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Students from Menai High School, Water Polo Team

School Spectacular at Sydney Entertainment Centre

Students from Mosman High and Beauty Point Public School

Student from Ballina High School, the Australian VET in Schools Excellence Award Winner

Student and teacher from North Coast Institute, the Australian Large Training Provider of the Year

Students from Balmain High School

Letter of Submission to the Minister

The Hon Carmel Tebbutt MLCMinister for Education and TrainingLevel 33, Governor Macquarie Tower1 Farrer PlaceSYDNEY NSW 2000

Dear Minister

It is with pleasure that I submit the annual report of the NSW Department of Education and Training for the year ending 31 December 2004. The report has been prepared in accordance with the requirements of the Annual Reports (Departments) Act 1985 and the Public Finance and Audit Act 1983 and regulations under those Acts, and it is submitted to you for presentation to the NSW Parliament.

This report contains details of the Department’s performance in implementing strategic priorities in NSW Government schools, TAFE NSW Institutes, Adult and Community Education Colleges, the Adult Migrant English Service, higher education and the National Art School. It also contains the Department’s audited financial statements for the year ended 30 June 2004.

Yours sincerely

Andrew Cappie-WoodDIRECTOR-GENERAL OF EDUCATION AND TRAININGMANAGING DIRECTOR OF TAFE NSW

Published by Strategic Planning and Regulation

NSW Department of Education and Training (DET)35 Bridge StreetSydney NSW 2000

Printed by Bloxham & Chambers8-10 Frank StreetWetherill Park NSW 2164

The Annual Report is available from Planning and Innovation Directorate, DET, Level 5, 35 Bridge Street, Sydney NSW 2000, from www.det.nsw.edu.au/annualreports or on CD Rom from the address above.

The estimated cost of production and printing the publication was $44,000.

The Department’s office hours are from 9:00am to 5:00pm Monday to Friday. State, Regional and Institute office addresses and telephone numbers are listed on the inside back cover.

It gives me pleasure to introduce the 2004 Annual Report for the NSW Department of Education and Training.

In 2004, the Department consolidated the international and national successes of previous years in NSW Government schools and TAFE NSW Institutes.

NSW Government schools maintained a fine track record through another outstanding performance in the Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA). The 2003 study reported in 2004 that 15 year old students in NSW rank amongst the best in the world, and only students in Finland significantly outperformed NSW students in reading literacy.

TAFE NSW North Coast Institute won the Australian Vocational Education and Training large provider of the year award, and Ballina High School the VET in Schools Excellence award.

The NSW vocational education and training system has supported skills development flowing from a 29.4% increase in approvals of apprenticeships and traineeships between 2000 and 2004.

The 2004 Report highlights milestones achieved through better collaboration and planning within the Department, together with other State Government agencies.

Following introduction of Shared Corporate Services, the Department ranked as the lowest cost corporate services provider of all large agencies. In 2003-2004 the Department spent 2.05% of its operating budget on corporate services.

During 2004, major initiatives to better tailor the quality and relevance of our education and training services to the needs of people, communities and industries came on stream. For example the establishment of 10 new school Regions, along with 10 TAFE NSW Institutes, strengthened the local presence of public education and training across NSW.

Class sizes with kindergarten children were reduced to support learning in schools funded under the Priority Schools Funding Program.

Above all, 2004 was a watershed year for the Department of Education and Training. It was a time for assessing the Department’s governance and directions, acknowledging achievements, facing up to our challenges, and listening to the community and to stakeholders.

Since taking the reins of the Department in February 2004, I have worked with a strengthened senior management team to shape a support and service culture and build trust through transparency and accountability.

More coherent governance arrangements with better reporting systems have streamlined decision making processes. Clearer accountability structures for senior executives flowed through to the new accountability framework introduced for school principals in 2004. Additional flexibility in school staffing has been introduced.

Through major public inquiries and consultations, the Department and the communities we serve also had opportunities to think long and hard during the year about what we really want schools and TAFE to achieve for our students, and for the long term good of our State.

As a demonstration of this process of reflection, and with an eye to the future, our Report for 2004 heralds emerging challenges and directions.

Evidence from two landmark consultations will particularly inform our strategies for the coming decade.

The Aboriginal Education Consultative Group and the Department presented its report on Aboriginal Education Yanigurra Muya:Ganggurrinyma Yaarri Guurulaw Yirringin.gurray (Freeing the Spirit: Dreaming an Equal Future) to the Minister in December 2004. Some of the recommendations focus on maintaining and extending current successes, while many chart new ways to secure lasting improvements.

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All are aimed at closing the unacceptable gaps between the learning outcomes of Aboriginal and non-Aboriginal students over the next 10 years.

To achieve this will require a cultural shift in the Department, so that everybody understands the extent of the gap in Aboriginal students’ outcomes, and has a commitment to rectify this.

More than 28,000 people participated in responses to the Futures consultation paper, Excellence and Innovation. This is proof of the tremendous care and interest that public education and training generates in the NSW community.

The Department of Education and Training is now better equipped with evidence from its constituents and its communities to map its directions. I am confident that the information provided in this report from the Department for 2004 provides the citizens of NSW with equal assurance that their education and training system is on track and able to equip them and their children with the skills and knowledge needed for the future.

Andrew Cappie-WoodDIRECTOR-GENERAL OF EDUCATION AND TRAININGMANAGING DIRECTOR OF TAFE NSW

Director-General’s Foreword

3 NSW DET Annual Report 2004

Our purposeOur purpose is to assist our students to become citizens who contribute positively to the wellbeing, sustainability and economic success of NSW and the wider community.

Teaching, educational support and corporate services are delivered effectively so that:

• Students have the skills, values and knowledge for learning and success

• The community and employers have access to a skilled and knowledgeable workforce

• The expectations of students, parents, staff, employers and the community are met.

Our strategic prioritiesTo meet the expectations and lifelong learning needs of the people of NSW, our efforts in 2004 were focused on:

• Achieving excellence in education and training outcomes for all students

• Providing students with the foundations

• Improving the quality of teaching and learning

• Improving the transitions through school to work and further education

• Providing the skills and values for innovation, growth, prosperity and social cohesion, and

• Delivering a dynamic and responsive system of public education and training.

Our servicesIn 2004, the NSW Department of Education and Training provided education and training services to more than 1.3 million students through an extensive network of Government schools, TAFE NSW Institutes, Adult and Community Education (ACE) colleges, the National Art School (NAS) and the Adult Migrant English Service (AMES).

The NSW Department of Education and Training provided:

• Preschool education

• Primary school education

• Secondary school education

• Vocational education and training (VET) programs and services

• TAFE NSW industry-recognised VET courses

• Apprenticeships and traineeships

• Adult and community education courses

• Adult migrant English programs

• Tertiary courses in Fine Art.

The Department operated principally under the Education Act 1990, the Teaching Services Act 1980 and the Technical and Further Education Commission Act 1990. The Education Act 1990 was amended in 2004 to provide for criteria for the registration of non-government schools (Act 2004 No 15).

Schools

Ten school education regions were established in 2004. Through these regions and 10 State policy directorates, the Schools Portfolio provided a comprehensive range of services. These services supported staff to design and deliver quality education and training aimed to meet the diverse needs of students in Government schools throughout NSW. These services focused on:

• Aboriginal education

• Curriculum and VET in Schools

• Disability programs

• Early childhood, primary and secondary education

• Educational measurement

• Equity programs

• Professional learning and educational leadership

• Quality teaching and learning

• Safety and security

• Student health and wellbeing.

TAFE NSW and Community Education

The TAFE NSW and Community Education Portfolio:

• Provided services through 10 TAFE NSW Institutes, Adult and Community Education

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4NSW DET Annual Report 2004

colleges, the National Art School and the Adult Migrant English Service

• Delivered work-related training through a network of Institutes

• Offered more than 1,200 nationally recognised courses based on industry standards

• Delivered programs and services through 138 campuses across the State, flexibly in the workplace or remotely, often through the Internet

• Supported the NSW Adult and Community Education sector, which consists of community owned and operated colleges that provide VET courses as well as maintaining lifestyle and general interest courses sought by communities

• Supported the NSW Adult Migrant English Service, which provides services to people learning English and services for job seekers from English and non-English speaking backgrounds as well as services for industry, government, communities and individuals

• Supported the National Art School, which is a higher education provider offering Fine Art degrees at Bachelor, Honours and Masters levels, as well as a provider of a comprehensive schedule of public programs in a wide range of visual arts disciplines.

State Training Services

The State Training Services managed:

• Registration of training organisations

• Accreditation of vocational courses

• Registration and support of NSW apprentices and trainees

• Implementation of a range of industry training programs.

Higher Education

The Department:

• Provided policy advice on matters relating to higher education, including negotiations for Australian Government funding for NSW universities

• Managed an audit of regulatory processes by the Australian Universities Quality Agency

• Improved processes to regulate higher education providers.

Our studentsOur students include preschoolers to adult learners in urban, rural and remote areas of NSW and beyond, and represent great ethnic and cultural diversity.

In 2004 there were:

• 3,770 Government preschool students

• 440,309 Government primary school students

• 305,199 Government secondary school students

• 506,930 TAFE NSW students

• 136,239 apprentices and trainees in training

• 1,376 National Art School students.

Source: DET, Planning and Innovation and State Training ServicesNotes: School student numbers are based on full-time equivalent enrolments, TAFE NSW student numbers are based on course enrolments. Apprentices and trainees in training nos from DET State Training Services

NSW Department of Education and Training

Students of Architectural Technology (Diploma) at TAFE NSW, Hunter Institute.

Overview


Our communities, customers and stakeholdersWe worked closely with parents, students, employers and the community to provide the education and training services they require. We value the support and partnerships with parents, the community, Government and industry that enable us to develop the rich and diverse learning environments that assist our students to achieve their goals.

The Department implemented the State Government’s Guarantee of Service through the policies, information and advice provided to the people of NSW involved in public education and training.

Our resourcesThe Department, as a reporting entity, comprises the operating activities of the Department of Education and Training and entities under its control, those being the NSW TAFE Commission, TAFE GLOBAL Pty Ltd and the Adult Migrant English Service.

Total recurrent and capital expense incurred by the Department of Education and Training in 2003-04 was $9,062.4 million.

Significant funding commitments for Government schools

The NSW Department of Education and Training budget for 2004-2005, provided funding for a range of significant school education programs and services. These programs and services included:

• Over $500 million provided over four years to target literacy and numeracy

• $462.5 million over four years in recurrent and capital funding to reduce class sizes for students enrolled in Kindergarten to Year 2

• $144 million over four years to significantly enhance teacher professional development in Government schools

• $544.4 million over four years for the Technology for Learning (T4L) program to provide public schools with 100,000 new state-of-the-art computers as well as support from 129 permanently employed technical support staff

• $156.6 million for the progressive upgrade over four years of Network Bandwidth in schools and TAFE NSW to support expanded Internet services

• $77.5 million for e-learning accounts for TAFE NSW and school students and staff

• $58 million over four years to provide placement options for students with disruptive behaviour including $11.9 million to establish 20 new suspension centres

• Over $184 million provided for maintaining Government school buildings and facilities

• $364 million provided for capital works in Government schools.

The Department also funded a range of equity programs. These are designed to meet the specific requirements of Government school students who identify as Aboriginal, are geographically isolated, from low socio-economic status backgrounds, from non-English speaking backgrounds or who have specific learning needs or disabilities. These programs included:

• $646.1 million for special education

• $73.8 million for students in regional and rural areas in NSW

• $67.2 million for students from low socio-economic status backgrounds

• $92.0 million for students from non-English speaking backgrounds

• $45.6 million for Aboriginal education.

Non-government school assistance

Total recurrent expense by the Department on the non-Government schools program in 2003-04 was $607.5 million. Funding was provided mainly in the form of student per capita grants, secondary text book allowances and the interest subsidy scheme for capital projects. Non-Government schools also received significant funding support from the Australian Government.

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Prim 60,006Sec 38,474TAFE 87,142

Prim 77,846Sec 51,391TAFE 77,563

Prim 48,258Sec 35,330TAFE 72,543

Prim 47,834Sec 30,772TAFE 50,211

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2004 TAFE NSW and Government school students by region

Prim 24,479Sec 17,537TAFE 32,162

Prim 20,558Sec 14,949TAFE 34,370

Prim 42,726Sec 29,442TAFE 38,705

Prim 65,489Sec 45,703TAFE 54,386

Prim 13,400Sec 10,181TAFE 22,218

Prim 39,713Sec 31,418TAFE 37,630

Notes:Prim = Primary School Sec = Secondary SchoolTAFE = TAFE NSW

Numbers based on:Full-time equivalent secondary school studentsFull-time equivalent primary school studentsTAFE NSW course enrolments

Review and improvementThe Department has identified, as part of its risk assessment and ongoing review, several opportunities for improvement. These include:

• Develop and deliver, within budget, an education and training system that meets the expectations of the people of NSW

• Develop initiatives to improve outcomes for Aboriginal students based on recommendations of the Review of Aboriginal Education

• Increase student retention in Government schools

• Negotiate a funding agreement with the Australian Government Department of Education, Science and Training (DEST) for VET that best meets the needs of NSW

• Implement the 2005-08 Schools Assistance and Indigenous Education Agreements with DEST

• Provide training to address skill shortages in partnership with industry.

Key achievements - 2004• The Aboriginal Education Review was conducted

in partnership with the Aboriginal Educational Consultative Group. The report, Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray (Freeing the Spirit: Dreaming an Equal Future), was published in December 2004 and its recommendations will inform our priorities for Aboriginal education.

• The Futures Project reviewed public education and training in NSW and published Excellence and Innovation as part of a wide-ranging consultation process with the people of NSW. Over 2,700 written submissions and feedback from more than 28,000 people will be used to inform the future direction of public education and training in NSW.

• The Department was restructured into 10 regions and 10 TAFE NSW Institutes. They share corporate services and collaborate to improve services for students.


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• Recommendations from the Eltis report, Time to Teach, Time to Learn, are being implemented and consultation has occured with parents, teachers and key groups.

• The Centre for Learning Innovation was established to promote and foster innovation in teaching and learning. New digital resources were created and the Teaching and Learning Exchange (TaLE) was developed and provided over 5,000 quality teaching resources, as well as professional support for teachers and information for parents.

• The achievements of students and staff were recognised through many prestigious awards, including the Australian Vocational Education and Training Provider of the Year, which was awarded to the TAFE NSW North Coast Institute, and the Australian VET in Schools Excellence Award won by Ballina High School.

• The introduction of the Shared Corporate Services Strategy achieved savings. The Department ranked as the lowest cost corporate services provider of all large agencies and in 2003-2004 spent 2.05% of its operating budget on corporate services.

• Approvals for apprenticeships and traineeships increased by 29.4% between 2000 and 2004.

• Open advertising for new executive positions in schools was introduced.

• Governance arrangements and management plans were established within a framework of monitoring and reporting.

• The Department provided accurate and timely advice and information as well as promoting public education and training in NSW.

Government schools

• Government school education and training was provided to more than 744,000 school students.

• The number of students in Government schools who received 90 or above in 10 units of the Higher School Certificate increased significantly.

• The mean literacy scores of students from Language Background Other Than English in years 3,5,7 and 8 increased.

• The literacy skills of over 1,600 Year 1 students who participated in the Reading Recovery program improved.

