has not been subject to audit.
118 Financial Statements » Notes

Output
Group 1:
Pre-Compulsory
and
Compulsory
Education
Transactions denominated in a foreign currency are converted at the exchange rate at the date of the transaction.
Foreign currency receivables and payables are translated at the exchange rates current as at balance date.
Continuing operations
Revenue and other income from transactions
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Revenue from appropriation 664,649 642,846 696,065
Interest revenue 1,614 1,217 1,896
Grants 42,246 57,903 967
Sales of goods and services 22,054 22,722 27,693
Contributions received – 12,665 –
Other revenue 24,810 18,064 28,307
Total revenue and other income from transactions 755,373 755,417 754,928
Expenses from transactions
Employee benefits 486,880 509,823 496,494
Superannuation 56,952 57,106 55,377
Depreciation 28,296 36,602 38,594
Grants and subsidies 7,094 12,230 2,755
Supplies and consumables
Communications 1,177 1,740 2,436
Consultants 1,381 3,140 1,117
Information and technology 23,123 25,570 28,062
Maintenance and property services 30,995 66,839 45,039
Travel and transport 3,143 6,274 4,769
Other supplies and consumables 111,973 46,829 76,131
Other expenses 40,520 20,665 33,183
Total expenses from transactions 791,534 786,818 783,957
Net operating result from continuing transactions (36,161) (31,401) (29,029)
Other economic flows included in net result
Net gain/(loss) on sale of non-financial assets 237 902 (2,700)
Net gain/(loss) on financial instruments and statutory receivables/payables – 1 12
Net gain/(loss) associated with transitional data transfers – – (14,346)
Total other economic flows included in net result 237 903 (17,034)
Net result (35,924) (30,498) (46,063)
Other economic flows – other non-owner changes in equity
Changes in physical asset revaluation reserve 22,136 46,149 54,376
Total other economic flows – other non-owner changes in equity 22,136 46,149 54,376
Comprehensive result (13,788) 15,651 8,313
Expense by output
1.1 In-school education 764,991 763,718 757,366
1.2 Learning Services 13,138 11,401 12,506
1.3 Educational Performance Services 1,442 1,735 1,633
1.4 Early Years 4,957 5,301 5,151
1.5 Grants and financial assistance 7,006 4,663 7,301
Total 791,534 786,818 783,957
Net assets
Total assets deployed for Pre-Compulsory and Compulsory Education 1,281,686 1,247,818
Total liabilities incurred for Pre-Compulsory and Compulsory Education (123,575) (128,021)
Net assets deployed for Pre-Compulsory and Compulsory Education 1,158,111 1,119,797
Financial Statements » Notes
119

Output
Group 2:
Post-
Compulsory
Education
and Skills
Development
Continuing operations
Revenue and other income from transactions
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Revenue from appropriation 196,411 192,657 199,628
Interest revenue – – 139
Grants 16,625 670 3,467
Sales of goods and services 22,179 19,436 15,889
Other revenue 675 5,287 6,954
Total revenue and other income from transactions 235,890 218,050 226,077
Expenses from transactions
Employee benefits 110,051 114,876 115,889
Superannuation 13,987 12,910 13,148
Depreciation 10,539 11,765 7,041
Grants and subsidies 43,765 46,426 41,559
Supplies and consumables
Communications 125 527 650
Consultants 142 509 550
Information and technology 2,347 1,336 1,986
Maintenance and property services 4,722 7,662 6,827
Travel and transport 439 1,706 1,751
Other supplies and consumables 49,647 18,363 21,072
Other expenses 8,604 3,718 7,132
Total expenses from transactions 244,368 219,798 217,605
Net operating result from continuing transactions (8,478) (1,748) 8,472
Other economic flows included in net result
Net gain/(loss) on sale of non-financial assets – (6) (49)
Net gain/(loss) on financial instruments and statutory receivables/payables – (84) (227)
Total other economic flows included in net result – (90) (276)
Net result (8,478) (1,838) 8,196
Other economic flows – other non-owner changes in equity
Changes in physical asset revaluation reserve 2,700 15,389 6,853
Total other economic flows – other non-owner changes in equity 2,700 15,389 6,853
Comprehensive result (5,778) 13,551 15,049
Expense by output
2.1 Skills development contestable funding 53,359 48,836 43,996
2.2 Tasmanian Polytechnic 92,625 73,554 72,520
2.3 Tasmanian Academy 80,994 77,378 83,041
2.4 Post-compulsory in school education 3,783 7,244 5,218
2.5 Skills Tasmania 7,565 7,344 7,328
2.6 Tasmanian Qualifications Authority 3,904 3,664 3,697
2.7 Grants and financial assistance 2,138 1,778 1,805
Total 244,368 219,798 217,605
Net assets
Total assets deployed for Post-Compulsory Education and Skills Development 382,092 376,568
Total liabilities incurred for Post-Compulsory Education and Skills Development (30,373) (31,670)
Net assets deployed for Post-Compulsory Education and Skills Development 351,719 344,898
120 Financial Statements » Notes

Output
Group 3:
LINC
Tasmania
Continuing operations
Revenue and other income from transactions
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Revenue from appropriation 32,154 31,270 30,984
Grants 5 – –
Fees and fines 580 317 350
Sales of goods and services 2,529 716 1,672
Contributions received 80 72 111
Other revenue – 1,269 4,841
Total revenue and other income from transactions 35,348 33,644 37,958
Expenses from transactions
Employee benefits 21,948 21,810 22,267
Superannuation 2,620 2,598 2,500
Depreciation 2,349 3,912 3,819
Grants and subsidies – 526 586
Supplies and consumables
Communications 426 174 190
Consultants 10 28 17
Information and technology 1,235 826 900
Maintenance and property services 2,027 2,461 2,482
Travel and transport 308 207 213
Other supplies and consumables 3,766 1,992 4,058
Other expenses 1,729 879 1,458
Total expenses from transactions 36,418 35,413 38,490
Net operating result from continuing transactions (1,070) (1,769) (532)
Other economic flows included in net result
Net gain/(loss) on sale of non-financial assets – 127 (1,028)
Net gain/(loss) on financial instruments and statutory receivables/payables – – (145)
Total other economic flows included in net result – 127 (1,173)
Net result (1,070) (1,642) (1,705)
Other economic flows – other non-owner changes in equity
Changes in physical asset revaluation reserve 1,532 3,104 5,319
Total other economic flows – other non-owner changes in equity 1,532 3,104 5,319
Comprehensive result 462 1,462 3,614
Expense by output
3.1 Information Services and Community Learning 33,312 32,340 35,239
3.2 Tasmanian Archives and Heritage Office 3,106 3,073 3,251
Total 36,418 35,413 38,490
Net assets
Total assets deployed for LINC Tasmania 131,366 129,807
Total liabilities incurred for LINC Tasmania (6,152) (6,549)
Net assets deployed for LINC Tasmania 125,214 123,258
Financial Statements » Notes
121

Output Group:
Capital
Investment
Program
Continuing operations
Revenue and other income from transactions
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Appropriation revenue – recurrent – – –
Other revenue – 5,553 6,280
Total revenue and other income from transactions – 5,553 6,280
Expenses from transactions
Expenditure program 1 1,749 3,375 10,043
Total expenses from transactions 1,749 3,375 10,043
Net operating result from continuing transactions (1,749) 2,178 (3,763)
Non-operational capital funding
Revenue from government
Appropriation revenue – works and services 12,050 12,161 61,384
Other revenue from government 16,465 – 1,161
Grants 8,882 – –
Total non-operating capital funding 37,397 12,161 62,545
Net result from transactions (net operating balance) 35,648 14,339 58,782
Net result 35,648 14,339 58,782
Comprehensive result 35,648 14,339 58,782
Net assets
Total liabilities incurred for Capital Investment Program (3,377) (15,461)
Net assets deployed for Capital Investment Program (3,377) (15,461)
1. Expenditure program relates to maintenance programs, Building the Education Revolution program administration costs and capital expenditure which falls
under the department’s capitalisation threshold.
3.2
Reconciliation
of total
output groups’
comprehensive
result to
Statement of
Comprehensive
Income
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Total comprehensive result of output groups 16,544 45,003 85,757
Comprehensive result 16,544 45,003 85,757
3.3
Reconciliation
of total output
groups’ net
assets to
Statement
of Financial
Position
2013
Actual
$’000
2012
Actual
$’000
Total net assets deployed for output groups 1,631,667 1,572,492
Reconciliation to net assets
Assets unallocated to output groups 16,139 33,314
Net assets 1,647,806 1,605,806
122 Financial Statements » Notes

3.4
Administered
output
schedule
Comparative information has not been restated for external administrative restructures.
Budget information refers to original estimates for the department and has not been subject to audit.
Administered revenue and other income from transactions
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Revenue from appropriation 236,694 233,524 231,895
Grants 569 2,703 661
Sales of goods and services 343 155 153
Fees and fines – 12 24
Other revenue – 9 5
Total administered revenue and other income from transactions 237,606 236,403 232,738
Administered expenses from transactions
Australian Government: grants to non-government schools 180,404 177,458 177,726
Non-government schools: grants 54,833 57,334 52,692
Non-government schools: capital assistance 1,071 1,141 1,141
Non-government schools: student assistance 386 299 318
Transfers to Consolidated Fund 912 171 864
Total administered expenses from transactions 237,606 236,403 232,741
Administered net result from transactions (net operating balance) – – (3)
Administered net assets
Total administered assets deployed – –
Administered net assets deployed – –
3.5
Reconciliation
of total
administered
output groups’
comprehensive
result to
administered
Statement of
Changes in
Equity
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Total administered net result of output groups – – (3)
Net surplus (deficit) – – (3)
3.6
Reconciliation
of total
administered
output groups’
net assets to
Schedule of
Administered
Assets and
Liabilities
2013
Actual
$’000
2012
Actual
$’000
Total administered net assets deployed for output groups – –
Administered net assets – –
Financial Statements » Notes
123

