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

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48 Challenger TAFE | Annual Report 2006 Table 8.20 Volume of Evaluations returned by students 2002 2003 2004 2005 2006 10351 8529 8446 6873 6971 The internal audit of students’ levels of satisfaction for 2006 demonstrates reduced levels of satisfaction over the four categories measured. Three of the four categories continue to measure above 80% satisfaction however the outcomes are currently being reviewed with a view to improving results in 2007. Figure 8.21 Student Satisfaction (Internal Measure) Customer Comments The College’s Customer Compliments and Complaints process identifi es areas for improvement and provides an opportunity for customers to identify examples of good practice. A feedback form is available in hard copy or electronically via the Internet. Outcomes: In 2006 there was an increase in the number of customer comments received, with 259 comments submitted compared with a total of 170 in 2005. 37% of the comments submitted in 2006 were positive feedback while 31% were comments of a positive nature in 2005. An important adjustment to the management of complaints and comments in 2006 has been the inclusion of feedback from the annual Student Satisfaction Survey conducted in 2006 by Colmar Brunton and correspondence with the Minister of Training, relating to Challenger TAFE, into the Customer Compliments and Complaints process. The number of comments addressed through the Client Services Improvement Unit has therefore increased. The College has also committed to expanding and improving it’s complaints handling process by introducing a new data base which will improve the effi ciency of capturing and dealing with all client feedback. A further enhancement to the Customer Comment process in 2006 is the development of a close out survey which is now sent to each complainant seeking feedback on how well their concerns were dealt with. These adjustments are consistent with the outcomes sought by the Department of Education and Training to ensure all complaints handling processes are speedily expedited and that customer feedback has been gained wherever possible.
Figure 8.22 Comparison of Customer Comments 2005 and 2006 Challenger TAFE | Annual Report 2006 49 Bureau Veritas Quality International (BVQI) The College has been certifi ed to the ISO 9000 series of International Quality Management Standards since 1992. The accrediting agency is Bureau Veritas. The Scope of Certifi cation approved by BV for Challenger TAFE covers “The design, development and provision of Vocational Education and Training and associated services”. The College is certifi ed to the highest level of this series of standards; ISO 9001:2000. The College is audited twice each year and for 2006 no non-compliances were reported; however a few opportunities for improvement were suggested. The College incorporated these suggestions into its continuous improvement program. The internal audit process was improved in 2006 and continued to provide a practical approach to testing standards across the College Glossary of Terms used in the Key performance Indicators Census The student-based information gathered on the College Management Information System (CMIS) and provided to the Western Australian Department of Education and Training (WADT) periodically and at the conclusion of the academic year as specifi ed in the Delivery and Performance Agreement. The census has a formal set of Business Rules, complies with the Australian Vocational Education and Training Information Statistical Standards (AVETMISS) and is the source of the measures of target achievement for the College. Delivery is measured in Student Curriculum Hours (SCH). The following categories of activity do not produce SCH and are excluded from the census: > exam only (no tuition) enrolments > enrolments which commenced prior to 1 January of the calendar year or which were reported in a previous full year collection > exemptions > unsupervised fi eld placements > module enrolments in which no attendance or submission of work are recorded. Course Every module must be attached to a course, which usually comprises one or more modules. The same module may be assigned to more than one course. Delivery and Performance Agreement (DPA) Constitutes a Resource Agreement, as per Section 5 of the Vocational and Training Act 1996, between the Western Australia Department of Education and Training representing the Minister for Training, and the Governing Council of the College for the delivery of vocational education and training for the agreed calendar year.
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 and 44: Figure 8.11: Graduate Labour Market
Page 45 and 46: Figure 8.13 Profi le to Non-Profi l
Page 47: Table 8.18 Total Indigenous Student
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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