• The percentage of students achieving in the highest literacy band of the Basic Skills Test (BST) increased for students who completed Reading Recovery program in Year 1.

• The percentage of Aboriginal students in Years 3, 5, and 7 achieving in the highest bands of the English Language and Literacy Assessment and in the literacy component of the BST increased since 2001.

• The policy for gifted and talented education was revised.

• Classes with Kindergarten students in schools supported by the Priority Schools Funding Program were reduced to a statewide average of 19.3 children.

• More than 20,000 students in Years 7-12 participated in School to Work programs and 52,461 students enrolled in a VET in Schools course.

• Results were released from the Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) 2003 study, conducted in 41 countries. These revealed that 15 year old students in NSW rank amongst the best in the world. Only students in Finland performed significantly better than NSW students in reading literacy, while no State or Territory in Australia significantly outperformed NSW students.

• Physical learning environments improved through the completion in 2003-2004 of 51 major building projects.

• Twenty-one preschools were completed ready for the start of the 2005 school year.

• The Ministerial Statement, Values in NSW Public Schools, which sets out the values of public education and the Department’s approach to values education was published.

• More than 460 high-achieving university graduates were employed under the Graduate Recruitment Program and 50 teacher mentors were appointed to schools to support new teachers in their first years of teaching.

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• More than 99.0 million hours of VET were delivered.

• Education and training was provided to more than 500,000 people enrolled in TAFE NSW programs.

• There was a significant increase in approvals for apprenticeships and traineeships between 2000 and 2004.

• e-business was expanded through the development and implementation of student e-services and enrolment via the Internet.

• Module completion rates increased 4.1 percentage points to 79.5% in the five years to 2004.

• 2004 targets for Annual Student Hours (ASH) and enrolments were met.

• The number of students completing all or part of their course online increased significantly.

• Physical learning environments improved for TAFE NSW through the completion of nine new major building projects, commencement of 15 new projects and continuation of 24 projects.

• TAFE NSW Summer Schools program for disadvantaged school students entering Years 9, 10 and 11 was offered by all Institutes at 28 locations across the State. The number of students participating rose by 17.9% to 590.

• The Helping Young People at Risk Program, provided $1.9 million in funding to 50 specific programs developed and implemented by TAFE NSW Institutes. As a result approximately 80% of participants returned to further study or gained employment.

• Products and services were reviewed and improved using the ISO 9001:2000 quality system.

• Invalid Module Enrolment rate was reduced in all Institutes.

Adult and Community Education

• Collaborate and Connect, the strategy of the Board of Adult and Community Education for developing e-business and e-learning in ACE, was evaluated. As a result, an ACE Innovative Business Strategies professional development program was established, incorporating the development of new collaborative business activities and a mentoring program.

• E-Sced™ software system was distributed to 70% of all ACE providers in NSW. The system provides a course search and online enrolment facility in addition to managing information about courses, students, tutors and data.

The Adult Migrant English Service

• Adult Migrant English Program courses were provided to over 9,000 migrants at 69 venues and through Distance Learning. Delivery was expanded to 43 rural and regional delivery sites.

• Courses were delivered under the State-funded Skillmax Program to 1,373 migrants, 247 NSW public sector employees and 1,126 jobseekers to enhance their job seeking and communication skills.

• A consortium-wide customer satisfaction survey of Adult Migrant English Program students was conducted, with positive results in most of the key areas.

The National Art School

• There was an increased number of applications for enrolment in the undergraduate degree program.

• Honours programs were offered to qualify students for entry into study at post-graduate level, as well as the research based Master of Fine Art course.

• The HSC Visual Arts Extension course and community access to visual arts education courses were delivered through Public Programs.


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NSW AMES students studying English Language

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In 2004, Government schools and TAFE NSW Institutes, students and staff were acknowledged at the national, State and local level for their excellence in, and commitment to, teaching and learning in public education and training.

Adult Learners’ Week Awards celebrate the achievements of learners and adult learning practitioners. In 2004, nine participants in Adult Community Education programs received recognition for their contributions and accomplishments.

Australian Training Awards reward training providers who demonstrate outstanding achievements in all aspects of delivery of vocational education and training. In 2004, the North Coast Institute was recognised as the national Large Training Provider of the Year. Ballina High School was recognised nationally for excellence in VET in Schools programs.

The Australian Business Excellence Bronze Award was presented to Hunter Institute in recognition of its regional leadership and commitment to quality and innovation.

The Cohesive Community School Award is presented to a school or group of schools that have made a significant difference by promoting social harmony and unity. Moree East Public School was the recipient of the 2004 award. The achievements of four schools and two groups of schools from the public education sector were commended.

Excellence in the Integration of Information and Communication Technologies (ICT) recognises those teachers at the forefront of incorporating ICT into teaching and learning. Ten school teachers were

recognised for their exemplary use of ICT in primary and secondary classrooms.

The Director-General’s School Achievement Award is open to all public schools. In recognition of their significant contributions to public education or the Department’s priorities, 31 awards were shared among 36 schools.

The Excellent Service to Public Education and Training Award honours people who make significant contributions to public education and training. In 2004, 54 individuals were recognised for their outstanding commitment.

The Jim Anderson Scholarships support Year 12 students enrolled at one of a number of Government secondary schools in Western Sydney who take up study at the University of Western Sydney or a TAFE NSW Institute. In 2004, five students gained this award in recognition of their academic achievements.

Leadership Fellowships are awarded to school principals to support their professional learning. In 2004, 10 principals were awarded fellowships to conduct research nationally and overseas.

Meritorious Service to Public Education celebrates outstanding achievement and contributions made by individuals to public education. Two members of the public education community were acknowledged for making a significant difference to public education.

The Minister’s Award for Excellence in Student Achievement recognises excellence in academic, sporting and cultural achievements as well as leadership and contribution to the school community. In 2004, 47 Year 12 students enrolled in Government secondary schools accepted this award.

Recognition of Excellence

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Dr Gaye Hart, AM, Director of TAFE NSW Hunter Institute, receiving the Bronze Award for Australian Business Excellence

Andrew Cappie-Wood, the Director-General, presented Allison Stewart with the 2004 Adult Learners’ Week Award for Outstanding Indigenous Learner.

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The Minister’s Young Designers Award recognises outstanding projects by Year 7 and 8 Design and Technology students and is presented jointly by the Department and the Office of the Board of Studies. In 2004, student teams from seven Government secondary schools received awards.

A New South Wales Combined High Schools’ Sporting Blue was awarded to 74 students who performed with distinction in their chosen sport and represented the NSW Combined High Schools Sports Association. The Association also awards the Val Lembit Trophy, the Betty Bowen Award and the Sydney Markets Sporting Scholarship for outstanding achievement.

The Premier’s Debating Challenge is a new statewide competition established in 2004 for secondary schools. It is part of a strategy to encourage students to improve their leadership and public speaking skills.

Premier’s Teacher Scholarships were awarded to 29 teachers to undertake international study in six of the key learning areas, special education, rural and remote education, business studies and information communication technology.

Public Education Service Certificates are awarded to teachers and departmental officers in recognition of 20, 30 or 40 years of service to Government schools. In 2004, 2,500 certificates were issued.

Public School Parent of the Year Award recognises parents who have made a significant contribution to their school. In 2004, 27 parents were recognised for involvement in their school community.

Quality Teaching Awards are managed jointly by the Australian College of Educators (NSW Branch) and the Department on behalf of the Minister for

Education and Training. In 2004, teachers from 23 Government schools and 15 TAFE NSW Institutes received recognition for their exemplary practice.

School and TAFE NSW Administrative and Support Staff Recognition Award affirms the valuable contribution that administrative and support staff make to public education. In 2004, seven school administrative and support staff and three members of TAFE NSW administrative services received awards.

School Web Design Awards encourage teachers and students to become familiar with web design tools and to use information communication technologies to create thematic websites. In 2004, six secondary schools and five primary schools received awards for developing websites that explored the theme of Future World.

The prestigious TAFE NSW Arts and Design Prize celebrates the exciting and varied works created by TAFE NSW students. From a pool of 66 finalists, 9 students received awards for their distinctive and innovative works.

TAFE NSW Quality Awards are made to teams of teaching and non-teaching staff from TAFE NSW. These awards recognise team projects that demonstrate significant improvement to and support for the quality of teaching and learning in TAFE NSW. The Gold Award went to Sydney Institute’s project Attitude is Everything and Hunter Institute received the Silver Award for its Z Purple project. Riverina Institute received the Bronze Award for its project on improving the quality of student data.

The Teacher Exchange Program supported 21 teachers to undertake year-long exchanges in eight destinations in North America, Europe, New Zealand and Australia. These exchanges provide valuable insights into other educational organisations as well as bringing international perspectives into NSW schools.

WorldSkills Australia conducts skill and trade competitions in over 50 categories for the youth of Australia. In 2004, TAFE NSW students demonstrated outstanding skills and professional commitment to secure 20 Gold, 15 Silver and 18 Bronze medals.

More information available from www.det.nsw.edu.au/annualreports

NSW Public Education and Training

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2004 recipients of The Jim Anderson Scholarship

Recognition of Excellence


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Government SchoolsThe Schools Portfolio leads and directs the operation of NSW Government schools to improve the academic achievement and wellbeing of all students as well as the quality of teaching and educational leadership.

The Portfolio is responsible for managing policy and operations to assist teachers and students in 2,244 Government schools. These include preschools, infants, primary, central and community schools, specialist and comprehensive secondary schools, schools for specific purposes as well as intensive English and environmental education centres.

In 2004, the Schools Portfolio placed increasing emphasis on implementing a common and agreed foundation for improving the quality of teaching and learning in all NSW Government schools. By drawing on extensive research into quality teaching practice and teacher professional learning, the Quality Teaching model and the Professional Learning Policy for Schools guided the resources and support provided to teachers across the Department.

Through the principles described in the Quality Teaching model, teachers and school executives were encouraged to reflect critically on the quality of their educational practice and its relationship to improving the learning outcomes for all students. This process was supported by the distribution of $33.3 million to school-held funds for teacher professional learning and the introduction of the Framework of Professional Teaching Standards, through the NSW Institute of Teachers.

During 2004, 10 educational regions were formed as part of a major departmental restructure. Through these regions and the 10 policy directorates, the Schools Portfolio provided a comprehensive range of services, initiatives and projects conducted locally and online as well as through regions and state office directorates that aimed to:

• Enhance the quality of teaching as well as educational leadership and administration

• Improve the transition of students to primary school, from primary to secondary school as well as from school to work and further study

• Ensure continuity of curriculum, particularly in the middle years of schooling

• Expand the curriculum provision in secondary schools and access to vocational education and training (VET) in order to increase the number of students completing Year 12

• Develop the knowledge, skills, understandings and attitudes for creative productive and socially responsible citizenship.

Several major programs were implemented in 2004 that emphasised creating strong academic foundations for future learning and achievement as well as improved social outcomes for all students. They included the:

• Class Size Reduction Initiative

• Gifted and Talented Program

• Preschool Initiative

• Priority Schools Funding Program

• Reading Recovery Program

• Statewide Assessment Strategy

• Quality Teaching Program

• State Literacy and Numeracy Plan

• 7-10 Syllabus Implementation Program.

Schools Portfolio has worked hard to achieve successful outcomes and has:

• Improved the provision of educational services to Aboriginal communities by leading the implementation of the Murdi Paaki trial and implementing actions described in the NSW Aboriginal Affairs plan

• Assessed the implementation of Aboriginal Education policy and programs by conducting an extensive review in collaboration with the NSW Aboriginal Education Consultative Group

• Maximised resources allocated to equity and disability programs by changing processes to distribute funds and allocate staff

• Improved the literacy and numeracy skills of

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students from language backgrounds other than English through English as a Second Language programs

• Maximised learning outcomes for gifted and talented students by revising the policy and promoting the use of new teaching strategies

• Improved access to early childhood education programs by completing 21 preschools ready for the 2005 school year

• Improved the quality of learning experiences for Kindergarten students in schools funded by the Priority Schools Funding Program by reducing the size of classes with Kindergarten students to a statewide average of 19.3

• Expanded teachers’ capabilities to diagnose student literacy and numeracy skills through the custom-designed software, Enhanced Data on Disk

• Improved the literacy achievements of more than 7,000 students by maintaining the Reading Recovery program in 837 schools

• Developed an implementation plan in response to Time to Teach, Time to Learn – an evaluation of outcomes assessment and reporting in Government schools – and initiated a consultation process with parents, teachers and key groups to clarify expectations related to curriculum planning, assessment and reporting

• Expanded the capacities of school administrative and support staff by supporting their professional learning through further study and local workshops

• Strengthened the capacity and capabilities of principals and school-based leaders through the School Leadership Development Strategy

• Produced a School Development and Accountability Framework to consolidate existing accountability measures for principals

• Supported the implementation of a K-10 continuum that linked the K-6 and 7-10 mathematics syllabuses in order to assist teachers to establish a continuity of learning in mathematics

• Identified and promoted models that improve the transition of students from primary to secondary school

• Increased access by Year 12 students to VET courses through the Multi-campus Schools Strategy

• Improved the transition of students from school to work by revising the School to Work program

• Increased the participation of Stage 6 students and students with disabilities in VET courses

• Expanded the Department’s capacity to recognise and reward achievements of staff, students and the community through a program of State awards

• Revised policies and procedures related to attendance, discipline, suspension and expulsion

• Expanded student participation in school and departmental governance through the Student Representative Council conference and State forums

• Conducted professional learning programs for teachers in drug and alcohol education

• Piloted approaches to support students with behaviour disorders through specific tutorial centres and behaviour schools

• Developed principals’ capacity to manage critical incidents by expanding relationships with NSW Police.

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Year 11 students from Southern Cross High School participating in a film studies discussion

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TAFE NSWTAFE NSW is a network of Institutes which train people for work. TAFE NSW offers over 1,200 courses which are all work related and developed in association with industry using nationally developed training packages. The courses provide pathways through credit transfer arrangements to universities and other providers and are delivered on campus, flexibly in the workplace or remotely. TAFE NSW recognises skills and knowledge gained through education, work or life experience and assists people to gain qualifications.

TAFE NSW offers a range of programs targeted specifically at Aboriginal people, women, people with disabilities, people from non-English speaking backgrounds, mature aged workers and people in Correctional and Juvenile Justice Centres.

TAFE NSW has worked hard to achieve successful outcomes and has:

• Delivered 99.0 million hours of education and training

• Enrolled over 500,000 people in TAFE NSW courses

• Increased enrolments in skill shortage areas, particularly in the trades

• Increased focus on becoming an e-business through Student e-Services and the Mainstream Enrolment Via the Internet

• Increased commercial activities including an increase in revenue generated by TAFE GLOBAL activities

• Increased workplace delivery of training and the use of online learning

• Delivered the Summer School Program at 28 TAFE NSW locations to Years 9, 10 and 11 students in targeted Government schools. Of the 590 students enrolled in courses, 90% completed their course

• Provided training to people in remote and rural areas, including to adults on isolated homesteads

and to Aboriginal communities through the TAFE Interactive Distance Learning via Satellite project

• Surveyed students at all Institutes to assess their satisfaction with their training and found that student satisfaction in TAFE NSW is very positive. Overall 89% of students indicated good, high or very high levels of satisfaction with TAFE NSW

• Increased TAFE NSW graduates’ satisfaction with training; 86% of graduates expressed their satisfaction

• Gained recognition for excellence. North Coast Institute won the NSW and Australian Large Training Provider of the Year 2004 award and Hunter Institute received an Australian Business Excellence Bronze Award

• Recognised excellence within its organisation. Sydney Institute won the Gold Award at the TAFE NSW Quality Awards for its Attitude is Everything project

• Commenced the implementation of the TAFE NSW Professional Development Framework 2004 – 2006

• Enrolled 856 students in TAFE NSW courses under the TAFE NSW HSC Scholarship Scheme.