Note 4: Explanations of material variances between
budget and actual outcomes
4.1
Statement of
Comprehensive
Income
Note
Budget
$’000
Actual
$’000
Variance
$’000
Variance
%
Appropriation revenue – recurrent 1 893,214 866,773 (26,441) (3)
Other revenue from government 2 16,465 5,553 (10,912) (66)
Grants 3 67,758 58,573 (9,185) (14)
Contributions received 4 80 12,740 12,660 (15,825)
Employee benefits 5 693,153 719,846 (26,693) (4)
Depreciation 6 41,184 52,279 (11,095) (27)
Supplies and consumables 5 237,974 188,822 49,152 21
Grants and subsidies 7 50,859 59,182 (8,323) (16)
Other expenses 1 50,899 25,275 25,624 50
Changes in physical asset revaluation reserve 8 26,368 64,642 38,274 145
Notes to Statement of Comprehensive Income variances
1. The variance is the result of the government’s decision to remove the requirement for inner budget agencies to be subject to payroll tax. Also, there was
an increased appropriation for VET Reform and asset sales offset by a reduction in Australian Government Specific Purpose Payments.
2. The variance is the result of the approved carry forward under section 8A(2) of the Public Account Act 1986 from 2011–12 financial year not being fully
expended, subsequently $7.674m was repaid to the Department of Treasury and Finance. In addition, at the time of the budget development the estimated
carry forward was $16.465m but actual approved carry forward was $13.227m.
3. The variance is the result of lower than budgeted revenue from the Australian Government for National Partnerships due to timing variances. These funds
will be received during the 2013–14 financial year.
4. This variance is the result of the recognition of $11.8m from the Tasmanian Risk Management Fund for the cost of providing a temporary school and the
rebuilding of the Dunalley Primary School which was destroyed by bushfires in January 2013.
5. The variance has been influenced by the delivery of Australian Government’s National Partnerships funding through the School Resource Package (SRP).
These funds had been originally budgeted to be expended as supplies and consumables; however, delivery of the funding through the SRP has resulted in
the expenditure being primarily employee entitlements. As a result, employee benefits were higher than budgeted but with a corresponding saving against
supplies and consumables. In addition, as per note 3 grants revenue was lower than budgeted therefore the corresponding expenditure against supplies
and consumables was lower than budgeted.
6. The variance is the result of the budget being developed on expected changes to the useful life of assets, asset reaching the end of their depreciable life,
asset sales, and demolition of former school sites. These did not occur to the level expected.
7. The variance is influenced by a number of factors including that at the time of the budget development for National Partnerships the distribution between
government and non-government sectors was unclear. The budget was therefore allocated for all National Partnership expenditure against supplies and
consumables. Therefore, a corresponding saving exists in that item. In addition, there were increased grant payments for contestable funding for vocational
education and training. This is the result of the Australian Government increasing the number of courses that have to be contested in the training market.
8. The variance is the result of the reassessment of the department’s valuation of specialised assets in the current year.
4.2
Statement
of Financial
Position
Note
Budget
$’000
Actual
$’000
Variance
$’000
Variance
%
Cash and deposits 1 44,981 53,570 8,589 19
Receivables 2 12,969 17,137 4,168 32
Intangibles 3 – 2,271 2,271 –
Other liabilities 4 14,620 4,846 (9,774) (67)
Reserves 5 302,030 385,387 83,357 28
Notes to Statement of Financial Position variances
1. The variance is influenced by schools retained funds at a higher level than budgeted. In addition, the budget estimate being based upon the department not
having an expectation of carry forward appropriation. However, an appropriation of $3.1m was carried forward as provided under section 8A(2) Public
Account Act 1986.
2. This variance is influenced by the recognition of funding of $6.6m that is receivable from the Tasmanian Risk Management Fund for the rebuilding of the
Dunalley Primary School which was destroyed by bushfires in January 2013.
3. The variance is the result of an intangible asset being recognised for the first time. At the time of the budget development it was not known if the asset
would be commissioned during 2012–13. It was previously incorporated in works in progress.
4. The variance is the result of the government’s decision to remove the requirement for inner budget agencies to be subject to payroll tax. Therefore, leave
liabilities no longer accrue a provision for payroll tax.
5. The variance is the result of the reassessment of the department’s valuation of specialised assets in the current year.
124 Financial Statements » Notes

4.3
Statement of
Cash Flows
Note
Budget
$’000
Actual
$’000
Variance
$’000
Variance
%
Appropriation revenue – recurrent 1 893,214 866,773 (26,441) (3)
Grants 2 67,758 58,573 (9,185) (14)
GST receipts 3 48,574 33,440 (15,134) (31)
Employee benefits 4 684,541 723,551 (39,010) (6)
GST payments 3 47,378 32,160 (15,218) (32)
Supplies and consumables 4 243,389 190,240 53,149 22
Grants and subsidies 5 50,859 57,911 (7,052) (14)
Other cash payments 1 50,333 25,563 24,770 49
Proceeds from the disposal of non-financial assets 6 – 2,502 2,502 –
Payments for the acquisition of non-financial assets 7 39,827 22,043 17,784 45
Appropriation repayment to Treasury 7 – 7,674 (7,674) –
Notes to Statement of Cash Flows variances
1. The variance is the result of the government’s decision to remove the requirement for inner budget agencies to be subject to payroll tax. Also, there was
an increased appropriation for VET Reform and asset sales offset by a reduction in Australian Government Specific Purpose Payments.
2. The variance is the result of lower than budgeted revenue from the Australian Government for National Partnerships due to timing variances. These funds
will be received during the 2013–14 financial year.
3. The variance is influenced by consolidated of all schools on the one Business Activity Statement therefore payments between schools and the department
attracted GST which is no longer the case. In addition, the transactions that were budgeted to attract GST did not occur at the level estimated such as
employee benefits which does not attract GST.
4. The variance has been influenced by the Australian Government’s National Partnerships being budgeted against supplies and consumables. However as
programs were developed under these partnerships expenditure was incurred on employee benefits. As a result, employee benefits were higher than
budgeted but with a corresponding saving against supplies and consumables. In addition, as per note 3 grants revenue was lower than budgeted therefore
the corresponding expenditure against supplies and consumables was lower than budgeted.
5. The variance is influenced by a number of factors including that at the time of the budget development for National Partnerships the distribution between
government and non-government sectors was unclear. The budget was therefore allocated for all National Partnership expenditure against supplies and
consumables. Therefore, a corresponding saving exists in that item. In addition, there were increased grant payments for contestable funding for vocational
education and training. This is the result of the Australian Government increasing the number of courses that have to be contested in the training market.
6. The variance is influenced by asset sales that were not undertaken through Crown Lands Administration Fund (CLAF) therefore no budget provision of
was made. Asset sales made through CLAF are recognised as an adjustment directly to equity.
7. The variance is the result of the approved carry forward under section 8A(2) of the Public Account Act 1986 from 2011–12 financial year not being
fully expended, subsequently $7.674m was repaid to the Department of Treasury and Finance. In addition, at the time of the budget development the
estimated carry forward was $16.465m but actual approved carry forward was $13.227m. These carry forwards relate to payments for the acquisition
of non-financial assets.
Note 5: Events occurring after balance date
There have been no events subsequent to balance date
which would have a material effect on the department’s
Financial Statements as at 30 June 2013.
Following the enactment of the Training and Workforce
Development Act 2013, a new statutory authority named
TasTAFE was created effective from 1 July 2013.
TasTAFE is the new public provider of vocational
education and training for Tasmania. It has been created
through the amalgamation of the statutory authority
Tasmanian Skills Institute and the Tasmanian Polytechnic
operations of the Department of Education.
Some assets, liabilities, contracts, and staff of the
department have been transferred to the new TasTAFE
statutory authority. The assets and liabilities have been
transferred in accordance with Treasurer’s Instruction
208 ‘Contributions to State-owned Entities’.
On 19 June 2013, the Minister for Education and Skills
made a determination under section 4(3) of the
Training and Workforce Development (Transitional Provisions)
Act 2013 that all land and fixtures that were held before
1 July 2013 in relation to the performance of any functions
of the Tasmanian Polytechnic is not Polytechnic property.
Therefore, these land and fixtures have not transferred to
TasTAFE and continue to be held by the Crown in right
of Tasmania. This determination was gazetted on the
26 June 2013.
Although ownership of land and building will remain with
the Department of Education, a licensing agreement
permits TasTAFE to continue to operate on these
sites. From an accounting perspective, the Australian
Accounting Standards Board (AASB) ‘Framework for
the Preparation and Presentation of Financial Statements’
notes that an asset is ‘a resource controlled by an entity
as a result of past events and from which future
economic benefits are expected to flow to the entity’.
Further AASB 116 requires an asset to be recognised
when it is probable that future economic benefits
associated with the item will flow to the entity and the
cost of the item can be reliably measured. Therefore,
from 1 July 2013, land and buildings used by TasTAFE
will be reported at fair value in the financial statements
of TasTAFE.
In addition, Skills Tasmania has ceased to be a statutory
authority from 30 June 2013. Skills Tasmania maintains its
name and functions, but has become a business unit of
the department therefore will no longer be a separate
consolidated entity listed in note 16.
Financial Statements » Notes
125

