Challenger TAFE | Annual Report 2006 - Parliament of Western ...

Key Performance Indicators
Challenger TAFE | Annual Report 2006 33
CHALLENGER TAFE’S VISION AND MISSION
The College’s aims to be a high performance, visionary organisation. As a member of TAFEWA, our mission is to provide
training and related services that are enterprise and community driven, and career courses aligned with WA current and future
skills requirements.
CHALLENGER TAFE’S KEY DIRECTIONS FOR 2006:
To improve skill development and employment outcomes by:
Goal 1 – Providing industry-driven training and related services to skill the workforce
Goal 2 – Being the training provider of choice for industry, labour market entrants and community members
Goal 3 - Building and maintaining a viable training organisation in a competitive global training market
Goal 4 – Being an employer of choice
Goal 5 – Continuously improving our business processes
DESIRED OUTCOMES FOR 2006
A key desired outcome for 2006 was timely, effi cient and effective vocational education and training and employment services
successfully addressing employment, enterprise and community needs.
The following effectiveness and effi ciency indicators have been developed to assist in the College’s monitoring and management
processes and to enhance its accountability to its stakeholders. They are subject to audit under the provisions of the Financial
Administration and Audit Act 1985.
KEY INDICATORS OF PERFORMANCE EFFICIENCY
The effi ciency and effectiveness of Challenger TAFE’s efforts to meet its community and industry training needs have been
measured using four Key Performance Indicators. The measure of effi ciency that the College has applied is: Total delivery cost
per SCH
PERFORMANCE INDICATORS FOR EFFICIENCY BASED ON TOTAL DELIVERY COST PER SCH
Every student at Challenger TAFE enrols in one or more modules. Each module is linked to a relevant course and has a nominal
number of curriculum hours. Students’ enrolments in these modules generate Student Curriculum Hours (SCH). For each year,
a cost per SCH target has been established based on the previous year’s results. The total operating costs include Capital User
Charge and the costs have not been indexed against annual Cost of Living measures.
The level of expenditure required to produce an output or product unit is a standard measure of effi ciency. The major unit of
product output for the Challenger TAFE is the Student Curriculum Hour and the cost per SCH provides an indicator of effi ciency.
This year, there was an increase in delivery of employment-based training with the College exceeding its agreed targets. Delivery
costs for this category are signifi cantly higher per SCH than for other State contracted delivery. A second factor impacting on
the cost per SCH in 2006 was the salary increases for both lecturers and non-lecturing staff and the costs associated with the
development of additional delivery site facilities. This has led to an increase in the Capital User Charges (which are included in
the Cost per SCH calculation).
COST PER SCH OF CHALLENGER TAFE TRAINING DELIVERY
The output of Challenger TAFE’s training services and products are quantifi ed through the standard measure of Student
Curriculum Hours (SCH). A measure of the College’s effi ciency is the cost per SCH.
Source The Financial Data applied in the measure is from the 2006 Financial Statements included in this report. The total of
the Student Curriculum Hours of training delivered is as reported in Table 8.4 from the 2006 census provided to the Western
Australian Department of Education and Training in February 2007.
Methodology: The average cost per Student Curriculum Hour is derived from the amount identifi ed as Cost of Services divided by
the total Student Curriculum Hours delivered. The Cost per SCH inclusive of the Capital User Charge of $4,785,212 is shown in