Adult Migrant English ServiceThe NSW Adult Migrant English Service (AMES) is contracted by government and industry to deliver language, literacy and numeracy training programs, workplace training programs and consultancies for newly arrived migrants, refugees, job seekers and workplace clients.

AMES is an ‘off budget’ agency. It is the prime contractor and lead organisation in a Department of Education and Training consortium that is contracted by the Australian Government to provide training and related services under the Adult Migrant English Program (AMEP).

In 2004, AMES and the DET AMEP Consortium

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provided AMEP courses to over 9,000 migrants at 69 venues and through Distance Learning. Delivery in rural and regional areas was expanded to 43 rural and regional delivery sites.

During 2004, AMES introduced e-learning as part of AMEP study in four AMES centres. AMEP students at Certificate levels II and III undertook English at AMES, a multimedia English language course, in addition to classroom studies.

AMES delivered courses under the State-funded Skillmax Program to 1,373 migrants. The Skillmax program assists migrants with overseas qualifications and work experience to secure employment in Australia at levels commensurate with their previous skills and experience. In 2004, Skillmax courses,were provided to 247 NSW public sector employees to maximise their career opportunities and for 1,126 jobseekers to enhance their job seeking and communication skills.

Adult and Community EducationIn 2004, grants and support for Adult and Community Education (ACE) were provided through the NSW Board of Adult and Community Education to expand and enhance the provision of ACE in NSW. A range of initiatives was implemented to improve access to courses for disadvantaged clients, as well as rural and remote communities seeking learning options.

Funds were allocated to more than 90 organisations to deliver a range of adult education services. These services included accredited vocational education and training programs, language and literacy programs and specially targeted programs to support increased successful participation by Aboriginal people.

Funds were also allocated to support the activities of seven rural ACE clusters. ACE clusters were supported by a statewide team of consultants which provided professional and organisational support.

Initiatives included funding the Local Community Services Association to manage the Partnerships in ACE project which links ACE organisations and community centres to provide access courses for those experiencing disadvantage.

ACE and TAFE NSW continued to work together through local partnerships and statewide projects to give students the best possible opportunities to develop the skills that will enable them to participate fully in society and the workforce. New credit transfer arrangements were formalised and a Memorandum of Understanding (MOU) Information Kit developed, to assist with and encourage local collaborations and partnerships. One MOU was signed in 2004 between the Northern Inland Cluster of ACE and TAFE NSW New England Institute.

National Art SchoolThe National Art School (NAS) is a higher education provider.

In 1998, the Bachelor of Fine Art was accredited. Demand has been increasing in applications for enrolments in the undergraduate degree program. Enrolment numbers are capped and remain stable due to space restrictions. Currently one in three applicants is accepted for enrolment.

In 2001, the Honours degree was introduced. It offers NAS undergraduates who have attained a Credit level or higher, the opportunity to continue studies in their chosen disciplines and to qualify them for entry into study at postgraduate level.

Also in 2001, the Master of Fine Art course was introduced. It is a research based program, specifically designed for graduates who seek to extend their artistic development and their professional standing.

The HSC Visual Art Extension Program has drawn applicants from schools throughout NSW.

The Public Programs provide community access to a visual arts education through an extensive short course program. A wide range of courses is offered in all studio disciplines and art history/theory subjects throughout the year.

TAFE NSW and Community Education

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Corporate Services The Corporate Services Portfolio is responsible for the strategic management of finance and administration, human resources, industrial relations and employment services, asset management and information technology services.

In 2004, the Portfolio implemented key programs to meet Government priorities in public education and training. In particular, the Portfolio:

• Provided financial advice, management and statutory reporting to ensure that finite Government resources were allocated and utilised in an optimal, equitable and accountable manner

• Provided analysis and advice on resource implications of new initiatives, policies, modifications to service delivery and structures and the NSW Government’s preparation of the education budget

• Managed the provision of financial support to non-government schools, as well as monitored grants and subsidies to community groups and private providers of vocational education and training

• Managed administrative policies and practices and administered the Special Student Transport Scheme

• Supported quality teaching and learning environments through the planning and delivery of capital works, maintenance, property acquisition programs, including the Government’s Schools Improvement Package

• Managed information and telecommunications systems and infrastructure

• Provided a comprehensive range of human resources programs and services to schools, TAFE NSW and corporate employees

• Carried out corporate workforce planning and implemented programs to improve the quality of teaching and the supply of teachers

• Supported the Government’s wages policy and developed contemporary conditions of employment

• Provided legal advice, representation and other services to the Department

• Conducted investigations of allegations made against employees, carried out national criminal record checks as an approved agency, and developed strategies to reduce the risk of child protection allegations against employees

• Implemented programs to manage and improve teacher efficiency and performance

• Implemented occupational health and safety and injury management programs

• Fostered strategic cooperation with NSW Government agencies, industry and other State education authorities to transform ways of managing corporate services.

Corporate Services worked hard to achieve successful outcomes and has:

• Improved the provision of corporate services, emerging as the lowest cost provider of all large agencies. DET spent 2.05% of its operating budget on corporate services, with further incremental improvements planned.

• Achieved unqualified audit opinions for DET, TAFE NSW and all related agencies for the 2003-2004 Financial Statements.

• Successfully negotiated the school and TAFE NSW teachers’ salaries case under the Crown Employees (Teachers in Schools and TAFE and Related Employees) Salaries and Conditions award, involving fully funded salary increases totalling 12% to all school and TAFE teachers and developed contemporary employment conditions.

• Implemented salary increases of between 3% and 7.5% for executive positions in schools, with new principal accountability arrangements, open advertising of executive positions in schools, and other enhanced roles for principals.

• Concluded the review of the work of school assistants and senior school assistants in May 2004 with an agreement with the Public Service Association. All staff covered by the agreement

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received a pay increase of at least 5.7% from July 2004.

• Improved physical learning environments for public schools through the completion in the financial year 2003-2004 of 51 major building projects, commencement of 27 new major projects, and continuation of 71 projects. Five newly built Government schools opened in 2004. These were three primary schools, one secondary school and one school for specific purposes.

• Implemented strategic projects including establishment of new preschools, construction of new schools under the Privately Financed Project, and new School Facilities Maintenance Contracts

• Improved physical learning environments for TAFE NSW through the completion of nine new major building projects, commencement of 15 new projects, and continuation of 24 projects. In 2003-2004, $35 million was spent on building maintenance.

• Supported the Class Size Reduction Initiative by employing 181 additional teachers, adjusting the primary school staffing formulae and providing 74 new classrooms.

• Achieved bandwidths at or above 2 megabits per second in 77% of the Department's wide area network services through a major upgrade of services. A further 22% of services had bandwidths of between 512 kilobits per second and 2 megabits per second at the end of 2004.

• Announced the new $544.4 million Technology for Learning program in November 2004 to provide 100,000 new state-of-the-art computers to Government schools over the next four years, as well as support from 129 new permanently employed technical support staff

• Completed the Information and Communication Technology (ICT) Blueprint for future ICT requirements.

• Developed the Safety Plan for Occupational Heath and Safety (OHS) which will be

implemented over 2005-06 with priority given to WorkCover’s SchoolSafe review and the Cabinet-endorsed OHS and Injury Management Improvement Initiative.

• Supported the recruitment and retention of quality teachers through teach.NSW which attracted a record number of more than 35,000 enquiries in 2004, and through the Teacher Mentor Program where 50 Teacher Mentors worked in 53 schools.

• Achieved a 92.4% success rate in satisfying requests from schools for the engagement of casual teachers through Casual.Direct.

• Streamlined and automated services to teachers and staff with online services for teacher employment applications, leave applications and casual staff pay claims, and introduced the Electronic Casual Payroll Claims processing in over 1,200 schools. Online facilities also facilitated principals’ submissions of enrolment data, access to their school staffing entitlements and other vital staffing information.

• Completed a pilot to provide secure online access to personalised services for more than one million staff and students. Phase 1 of the Mainstream Enrolment via the Internet project will enable TAFE NSW students to enrol in high demand courses, pay fees and accept course offers online.

• Implemented the revised policy: Responding to Allegations against Employees in the area of child protection, to meet changes to child protection legislation and provided training to key staff.

• Managed changes to the Interest Subsidy Scheme, which affected the non-government school sector.

• Developed extensive new cleaning arrangements.

• Provided detailed financial analysis and advice on national and State issues.

• Achieved savings and service responsiveness through the Shared Corporate Services Strategy.

Corporate Services

Highlights


Strategic Planning and RegulationStrategic Planning and Regulation (SP&R) fosters corporate improvement and innovation, manages the Department’s external relations and reporting, and provides policy advice on matters including higher education, Vocational Education and Training (VET) and Government and non-government schooling.

SP&R services include:

• Coordinating negotiations with the Australian Government to secure funding for schools, VET and Indigenous education

• Supporting the Minister’s participation in the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) and the Australian National Training Authority (ANTA) Ministerial Council

• Coordinating NSW’s involvement in key taskforces and committees

• Coordinating the Department’s corporate planning and reporting process

• Producing legislative reports such as the Department’s Annual Report and the Minister’s Report to Parliament, as well as meeting external reporting requirements of MCEETYA, ANTA, and Australian Government agencies such as the Productivity Commission.

SP&R has oversight of the:

• Apprenticeship and traineeship system

• Funding of industry, enterprise and community training initiatives

• Registration of VET providers and the accreditation of courses.

SP&R administers the competitive training market and the competitive allocation of $80 million to public, private and community-based training organisations through programs such as the Apprenticeships and Traineeships Training Program and the Contracted Training Provision Program.

Through the network of State Training Centres, the Department provides assistance to employers

and individuals on training matters. Through the Department’s New Apprenticeship Centres (DETNAC), SP&R operates the largest provider of New Apprenticeships services in Australia, operating from five metropolitan and 11 regional sites and providing a national service to 26 major employers.

SP&R also investigates and develops innovative approaches to school education and VET. SP&R manages applications to conduct research in NSW schools, co-ordinates research across the Department, enters into partnership with academics to conduct research in schools and undertakes VET research. Through the Centre for Learning Innovation (CLI), the portfolio promotes and fosters innovation in teaching and learning across the Department, particularly through the use of new technologies.

CLI develops learning resources for schools and TAFE NSW, including distance education and online learning, across all contemporary media. CLI also supports innovative student projects using information and communication technologies (ICT) and teachers’ professional learning on the effective integration of ICT with teaching and learning.

Support for key external boards such as the Board of Vocational Education and Training and the Vocational Education and Training Accreditation Board is also provided by SP&R.

Strategic Planning and Regulation has worked hard to achieve successful outcomes and has:

• Established a strategic business framework for departmental operations by producing the 2005 Department of Education and Training Priorities Statement

• Developed the Teaching and Learning Exchange to provide over 5,000 quality teaching resources, professional support for teachers and information for parents. The site attracted 500,000 hits in about four months

• Retained $33.5 million in growth funding from ANTA, which secured the delivery of programs in TAFE NSW, Adult and Community Education, VET in Schools and apprenticeships and traineeships

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• Supported distance education teachers and students by providing 6,500 learning products across schools and TAFE NSW

• Ensured the quality of the higher education system by managing an audit of our regulatory processes by the Australian Universities Quality Agency

• Received highest quality rating for DETNAC from the Australian Government, the only New Apprenticeship Centres in NSW to achieve this rating

• Increased the DETNAC market share for apprenticeship services

• Managed the 29.4% increase in approvals for apprenticeships and traineeships between 2000 and 2004

• Undertook a review of the NSW Traineeship System

• Won an $8.5 million Australian Government VET Priority Places Program Tender for all regions in NSW (NSW was the only State to win a statewide tender)

• Created the Centre for Learning Innovation which gained ISO 9001:2000 certification for quality

• Led the development of a new national cost framework for schools through the Resourcing the National Goals project

• Improved access to education and training materials through the development of a copyright strategy and by leading national copyright negotiations for schools and TAFE NSW

• Successfully tendered for further funding for the Skill Ecosystem project ($350,000) from ANTA

• Implemented the new school enrolment form

• Improved processes to regulate higher education providers including establishing the Higher Education Advisory Committee and a register of Higher Education Assessors

• Steered the Australian Education Systems Officials Committee towards a more productive and strategic approach to the national schools agenda

• Coordinated the establishment of the NSW Institute of Teachers

• Developed online and multimedia resources for other Australian and NSW Government agencies

• Supported HSC students, teachers and parents through NSW HSC Online

• Supported Aboriginal people in apprenticeships and traineeships through the DETNAC initiative The Way Ahead for Aboriginal People

• Established or revised 126 traineeship and 16 apprenticeship pathways in 12 industries

• Processed 1,963 applications for trade recognition through the Vocational Training Tribunal

• Improved business processes and customer service through implementation of the Customer Service Strategy.

Strategic Planning and Regulation

Racing at Clarence Valley Race Club, which has taken on a new role as labour market intermediary for track work riders through the Skill Ecosystem project

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Strategic Relations and CommunicationThe Strategic Relations and Communication Portfolio comprises the Corporate Communication Directorate, Executive Support Directorate, Corporate Marketing Directorate and Media Directorate.

The Corporate Communication Directorate was established in July 2004, commencing a Communication Review in October 2004 which will provide a basis for improving internal communication and communication with parents. The review is due to be completed in June 2005.

The Executive Support Directorate delivers timely, accurate and high quality information to senior departmental staff and the Minister, in a high volume work area with changing priorities.

The Corporate Marketing Directorate provides strategic marketing support to TAFE NSW Institutes and NSW Government schools. The Directorate promotes excellence in public education and training through coordinating high profile events such as Education Week and Schools and Career Expos and providing valuable information services through the TAFE NSW Information Centre and Handbook.

Since its establishment in June 2004, the Media Directorate has worked to improve the Department’s ability to respond effectively to media enquiries. The Directorate works cooperatively with all parts of the Department to boost the image of public education in the community.

During 2004, major programs and services of the Portfolio included:

• Support to ensure effective internal and external communication

• High-level executive and administrative support

• Timely and accurate response to media enquiries

• Schools promotion support

• Education Week 5-11 September 2004

• Schools and TAFE NSW Career Markets and Expos

• Student Leadership Program

• TAFE Week 1-7 August 2004

• 2005 Summer Schools – sponsorship and marketing strategies

• TAFE NSW Arts and Design Prize

• Visits by international delegations

• Commercial programs

• Enquiry and information service

• TAFE NSW Handbook.

The Strategic Relations and Communication Portfolio has worked hard to achieve successful outcomes and has:

• Developed and updated correspondence guidelines and delivered training to staff state-wide to assist with preparing both ministerial and departmental correspondence, briefings and submissions.