Note 6: Underlying net operating balance
Non-operational capital funding is the income from transactions relating to funding for capital projects. This funding is
classified as income from transactions and included in the net operating balance. However, the corresponding capital
expenditure is not included in the calculation of the net operating balance. Accordingly, the net operating balance will
portray a position that is better than the true underlying financial result.
For this reason, the net operating result is adjusted to remove the effects of funding for capital projects.
Notes
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Net result from transactions (net operating balance) (9,824) (19,639) 19,209
Less impact of non-operational capital funding
Revenue from government – works and services 2.10(a), 7.1 12,050 12,161 61,384
Other revenue from government 2.10(a), 7.1 – – 1,162
Total 12,050 12,161 62,546
Underlying net operating balance (21,874) (31,800) (43,337)
Note 7: Income from transactions
7.1
Revenue from
Government
Revenue from government includes revenue from appropriations, appropriations carried forward under section 8A(2)
of the Public Account Act 1986 and items Reserved by Law.
The budget information is based upon original estimates which have not been subject to audit.
Continuing operations
Appropriation revenue – recurrent
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Current year 893,214 866,773 926,677
Total 893,214 866,773 926,677
Appropriation revenue – works and services 12,050 12,161 61,384
Total 12,050 12,161 61,384
Revenue from government – other
Appropriation carried forward under section 8A(2) of the Public
Account Act 1986 taken up as revenue in the current year
Other non-operational capital funding
16,465 5,553 6,280
Other revenue from government – – 1,161
Total other revenue 16,465 5,553 7,441
Total revenue from government 921,729 884,487 995,502
Section 8A(2) of the Public Account Act 1986 allows for an unexpended balance of an appropriation to be transferred to
an account in the Special Deposits and Trust Fund for such purposes and conditions as approved by the Treasurer. In the
initial year, the carry forward is recognised as a liability, revenue received in advance. The carry forward from the initial
year is recognised as revenue in the reporting year, assuming that the conditions of the carry forward are met and the
funds are expended.
126 Financial Statements » Notes

7.2
Grants
Continuing operations
Grants from the Australian Government
2013
$’000
2012
$’000
Specific grants 2,562 3,419
National Partnership grants 54,274 –
Total grants from Australian Government 56,836 3,419
Grants – other
Grants 1,737 1,909
Total grants – other 1,737 1,909
Total grants 58,573 5,329
7.3
Sales of
goods and
services
Goods
2013
$’000
2012
$’000
School supplies 1,708 3,031
Services
Overseas students 5,036 5,544
Adult education fees 881 1,439
School levies 10,922 9,530
Other student collections 8,931 9,247
Teachers’ registration fees 1,127 1,071
Corporate services 6,294 6,401
Other 7,975 8,767
Total 42,874 45,030
7.4
Fees and fines
2013
$’000
2012
$’000
Library fines 317 350
Total 317 350
7.5
Contributions
received
2013
$’000
2012
$’000
Tasmanian Risk Management Fund – insurance claims 11,861 –
Donation 687 125
Fair value of library books donated 192 100
Total 12,740 225
7.6
Other
revenue
2013
$’000
2012
$’000
Workers’ compensation refunds 4,931 4,423
Miscellaneous school revenue 13,254 25,113
Salary recovered from external bodies 1,210 691
LINC Tasmania collections 116 805
Rental properties 620 316
Other 4,486 7,969
Total 24,617 39,317
Financial Statements » Notes
127

Note 8: Expenses from transactions
8.1
Employee
benefits
2013
$’000
2012
$’000
Wages and salaries 603,687 585,292
Annual leave 16,925 20,771
Sick leave 16,041 14,135
Long service leave 10,125 14,988
Superannuation – contribution scheme 43,631 38,962
Superannuation – defined benefit scheme 29,050 32,117
Other employee expenses 387 370
Total 719,846 706,635
Superannuation expenses relating to defined benefits schemes relate to payments into the Consolidated Fund.
The amount of the payment is based on an employer contribution rate determined by the Treasurer, on the advice of
the State Actuary. The current employer contribution is 12.5% of salary.
Superannuation expenses relating to defined contribution schemes are paid directly to superannuation funds at a rate of
9% of salary. In addition, departments are also required to pay into the Consolidated Fund a ‘gap’ payment equivalent to
3.5% of salary in respect of employees who are members of contribution schemes.
8.2
Depreciation
Depreciation
2013
$’000
2012
$’000
Plant and equipment 2,055 1,991
Buildings 46,784 44,810
Library book stock 2,683 2,653
Intangibles 757 –
Total 52,279 49,454
8.3
Supplies and
consumables
2013
$’000
2012
$’000
Audit fees – financial audit 215 86
Consultants 3,644 3,463
Property services 44,604 39,313
Maintenance 34,883 33,511
Communications 2,443 3,288
Information technology 27,735 32,173
Travel and transport 8,233 6,776
Advertising and promotion 967 982
Materials and supplies 25,196 33,283
Miscellaneous school expenses 15,931 28,370
Books and periodicals 2,942 2,368
Equipment leases 1,777 1,501
Postage and freight 1,423 1,565
Training and development 3,819 3,489
Contractors 3,856 3,118
Copyright fees 2,800 2,272
Other supplies and consumables 8,354 12,013
Total 188,822 207,571
128 Financial Statements » Notes

8.4
Grants and
subsidies
2013
$’000
2012
$’000
Apprentice and trainee subsidies 1,889 1,468
Child care 1,112 1,034
Group training and ITAB state funding – 39
Sundry grants, fees and scholarships 1,334 1,282
VET delivery 40,553 37,671
Accommodation allowance for tertiary students 354 694
Tasmanian communities online 434 480
Non-government schools 4,456 1,266
Senior secondary accommodation allowance 406 405
Spectacles and special bursaries 200 263
Other grant payments 8,444 21
Total 59,182 44,623
8.5
Other
expenses
2013
$’000
2012
$’000
Salary on-costs 1 25,275 41,812
Total 25,275 41,812
1. The department was no longer required to pay payroll tax on employee benefits from 1 October 2012, this is reflected in decreased costs above.
Note 9: Other economic flows included in net result
9.1
Net gain/
(loss) on
non-financial
assets
2013
$’000
2012
$’000
Net gain/(loss) on disposal of physical assets 1,023 (3,777)
Total net gain/(loss) on non-financial assets 1,023 (3,777)
9.2
Net gain/
(loss) on
financial
instruments
and statutory
receivables/
payables
Impairment of:
2013
$’000
2012
$’000
Loans and receivables (83) (360)
Total net loss on financial instruments (83) (360)
9.3
Net gain/
(loss) on
transitional
data
arrangements
2013
$’000
2012
$’000
Understated revenue as a result of school finance system data transfers – (14,346)
Total net loss on financial instruments – (14,346)
As a result of schools transitioning to a common Schools Administration System during the 2011–12 financial year,
errors in historical data, particularly receivables and cash which had been overstated in previous years, were identified.
This resulted in reducing the amounts of receivables and cash holdings during the transition. The effect is that operating
revenue may have been overstated in prior years and, whilst the department does not consider these errors material,
it has elected to record the correction as an impairment loss outside of continuing operations during that year.
Financial Statements » Notes
129

Note 10: Assets
10.1
Receivables
2013
$’000
2012
$’000
Central office receivables 12,846 8,701
LINC receivables 839 733
Less: Provision for impairment (655) (572)
Total 13,030 8,862
School receivables 4,352 3,415
Less: Provision for impairment (245) (230)
Total 4,107 3,185
Total receivables 17,137 12,047
Comprising
Sale of goods and services (inclusive of GST) 15,407 9,038
Tax assets 1,730 3,009
Total 17,137 12,047
Settled within 12 months 17,137 12,047
Total 17,137 12,047
Reconciliation of movement in provisions for impairment of receivables
2013
$’000
2012
$’000
Carrying amount at 1 July 802 539
Amounts written off during the year (340) –
Increase/(decrease) in provision recognised in profit or loss 438 263
Carrying amount at 30 June 900 802
10.2
Assets held
for sale
2013
$’000
2012
$’000
Land and buildings 11,206 11,427
Total 11,206 11,427
Settled within 12 months 11,206 11,427
Total 11,206 11,427
The assets held for sale consists of land and some buildings which have become surplus to the department’s
requirements. It is intended that these be disposed – either by way of sale or through appropriate property swaps.
Steps have been taken for this purpose and it is likely that the disposals could occur within the next 12 months.
130 Financial Statements » Notes

