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

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44 Challenger TAFE | Annual Report 2006 Additional Internal Performance Indicators (Not Audited) Non-profi le Training Delivery Most of Challenger TAFE’s training programs are specifi ed and funded in the annual Delivery and Performance Agreement through a formula-driven resource-allocation process. Funds to support the delivery of additional training programs are secured through a variety of alternative sources. These include tendering for public funds targeting specifi c enterprise or community training needs; fee-for-service customised training or provision for overseas students (in partnership with Education and Training International). Adult Community Education courses that cater for community and personal development, including hobby courses, are included here and are conducted on a self-supporting basis. The College’s non-profi le training delivery (not including the Collins Class Submarine Training) has shown progressive growth in SCH since 2003, with the percentage of total delivery (20.65% in 2006) also trending upward since 2003. There has been a consistent upward trend in SCH generated from overseas students since 2002. The training recorded on the CMIS for overseas students relates only to delivery to those students whose usual address is overseas but who are located within Western Australia while studying and does not include training delivered in other countries. In 2006, ACE SCH has shown an improvement on the downturn experienced in 2005. Source: Non-profi led delivery is all training delivery outside of the annual Delivery and Performance Agreement between the College and the Western Australian Department of Education and Training. Non-profi le delivery will include programs funded through the State and Commonwealth sources other than the annual Delivery and Performance Agreement. Student enrolment in non-profi le courses is identifi ed on the College Management Information System (CMIS) by funding source codes other than “C” or “10”. Explanation: The quantity of non-profi le delivery increased from the 2005 outcome, with fee for service and international student categories being the best performers by quantity. Non-profi le delivery of 1,004,239 SCH is an increase on all previous years. Training delivered to submariners under a subcontracted arrangement with Australian Submarine Corporation is not included in the fi nal tally of student Contact Hours (SCH). Table 8.12 Comparison Non-Profi le and Profi le Delivery 2002-2006 2002 2003 2004 2005 2006 Industry Specifi c* 61,746 93,475 83,768 78104* 67,614 Fee-for-Service 563,309 507,398 437,131 415569 607,389 Overseas Students 74,962 95,026 148,416 207445 64,976 ACE 93,122 62,673 84,653 60,044 229,691 Non-profi le 761,242 570,071 673,438 761,162 969,670 Profi le 3,419,298 3,544,878 3,612,644 3,707,596 3,815,542 Total SCH 4,180,540 4,114,949 4,286,082 4,468,758 4,785,212 % Non-profi le 18.21% 13.85% 15.71% 17.03% 20.3% * NB: Competitive Allocated Tenders 2006 included 68,428 SCH Explanation: Table 8.12 and Figure 8.14 (below) demonstrate that while the extent of activity in delivering training to overseas students has experienced consistent growth, other areas such as fee for service commercial delivery and Adult Community Education activity have experienced fl uctuations in their annual outcomes.
Figure 8.13 Profi le to Non-Profi le Delivery 2002-2006 Figure 8 .14 Non-Profi le Delivery Categories 2002-2006 Challenger TAFE | Annual Report 2006 45 Reputation And Growth The Specialist Training Centres have developed a strong rapport with industry and community organisations, providing customised training programs when and where their clients require them. It is anticipated that fee-for-service training delivered to clients in Western Australia; nationally and in overseas locations will remain a reliable source of substantial income. For 2007, the College aims to produce the following outcomes in Profi le and Non Profi le VET Delivery.
Page 1 and 2: Challenger TAFE | Annual Report 200
Page 3 and 4: The Hon Mark McGowan Minister for E
Page 5 and 6: CONTENTS Challenger TAFE | Annual R
Page 7 and 8: CHALLENGER TAFE IN WESTERN AUSTRALI
Page 9 and 10: 7 Kadadjiny Mia - Centre for Aborig
Page 13 and 14: CHAPTER 2 - BETTER PLANNING: BETTER
Page 15 and 16: 2.3 The Environment From State Goal
Page 17 and 18: CHAPTER 3 - KEY PRIORITIES FOR TAFE
Page 19 and 20: CHAPTER 4 - CHAIRPERSON’S REPORT
Page 27 and 28: CHAPTER 7 - OVERVIEW OF OPERATIONS
Page 29 and 30: Table 7.2 All delivery 2006 by fund
Page 31 and 32: INDEPENDENT AUDIT OPINION To the Pa
Page 33 and 34: Key Performance Indicators Challeng
Page 35 and 36: Figure 8.2: Cost per SCH 2002-2006
Page 37 and 38: Figure 8.4: Targeted Profi le Achie
Page 43: Figure 8.11: Graduate Labour Market
Page 47 and 48: Table 8.18 Total Indigenous Student
Page 49 and 50: Figure 8.22 Comparison of Customer
Page 51 and 52: CHAPTER 9 - MANAGEMENT STRUCTURE 9.
Page 57 and 58: CHAPTER 10 - CUSTOMER FOCUS Challen
Page 59 and 60: 10.1.1.1 CareerConnect, Jan-Nov 200
Page 63 and 64: CHAPTER 11. OUTPUT REPORTS Challeng
Page 75 and 76: CHAPTER 12 - STATEMENT OF COMPLIANC
Page 83 and 84: FINANCIAL STATEMENTS CHALLENGER TAF
Page 89 and 90: Challenger TAFE NOTES TO THE FINANC
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Challenger TAFE NOTES TO THE FINANC
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Challenger TAFE | Annual Report 200
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