• Established the School Promotions Strategy Reference Group. Representatives of principals’ organisations, the parent body and unions are working with departmental officers to provide promotional support for schools.

• Managed Education Week which in 2004 celebrated its 50th year. It emphasised the values of NSW public schools. Highlights of the week were performances by primary and secondary school students from across the State at the gala opening in Darling Harbour and in Martin Place, Sydney. Activities were also coordinated across the State showcasing the benefits of public education.

• Participated in the Schools Expo 2004, which featured 1,300 exhibitors and performers and was attended by 8,000 visitors. The Sydney Morning Herald Careers and Employment Expo attracted over 15,000 people, and included the TAFE NSW stand which highlighted the wide range of programs and services offered.

• Developed Future Booster, a guide for school leavers and other young people considering their post-secondary education and training options. This was distributed to all secondary schools throughout NSW.

• Managed the Student Leadership Program which provided 611 student leaders from 292

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public schools from across the State with the opportunity to visit the NSW Parliament and Government House to learn about constitutional and parliamentary proceedings. The program ran over six days during the period April to June 2004.

• Managed key TAFE WEEK activities with the theme “Love Your Work” including A Breakfast of Champions – featuring a selection of past and present student and teacher champions, and the Doghouse Challenge – seven teams of students (from TAFE NSW Institutes) competed to build dog houses which were donated to the RSPCA’s Last Chance Club for Dogs.

• Managed the publication of the TAFE NSW Handbook. This is the largest and most comprehensive course guide in Australia, containing details on over 1,200 courses, plus information on Institutes and student services. Of the 80,000 copies printed, 50,000 were sold through newsagents and selected bookstores.

• Managed the TAFE NSW Information Centre which handled over 194,700 enquiries from across the State. These enquiries are received via phone, email, post and face to face. The fastest growing service area is email enquiries (up 75% from 2003) with 98% of customer emails responded to within 24 hours. The Centre also coordinates requests from industry for customised training. These requests are referred to the appropriate TAFE NSW section within 24 hours. In 2004, requests from industry increased by 3.6% on the previous year.

• Coordinated the 2005 Summer Schools program which was launched by the Premier on 30 November 2004 and supported by industry sponsorship. The funds raised enabled approximately 400 school students to be offered a $300 scholarship for completing the program. Summer Schools were held in 28 locations across NSW in 12 industry areas.

• Managed the 2004 TAFE NSW Arts and Design Prize which attracted almost 900 entries statewide. The works of 66 finalists and 42 semi-finalists

were showcased in Sydney in December 2004 and January 2005, prior to a regional tour.

• Coordinated visits and information packages for senior delegations from 15 countries, with a total of 44 delegations comprising 433 visitors. Ongoing relationships have been developed with the education authorities in a number of these countries.

• Coordinated the development and promotion of commercial programs to meet specific industry needs. Enrolments in courses developed under the TAFE PLUS brand increased from 44,645 in 2003 to 50,163 in 2004. This represents a growth of 12.4%.

• Coordinated tenders that resulted in:

TAFE NSW, as part of a national consortium, delivering a training package for Department of Defence military and civilian personnel. More than 100 courses were run across Australia in 2004. The success of this initiative was recognised by an Award from the Australian TAFE Marketing Association for Excellence in Marketing for Strategic Partnership/ Innovation.

TAFE NSW, as part of a consortium, winning an Australian Government grant of $4.6million to establish a National Centre for Language Training. This centre will provide training and consultancy services that support Australian businesses in their business transactions in the global market.

Strategic Relations and Communication

School students performing at Martin Place, Sydney

Highlights


TAFE GLOBALTAFE GLOBAL Pty Ltd was incorporated as a legal entity in June 2000. It markets, contracts and project-manages the delivery of TAFE NSW products and services internationally. The training component of the services is delivered by TAFE NSW Institutes. TAFE GLOBAL operates in three major markets: the off-shore training program delivery market, the aid and development market and commercial consultancy assignments.

In 2004, TAFE GLOBAL generated greater revenue than in 2003. TAFE GLOBAL provided TAFE NSW with access to new business through aid and development projects. Benefits to TAFE NSW include valuable professional development, building internal project management capacity and developing institutional links between TAFE NSW and regional countries. This is a major contribution to positioning TAFE NSW as a world class training provider.

During 2004 TAFE GLOBAL continued to focus on developing project management skills to support the marketing and delivery of aid related projects. As a result, TAFE GLOBAL has continued to deliver the AusAID funded Pacific In Country Training project, worth $3.9 million over four years, as well as delivering the Papua New Guinea based program.

During the reporting period, TAFE GLOBAL successfully developed key strategic relations with organisations in the United Kingdom, Sri Lanka, Switzerland and Korea. TAFE GLOBAL has directly entered new markets in the United Arab Emirates, Papua New Guinea and Singapore and is working with TAFE NSW Institutes and various government and non-government agencies to develop commercial opportunities in India, Sri Lanka, Iran, Singapore, Bhutan and Papua New Guinea.

TAFE GLOBAL has worked hard to achieve successful outcomes and has:

• Successfully completed consultancy services to assist planning the 2004 Athens Olympic and Paralympic Games, including providing training to Games-affected businesses in Athens.

• Managed projects in Papua New Guinea (PNG) including a joint arrangement with SAGRIC International Pty Ltd for the PNG Curriculum Reform Implementation Project which aims to reform the country’s primary school curriculum, a number of capacity building activities within

government departments in PNG under the PNG Australian Targeted Training Assistance Facility, the AusAID funded Education Capacity Building Program of which TAFE GLOBAL is providing the Senior Executive Leadership Program activity, and the Virtual Colombo Plan project which delivers Master of Education courses to 40 scholarship students through distance delivery.

Signed a Deed of Agreement with the Indian global IT company TATA Consultancy Services to provide a series of training solutions to build a skilled workforce across all sectors of the economy in India.

• Provided expertise for a vocational education and training decentralisation project with the Department of Education in Thailand. The goal of the project is to develop a master plan to establish multi-campus Institutes that support that the educational decentralisation process.

• Provided consultancy services for the development of a program for the rehabilitation and training of prisoners in Abu Dhabi, United Arab Emirates, for the Ministry of Presidential Affairs.

• Provided consultancy services to the Singapore Workforce Development Agency relating to training for the retail industry.

• Delivered training to PNG-based companies including hospitality training to the Airways Hotel in Port Moresby and delivery of Certificate IV Workplace Training and Assessment to the staff of Porgera Joint Venture gold mine.

• Successfully completed the Asian Development Bank-funded Vocational Education Training Design mission to design the scope of a multi-million dollar VET capacity building project in Nepal and a Skills Development Project in Sri Lanka.

• Supported the off-shore activities of TAFE NSW Institutes, particularly in delivering TAFE NSW programs. Additional and renewed agreements have been finalised in 2004 for delivery of programs in the People’s Republic of China, Fiji, Malaysia, Hong Kong, Papua New Guinea and Mauritius.

Further information is available from http://www.tafeglobal.com.au

Highlights

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Objective one :

Achieving excellence in education and training for all students

Objective two :Providing students with the foundations

Objective three : Improving the quality of teaching and learning

Objective four :Improving transitions through school to work and further education

Objective five : Providing the skills and values for innovation, growth,prosperity and social cohesion

Objective six :

Delivering a dynamic and responsive system of public education and training

NSW Government school students from Auburn West Public School perform at Darling Harbour

Outcomes

1.1 Closing the achievement gap for Aboriginal students

1.2 Improving outcomes for students in equity groups

Objective one :

Achieving excellence in education and training for all students

Achievements Strategies Challenges and future directions

• The Review of Aboriginal Education was completed

• Gains were achieved in meeting minimum literacy and numeracy standards for Aboriginal students and students from equity target groups

• TAFE NSW Institutes recorded increased enrolments for Aboriginal students, non-English speaking background students and for students with disabilities

• Enrolments in higher level TAFE NSW courses increased significantly for Aboriginal students and those from equity target groups.

• Enhancing literacy and numeracy initiatives, retention and attendance programs for Aboriginal students and those from equity target groups

• Strengthening links between education, industry and community agencies

• Developing culturally inclusive teaching and learning programs

• Delivering programs to meet specific local needs

• Supporting innovative design in integrated English language and vocational education and training programs.

• Implement the Government’s response to recommendations from the Review of Aboriginal Education

• Increase the retention and module completion rate for Aboriginal students

• Diminish the digital divide experienced by rural and remote communities

• Provide teachers with strategies and skills to meet the needs of young people at risk

• Improve education and training outcomes for people with disabilities

• Promote education and training services to Aboriginal students and those from equity target groups.

Tracks of my mind Marilyn Forrester, TAFE NSW Western Institute, Dubbo Campus. Finalist 2004 TAFE NSW Art and Design Prize

R. Sheppard


AchievementsThe learning outcomes of Aboriginal students have shown a gradual improvement over recent years, although the gap between their achievements and those of all students remains a cause for concern. In response to this situation, the Department and the NSW Aboriginal Education Consultative Group (AECG) collaborated in 2004 to review Aboriginal education. Recommendations that describe systemic, school-based, community and individual responsibilities are in the review’s report, Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray (Freeing the Spirit: Dreaming an Equal Future).

In 2004, the majority of Aboriginal students achieved minimum standards of literacy and numeracy as assessed by the Basic Skills Test (BST), the Primary Writing Assessment, English Language and Literacy Assessment and the Secondary Numeracy Assessment Program. There was, however, a gap of up to 17.2 percentage points (pp) between the achievement of Aboriginal students and all students. This was most notable in Year 3 literacy and numeracy. The achievement gap was also present in the Computer Skills Assessment where Year 6 Aboriginal students recorded an overall mean score of 63.3 compared to 68.1 for all students.

Since 2000 Aboriginal students have made some gains in literacy and numeracy. Most notably, the percentage of:

• Year 3 students below Band 2 in writing decreased by 14.2pp to 15.2%

• Year 5 students in the top numeracy band increased by 1.7pp to 6.1%

• Year 5 students in the top literacy band increased by 3.6pp to 8.2%.

Improvements in the participation of Aboriginal students in schooling were marginal. While 1,235 Aboriginal students were eligible to receive the School Certificate and 528 the Higher School Certificate, the apparent retention rate from Years 7 to 12 decreased by 1.9pp to 29.9% compared to an increase of 4.8pp to 65.8% for all students. There are indications that more Aboriginal students are making notable individual achievements and taking on leadership roles in their school communities, for example:

• Nina Sands scored the highest mark in Aboriginal Studies

• Brendan Boney scored in the top 10% in Music, was a member of the Gifted and Talented Choir and participated in the State Drama Festival

• Kaleesha Morris and Kristy Hayward represented Aboriginal students on the NSW Student Representative Council steering committee

• Ronald Venables represented Aboriginal students on the Director-General’s Priority Schools Funding Program Advisory Committee

• Naketa Ridgeway received a Minister’s Award for academic achievement and leadership.

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Closing the achievement gap for Aboriginal students

StrategiesA range of strategies that coordinated services and provided specific support and leadership for Aboriginal students included:

• Distributing over $3.4 million in grants for literacy and numeracy initiatives, retention and attendance programs as well as cultural activities

• Providing 413 Aboriginal field staff and some 300 Aboriginal community members to work with and support students and teachers

• Implementing 14 programs to develop the leadership skills of Aboriginal students

• Developing culturally inclusive teaching and learning programs in science, language, Aboriginal studies and mathematics for students in Years K-12 as well as transition programs in literacy, numeracy and social skills for preschool children

• Distributing guidelines for schools and TAFE communities on how to undertake Welcome to Country and Acknowledgement of Country ceremonies

• Publishing information and images to share and preserve stories from local Aboriginal communities through Our Story, Telling I.T.

• Participating in the Otitis Media Strategy to increase teachers’ and parents’ understanding of this hearing condition, its effect on student learning and to raise awareness of available support services

• Providing an Employment and Career Development Program to give priority employment and transfers, mentoring and career

path planning, as well as support to undertake

tertiary studies for Aboriginal teachers.

Challenges• Support the health and wellbeing as well as

academic achievement of Aboriginal students

• Integrate strategies in all policy and curriculum areas that improve Aboriginal students’ literacy and numeracy outcomes

• Increase the retention rate in post-compulsory education by improving Aboriginal students’ active participation in schooling

• Integrate Aboriginal perspectives into all resources and provide support to expand cultural awareness as well as knowledge of Aboriginal history and culture.

Future directions

• Draw on the recommendations from the Review of Aboriginal Education and the NSW State Vocational Education and Training Plan for Aboriginal Communities to improve the implementation of the Aboriginal Education Policy

• Focus on approaches that value and respect Aboriginal people’s place in Australian society

• Build partnerships with the NSW AECG, Aboriginal communities as well as other government and non-government agencies

• Affirm Aboriginal students’ identity by highlighting their achievement in mainstream educational activities.

Improving the achievement of Aboriginal students - Government schoolsPercentage of students achieving: 2000 2004 Change over 5 years

Band 2 or higher on the BST literacy at Year 3 - Aboriginal students 72.4 72.0 0.4pp

Band 2 or higher on the BST literacy at Year 3 - All students 88.9 89.2 0.3pp

Band 3 or higher on the BST literacy at Year 5 - Aboriginal students 76.7 79.3 2.6pp

Band 3 or higher on the BST literacy at Year 5 - All students 92.5 93.1 0.6pp

Band 2 or higher on the BST numeracy at Year 3 - Aboriginal students 66.7 74.5 7.8pp

Band 2 or higher on the BST numeracy at Year 3 - All students 85.3 89.9 4.6pp

Band 3 or higher on the BST numeracy at Year 5- Aboriginal students 75.1 80.6 5.5pp

Band 3 or higher on the BST numeracy at Year 5 - All students 92.0 93.6 1.6pp

Source: DET, Educational Measurement and Planning and Innovation

Objective one


Achievements

The work of TAFE NSW Institutes in collaboration with industry, communities and organisations has resulted in significant improvements in educational outcomes over the past decade. In 2004, a range of innovative programs was introduced to improve both educational and training outcomes for Aboriginal people. In addition, the Aboriginal Education and Training Units within Institutes continued to play an important role both in terms of raising student and staff awareness of Indigenous issues and forging stronger links with local Aboriginal communities.

Between 2000 and 2004:

• Aboriginal student enrolments have increased at more than twice the rate for all students (26.5% compared to 10.0%)

• The proportion of Aboriginal students enrolling in higher level courses(AQF level 111 and above) has grown by 33.2% (compared to 8.7% for all students)

• Average module completion rates have improved but still remain significantly lower than for all students.

Other key achievements during 2004 included:

• Education and training for people in rural and remote areas via the TAFE NSW Interactive Distance Learning via Satellite (IDL) project. Training programs included Introduction to Technology, Building Maintenance and Aboriginal Vocational Preparation.

• The development of a program to support Aboriginal women in accessing Information Technology training. The course was piloted at Sydney Institute and the evaluation by the students was very positive.

• An implementation plan to improve the quality of vocational education and training for Aboriginal offenders. It was developed by TAFE NSW in partnership with the Department of Corrective Services.

• The TAFE NSW Aboriginal Vocational Education and Training conference, which 170 delegates from across NSW attended. This year the focus of the conference was on forging new learning alliances to improve social, economic and educational participation and outcomes.