10.3
Property,
plant and
equipment
(a) Carrying amount 2013
$’000
Land
2012
$’000
At fair value 379,831 371,990
Total land 379,831 371,990
Buildings
At fair value 1,252,736 1,216,133
Less: Accumulated depreciation – –
1,252,736 1,216,133
Works in progress (at cost) 3,949 14,863
Total buildings 1,256,685 1,230,996
Plant and equipment
At cost 34,474 34,012
Less: Accumulated depreciation (25,920) (24,498)
Total plant and equipment 8,554 9,514
Total property, plant and equipment 1,645,070 1,612,500
(b) Reconciliation of movements
Reconciliations of the carrying amounts of each class of property, plant and equipment, library book stock and heritage
at the beginning and end of the current and previous financial year are set out below. Carrying value means the net
amount after deducting accumulated depreciation and accumulated impairment losses.
2013
Land
$’000
Buildings
$’000
Work in
progress
$’000
Plant and
equipment
$’000
Total
$’000
Carrying value at 1 July 371,990 1,216,133 14,863 9,514 1,612,500
Additions 69 318 19,218 1,218 20,823
Disposals (1,883) (1,296) – (123) (3,302)
Revaluation increments 9,254 54,634 – – 63,888
Depreciation expense – (46,784) – (2,055) (48,839)
Capitalised works to assets 401 29,731 (30,132) – –
Carrying value as at 30 June 379,831 1,252,736 3,949 8,554 1,645,070
2012
Land
$’000
Buildings
$’000
Work in
progress
$’000
Plant and
equipment
$’000
Total
$’000
Carrying value at 1 July 368,624 924,773 228,810 9,301 1,531,508
Additions – – 62,597 2,274 64,871
Disposals (317) (233) – (71) (621)
Revaluation increments 3,683 59,860 – – 63,543
Depreciation expense – (44,811) – (1,990) (46,801)
Capitalised works to assets – 276,544 (276,544) – –
Carrying value as at 30 June 371,990 1,216,133 14,863 9,514 1,612,500
(c) Valuation of land and building assets at fair value
The department values its land and building asset classes at fair value. To determine fair value of these asset classes
at 30 June 2010, the department engaged an independent valuer during 2009–10. The valuation of the assets was
undertaken by Liquid Pacific Holdings Pty Ltd, effective 30 June 2010.
An inflation factor is applied each year in between the last formal valuation to determine fair value each year. For 2012–13,
this inflation factor was 2.5% for land and 1.29% for buildings.
Financial Statements » Notes
131

10.4
Library book
stock
(a) Carrying amount 2013
$’000
2012
$’000
At cost 32,075 32,036
Less: Accumulated depreciation (16,980) (15,246)
Total library book stock 15,095 16,790
(b) Reconciliation of movements 2013
$’000
2012
$’000
Carrying value at 1 July 16,790 18,490
Additions 1,947 2,013
Disposals (959) (1,060)
Depreciation (2,683) (2,653)
Carrying value at 30 June 15,095 16,790
10.5
Heritage
collections
(a) Carrying amount 2013
$’000
2012
$’000
At fair value 64,153 63,343
Total heritage 64,153 63,343
(b) Reconciliation of movements 2013
$’000
2012
$’000
Carrying value at 1 July 63,343 60,337
Additions 56 –
Revaluation increments 754 3,006
Carrying value at 30 June 64,153 63,343
The department holds a number of heritage assets. A significant component of these assets relate to the Allport
Library and Museum of Fine Arts and the Crowther Library. The Allport library, donated by the late Henry Allport,
comprises books, pamphlets, prints, historical maps and charts relating to Australia and the Pacific including art works
by convict and colonial landscape artists. The Crowther Library is a collection of books, pamphlets, maps, manuscripts,
photographs, works of art and museum objects such as medical instruments and scrimshaw. It was formed during the
lifetime of Sir William Crowther and presented by him to the State Library of Tasmania over a period from 1964 until
his death in 1981.
These items are not depreciated as they do not have limited useful lives as appropriate curatorial policies are in place.
An inflation factor is applied each year in between the last formal valuation to determine fair value each year.
For 2012–13, this inflation factor was 1.0% for heritage assets.
10.6
Intangibles
(a) Carrying amount 2013
$’000
2012
$’000
Software at cost 3,029 –
Less: Accumulated depreciation (758) –
2,271 –
Work in progress – 3,029
Total intangibles 2,271 3,029
(b) Reconciliation of movements 2013
$’000
2012
$’000
Carrying value at 1 July 3,029 2,865
Additions – 164
Amortisation (758) –
Carrying value at 30 June 2,271 3,029
132 Financial Statements » Notes

10.7
Other assets
(a) Carrying amount 2013
$’000
Other current assets
2012
$’000
Prepayments 2,339 1,411
Accrued revenue 441 407
Total 2,780 1,818
Settled within 12 months 2,780 1,818
Total 2,780 1,818
Note 11: Liabilities
11.1
Payables
2013
$’000
2012
$’000
Creditors 3,324 10,512
Accrued expenses 4,762 1,466
Total 8,086 11,978
Settled within 12 months 8,086 11,978
Total 8,086 11,978
Settlement is usually made within 30 days.
11.2
Employee
benefits
2013
$’000
2012
$’000
Accrued salaries 20,278 19,157
Annual leave 13,789 13,801
Long service leave 115,894 120,880
State Service Accumulated Leave Scheme 583 411
Total 150,544 154,249
Settled within 12 months 51,480 48,838
Settled in more than 12 months 99,064 105,411
Total 150,544 154,249
11.3
Other
liabilities
Revenue received in advance
Appropriation carried forward from current and previous years
under section 8A(2) of the Public Account Act 1986
2013
$’000
2012
$’000
3,139 13,227
Other revenue received in advance 1,628 1,879
Other liabilities 79 368
Total 4,846 15,474
Settled within 12 months 4,471 15,474
Settled in more than 12 months 375 –
Total 4,846 15,474
The department was no longer required to pay payroll tax on employee benefits from 1 October 2012. As such, the
department does not make any provision for this on-cost to leave entitlements in 2013 as referred to in note 2.22.
Financial Statements » Notes
133

Note 12: Commitments and contingencies
12.1
Schedule of
commitments
Schedule of commitments
By type
Capital commitments
2013
$’000
2012
$’000
Buildings 2,109 13,463
Total capital commitments 2,109 13,463
Lease commitments
Operating leases 12,340 9,955
Total lease commitments 12,340 9,955
By maturity
Capital commitments
One year or less 2,109 13,463
From one to five years – –
Total capital commitments 2,109 13,463
Operating lease commitments
One year or less 4,994 4,147
From one to five years 7,346 5,808
Over five years – –
Total operating lease commitments 12,340 9,955
Total 14,449 23,418
Note: Commitments are GST inclusive where relevant.
Capital commitments generally relate to the outstanding contractual amounts on building works but may be subject to
contract variations.
The department leases buildings, plant and equipment and fleet under operating leases expiring from one to ten
years. Leases generally provide the department with a right of renewal at which time all terms are renegotiated. Lease
payments comprise a base amount plus an incremental contingent rental. Contingent rentals are based on either
movements in the Consumer Price Index or operating criteria.
12.2
Contingent
assets and
liabilities
Contingent assets and liabilities are not recognised in the Statement of Financial Position due to uncertainty regarding
the amount or timing of the underlying claim or obligation.
(a) Unquantifiable contingencies
At 30 June 2013 the department had a number of legal claims against it, generally relating to personal injury arising from
accidents on departmental premises. The Crown Solicitor has advised the department that the estimated personal
injury liability to be $1.725m for 2012–13 ($1.340m for 2011–12).
The department has a number of leases on property it occupies. Some of these leases contain a ‘make good provision’.
A liability for these provisions has not been recognised in the Statement of Financial Position as the department
considers a value of these provisions cannot be reliably measured due to a variety of factors. The majority of leases
cover a five to ten year period and are generally renewed, hence deferring any make good liability.
134 Financial Statements » Notes

Note 13: Reserves
13.1
Reserves
2013
Asset revaluation reserve
Land
$’000
Buildings
$’000
Heritage
$’000
Total
$’000
Balance at the beginning of financial year 120,047 178,690 22,009 320,745
Revaluation increments (decrements) 9,254 54,634 753 64,642
Balance at end of financial year 129,301 233,324 22,762 385,387
2012
Asset revaluation reserve
Land
$’000
Buildings
$’000
Heritage
$’000
Total
$’000
Balance at the beginning of financial year 116,364 118,830 19,003 254,197
Revaluation increments (decrements) 3,683 59,860 3,006 66,548
Balance at end of financial year 120,047 178,690 22,009 320,745
(a) Nature and purpose of reserves
Physical asset revaluation reserve
The asset revaluation reserve is used to record increments and decrements on the revaluation of non-current assets, as
described in accounting policy note 2.13(d).
13.2
Administrative
restructuring
No administrative restructuring has occurred during the 2012–13 financial year.
Note 14: Cash flow reconciliation
14.1
Cash and
deposits
Cash and deposits includes the balance of the Special Deposits and Trust Fund held by the department, and other cash
held, excluding those accounts which are administered or held in a trustee capacity or agency arrangement.
Special Deposits and Trust Fund balance
2013
$’000
2012
$’000
T511 – Department of Education operating account 14,082 30,305
T521 – Department of Education school banking account 38,296 34,803
T648 – State Library Service (overdue fines) account – 148
Total 52,378 65,256
Other cash held
Post-Year 10 cash receipting account 760 927
Other bank accounts 310 255
Cash floats 122 115
Total 1,192 1,297
Total cash and deposits 53,570 66,553
2013
$’000
2012
$’000
Cash and deposits (as per Statement of Financial Position) 53,570 66,553
Total cash and cash equivalents 53,570 66,553
The definition of cash can be found at Note 2.13(a).
Included in the Department of Education operating account is an amount of $3.139m, which is an approved carryforward
under section 8A(2) of the Public Account Act 1986.
Financial Statements » Notes
135