Strategies

TAFE NSW Institutes used a range of strategies to improve participation and education and training outcomes for Aboriginal students and to meet the needs of industry and the community. These included partnerships with Aboriginal community and business groups to develop courses and programs and the delivery of courses and the development of resources by Aboriginal educators. Examples include:

• Delivering the Job Ready Koori Course in Construction. This was a joint initiative of South Western Sydney Institute, the Construction, Forestry, Mining and Energy Union and the Aboriginal company Gunya Constructions.

• Working in partnership with Aboriginal communities to improve educational outcomes including:

The partnership between Barrick Gold, the Wiradjuri Consultative Committee and Western Institute enabled Aboriginal participants to enter the mining studies program in 2004 and be work ready for the commencement of mine operations in 2005.

The partnership between New England Institute’s Aboriginal Education Unit, the Tourism and Hospitality Faculty, and the New England Area Health Services to introduce the Aboriginal Women’s Peer Education Course Thurri-Li Guwaa Thanbarran-Li Bamba (Rise, Talk, Connect And Be Strong). The course was specifically designed to prepare women in the Aboriginal community to act as peer educators.

Source: DET, Planning and InnovationNESB = Non-English Speaking Background

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• Delivering training for four Metropolitan Local Aboriginal Land Council communities in skills relating to cultural and local land management (Hunter Institute).

• Delivering the Diploma of Community Services Management at Illawarra Institute which included work placed delivery for Aboriginal students.

• Improving teaching strategies and the learning environment. Hunter, North Coast, Northern Sydney, Sydney, Western and Western Sydney Institutes have established Aboriginal Centres which provide Aboriginal specific and student and community friendly facilities and services.

• Improving Institutes’ networks to enable partnerships with Aboriginal communities to provide the Certificate IV in Business (Governance) training in management and governance for Community Development Employment Program.

• Developing educational resources to support Aboriginal students. Examples include:

Weaving New Ways (IT skills for Aboriginal women) developed by the Aboriginal Programs Unit

A Walk through Country (Diploma of Aboriginal Studies) produced by Western Sydney Institute’s Open Training and Education Network (OTEN) with input from the Metropolitan Local Aboriginal Council

Aboriginal Cultural Education web page. Riverina Institute’s Aboriginal Cultural Education team contributed to the 2004 Networking Conference which led to an Aboriginal Cultural Education page being established on the Riverina Institute website.

Challenges and future directions

• Implement the Government’s response to the recommendations of the Review of Aboriginal Education

• Improve module and course completion rates for Aboriginal students

• Improve course articulation for Aboriginal students to increase students’ participation in higher level Australian Qualification Framework (AQF) courses

• Continue to diminish the digital divide for Aboriginal communities by improving and increasing access to educational provision

• Develop more culturally inclusive curriculum, since there is a continuing need to develop teaching and learning resources that complement the national training packages and the existing suite of TAFE NSW courses

• Promote the development of culturally appropriate learning environments for Aboriginal students through staff development in Aboriginal cultural awareness

• Increase provision of teaching and learning programs in a flexible mode using a number of newly created delivery models

• Work with Australian and State Government agencies and key Aboriginal organisations such as Aboriginal Land Councils to develop partnership arrangements to improve educational and employment outcomes

• Increase learning alliances between TAFE NSW and private industry to improve employment opportunities for Aboriginal people

• Initiate real and sustainable agreements at local, State and national level between businesses, industry associations and VET providers.

Closing the achievement gap for Aboriginal students

Closing the achievement gap for Aboriginal students - TAFE NSW

Indicators: 2000 2004 Change over 5 years

Enrolments AQF III and above – Aboriginal students (%) 24.5 25.8 1.3pp

Enrolments AQF III and above – all students (%) 40.4 39.9 0.5pp

Average module completion rate – Aboriginal students (%) 57.1 66.7 9.6pp

Average module completion rate – all students (%) 75.4 79.5 4.1pp

Source: DET, Planning and Innovation.

Objective one


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Achievements

Students from equity groups include those from Language Backgrounds other than English (LBOTE), from low socio-economic backgrounds and geographically isolated students.

In 2004, the majority of students from these equity groups achieved minimum standards in literacy, numeracy and computing skills assessed through the Basic Skills Test (BST), the English Language and Literacy Assessment (ELLA), the Secondary Numeracy Assessment Program (SNAP) and the Computer Skills Assessment for Year 6. In 2004, for example, the mean literacy score for:

• Year 3 LBOTE students was 51.1 (50.6 for all students)

• Year 5 students from low socio-economic backgrounds was 54.8 (57.4 for all students)

• Year 7 geographically isolated students was 86.8 (88.8 for all students).

The mean numeracy score for:

• Year 3 geographically isolated students was 50.0 (52.3 for all students)

• Year 5 LBOTE students was 61.9 (60.7 for all students)

• Year 7 students from low socio-economic backgrounds was 80.9 (85.1 for all students).

Compared with results from 2000, Year 3 and Year 5 LBOTE students and students from low socio-economic background made gains in literacy and numeracy. Year 7 and 8 LBOTE students made gains in writing and language and Year 8 LBOTE students made gains in reading. For students from low socio-

economic backgrounds the BST numeracy scores improved at Year 5 but not at Year 7.

Year 6 LBOTE students (68.0) achieved close to the score of all students (68.1) on the Computer Skills Assessment; whereas students from low socio-economic backgrounds recorded a mean score of 65.6 and geographically isolated students scored 66.7.

Overall, girls achieved higher scores in literacy than boys although Year 5 boys showed a slight improvement compared with 2000. The gap in the literacy achievements of girls and boys was greatest in Year 8. While boys achieved marginally higher scores in numeracy, the gap was not as great as the difference in their literacy scores. Year 6 girls also achieved a higher average score than boys on the Computer Skills Assessment.

StrategiesFive major programs supported students in equity groups across the State. These programs focused primarily on improving students’ literacy and numeracy outcomes by providing:

• $20.1 million, 280 additional teaching positions, 24 consultants and 12 community development officers through the Priority Schools Funding Program (PSFP)

• an additional $16.1 million through the Priority Action Schools program to 74 PSFP schools

• $5.4 million and eight consultants through the Country Areas Program

• $88 million for specialist teachers for students learning English as a Second Language (ESL)

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Source: DET, Educational Measurement Notes: LBOTE students are those who answered “yes”to the question “Does anyone use a language other than English at home”Country Area Program (CAP) school status is used as a proxy for geographic isolation.Priority Schools Funding Program (PSFP) school status is used as a proxy for low socio-economic status (SES) backgrounds.

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Improving outcomes for students in equity groups

• $7.0 million, through the Links to Learning Community Grants Program

These programs enabled students from equity groups and their teachers to access specialist support services that included:

• Enabling refugee students to participate in school activities through the Refugee Student Assistance Scheme, a project jointly funded by the Department and the NSW Teachers Federation

• Implementing the Certificate in Spoken and Written English in 12 high schools and 12 Intensive English Centres

• Supporting an additional 550 ESL students to undertake the English (ESL) Higher School Certificate examination

• Supporting students, teachers and community members to participate in the Pasifika Youth Forum

• Delivering Gateways, Homework Plus, Homework Plus Primary and Machismo, in targeted schools in Sydney and South Western Sydney regions through the Youth Partnership with Arabic Speaking Communities program

• Supporting 44 teachers from 21 schools to participate in a professional learning program using Machismo, a teaching resource designed to challenge gender stereotypes and behaviour associated with harassment and vilification

• Supporting schools to implement innovative programs for boys most of risk of under-performing at school. For example, Cabramatta West Public School’s boys’ literacy project

Challenges• Provide high quality education in isolated schools

serving rural communities undergoing rapid and fundamental economic, demographic and social change

• Expand teachers’ understanding of the importance of challenging gender stereotypes in all teaching and learning activities

• Develop teachers’ professional knowledge and expertise to improve ESL students’ English language skills

• Respond to the educational needs of refugee students, in particular those arriving as humanitarian entrants from African countries

• Provide additional resources to schools serving low socio-economic status communities that improve students’ participation in schooling as well as their literacy and numeracy outcomes

• Enhance partnerships between schools, parents, caregivers and community agencies, particularly within low socio-economic status communities.

Future directionsConduct a review of the Department’s learning programs for students in equity groups to:

• Shape future programs and services

• Reduce the difference in their academic achievement compared with all students

• Increase participation in further education and training.

Improving outcomes for students in equity groups - Government schoolsAchievement of students from low socio-economic status backgrounds:

2000 2001 2004 Change over 4/5 years

Mean score for BST literacy at Year 3 47.7 48.0 0.3

Mean score for BST literacy at Year 5 53.7 54.8 1.1

Mean score for ELLA reading at Year 7 n/a 85.2 85.1 0.1

Mean score for BST numeracy at Year 3 48.5 49.4 0.9

Mean score for BST numeracy at Year 5 56.0 57.5 1.5

Mean score for SNAP numeracy at Year 7 n/a 82.4 80.9 1.5

Full-time apparent retention rate from Year 7 to 12 (%) 52.9 57.2 4.3

Source: DET, Educational Measurement and Planning and InnovationNotes: ELLA and SNAP results not available for 2000. Priority Schools Funding Program (PSFP) school status is used as a proxy for low socio-economic status backgrounds

Objective one


Achievements

In 2004, TAFE NSW Institutes continued to enhance opportunities for students in equity groups. This resulted in significant improvements in participation levels and educational outcomes between 2000 and 2004:

• Enrolments increased for students with disabilities by 66.8% (10.0% for all students) and by 26.9% for mature age students.

• Completions in higher level courses for students with disabilities increased by 117.8% and for Aboriginal students by 125.1% (compared to 41.6% for all students). It should be noted that completions by Aboriginal students represent only 1.6% of all completions in 2004.

• Module completion rates improved for all equity groups.

Source: DET, Planning and Innovation Note: NESB enrolments for 2000 and 2001 are not comparable with later years due

to changes in the enrolment form language question

A number of targeted programs, initiatives and partnerships led to the intended outcomes. These included:

• A Migrant Youth Access Program for newly arrived non-English speaking background (NESB) youth (South Western Sydney Institute). Students completing the programs have progressed to general education courses such as Certificate II in General and Vocational Education and vocational courses such as Certificate II in Electrical Trades.

• Older Men’s Opportunities course for retrenched and mature aged workers (Western Sydney Institute). The course aimed to build self confidence and team work with the result that many of the participants progressed to further study and work.

• Establishment of the Shoalhaven Community Gardens Project, a joint initiative between Illawarra Institute, the Department of Housing, community members and students. This Outreach project successfully trained mature aged unemployed people in horticulture and landscaping.

• Yard Art Courses (Riverina Institute). In these courses women learned welding and other metal working techniques. It was successful in encouraging women to become involved in traditional trades.

• Buddies Mentor Training Program (Hunter Institute). The project provided a variety of services in their workplace to people with a disability.

• Work Wise Women: Women into information technology program. This initiative received a commendation under the 2004 Premier’s Public Sector Awards (Sydney Institute).

Strategies

Strategies to improve educational and employment outcomes for equity groups included:

• Implementing State and national Government policies and strategies for women, NESB, people with disabilities and Aboriginal people

• Establishing a new Equity Strategy Group. The role of the group is to achieve a co-ordinated approach and to make decisions on equity strategy and policy in TAFE NSW

• Strengthening links between education, industry and community agencies to support regional and community development and improvement of educational pathways and employment outcomes for equity target groups

• Establishing joint ventures between TAFE NSW Institutes, other government departments and community organisations to expand provision for equity target groups

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• Delivering targeted programs to meet the specific local needs of equity target groups, for example:

Work Opportunities for Women program for 30 women who were mostly Sudanese, Filipinas, Chinese and Russian; an Advanced English Interpreting Course that allowed students to be assessed at para-professional NAATI level 2 (North Coast Institute)

Courses in Aged Care for women from NESB (North Coast Institute)

Vocational access programs aimed at engaging local, marginalised, and “at risk” youth (Northern Sydney Institute). These included short courses in automotive, panel beating, spray-painting, landscaping, coffee making, web design and digital music.

• Promoting opportunities for women to participate in non-traditional areas such as the trades and information technology

• Providing training opportunities on cultural awareness issues and anti-racism strategies for staff and students

• Providing vocational education and training in Correctional and Juvenile Justice Centres

• Supporting innovative design and delivery of integrated English language and vocational education and training programs for students from culturally and linguistically diverse communities

• Continuing Helping Young People at Risk (HYPAR) funded programs to provide pathways for young people at risk

• Providing translation skills training to improve access to translators and the development of a resource bank containing teaching and learning materials in the target languages

• Providing equity reviews of Training Packages, e.g. the Printing and Graphics Training Package

and the Museum and Library/Information Services Training Package which were completed in 2004

• Developing specific resources to support teachers in the delivery to equity groups, e.g. a CD-ROM, Reasonable Adjustment, which provides information and strategies for implementing reasonable adjustment in assessment and delivery to students with disabilities, resources for the delivery to women with mental health issues and an Online Mentor course to support Work Wise Women courses

• Implementing the TAFE NSW Women online project.


• Provide teachers with appropriate strategies and skills to meet the needs of young people at risk and manage the behavioural problems specifically relating to this group

• Meet the needs and legislative requirements of people with disabilities within budget constrains

• Increase transition pathways for students from equity target groups in higher level programs and employment

• Implement a whole-of-life approach to supporting students with special needs

• Enhance access, participation and outcomes by people from equity target groups

• Work closely with industry and community agencies to provide quality programs that have received statewide recognition

• Develop models of delivery that utilise innovative strategies to respond to identified needs of equity target groups

• Promote TAFE programs and services to equity target groups.

Improving outcomes for students in equity groups

Improving average module completion rates - TAFE NSW

Average module completion rate for: 2000 2004 Change over 5 years

Women (%) 75.6 78.8 3.2pp

Non-English speaking background students (%) 72.5 75.9 3.4pp

All students (%) 75.4 79.5 4.1pp

Source: DET, Planning and Innovation

Objective O

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Objective one


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Achievements

The Department has successfully implemented policies and programs to support students with specific learning needs. As a result, the average module load completion rates have improved and the percentage of enrolments in higher level courses (AQF III and above) have increased for Aboriginal students, women and students from a non-English speaking background (NESB).

The Department of Education and Training New Apprenticeship Centres (DETNAC) implemented “The Way Ahead for Aboriginal People” program which provided generic work skills and led to traineeships for several participants.

As part of The Way Ahead, 16 Aboriginal mentors were selected to take part in accredited training in Dubbo. All mentors have now completed workplace assessment and are ready to commence mentoring programs with Aboriginal apprentices and trainees.

In 2004, funding of $1.136 million was provided under the VET Infrastructure for Indigenous People program. It provides capital infrastructure grants to develop training facilities for the delivery of VET to Indigenous people.

The Department’s Partnering – Training for Older Workers program enabled 590 clients aged over 40 to undertake training. Some of the skills areas targeted included aged care/community services, business services, transport, retail, security and food.

More than 3,500 participants commenced training through the Basic IT Enabling Skills for Older Workers Program.

Ten people commenced an apprenticeship under the NSW Apprenticeship Program for People with a Disability.

Strategies

The key strategies in DETNAC’s Way Ahead for Aboriginal People Program include:

• Roadshow of events led by the DETNAC ambassadors – Jimmy Little, Bo De La Cruz and Rhoda Roberts. The events are designed to inform local employer groups of the advantages for their business of taking on Aboriginal apprentices and trainees.

• Program to inform local communities of the availability of pre-employment training.

• Mentor Program that supports Aboriginal apprentices and trainees to complete their training.

• Pre-employment training that provides generic pre-employment skills to Aboriginal people who have not worked before or have been out of the workforce for some time.

• Traineeships/apprenticeships opportunities in the local area through liaison with employers and promotion of pre-employment participants.

The Partnering - Training for Older Workers program encourages Registered Training Organisations to develop partnerships with employers to assist people over 40 with training that builds upon work skills, keeps skills up-to-date and enables participants to remain competitive in the workforce.

The Basic IT Enabling Skills for Older Workers Program provides basic computer literacy for low income individuals, 45 years and over.

The NSW Apprenticeship Program for People with a Disability provides apprenticeships in State Government departments and statutory authorities for people with assessed disabilities.


The challenges for The Way Ahead program are to reach as many potential employers as possible while providing meaningful programs which support, train and develop Aboriginal apprentices and trainees in areas of NSW that are supported by a DETNAC office.

Source: DET, Planning and InnovationNote: Load completion rate = percentage of curriculum hours passed

Closing the achievement gap for

Aboriginal students and improving

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2.1 Better literacy and numeracy outcomes for students

2.2 Reduced class sizes in Kindergarten to Year 2

2.3 Improved technology-based learning and infrastructure

2.4 Higher quality learning environments

Objective two :

Providing students with the foundations


• Consistent results in statewide literacy and numeracy assessments achieved

• Outstanding results obtained in international tests of student achievement

• Increased number of students in TAFE NSW completed AQF level I and II courses

• Teaching and Learning Exchange developed and available to parents, staff and students www.det.nsw.edu.au/tale

• Construction of new facilities completed for TAFE NSW and Government schools

• Teachers appointed to reduce class sizes K-2.

• Providing resources, buildings and facilities that support student learning

• Continuing to upgrade technological infrastructure

• Implementing the first phase of an initiative to reduce class sizes

• Supporting an extended curriculum with specialist teachers and services

• Expanding teaching practice through the use of information communication technologies

• Implementing initiatives to assist parents and students to improve literacy and numeracy outcomes.

• Work more closely with parents, students and other agencies to improve literacy and numeracy

• Meet the demands for language, literacy and numeracy support for students of all ages

• Develop resources that meet specific learning needs

• Improve physical learning environments

• Expand online networking and digital resources.

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Achievements

Creating foundations for ongoing learning and success is central to teaching and learning programs in all Government schools. These foundations include academic skills and understandings in literacy and numeracy as well as science and computing studies. Student progress is monitored through statewide and international assessments during primary and secondary school.

International assessments include the Organisation for Economic Cooperation and Development (OECD)’s Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). By assessing four types of literacy: mathematical, scientific, reading and problem solving, PISA aims to find out how well students nearing the end of compulsory schooling are prepared for the challenges that face them. The results from the 2003 PISA study, conducted in 41 countries, were released in 2004. They revealed that in NSW 15 year old students rank amongst the best in the world. Only students in Finland performed significantly better than NSW students in reading literacy and no State or Territory in Australia significantly outperformed NSW students.

Every four years TIMSS appraises student achievement in mathematics and science. Results from students in Years 4 and 8 who completed this assessment in 2003 were also released in 2004. These showed that Year 8 students in NSW performed well compared with students in Australia and internationally. This was particularly notable in Year 8 science and mathematics where they ranked first overall amongst all Australian States and Territories,

second in Year 4 mathematics and third in Year 4 science.

Through the Statewide Assessment Strategy, the literacy and numeracy skills of over 150,000 students in Years 3, 5, 7 and 8 were assessed. Based on results from the Basic Skills Test (BST) and the Primary Writing Assessment (PWA):

• 89.2% of Year 3 students achieved Band 2 or above in literacy, 95.3% in writing and 89.9% in numeracy

• 93.1% of Year 5 students achieved Band 3 or above in literacy, 95.8% in writing and 93.6% in numeracy.

In the English Language and Literacy Assessment (ELLA) program and the Secondary Numeracy Assessment Program (SNAP):

• 95.6% of Year 7 students achieved elementary standard or higher in writing, 94.1% in reading, 92.5% in language and 95.4% in numeracy

• 97.1% of Year 8 students achieved elementary standard or higher in writing, 96.4% in reading, 95.0% in language and 97.2% in numeracy.

Compared with scores from 2000, the basic skills of students in Years 3 and 5 improved. In 2004, less than one-third of Year 3 students were in the lowest two bands in literacy and numeracy and just over 15% were in the top band. In Year 5 less than 7% of students were in the lowest two bands in literacy and numeracy and more than a quarter were in the top band.

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Source: DET, Educational MeasurementNote: Data from ELLA (Reading) and SNAP assessments are not available for 2000

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Better literacy and numeracy outcomes for students

Reading Recovery, an early intervention program for those needing additional support in reading and writing, continued to have a positive impact on students’ literacy achievements. In 2004, more than 6,000 Year 1 students who participated in the Reading Recovery program reached the literacy level of their peers. Benefits were also evident in the 2004 BST results where 77% of Year 3 and 85% of Year 5 students who completed Reading Recovery successfully in Year 1 reached the minimum literacy standard.

While the literacy achievements of students in Year 7 and 8 remained constant, there was a decrease in their overall numeracy scores. Comparing 2001 and 2004 SNAP results revealed that the skills and understandings of Year 7 students were not as strong in all areas other than measurement.

Strategies

Strategies to support student achievement in literacy and numeracy include:

• Establishing a taskforce to develop the State Literacy and Numeracy Plan for 2005-09

• Making the Count Me In Too numeracy program available to all Government infants, primary and central schools

• Offering teacher professional learning programs such as Early Literacy Online, Literacy Action Research Kit (online) and Count Me In Too

• Distributing the K–10 Mathematics continuum, a description of key ideas in mathematics from Kindergarten to Year 10 linked to the mathematics syllabuses that focus on continuity of learning

• Creating a learning framework based on research findings to help teachers improve their mathematics teaching

• Providing Reading Recovery in 837 schools supported by 920 teachers at a cost of $29.2 million

• Increasing the number of teachers trained in Reading Recovery techniques to more than 2,400

• Providing teachers with diagnostic information through custom-designed software, Enhanced Data on Disk, and developing standards-based frameworks that monitor trends and compare individual with statewide performance.

Challenges

• Achieve equitable literacy and numeracy outcomes for all students

• Develop more strategies to identify and support K-2 students who are experiencing difficulties

• Develop effective learning partnerships with parents and caregivers

• Ensure that students in greatest need have access to Reading Recovery.

Future directions

• Support the explicit and systematic teaching of literacy and numeracy with a focus on continuity between stages

• Raise standards of literacy and numeracy teaching

• Expand the use of Enhanced Data on Disk in schools and regions to support specific intervention strategies

• Undertake research to identify strategies that address the specific needs of Aboriginal students and students in rural and remote locations.

Improving student literacy and numeracy outcomes - Government schoolsPercentage of students achieving: 2000 2001 2004 Change over 4/5 years

Band 2 or higher on the BST literacy at Year 3 88.9 89.2 0.3

Band 3 or higher on the BST literacy at Year 5 92.5 93.1 0.6

Elementary or higher on ELLA reading at Year 7 n/a 95.5 94.1 1.4

Band 2 or higher on the BST numeracy at Year 3 85.3 89.9 4.6

Band 3 or higher on the BST numeracy at Year 5 92.0 93.6 1.6

Elementary or higher on SNAP at Year 7 n/a 96.1 95.4 0.7

Source: DET, Educational MeasurementNote: Data from ELLA (* Reading) and SNAP assessments are not available for 2000

Objective tw

o


OutcomeTA

FE N

SW

Adu

lt lit

erac

y cl

ass

at T

AFE

NSW

Sou

th

Wes

tern

Syd

ney

Inst

itute

Achievements

All TAFE NSW Institutes delivered a wide range of programs aimed at improving the literacy and numeracy outcomes of their students. Such courses cater for the developmental needs of students on an individual basis and can also provide an introduction to vocational courses. Students are assessed against the national reporting system standards for literacy and appropriately placed to maximise outcomes. Vocational training outcomes are enhanced through the provision of either additional or integrated literacy and numeracy support.

Module completion rates in courses at AQF level I and II increased for all students (from 70.8% in 2000 to 74.4% in 2004). A more significant increase was achieved by Aboriginal students (from 53.0% in 2000 to 62.6% in 2004) although their overall rate is still significantly lower than the average rate for all students.

With the same funding allocation as for 2003 under the ANTA funded literacy program, TAFE NSW Institutes achieved an increase of 11% in enrolments and 15% in Actual Student Hours.

Examples of successful programs and initiatives included:

• Distance delivery of the Language, Literacy and Numeracy Program (LLNP). Western Sydney Institute Open Training and Education Network (OTEN) is the sole Australia-wide distance service provider of LLNP. The program provides jobseekers with English language, literacy and numeracy training so that they can improve their skills to gain a job or undertake a vocational education and training course. Many jobseekers prefer to study by distance with OTEN because they are geographically isolated or unable to access face-to-face delivery for other reasons. The number of referrals to OTEN for delivery of the LLNP program continues to increase with each year of the contract.

• Management of the Reading Writing Hotline. The Hotline provides a national referral service for adults seeking to improve their literacy. The Australian Government has expressed its confidence in TAFE NSW’s management of the Hotline by funding it continuously for 12 years, since its inception. Close to 100,000 callers have

been referred to one or more providers of adult literacy tuition near the caller’s place of residence. In 2004, 59% of callers were seeking to improve their literacy and numeracy skills for employment-related reasons. The Hotline stimulates interest in learning and thereby helps build social and economic capital.

• Development of an online resource, CGVE Online, to support the delivery of the Certificate II in General and Vocational Education. The resource is designed to increase the engagement of young people and provides a flexible delivery option to enable more students to access education that prepares them for entering vocational courses or a Year 12 equivalent course.

• Collection of case studies to support and promote the delivery of the Workplace English Language and Literacy (WELL) program. This resource highlights the partnerships formed by TAFE NSW Adult Basic Education, English as a Second or Other Language teachers with vocational teachers and with industry in the delivery of WELL programmes.

Strategies

Strategies used by TAFE NSW Institutes to achieve better literacy and numeracy outcomes for students focused on the provision of targeted support for students with special needs such as young students and non-English speaking background (NESB) students, the enhancement of articulated programs, support and training for staff and the use of flexible learning options and technology. Specific strategies included:

• Maximising literacy and numeracy support in both pre-vocational and vocational areas to ensure learning focused delivery including increasing flexible options where appropriate (Hunter Institute).

• Providing the Literacy Volunteer Tutoring – Schools Program to five local high schools. Ninety-one students successfully completed the program which included a theory and fieldwork component (Illawarra Institute).

• Introducing the Baby Dreamers Project, an early intervention program for 15-24 years old parents who have disengaged from education.

Obj

ectiv

e tw

o


Better literacy and numeracy outcomes for students

The program is designed to undertake a range of activities which expose young people to positive and practical learning experiences which will lead to further engagement in education, improve social, educational, health and literacy outcomes in the long term and provide a community support network. Baby Dreamers has been a much needed supportive and positive environment for both expectant and existing young mothers and their children (New England Institute).

• Implementing a Learner Support Strategy which has two components. The first is a network of learner support centres across the Institute, equipped with the latest information technology. The second component comprises tuition in the underpinning literacy and numeracy skills necessary for successful study in vocational courses (North Coast Institute).

• Providing tutorial support classes with high percentages of NESB students and those with young students with low literacy and numeracy skills. These took the form of team teaching plus individual assistance outside the classroom where required (Northern Sydney Institute).

• Offering a pathway from Language, Literacy and Numeracy studies to the Certificate II in General and Vocational Education with tutorial support (Riverina Institute).

• Motivating and inspiring the creativity of students to produce a five-year diary. The diary incorporates a stunning range of photographs and thought provoking writings to represent different experiences in the journey of life from a range of individual perspectives (South Western Sydney Institute).

• Improving the learning experiences of students by focusing on tutorial support, fast-tracking

through courses; forming teaching and learning committees, training staff on preferred learning styles and increasing remote access through the use of email, the Internet and blogging (Sydney Institute).

• Assessing all commencing students for language, literacy, numeracy and learning needs (Western Sydney Institute).


• Raise awareness of the need for literacy and numeracy support in Training Packages

• Meet the demand for language, literacy and numeracy support from the increasing numbers of young students with literacy and numeracy problems, NESB students and older people seeking re-training

• Continue to focus on providing pathways for students into employment or higher level pathways

• Expand WELL Programs

• Increase the focus on higher level ESOL courses to provide employability skills in the Australian context

• Trial the use of SMS with distance students as a tool for increasing literacy skills

• Emphasise the need for literacy and numeracy standards to be clearly stated and transparent in Training Packages

• Manage national research into the professional development needs of the language, literacy and numeracy workforce

• Investigate the development of financial literacy courses targeting numeracy and life skills for disadvantaged people at risk.

Improving completion rates - TAFE NSW

Module completion rates in AQF Certificates I and II for: 2000 2004 Change over 5 years

Aboriginal students (%) 53.0 62.6 9.6pp

All students (%) 70.8 74.4 3.6pp


Objective tw

o


OutcomeSc

hool

s

K-1

Stud

ents

from

Bar

dwel

l Par

k In

fant

s Sc

hool

on

Cle

an U

p A

ustr

alia

Day

Achievements

In 2004, the Class Size Reduction Initiative completed phase one of a four-year implementation plan. Building on the successful pilot conducted in 2003, this initiative aims to improve student learning and social outcomes by reducing class sizes in Kindergarten, Year 1 and Year 2. By 2007, it is intended that the statewide average class size not exceed 20 students in Kindergarten, 22 in Year 1 and 24 in Year 2.

At the end of phase one, the Class Size Reduction Initiative had:

• Reduced the size of classes with Kindergarten students in 426 Government schools supported by the Priority Schools Funding Program (PSFP) to a statewide average of 19.3

• Created 181 new teaching positions in 171 PSFP schools

• Appointed 88 new teachers to full-time teaching positions

• Provided 74 new classrooms in 30 PSFP schools

• Reduced the statewide average of classes with Kindergarten students to 26.2

• Established an external evaluation that will draw on data from 30 schools, approximately 1,600 students and 60 teachers over four years, to assess the educational benefits of reduced class sizes.

Drawing on the perspectives of over 110 principals, teachers and parents of Kindergarten students in 15 schools, the evaluation of phase one of the Class

Size Reduction Initiative concluded that the initiative has been very successful. A large majority of the respondents was either satisfied or very satisfied with the results of the program. They identified five areas influenced significantly by the introduction of smaller classes:

• Improvements in learning outcomes

• Providing individualised teaching

• Classroom management

• Student relationships

• Teacher morale.

A large majority of teachers and principals agreed that:

• Students were better behaved in class

• Students related better to each other

• The transition to school was better

• Students were more confident participating in whole class discussions.

The majority of parents was also satisfied or very satisfied with their child’s and the other children’s behaviour in the class, their child’s relationship with other children and how their child settled into school. Parents were also satisfied with their child’s confidence to take part in whole-class activities.