14.2
Reconciliation
of net result
to net
cash from
operating
activities
2013
$’000
2012
$’000
Net result (19,639) 19,209
Revenue from government – works and services (12,161) (61,384)
Revenue from government – other – (1,162)
Depreciation and amortisation 52,279 49,454
Gain/(Loss) from sale of non-financial assets 1,023 (3,777)
Contributions received (12,722) (111)
Movement in assets as a result of transitional data arrangements 14,346 6,103
Impairment losses 83 360
Decrease/(increase) in receivables (5,090) 2,237
Decrease/(increase) in other assets (961) 320
Increase/(decrease) in employee benefits (3,705) (5,646)
Increase/(decrease) in payables (3,892) 252
Increase/(decrease) in other liabilities (10,629) 4,726
Net cash from operating activities (1,068) 10,581
136 Financial Statements » Notes

14.3
Acquittal
of capital
investment
and special
capital
investment
funds
The department received works and services appropriation funding to fund specific projects.
Not all projects listed below are capitalised as they may not meet the department’s capitalisation threshold of $150,000
or have been deemed maintenance projects and are expensed through the Statement of Comprehensive Income.
Cash outflows relating to these projects are listed below by category.
Budget information refers to original estimates for the department and has not been subject to audit.
(a) Project expenditure
Capital Investment Program
New projects
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
School Transition Fund 1,200 600 –
Burnie Child and Family Centre – – 907
Risdon Cove Child and Family Centre – – 961
Continuing projects
Renewing Our Education System 1,165 – –
Campbell Town Child Care Centre 800 570 380
Burnie High School – – 3,028
Port Sorell Primary School 4,500 7,500 5,154
Albuera Street Primary School – – 572
King Island District High School – – 68
St Leonards Primary School – – 212
Sheffield District High School – – 99
Child and Family Centre – Bridgewater 3,399 2,965 2,675
Community Knowledge Network – Learning and
Information Network Centres (LINCs)
6,350 3,257 1,500
Establish a new Learning and Information Network Centre (LINC) 500 – 3,129
Local Schools Working Together 500 492 1,475
School amalgamations Burnie – – 396
Bridgewater and Southern Midlands Educational Renewal Project – – 6,936
Child and family centres 10,000 3,491 11,709
Tasmania Tomorrow 1,000 1,000 1,400
Tasmania Tomorrow – Infrastructure support 850 850 850
Taroona High School – – 177
Trade Training Centres 7,133 3,849 10,767
Building the Education Revolution
Administrative support – – 855
Primary schools – – 16,302
Science and language centres – – 1,871
Total 37,397 24,574 71,423
Financial Statements » Notes
137

(b) Classification of cash flows
The project expenditure above is reflected in the Statement of Cash Flows as follows
Cash outflows
Other cash payments
2013
$’000
2012
$’000
Wages and salaries 653 890
Long service leave 4 11
Superannuation 67 54
Other employee expenses 20 43
Buildings and infrastructure works and services 22,815 66,480
Information technology 2 74
Advertising and promotion 2 –
Supplies and consumables 87 145
Consultants 874 3,667
Travel and transport 48 47
Communications 2 12
Total cash outflows 24,574 71,423
Note 15: Financial instruments
15.1
Risk
exposures
(a) Risk management policies
The department has exposure to the following risks from its use of financial instruments:
• credit risk
• liquidity risk
• market risk.
The Head of Agency has overall responsibility for the establishment and oversight of the department’s risk management
framework. Risk management policies are established to identify and analyse risks faced by the department, to set
appropriate risk limits and controls, and to monitor risks and adherence to limits.
(b) Credit risk exposures
Credit risk is risk of financial loss to the department if a customer or counterparty to a financial instrument fails to meet
its contractual obligations.
The credit risk in relation to cash is deemed to be low as counterparty failure is managed by dealing with financially
sound and reputable banks. The carrying amount of financial assets recorded in the financial statements, net of any
allowances for losses, represents the department’s maximum exposure to credit risk. The department is not exposed to
concentration of credit risk of any significance.
The department does not hold any collateral or other security against any financial assets.
Standard debtor terms are 30 days net. The department has established an allowance for impaired losses that are
re-assessed each year. Bad debts written-off during the year are used to determine estimated impairment. Before any
write-off, debtors are sent reminder notices and their debt may be forwarded onto a collection agency. Individual
debtors tend to be small in nature with no significant credit risk exposure to any individual debtor. The collection of the
amounts disclosed below is considered more likely than not therefore the amounts have not been impaired.
The following tables analyse financial assets that are due but not impaired:
Analysis of non-impaired
financial assets at 30 June 2013
Not past
due
$'000
Past due
30–59 days
$'000
Past due
60–89 days
$'000
Past due 90
days greater
$'000
Total
$'000
Receivables 10,877 1,007 458 4,795 17,137
Analysis of non-impaired
financial assets at
30 June 2012
Not past
due
$'000
Past due
30–59 days
$'000
Past due
60–89 days
$'000
Past due 90
days greater
$'000
Total
$'000
Receivables 8,271 1,391 631 1,754 12,047
138 Financial Statements » Notes

(c) Liquidity risk
Liquidity risk is the risk that the department will not be able to meet its financial obligations as they fall due.
The department’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet
its liabilities when they fall due by regularly reviewing budgeted cash outflows to ensure that there is sufficient cash
to meet all obligations.
The following tables detail the undiscounted cash flows payable by the department by remaining contractual maturity
for its financial liabilities. It should be noted that as these are undiscounted, totals may not reconcile to the carrying
amounts presented in the Statement of Financial Position.
2013
Maturity analysis for financial liabilities
Financial liabilities
1 year
$'000
2 years
$'000
3 years
$'000
4 years
$'000
5 years
$'000
More than
5 years
$'000
Undiscounted
total
$'000
Carrying
amount
$'000
Payables 8,086 – – – – – 8,086 8,086
Other financial liabilities 4,458 – – – – – 4,458 4,458
Total 12,544 – – – – – 12,544 12,544
2012
Maturity analysis for financial liabilities
Financial liabilities
1 year
$'000
2 years
$'000
3 years
$'000
4 years
$'000
5 years
$'000
More than
5 years
$'000
Undiscounted
total
$'000
Carrying
amount
$'000
Payables 11,978 – – – – – 11,978 11,978
Other financial liabilities 15,106 – – – – – 15,106 15,106
Total 27,084 – – – – – 27,084 27,084
(d) Market risk
Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in
market prices. The primary market risk that the department is exposed to is interest rate risk.
The department currently has the majority of its financial assets in variable interest rates to take advantage of interest
rate rises.
Variable rate instruments
2013
$’000
2012
$’000
Financial assets 38,451 35,730
Total 38,451 35,730
The department does not hold any financial instruments available for sale which would directly affect equity as a result
of changes in interest rates. Changes in variable rates of 100 basis points at reporting date would have the following
effect on the department’s profit or loss.
Statement of Comprehensive Income
Equity
30 June 2013
100 basis points
increase
$'000
100 basis points
decrease
$'000
100 basis points
Increase
$'000
100 basis points
decrease
$'000
Financial assets 418 (418) 418 (418)
Net sensitivity 418 (418) 418 (418)
30 June 2012
Financial assets 449 (449) 449 (449)
Net sensitivity 449 (449) 449 (449)
This analysis assumes all other variables remain constant. The analysis was performed on the same basis as 2012.
Financial Statements » Notes
139

15.2
Categories
of financial
assets and
liabilities
Financial assets
2013
$’000
2012
$’000
Cash and cash equivalents 53,570 66,553
Loans and receivables 17,137 12,047
Total 70,707 78,600
Financial liabilities
Financial liabilities at amortised cost 12,544 27,084
Total 12,544 27,084
15.3
Reclassifications
of financial
assets
The department has made no reclassifications of any financial assets held for the financial year.
15.4
Derecognition
of financial
assets
The department has not derecognised any financial assets during the financial year.
15.5
Comparison
between
carrying
amount and
net fair value
of financial
assets and
liabilities
Financial assets
Carrying
amount
2013
$'000
Net fair
value
2013
$'000
Carrying
amount
2012
$'000
Net fair
value
2012
$'000
Cash and cash equivalents 53,570 53,570 66,553 66,553
Receivables 17,137 17,137 12,047 12,047
Total financial assets 70,707 70,707 78,600 78,600
Financial liabilities
Payables 8,086 8,086 11,978 11,978
Other – revenue received in advance 4,458 4,458 15,106 15,106
Total financial liabilities 12,544 12,544 27,084 27,084
Note 16: Details of consolidated entities
16.1
List of
entities
The following entities have been consolidated by the department:
• Schools Registration Board
• Skills Tasmania 1
• Tasmanian Qualifications Authority 2
• Teachers Registration Board 2
Although the above are separate reporting entities for administrative purposes they operate as part of the department.
1. Skills Tasmania is not required to prepare financial statements. Also see note 5.
2. For further breakdown of these organisations’ financial activities refer to each entities financial statements.
140 Financial Statements » Notes

16.2
Statement of
payments for
the Schools
Registration
Board
2013
$’000
2012
$’000
Salaries 57 57
Travel 8 8
Meetings 23 12
Miscellaneous 5 18
Total expenditure 93 95
Note 17: Notes to administered statements
17.1
Explanations
of material
variances
between
budget
and actual
outcomes
The following are brief explanations of material variances between budget estimates and actual outcomes for 2012–13.
Variances are considered material where the variance exceeds the greater of 10% of budget estimate and $1,500,000.
Note
Budget
$’000
Actual
$’000
Variance
$’000
Variance
%
Grants and subsidies 1 569 2,703 2,134 375
Notes to administered revenue and expense variances
The variance is the result of Australian Government National Partnership funding received for non-government schools
which the department was not aware of at the time of the budget development.
17.2
Administered
revenue from
government
Administered revenue from government includes revenue from appropriations, appropriations carried forward under
section 8A(2) of the Public Account Act 1986 and items Reserved by Law.
Budget information refers to original estimates for the department and has not been subject to audit.
Continuing operations
Appropriation revenue – recurrent
2013
Budget
$’000
2013
Actual
$’000
2012
Actual
$’000
Current year 236,694 233,524 231,895
Total administered revenue from government 236,694 233,524 231,895
17.3
Administered
grants
General grants
2013
$’000
2012
$’000
National Partnership Funding 2,703 –
Australian Government: Recurrent receipts (schools) – 50
Australian Government: Recurrent receipts (TAFE) – 611
Subtotal general grants 2,703 661
Total 2,703 661
17.4
Administered
sales of goods
and services
2013
$’000
2012
$’000
Archives services 12 16
Curriculum services 90 94
State Library services 42 42
Other 11 1
Total 155 153
Financial Statements » Notes
141

17.5
Administered
fees and fines
2013
$’000
2012
$’000
Group assurance commission 12 24
Total 12 24
17.6
Administered
other revenue
2013
$’000
2012
$’000
Other revenue from ordinary activities 9 5
Total 9 5
17.7
Administered
grants and
subsidies
expenses
2013
$’000
2012
$’000
Non-government schools: Grants by Australian Government 177,458 177,726
Non-government schools: Grants by state government 57,334 52,692
Non-government schools: Capital assistance 1,141 1,141
Non-government schools: Student assistance 299 318
Total 236,232 231,877
17.8
Administered
receivables
2013
$’000
2012
$’000
Central office receivables – –
Total – –
Settled within 12 months – –
Total – –
17.9
Administered
cash and
deposits
Administered cash and deposits include the balance of the special deposits and trust fund accounts held by the
department, and other cash held, which are administered or held in a trustee capacity or agency arrangement.
Special Deposits and Trust Fund balance
2013
$’000
2012
$’000
T511 – Department of Education Operating Account – –
Total – –
17.10
Reconciliation
of
administered
net result to
net cash from
administered
operating
activities
2013
$’000
2012
$’000
Net result – (3)
(Increase)/decrease in receivables – 3
Net cash from (used by) operating activities – –
142 Financial Statements » Notes

17.11
Financial
instruments
(administered)
(a) Risk management policies
The department has exposure to the following risks from its use of financial instruments:
• credit risk
• liquidity risk
• market risk.
The Head of Agency has overall responsibility for the establishment and oversight of the department’s risk management
framework. Risk management policies are established to identify and analyse risks faced by the department, to set
appropriate risk limits and controls, and to monitor risks and adherence to limits.
(b) Credit risk exposures
Credit risk is risk of financial loss to the department if a customer or counterparty to a financial instrument fails to meet
its contractual obligations.
The credit risk in relation to cash is deemed to be low as counterparty failure is managed by dealing with financially
sound and reputable banks. The carrying amount of financial assets recorded in the financial statements, net of any
allowances for losses, represents the department’s maximum exposure to credit risk. The department is not exposed
to concentration of credit risk of any significance.
The department does not hold any collateral or other security against any financial assets.
Standard debtor terms are 30 days net. Collectability of receivables is reviewed at balance date and provision for
impairment is raised when collection of a debt is judged to be doubtful. There were no administered financial assets
that for the years ended 30 June 2012 or 30 June 2013.
(c) Liquidity risk
Liquidity risk is the risk that the department will not be able to meet its financial obligations as they fall due.
The department’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its
liabilities when they fall due.
As at 30 June 2013, the department had no administered financial liabilities.
(d) Market risk
Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes
in market prices. The primary market risk that the department is exposed to is interest rate risk.
As at 30 June 2013, there is no interest rate exposure on administered activities, as all financial instruments were
non-interest bearing.
17.12
Categories of
administered
financial
assets and
liabilities
Administered financial assets
2013
$’000
2012
$’000
Cash and cash equivalents – –
Loans and receivables – –
Total – –
17.13
Comparison
between
carrying
amount and
net fair value
of financial
assets and
liabilities
Administered financial assets
Carrying
Amount
2013
$'000
Net fair
Value
2013
$'000
Carrying
Amount
2012
$'000
Net fair
Value
2012
$'000
Receivables – – – –
Total financial assets – – – –
Financial liabilities
Total financial liabilities – – – –
Financial Statements » Notes
143

Note 18: Transactions and balances relating to a trustee
or agency arrangement
Account name
Opening
balance
1 July 2012
$'000
Net
transactions
during 2012–13
$'000
Closing
balance
30 June 2013
$'000
Critchley Parker Junior Student Loan Fund 19 1 20
Sir John Morris Memorial Fund 1,088 35 1,123
TM Crisp Memorial Sporting Library 17 1 18
Kula Bequest 100 3 103
The department acts under a trustee arrangement in the administration of certain library and student funds.
These funds are neither administered nor controlled. Accordingly they are not recognised in the financial statements.
However, disclosure is made in aggregate the amount collected and distributed to external parties during the reporting
period and any amount undistributed at 30 June 2013.
Statement of Certification
144 Financial Statements » Notes and Statement of Certification

Auditor-General's Report
Financial Statements » Auditor-General's Report
145

146 Financial Statements » Auditor-General's Report

Appendices

Additional Performance Measures
Class sizes (average number of students) 1 2011 2012 2013
Kindergartens:
Kindergarten-only classes 19.2 19.3 19.5
Kindergarten in combined classes 20.0 21.1 20.5
Primary schools:
Prep 21.4 21.7 21.7
Year 1 22.5 23.0 23.1
Year 2 22.9 23.3 23.5
Year 3 23.1 23.8 23.8
Year 4 23.3 23.9 23.7
Year 5 23.8 24.6 24.1
Year 6 23.8 24.3 24.1
Prep – Year 6 overall 23.0 23.2 23.4
Secondary schools by school type: 2
Secondary 23.8 23.9 23.9
Combined 19.6 21.4 21.3
All secondary 22.7 23.4 23.4
1. This data is derived from first term census data.
2. As secondary school students are not organised into single classes which exclusively undertake a complete education program, the department has
adopted English class size as a proxy measure where the roll class is not suitable.
Student attendance
2010 2011 2012
Average daily attendance rate 1 (proportion of students present) 91.3% 90.5% 90.2%
1. Data pertains to students in Prep to Year 10. Data is not reported for students in senior secondary schools, Ashley School or the Tasmanian eSchool.
The calculated rates and proportions are based on FTE enrolments from the August Census.
School opinion surveys
School satisfaction data was not collected by the Department of Education in 2012. Parent and student survey data will
be replaced by the parent opinion and student opinion survey collections to be conducted by Australian Curriculum,
Assessment and Reporting Authority (ACARA) during 2013. ACARA will trial staff opinion surveys during 2013.
Students with disabilities
Students attending early childhood intervention service centres: 1
2011 2012 2013
Number 582 599 557
Full-time equivalents 197.1 206.5 192.7
Students with the highest support needs (Register for Students with Severe
Disabilities) in special schools:
Number 210 219 230
Full-time equivalents 192.6 203.3 216.4
Students with the highest support needs (Register for Students with Severe
Disabilities) in regular schools:
Number 724 711 729
Full-time equivalents 693.1 681.1 704.3
1. Enrolment numbers are as at August of the year prior.
148 Appendices » Additional Performance Measures

Access to computers in classrooms
Ratio of number of students per computer device 1
School type 2011 2012 2013
Primary 3.2 2.8 2.6
Secondary 1.5 1.3 1.2
Combined 2.2 1.7 1.8
Senior secondary 2.6 1.0 1.2
Special 2 2.4 1.2 0.5
All (Kinder to Year 12) 2.4 1.8 1.7
1. Figures are as at April in each calendar year. A lower ratio indicates greater student access to computers. Includes desktop, laptop and handheld computer
devices provided by the department.
2. iPads for students with disabilities are included in the figures for special schools.
Government expenditure ($) per student (FTE) in government schools
This data is published in the Australian Government Productivity Commission Report on Government Services available
at http://www.pc.gov.au/gsp/rogs
Rate of staff attendance
2010 2011 2012
All department staff 97.9% 97.7% 97.7%
Teaching staff 97.7% 97.5% 97.4%
Separation rates for staff aged less than 55 years
2010–11 2011–12 2012–13
Tasmanian State Service Award (TSSA) general 2.3% 2.1% 2.5%
Education facility attendant 0.9% 2.2% 1.9%
Teaching service 0.7% 0.8% 1.3%
Teacher assistant 1.3% 1.7% 2.6%
TSSA professional 2.6% 0.0% 1.5%
Allied health 4.3% 6.3% 8.8%
Senior Executive Services (SES) 0.0% 3.6% 0.0%
Average – all employment classifications 1.1% 1.4% 1.9%
Appendices » Additional Performance Measures
149