Teacher morale and satisfaction also increased as a result of the Class Size Reduction Initiative.

Reducing class sizes - Government schoolsAverage class sizes for NSW Government schools in: 1997 2004 Change over 8 years

Kindergarten 24.1 22.1 2.0

Year 1 25.5 24.6 0.9

Year 2 26.2 25.4 0.8

Years K-6 26.9 26.2 0.7

Average class sizes for PSFP schools in: 1997 2004 Change over 8 years

Kindergarten 23.4 19.3 4.1

Year 1 24.7 22.9 1.8

Year 2 25.2 24.0 1.2

Years K-6 26.2 24.5 1.7

Source: DET class size audits conducted in 1997, 2002 and 2003.Notes: Schools for Specific Purposes, Support Classes and Distance Education students excluded.The average class size for each year level is calculated from single-age and multi-age classes that contain a student from that year.

Obj

ectiv

e tw

o


Reduced class sizes in Kindergarten to Year 2.

Teachers and principals attributed this to teachers:

• Meeting individual student’s academic and social needs

• Building closer relationships with the students

• Implementing new teaching practices.

Strategies

In 2004, implementation strategies that supported the initiative included:

• Encouraging contributions from teachers, principals and parents at every stage of planning and implementation

• Providing a support package, developed in consultation with principals and parent organisations, to assist school education directors and principals in their work with schools and communities

• Integrating data from a number of sources including a staffing census, accommodation survey, a class size audit and the evaluation of the pilot study

• Sharing data with principals and school education directors

• Sharing advice with principals and teachers who participated in the 2003 pilot program

• Encouraging principals to share concerns and approaches through area, regional and collegial networks

• Changing the staffing formula to meet class size targets

• Developing new classrooms in the Modular Design Range.

Challenges

• Integrate teacher professional learning into the Initiative’s strategies

• Implement all the recommendations from the evaluation of the 2003 Pilot Program

• Include programs such as Reading Recovery, Count Me In Too and the Early Literacy Initiative to assist teachers to refine their teaching and assessment practices.

Future directions

• Monitor and evaluate the implementation of staffing aspect of phase two of the Initiative

• Support the conduct of the external evaluation and disseminate preliminary results

• Develop community awareness of the complexities surrounding the implementation of the Initiative

• Provide additional classroom accommodation to meet the requirements of phase two.

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Objective tw

o


Achievements

The Department supported teachers to integrate information communication technologies (ICT) into their teaching and learning programs by expanding infrastructure, developing online resources as well as providing professional learning opportunities.

As part of a four-year, $247 million plan to expand the technological infrastructure available to schools, the Department’s wide area network (WAN) continued to be upgraded. By the end of 2004, 77% of the Department’s WAN services had bandwidths at or above 2 megabits per second. An electronic leave application processing system was also implemented for schools and 493 schools participated in training to use Web Services, a statewide initiative to provide email accounts for staff as well as students.

The Centre for Learning Innovation (CLI) was established in 2004 to promote and foster innovation in teaching and learning. CLI developed the Teaching and Learning Exchange (TaLE) to create two portals where teachers can search over 5,000 high quality teaching resources as well as joining online professional learning communities. A third portal provides advice and support for parents.

Over 1,000 hours of quality-assured learning resources designed for primary and secondary students were also developed by the CLI. Through a number of collaborative projects teachers and project officers:

• Developed units of work, assessment tasks and program overviews for Stage 5 English that included tutorials and technical guides on using the Internet and specific software packages

• Completed an online course for students in Years 11-12 studying Japanese

• Adapted the Year 7-10 Chinese program, Zouba! and Quirky Comics, a series of online readers in six languages for Years 5-10 students, to CD-ROM

• Developed comprehensive support materials in 10 languages for Stage 6 students

• Provided information on 48 subjects and 76 courses through the top-ranking NSW HSC Online website, delivering 10 million pages of information compared with 4.86 million pages in 2000.

Schools were encouraged to participate in online learning activities. For instance, teachers from 43 primary schools took part in Count Me In Too online and class groups from over 280 schools participated in discussions about books or related topics conducted via email through the BookRaps project.

Partnerships were also established with industry to expand opportunities for teachers to integrate ICT into their teaching. Through the Intel Teach to the Future project, 400 teachers from four school education areas participated in a professional learning program that resulted in over 80% of participants reporting that they felt very well able to integrate ICT into their classroom programs. Students involved spoke of ‘being more creative with how we researched a topic’. The evaluators concluded that Intel Teach to the Future was a ‘high quality professional development program whose impact is evident in teacher attitudes and practice and in student engagement’.

Outcome Sc

hool

s

Seni

or s

tude

nts

from

Tem

pe H

igh

Scho

ol

use

ICT

in a

mat

hem

atic

s cl

ass

Obj

ectiv

e Tw

o:

Impr

oved

Te

chno

logy

-bas

ed

lear

ning

and

infr

astr

uctu

re: S

choo

lsO

bjec

tive

Two:

Im

prov

ed

Tech

nolo

gy-b

ased

le

arni

ng a

nd in

fras

truc

ture

: Sch

ools

Source: DET, Centre for Learning Innovation

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o


Strategies

Strategies to develop and store electronic resources as well as expanding the integration of ICT in classrooms were implemented during 2004. These included:

• Publishing resources through TaLE, NSW HSC online, CLI website and the Curriculum Support website

• Developing a publishing system to fast track retrieval of learning resources in digital formats

• Implementing learning technology standards to ensure access to resources online and in print

• Developing learning resource repositories that adhere to national and international standards

• Contributing to the development of a national learning object repository for vocational education and training

• Participating in the development of a model for a national search engine

• Managing partnerships with industry and universities to explore and expand the use of ICT in teaching, learning and teacher professional learning

• Implementing online student projects including BookRaps, Through My Window, Wet and Wild, Backyard BioDiversity, Avis d’Ados and Newsday.

Challenges

• Encourage teachers to sustain their professional learning efforts in information technology

• Encourage teachers to use digital learning materials in their teaching programs

• Develop robust infrastructure in schools

• Provide local and remote technical support for schools.

Future directions

• Expand the number of schools participating in Web Services

• Increase the number of digital resources available on TaLE

• Develop processes to establish learning technology standards and consistent electronic publishing processes for teaching and learning resources

• Expand the number of teachers participating in the Intel Teach to the Future Program

• Conduct further research into innovative professional learning practices that use ICT

• Expand online networking opportunities for teachers

• Establish an online professional community to assist teachers and students participating in the Annual School Web Design Awards

• Implement phase one of the four year, $544.4 million Technology for Learning (T4L) program by distributing approximately 25,000 new state-of-the-art computers and providing an additional 129 permanently-employed technical support staff.

Objective

Two:

Improved

Technology-based learning and infrastructure: Schools

Objective

Two:

Improved


Improved technology-based learning and infrastructure

Objective tw

o

Students from John Purchase Public School

Students from Cherrybrook Technology High School


Achievements Flexible and online delivery has expanded significantly in TAFE NSW:

• In 2004 resources for over 300 modules across 66 courses were developed to support flexible learning for TAFE NSW students in all modes of delivery including online.

• Between 2000 and 2004 the number of courses with one or more online modules increased from 200 to over 1,000. The number of modules available increased more than tenfold with 731 modules available at the end of 2004 as a result of the TAFE NSW online project.

• The number of students studying online also multiplied by a factor of ten between 2000 and 2004. In 2004 more then 20,000 students studied online and 1,611 teachers were trained in online delivery.

The Teaching and Learning Exchange (TaLE) was developed to make readily available a single point of access for high quality school and TAFE NSW resources and related professional learning. 5,000 resources are available through the TaLE site.

TAFE NSW Institutes developed and redefined technology based infrastructure through:

• Establishing e-learning centres, e.g. the $1.2 million Teaching and Learning Centre in Wagga Wagga

• Equipping campuses with up-to-date technology

• Upgrading software and server capacities.

Learner support centres have been established in campuses which provide learners with:

• Access to PCs and the internet

• Access to a wide range of online library databases

• Tutorial assistance from teachers in relation to literacy, numeracy, study skills and flexible learning skills

• Access to online learning resources

• Highly professional support from librarians, in the development of their information literacy skills.

Strategies

TAFE NSW Institutes are responding to the requirement for flexibility in service delivery.

Infrastructure is being enhanced and teachers and other staff are provided with the skills and resources to support and guide students in their online and offline learning. The following are examples of strategies used by TAFE NSW Institutes to improve technology based learning and infrastructure:

• Establishing a whole-of-Institute strategic approach to support applications for professional and product development to ensure alignment with Institute determined priorities (Hunter Institute). An educational resource support team was established to optimise resourcing and support for innovations in educational delivery based on the verification of a business case that is in line with statewide and Institute priorities.

• Developing partnerships between TAFE NSW and universities (Illawarra Institute). Joint use of library service with the University of Wollongong has allowed for additional staff hours to process resources, deliver information literacy sessions and respond adequately to the high level information needs of students and staff.

• Establishing Learner Support Centres (North Coast Institute). Each campus now has a space which provides learners with:

Access to PCs and the Internet

Access to a wide range of online library databases

Tutorial assistance from teachers in relation to literacy, numeracy, study skills and flexible learning skills

Access to online learning resources.

OutcomeTA

FE N

SW

A d

une

bugg

y bu

ilt b

y M

anuf

actu

ring

and

Engi

neer

ing

stud

ents

from

TA

FE N

SW

Nor

th C

oast

Inst

itute

, Wol

long

bar

Cam

pus

Using technology in teaching and learning – TAFE NSW South Western Sydney Institute

Obj

ectiv

e tw

o


Improved technology-based learning and infrastructure

• Creating a Sharepoint team services website (Northern Sydney Institute). A group of teachers formed a support group of online coaches to support online teaching and learning developments Institute-wide. Sharepoint allows teachers to create a website to distribute and share teaching and administrative resources among colleagues and students.

• Carrying out skills audit for teaching staff (Riverina Institute). Skills gaps identified from results of this audit were used to develop a training plan which began to address training needs during the second half of the year.

• Revitalising the Institute Intranet to enhance management and administration functions, as well as teaching and learning (South Western Sydney Institute). Additional information and e-services have been made available to staff, such as discussion papers for consultation, budgetary resources and employment information. The improved technology and its various applications have enabled the Institute and staff to work more efficiently and effectively across the nine discrete college locations.

• Developing and incorporating e-learning strategies through ANTA and State funded initiatives (Sydney Institute). Six ANTA Learnscope projects are in place to support teaching staff to implement flexible learning methods.

• Implementing an increased number of blended learning models across a range of course areas (Western Institute).

• Developing a Community of Practice model to improve capability of teaching sections to develop, implement and administer e-learning technology (Western Sydney Institute).


• Ensure funding is available to maintain and replace the extensive asset base upon which TAFE technology-based learning depends in line with industry expectations and needs.

• Continue the expansion of an infrastructure to support and encourage flexible learning.

• Continue and enhance the use of satellite based technology and video conferencing to extend learning opportunities in small and remote communities.

• Continue to develop flexible learning centres to facilitate e-learning.

• Continue to develop and implement staff learning programs to increase staff capability.

• Conduct educational forums to showcase best practice of online and blended learning.

• Develop student skills in e-learning to enable them to be comfortable with and succeed in online learning. This is a particular challenge considering the diverse educational and socio-economic backgrounds of our student population.

• Expand the availability and encourage the use of online resources to support flexible delivery.

• Improve access to learning resources through the development of departmental processes for collaboration on learning technology standards and promoting consistent electronic publishing processes.

Improving access to online learning - TAFE NSW

TAFE NSW Online Project performance Dec 2001 Dec 2002 Dec 2003 Dec 2004

Online modules available 118 341 574 731

Online module hours developed 3,182 9,150 14,937 20,286

Students using online learning materials 4,278 11,000 19,000 22,000

Teachers trained to develop/deliver online 88 353 1,381 1,611

Source: DET Online project reports and data ‘snapshots’.

Objective tw

o


Achievements

Since 2000, the student-teacher ratio has decreased.There is now an average of 14.8 students for every full-time equivalent teaching position in Government schools.

Classroom and specialist teachers in all Government schools provide a wide range of programs for all students including those from equity groups as well as gifted and talented students and students with special educational needs. Through these specialised programs in 2004, for example:

• More than 250,000 students participated in environmental education programs conducted through 23 Environmental Education Centres and the Zoo Education Centre

• 180 of the 200 schools participating in the pilot Sustainable Schools Program developed School Environmental Management Plans (SEMPs)

• More than 26,000 students enrolled in 34 specialist languages, technology, agriculture, sports, performing and creative arts high schools

• 3,237 Year 6 students (12% of whom transferred from non-government schools) were admitted to 18 selective, nine partially selective and three residential agricultural high schools

• 1,665 Year 4 students were admitted to 71 Year 5 Opportunity C classes

• More than 35,000 students with disabilities enrolled in regular classes or special classes in regular or special schools

• 1,688 students from language backgrounds other than English were placed in 15 Intensive English

Centres and the Intensive English High School

• 4,750 students studied 23 languages through 16 Saturday Schools of Community Languages

• 53,399 primary students (53% of whom were from a language background other than English) studied languages other than English during school hours in 159 schools through the Community Languages K-6 Program

• Over 32,000 students studied one or more of 47 languages after-school hours through the NSW Community Languages Schools Program.

Connections between schools, other agencies and government departments foster supportive relationships that contribute further to creating high quality learning environments. These programs focused on providing early intervention and support for children in preschools and students in primary schools. In 2004:

• More than 3,700 children attended 79 preschools, 11 of which serve Aboriginal communities and four offer Community Languages

• Children aged from 0-8 years in 39 schools were supported through the Schools as Community Centres program

• Seven schools operated the Primary Connect program in support of students aged from 5-12 years who were at risk of disconnecting from family and school

• 15 Parents as Teachers programs provided information and support to parents with children aged 0-5.

Outcome Sc

hool

s

Stud

ents

from

Hus

kiss

on P

rimar

y Sc

hool

ta

ke a

n ac

tive

role

in im

prov

ing

thei

r sc

hool

’s en

viro

nmen

t

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Source: Australian Bureau of Statistics, Schools Australia 2004

Obj

ectiv

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o


The quality of the accommodation contributed to creating environments that support student learning. Expenditure on capital projects for Government schools was $364 million in 2003-04. Through this program:

• 51 major building projects were completed at an estimated total cost of $134.5 million including a new primary and two new secondary schools

• 27 new major building projects commenced in schools with an estimated total cost of over $200 million

• 71 school projects continued, with an estimated cost of over $312 million that included new or replacement schools, major upgrades and refurbishments

• Under the Public Private Partnership arrangement, there was an allocation of $34 million in 2003-04 for the construction of six new primary schools, two secondary schools and a school for specific purposes

• The Revitalisation of Inner Sydney Schools Program continued with an allocation of $45 million in 16 schools across inner Sydney that included the redevelopment of facilities for six schools or campuses.

Through an allocation of $269 million for minor capital works and maintenance, classrooms, libraries and other learning spaces were upgraded; access and school security was improved; and more demountable classrooms were air conditioned.