Abbreviations and Acronyms
AAS
AASB
ABS
ACARA
AEDI
ACECQA
ASbA
CFC
COAG
DFA
DoE
DSE
EAL
EYLF
FTE
GST
ICT
IFRS
KDC
LiL
LINC
LOTE
MP
N/A
NAPLAN
Australian Accounting Standards
Australian Accounting Standards Board
Australian Bureau of Statistics
Australian Curriculum, Assessment and
Reporting Authority
Australian Early Development Index
Australian Children’s Education and Care
Quality Authority
Australian School-based Apprenticeships
child and family centre
Council of Australian Governments
Disability Framework for Action
Department of Education
Disability Standards for Education
English as an Additional Language
Early Years Learning Framework
full-time equivalent
Goods and Services Tax
information and communications
technology
International Financial Reporting Standards
Kindergarten Development Check
Launching into Learning
Learning and Information Network Centre
Languages other than English
Member of Parliament
not available
National Assessment Program – Literacy and
Numeracy
NATSIEAP National Aboriginal and Torres Strait Islander
Education Action Plan
NMS
NQS
NSSC
PDP
PIPS
PNL
PiTE
PPO
PL
RTBCTG
RTI
RTOs
SES
SLAT
SPA
SRB
TasTAFE
THEAC
TLAB
TRB
TSSA
VET
YTO
YLO
national minimum standard
National Quality Standard (education and
care)
National Schools Statistics Collection
Performance and Development Plan
Performance Indicators in Primary Schools
principal network leader
Partnerships in Teaching Excellence
pathway planning officer
professional learning
Raising the Bar Closing the Gap
right to information
registered training organisations
socioeconomic status
State Library and Archives Trust
Superannuation Provision Account
Schools Registration Board
Tasmanian Technical and Further
Education
Tasmanian Home Education Advisory
Council
Tasmanian Library Advisory Board
Teachers Registration Board
Tasmanian State Service Award
vocational education and training
youth transition officer
youth learning officer
150 Appendices » Abbreviations and Acronyms

Publications
Curriculum Services
• Supporting Literacy and Numeracy Success: A teacher’s
resource for Early Years to Year 12
Education and Care
• Sundry information sheets
• Approved Registration Bodies Licence Fees 2013–2014 –
pamphlet (updated)
• Centre Based Care Licence Fees 2013–2014 – pamphlet
(updated)
Educational Performance Services
• School Improvement Reports – website
• Assessment and Reporting Policy
• Enrolment, Attendance and Participation Policy
• Accountability Policy
• Assessment and Reporting Procedures
• School Attendance Procedures
• School Enrolment Procedures
• Enrolment brochure for schools
• Attendance brochure for schools
• NAPLAN 2013 brochure for schools
English as an Additional Language Program
• English as an Additional Language (EAL) Guidelines 2012
Further Education and Training
• Discussion paper Future provision of Years 11 and 12
education in regional Tasmania
• Education agent handbook and procedures manual
• Education agent registration policy and procedure
• Future provision of Years 11 and 12 education in
regional Tasmania Minister’s Action Plan
• GETI Tasmania tuition, accommodation and
administration fee information and term/semester
dates
• Guaranteeing Futures – 2012 Year in Review
• Homestay accommodation overview – booklet and
brochure
• Homestay host – handbook and general overview
• Polytechnic graduation – booklet
• Polytechnic Handbook – electronic
• Promotional materials: flyers, brochures and
presentations for education exhibitions and education
agent training sessions
• School-based Apprenticeships – brochure
• Student Information Book (Tasmanian Polytechnic)
• Student pre-departure guide
• Tasmanian Government Schools: Australia
• Tasmanian TAFE Diplomas 2013: International TAFE courses
at the Tasmanian Polytechnic
• Workplace Learning Guidelines
• yourFuture – magazines
• Your Guide to Education and Training in Years 11 and 12
LINC Tasmania
Newsletters:
• On the Record (No. 9, October 2012; No.
10 March 2013)
• Central Highlands Digest – Ouse Online Access Centre
(monthly)
• Bagdad News – Bagdad Online Access Centre (monthly)
• The Great Oyster Bay News – Swansea Online Access
Centre (fortnightly)
• Bicheno Forward – Bicheno Online Access Centre
(monthly)
• Richmond News – Richmond Online Access Centre
(monthly)
• Newsletter – Fingal Online Access Centre (monthly)
• What’s on at Huon LINC (monthly)
• Sorell and South East Literacy Service Newsletter
• 26TEN e-news (on the 26TEN website)
• LearnXpress e-news
YouTube audio-visual publications:
• On a plate – from glass negative to digital image (Kingston
LINC and TAHO) – public YouTube clip (May 2013)
• 26TEN – five promotional videos – public YouTube clips
(October 2012)
Annual publications:
• Derwent Valley Calendar – Derwent Valley Online Access
Centre
• Derwent Valley Business and Services directory – Derwent
Valley Online Access Centre
• Ouse Calendar – Ouse Online Access Centre
Statewide events – promotional publications:
• Premier’s Reading Challenge promotional material –
online, poster, bookmark, reading log, Guide to PRC in
your school (May 2013)
• Summer Holiday Program promotional material – online,
brochures, flyers (December 2012)
• School Holiday Programs promotional material – Holiday
Fun graphics, online, brochure, flyers (June 2013)
• Reading Hour promotional material – posters, online,
brochure and 10 localised bookmarks (July 2012)
• Library and Information Week 2013 promotional material
– poster, online
• 5 good reasons to join your LINC – brochure (original and
modified reprint)
• Children’s Services – flyers, bookmarks, posters
promoting ‘Storytime’ and ‘Rock & Rhyme’, online
(May 2013)
General publications:
• 26TEN promotional material – postcard, brochure,
poster, profile sheets
• Allport Library and Museum of Fine Arts – brochure
(February 2013)
• LearnXpress seasonal course guides (Winter/Spring/
Autumn)
• LINC Tasmania Christmas card (December 2013)
• Modernising Tasmania’s Archives and Libraries Legislation –
consultation paper (May 2013)
• Promotional flyers and posters for one off events held
at LINC Tasmania sites
Appendices » Publications
151

Marketing Services 1
• Four-term information flyer
• Department of Education Awards Program poster
and flyer
• Literacy and Numeracy Framework
• Supporting Literacy and Numeracy Success resource
• School Transition Fund flyer
• Strategic Plan 2012–2015 Half-Yearly Highlights
• School Life booklet
1. A number of publications listed under other business units in this section
were produced by Marketing Services.
Professional Learning Institute
• Prospectus
Tasmanian Archive and Heritage Office
Information Management Advices published online:
• No. 3: Day batching of source records (January 2013)
• No. 24: How to manage 3½ and 5¼ inch discs
(December 2012)
• No. 27: Managing Email (October 2012)
• No. 28: Getting Started on the Development of an
Agency Functional Disposal Schedule (November 2012)
• No. 29: Managing Legacy Records (November 2012)
• No. 30: Digitisation dilemmas (February 2013)
• No. 36: Legislative mapping for information managers
(May 2013)
• No. 37: Keeping digital records accessible (May 2013)
• No. 39: Developing an information asset register
(May 2013)
State Records Guidelines published online:
• No. 8: Management of Source Records that have been
Copied, Converted or Migrated (revised January 2013)
• No. 10: Outsourcing of Government Business –
recordkeeping issues (revised April 2013)
• No. 20: Records required for legal proceedings –
Implications for Tasmanian Government Agencies
(December 2012)
• No. 21: Approved destruction methods for state
records (April 2013)
Records Disposal Schedules published online:
• DA222: Workers Rehabilitation and Compensation
Tribunal (May 2013)
• DA2101: Tasmanian Electoral Commission
(January 2013)
• DA2297: Department of Primary Industries, Parks,
Water and Environment (April 2013)
• DA2351: Department of Police and Emergency
Management (May 2013)
• DA2400: Environmental Management
(December 2012)
• DA2416: Retirement Benefits Fund (January 2013)
152 Appendices » Publications

Contact Details
Postal address:
Department of Education
GPO Box 169
Hobart TAS 7001
Telephone: 1800 816 057
Facsimile: (03) 6233 7720
Email:
Website contacts:
servicecentre@education.tas.gov.au
http://www.education.tas.gov.au/About_us/contact-us/
Appendices » Contact Details
153

Index
A
Abbreviations and Acronyms
150
Aboriginal programs
7, 10, 21, 32, 39
Administered Payments
22, 82
Allport Library and Museum of Fine Arts
54, 75, 76, 93, 94, 95, 151
Apprenticeships and traineeships
45
Archives
50, 52, 53, 75, 76, 90, 92, 150, 151
Asset Management
78, 83
Auditor-General’s Report
140, 144
Australian Curriculum
5–8, 10, 12–13, 30–31, 33, 79, 97, 148, 150
Australian Early Development Index (AEDI)
27
C
Capital Investment Program
22, 51
Certification of Financial Statements
144
Child and family centres
6, 12, 13, 24, 25, 26, 27, 30, 73, 83, 85, 110, 137
Class sizes
17, 148
Clients – overview
17
Climate Change
79, 80, 81
Closing the Gap on Aboriginal Outcomes 2012–14
7, 32, 39
Contact Details
96, 153
Contracts and Tenders
86
D
Debts Written Off
83
Departmental output schedules
118–123
Disability Framework for Action
71, 72, 150
E
Early Years
2, 5, 6, 7, 12, 13, 14, 15, 16, 20, 24–27, 29, 30, 31, 42, 61, 68
Early Years Learning Framework
6, 13, 24, 25, 30, 150
Education and care (child care)
6, 13, 15
Employee development programs
67, 158
Employment
20–21, 60–66
Expenditure summary
22
F
Financial Statements
101–143
Flexible learning
13, 47
G
Grievances and investigations
65
Guaranteeing Futures
8, 42, 43, 44, 75, 151
K
Kindergarten Development Check
27, 29
L
Launching into Learning
6, 13, 24–25, 27, 29, 30
Lead School/Lead Teacher strategy
31, 32
Learning and Information Network Centres (LINCs)
14, 51
Learning Services
12, 13, 16, 40, 61, 69, 97, 110, 119
LearnXpress
19, 151
Legislation Administered, Enacted and Amended
75
LINC Tasmania
2, 6, 10, 12, 14, 15, 16, 18, 22, 49–57, 61, 66, 70, 78, 85,
90–91, 95, 110, 111, 121, 127, 151
Literacy
2, 5, 6, 7, 12–14, 24, 29, 30–40, 50–57, 69, 72, 82, 86,
91, 110, 111
Literacy and Numeracy Framework
7, 10, 11, 12, 30–32, 69, 152
Loss and Damage
83, 158
154 Appendices » Index

M
Major Capital Projects
84–85
N
National Assessment Program – Literacy and Numeracy
(NAPLAN)
7, 13, 27, 31, 32, 33, 34–35, 36, 37, 38, 39, 69, 97, 151
National Quality Standard (education and care)
26, 29, 150
National partnerships
13, 82, 124, 125
New arrangements
14, 15
Non-statutory Bodies
76–77
Notes to the Financial Statements
108–144
Numeracy
2, 5, 6, 7, 12, 13, 24, 29, 30–40, 51, 52, 69
O
Occupational Health and Safety
65, 78
Organisation chart
16, 61
P
Partnerships in Teaching Excellence (PiTE)
33, 63
Pathway planning
14, 42, 43, 44
Performance measures
6, 27, 48, 148–149
Performance Indicators in Primary Schools (PIPS)
27, 29, 34
Performance management
5, 67–68
Performance and Development Framework
9, 64, 67–68
Post-Compulsory Education and Skills Development
2, 14, 22, 41–48
Pre-Compulsory and Compulsory Education
2, 22, 23–40, 110, 119
Premier’s Reading Challenge
33, 151
Pricing Policies
82
Principal network leaders
10, 12, 13, 16, 31, 33, 68
Professional learning
5, 8, 9, 10, 11, 12, 13, 16, 24, 25, 31, 32, 33, 61, 67, 69, 70, 71,
72, 150, 152
Public Access to the Department
74, 157
Publications
11, 15, 54, 55, 74, 151–152
R
Raising the Bar
7, 30, 31, 32
Required Reporting
59–100
Retention
8, 11, 12, 24, 31, 43, 44, 45, 48, 52, 78
Retention and Attainment Strategy
8, 43, 44
Right to information
15, 74
Risk Management
14, 78, 83, 124, 127, 138, 142
Review of the Role and Function of
Tasmania’s Public VET Providers
11, 43, 56
S
Schools Registration Board
76, 98–99, 107, 112, 140, 141, 150
Services – overview
12
Significant accounting policies
106, 110
Skills Tasmania
6, 10, 42, 48, 61, 66, 68, 72, 76, 84, 110, 112, 120, 125, 140
State Library and Archives Trust
76, 92, 150
Statement of Cash Flows
104
Statement of Changes in Equity
105
Statement of Comprehensive Income
102
Statement of Financial Position
103
Statutory Bodies
76–77, 157
Strategic Plan, Department of Education
4–6, 10, 12, 13, 24, 30, 64, 67, 69
Superannuation Certificate
89
T
TasTAFE
10, 14, 42, 43, 44, 47, 52, 88, 110, 125, 150
Tasmanian Adult Literacy Action Plan
51, 52, 72
Tasmanian Curriculum
6, 12, 13, 30
Tasmanian Home Education Advisory Council
77, 96, 150
Appendices » Index
155

Tasmanian Library Advisory Board
76, 90, 150
Tasmanian Literacy and Numeracy Framework
30, 31
Tasmanian Polytechnic
10, 12, 14, 15, 16, 42, 43, 46, 47, 56, 61, 75, 84, 110, 111, 120,
125, 151
Tasmanian Skills Strategy
111
Trade training centres
8, 14, 42, 46, 47, 85, 137
V
Vocational education and training
10, 42, 48, 56, 75, 76, 110, 111, 124, 125, 150
#
26TEN Strategy
51, 91
156 Appendices » Index

Compliance Index
This index identifies compliance with the statutory disclosure requirements for annual reporting of:
• Financial Management and Audit Act 1990
• State Service Act 2000
• Right to Information Act 2009
• Public Interest Disclosures Act 2002
• State Service Regulations 2011
• Integrity Commission Act 2009
• various Treasurer’s Instructions and whole-of-government directions
• National Education Agreement (2012).
Requirement Section Page
Aids to Access
Table of contents Introduction 1
Compliance Index Appendix – Compliance Index 157
List of abbreviations Appendix – Abbreviations and Acronyms 150
Head of Agency Performance
A report on the performance of the functions and
powers of the Head of Agency under any written law
Strategic Planning
An overview of agency’s strategic plan including
its aims, functions and related programs
Major Changes
Details of any major changes that have taken
place in relation to the programs, aims, functions
or organisational structure of the agency
Organisational Structure
Organisational chart as at the end of the reporting
year showing administrative structure
A description of the relationship between
the organisational structure and the program
management structure of the agency
Performance Information
A narrative summary together with quantitative
measures where relevant, of the functions
and targets of programs or projects
Economic and other factors that have affected
the achievement of operational objectives
Major Initiatives
Details of major initiatives taken by the department
to develop and give effect to government policy
Statutory Offices
A report by any statutory office holder employed
in or attached to the department except where
required to report under any other Act
Statutory/Non Statutory Bodies
A list of names of organisations
Legislation Administered
A list of legislation administered by the department
Community Awareness
Details of activities to develop community awareness
of the department and the services it provides
Whole–of-government policies
Annual Report
Department at a Glance – Strategic Focus 6–11
Department at a Glance – New Arrangements 15
Department at a Glance – Organisation 16
Department at a Glance – Services 12–15
Output Group Chapters 23–58
Department at a Glance – Strategic Focus 6–11
Output Group Chapters 23–58
Required Reporting – Other Annual Reports 90–99
Required Reporting – Statutory
and Non-Statutory Bodies
Required Reporting – Legislation,
Administered Enacted and Amended
76–77
Required Reporting – Public Access to the Department 74
Carbon Emission Reduction Plan Required Reporting – Climate Change 79–81
Disability Framework for Action Required Reporting – Employment 71–73
75
Appendices » Compliance Index
157

Requirement Section Page
Right to Information
Right to Information details Required Reporting – Public Access to the Department 74
Public Interest Disclosures
The location of procedures for
public interest disclosures
Asset management, risk management and pricing policies
Required Reporting – Public Access to the Department 74
Statement of pricing policies of goods and services Required Reporting – Pricing Policies 82
Statement of administered payments Required Reporting – Administered payments 82
Information on major capital projects Required Reporting – Major capital projects 84–85
Statement of risk management
policies, activities or initiatives
Statement of asset management
policies, strategies and initiatives
Required Reporting – Risk management 78
Required Reporting – Asset management 78
Statement of debts written off Required Reporting – Debts written off 83
Statement of loss and damage Required Reporting – Loss and damage 83
Human Resources Management
Details of recruitment policies and programs,
including statistical information
Information on workforce composition,
including indigenous
Information relating to employee training
and development activities
Outline of training provided to staff
in relation to ethical conduct
Description of department workplace diversity
programs, including statistical information
Required Reporting – Employment 60–70
Department at a Glance – Workforce 20–21
Required Reporting – Employee
Development Programs
Required Reporting – Employee Performance
And Development Programs
67–68
Required Reporting – Employment 64
Summary of internal grievance procedures Required Reporting – Employment 65
Outline of occupational health and safety strategies Required Reporting – Employment 65
Outline of processes available against
decisions made by the agency
Certification by the relevant agency manager relating
to contributions to non-RBF superannuation funds
Government Procurement
A narrative statement regarding the
department’s support for local business
Table summarising department support for local
business, including the number of procurement
contracts awarded, the number of tenders called
and the number of bids received and the extent
of local participation in procurement activities
Detailed information on all contracts awarded,
including consultancy contracts, including a
description of the contract, the total value of the
contract and the name and locality of contractors
Financial Statements
Financial statements of the department including
statements of any public body not required
to report under any other Act, together with
the audit opinion on those statements
Agency Publications
A list of major documents or publications
produced by the department
Contacts
A list of contact officers and points of public access
in relation to services provided by the Agency
Required Reporting – Public Access to the Department 74
Required Reporting – Superannuation Certificate 89
Required Reporting – Contracts and Tenders 86
Required Reporting – Contracts and Tenders 86
Required Reporting – Contracts and Tenders 86–88
Financial Statements 102–146
Appendix – Publications 151–152
Appendix – Contact Details 153
70
158 Appendices » Compliance Index

Department of Education
Level 1, 73 Murray Street
Hobart Tasmania 7000
Telephone 1800 816 057
GPO Box 169
Hobart Tasmania 7001
www.education.tas.gov.au
ISSN 1449-1575
© State of Tasmania, Department of Education, 2013
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provided that you attribute the Department of Education, Tasmania.