StrategiesSpecialist teaching and services that extend the curriculum, participating in inter-agency programs, and monitoring the quality of the built environments were supported by strategies that included:

• Offering 30 languages taught by some 300 teachers through the Community Languages K-6 Program

• Providing professional development for 18 newly

appointed teachers and 24 principals through the Community Language Induction Program

• Collaborating with the NSW Department of Environment and Conservation and the Australian Government Department of the Environment and Heritage to pilot the Sustainable Schools Program in 200 schools

• Providing services to teachers and principals in schools for specific purposes, special education units and integrated classes through 40 disability program consultants and 10 student support co-ordinators

• Conducting 10 workshops to support the implementation of the policy for gifted and talented students

• Providing 62 inter-agency coordinators to support staff and parents involved in Schools as Community Centres and Primary Connect

• Implementing the recommendations of the 2003 Schools Asset Maintenance Task Force to improve the delivery of maintenance services to schools

• Monitoring the School Facilities Standards to ensure high quality physical learning environments.

Challenges• Increase the number of schools implementing

viable and sustainable SEMPs

• Investigate the effect of school environmental programs on community behaviour.

Future directions• Review the implementation of the Environmental

Education Policy for Schools

• Develop and implement evaluation plans for inter-agency programs including Schools as Community Centres and Primary Connect

• Complete air conditioning of all demountable classrooms.

Higher quality learning environments

Creating higher quality learning environments - Government schools

Full-time equivalent student to teacher ratio in: 2000 2004 Change over 5 years

Primary schools 17.7 17.0 0.7

Secondary schools 12.6 12.5 0.1

Primary and secondary schools 15.2 14.8 0.4

Source: DET, Planning and InnovationNote: This data should not be used as a measure of individual class size

Objective tw

o


Achievements

Overall 89.7 % of TAFE NSW students indicated good, high or very high levels of satisfaction with the education and training and support services they received. Approximately 27,000 students were surveyed across all TAFE NSW Institutes. Good to very high levels of satisfaction for specific services ranged from 82.1% (assessment) to 88.7% (learner choice).

TAFE NSW Sydney Institute was commended at the Premier’s Public Sector Awards for its project Celebrate Sustainable TAFE which has resulted in the establishment of green office programs, commingle recycling, the establishment of worm farms and the use of composting bins.

Physical learning environments improved through the implementation of approved capital works and maintenance programs. A total of nine new major building projects were completed in the financial year 2003-2004 at TAFE NSW colleges at an estimated total cost of more than $44 million. Most of these projects were in rural and regional NSW and supported the following training areas: Beauty Therapy, Child Care and Welfare, Hairdressing, Horticulture and Environmental Studies, Hospitality, Music and Nursing.

Some of the larger projects completed in 2004 included the following:

• State-of-the-art music teaching facilities for North Coast Institute, Grafton Campus

• A new two-storey library and IT Information Services building and refurbishment of part of two existing buildings at Illawarra Institute, Shellharbour Campus. The Department won the Bronze Medal, Francis Greenway Society, Green Building Award 2003, for this facility

• New multipurpose workshops and student amenities at Western Institute, Mudgee Campus

• Hospitality and Trade Course Facilities at North Coast Institute, Wollongbar Campus

• Nursing, child care, welfare, and general education at Riverina Institute, Cootamundra Campus

• New hairdressing and beauty therapy facilities at Riverina Institute, Griffith Campus.

During 2003-2004, 15 new TAFE NSW projects with an estimated total cost of more than $64 million commenced. In addition, 24 projects with an estimated total cost of more than $120 million continued including new facilities at Hunter Institute, Belmont Campus, Western Sydney Institute, Blue Mountains College, South Western Sydney Institute, Granville Campus, Western Institute, Mudgee campus and Riverina Institute, Wagga Wagga Campus and ongoing projects such as the construction of a new multi-storey building at Sydney Institute, Ultimo College.

TAFE NSW was also provided with $35 million for building maintenance in 2003-04. These funds were targeted specifically to improve facilities and amenities in areas of greatest need.

Strategies

The following strategies were used by TAFE NSW Institutes to provide high quality learning environments:

• Increasing the use of Team Share Services and e-Resources for cross-function team collaboration across the Institute (Hunter Institute).

• Opening a new state-of-the-art gym and fitness facility (Illawarra Institute). Certificate III and IV fitness students operate the gym as part of the practical component of the course and are fully supervised by the Institute’s fitness teachers.

Outcome TA

FE N

SW

TAFE

NSW

Nor

ther

n Sy

dney

Inst

itute

ho

sted

an

open

ing

nigh

t to

laun

ch th

e Se

e St

reet

Gal

lery

– M

eado

wba

nk C

olle

ge

Student of 3D Animation (Diploma), at TAFE NSW Sydney Institute, Design Centre Enmore, using the software Maya to create 3D models

Obj

ectiv

e tw

o


Higher quality learning environments

• Setting aside a proportion of commercial income as an Institute Investment Fund through which staff can access funds to support innovation (North Coast Institute).

• Opening a new, state-of-the-art specialist coffee and café facility, known as “The Sydney Coffee Academy” (Northern Sydney Institute). The Academy runs a suite of nine different coffee and café courses, including the nationally acclaimed Barista certificate.

• Giving support to staff through professional development and learning programs and through the new Teaching and Learning Centre to use relevant technologies for teaching and learning (Riverina Institute). The new Centre can provide support services for the production of software, audiovisual materials and other learning resources.

• Upgrading the complete IT Network at Granville college (South Western Sydney Institute). The new network has greatly facilitated increased access speed, the ability to remotely monitor, manage and maintain all IT systems; a secure network offering a greater protection from viruses and hackers and a more robust basis on which to implement new technologies.

• Improving systems and processes to facilitate a better learning environment for students (Sydney Institute). These included improved customer service and information provision, improved enrolment processes and providing a holistic approach to teaching and learning.

• Trialling the setting up of a sub-branch of a nationally-registered business practice firm to

allow small campuses to participate and students to gain the experience of communicating with a remote branch of business (Western Institute).

• Developing an asset strategy to identify asset requirements to allow the Institute to provide high quality learning environments (Western Sydney Institute).


• Replace ageing equipment and infrastructure

• Deploy initiatives to support online learning and development of new learning environments relevant to student needs

• Continue the development of an e-Learning environment in the areas of blended learning by strengthening confidence in teaching staff to develop skills in the technology and teaching skills required

• Develop strategies to connect teachers to current theories about learning and teaching

• Improve results in the next round of student satisfaction survey for student satisfaction with the learning environment and support services

• Continue the implementation and maintenance of ISO 9001:2000 Quality Systems certification and where appropriate ISO 14001:2004 Environmental Management Systems certification

• Continue the Capital Works Program

• Hand over new facilities for Tourism and Hospitality/Fashion design in a new $26 million building at Ultimo. This will improve delivery by consolidating courses within Sydney Institute.

Improving student satisfaction - TAFE NSW

Student satisfaction survey results

Teaching and learning

AssessmentLearner choice

Environment Resources AdministrationOverall

satisfaction

% of students indicating good to very high levels of satisfaction with:

84.1 82.1 88.7 87.1 86.0 86.2 89.7

Source: DET, Planning and Innovation, TAFE NSW Student Satisfaction Survey - Baseline (Final) Results, 2004

Objective tw

o

Flame Feathers II, Saffron Drew TAFE NSW Illawarra InstituteWollongong CampusFinalist 2004 TAFE NSW Arts and Design Prize

Tribute to Bett, Sue Berglund TAFE NSW Northern Sydney InstituteNorthern Beaches CollegeFinalist 2004 TAFE NSW Arts and Design Prize

Untitled, Robyn Clay-Williams TAFE NSW Hunter InstituteHunter Street CampusFinalist 2004 TAFE NSW Arts and Design Prize

Outcomes

3.1 High quality teaching and professional standards

3.2 Improved teacher recruitment, retention and retraining

Objective three :

Improving the quality of teaching and learning


• The TAFE NSW Professional Development Framework 2004 – 2006 and the Professional Learning Policy for Schools were introduced

• teach.NSW successfully attracted teachers to NSW public schools

• Significant recruitment of full-time teachers occurred

• Teaching was promoted in rural non-coastal locations as well as the western and south-western regions of Sydney

• Leadership was enhanced through the Rural School Leadership Plan, Targeted Principals Preparation Program and the Collegial Support for Early Career Teachers project.

• Resourcing teacher professional learning in schools including programs that focus on supporting new teachers

• Developing teaching practice through the Quality Teaching Strategy

• Implementing the Teacher Mentor program

• Developing the Teaching and Learning Exchange

• Conducting research in partnership with universities

• Developing a business framework for professional development within TAFE NSW.

• Increase the use of information communication technologies in teaching and learning

• Use the standards developed by the NSW Institute of Teachers to guide teacher professional learning

• Explore success factors for models of personalised learning

• Focus professional development in TAFE NSW on delivery and assessment in a Training Package environment

• Develop strategies to share corporate knowledge and implement succession planning

• Continue the recruitment of quality teachers.

The Silent Sea, painted by a student from Marayong South Public School. Entrant in Operation Art 2004

R. Sheppard


Outcome Sc

hool

s/TA

FE

AU

SLA

N te

ache

rs L

ee M

addi

son

and

Lisa

Eu

ler

from

TA

FE N

SW R

iver

ina

Inst

itute

pr

actis

e A

USL

AN

– A

ustr

alia

n Si

gn

Lang

uage

for

the

Dea

f.

Source: DET, Professional Learning

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Achievements

All staff are encouraged to develop their practice by engaging in ongoing professional learning throughout their careers. To support improvements in the education and training system in 2004:

• The NSW Institute of Teachers was established as a separate entity with support and advice from the Department

• The TAFE NSW Professional Development Framework 2004 – 2006 was introduced to assist TAFE NSW Institutes to develop customised professional development plans for teachers and other staff

• The Professional Learning Policy for Schools and guidelines were released

• Professional learning programs in over 90% of secondary schools and 85% of primary schools focused on the Quality Teaching model

• 170 teachers in 85 schools participated in online learning using modules focused on technology in teaching and learning

• The Helping Young People at Risk workshop supported 90 TAFE NSW teachers to address the needs of young people at risk

• 120 teachers and executive staff participated in the Targeted Principals Preparation Program

• 140 new principals received professional support in the first 18 months of their appointment

• 2,989 school leaders, school administrative and support (SAS) staff, teachers, regional and

state office staff participated in the Consolidated Training Program

• More than 2,500 SAS staff participated in the Certificate of Administrative Leadership and technology training or were supported to undertake TAFE and university study

• 40 trainees employed in Government schools and six other TAFE students completed the Certificate III, Aboriginal Education Assistants through the Western Institute.

Strategies

Strategies used to support staff to improve their practice and raise their professional standards included:

• Transferring funding from State Office to schools in order to implement professional learning programs that meet departmental priorities

• Developing the Quality Teaching model to assist school teachers to investigate their teaching practice

• Increasing access to models of preferred practice through the Professional Learning Exchange and the Personalised Learning: Improving Student Outcomes project

• Undertaking research in partnership with universities through the Rural Teacher Education Project, Systematic Implications of Pedagogy and Achievement and Developing E-learning Systems to Celebrate and Nurture Teaching

Obj

ectiv

e th

ree


• Investing $1.35 million in the professional learning of school leaders and aspiring leaders through 20 principal support officers and six deployed principals as well as professional learning programs

• Providing opportunities for SAS staff to participate in professional learning programs that include induction and people management

• Deploying a comprehensive organisational development approach to workforce and succession planning, professional development and leadership development in the Hunter Institute

• Sharing expertise with overseas professionals including a development program conducted by the Illawarra Institute for teachers from Thailand and Korea

• Leading the development and accreditation of a TAFE NSW Graduate Diploma in Adult and Vocational Education in North Coast Institute

• Launching a Teaching and Learning Initiative at Northern Sydney Institute

• Establishing a mentor system across the Riverina Institute

• Conducting workshops on inclusive teaching practices throughout the Sydney Institute

• Using flexible methods to deliver the Diploma in Training and Assessment Systems and the Certificate IV in Workplace Safety at the Western Institute

• Collaborating with the Institute of Automotive Mechanical Engineers to update teaching staff at the South Western Sydney Institute

• Hosting a statewide conference for teachers and industry representatives in metal fabrication, welding and sheet metal working at the Western Sydney Institute

• Developing a business framework, Designing Professional Development for Everyday Learning: Dynamic VET Business Environments, for professional development within VET organisations through a partnership project between ANTA and the TAFE NSW International VET.


• Develop understanding about the relationship between teacher professional learning, school priorities and improving student learning

• Increase the use of collegial learning, critical reflection and standards-referenced frameworks to develop teaching practice

• Ensure that resources are available to support new syllabuses, assessment and reporting as well as integrating Information Communication Technologies into teaching and learning

• Integrate SAS staff professional learning needs into school professional learning plans

• Provide additional support for the professional learning of SAS staff, staff based in regions and state office as well as members of the Senior Executive Service

• Form a Leadership Alliance to expand resources focused on developing leadership capabilities in aspiring, new and continuing school leaders

• Explore success factors for models of personalised learning and their applicability

• Provide professional development to support the implementation of the new Certificate IV and Diploma in the revised Training and Assessment Training Package

• Focus priorities for future professional development in TAFE NSW on delivery strategies and methods, assessment in a training package environment, and maintaining technical currency.

Raising the quality of teaching and professional standards - Government schools

Professional learning funding for school teachers 2000 2004 Change over 5 years

Allocation to school-held professional development funds ($m) 3.5 33.3 29.8

Allocation to state and regional offices to support professional learning programs ($m) 29.8 4.2 25.6

Total allocation for professional learning ($m) 33.3 37.5 4.2

Source: DET, Professional Learning

High quality teaching and professional standards

Objective three


Achievements

In 2004, the Department implemented initiatives to recruit new full-time TAFE teachers and to attract new teachers to schools in areas that are difficult to staff. These initiatives were complemented by a vigorous campaign by teach.NSW to attract school teachers from interstate and overseas.

As a result of improvements in teacher recruitment, retention and retraining programs:

• 540 teachers were retrained to teach technological and applied studies, vocational education, mathematics and physics or to become counsellors, careers advisors, teacher librarians or reading recovery tutors

• 200 students, of whom 32 identify as Aboriginal or Torres Strait Islanders, took up teacher training scholarships in technological and applied studies, mathematics, science and English

• 649 undergraduate education students from 16 universities participated in the Beyond the (Great Dividing) Line and Beyond the Bridge initiatives

• 466 high-achieving university graduates were employed under the Graduate Recruitment Program

• 16 principals have been appointed to isolated schools under the Rural School Leadership Plan since 1999

• 141 school teachers received the retention benefit

• 50 Teacher Mentors were appointed to 53 schools to support new teachers in their first years of teaching

• 40 accomplished teachers and 123 new teachers based in 21 schools were supported through the Collegial Support for Early Career Teachers project

• The cost of workers compensation and time lost was more than halved through a proactive approach to workplace health in the North Coast Institute

• On-time recruitment was increased from 40% to 90% by improving procedures for the selection of part-time teachers in the Riverina Institute

• A new development program for head teachers was implemented in the Northern Sydney Institute

• Introduction to Teaching Online was offered to TAFE NSW teachers wanting to use online learning strategies in their teaching.

Strategies

Strategies that supported teacher recruitment, retention and retraining included:

• Recruiting quality teachers

• Providing professional learning funding to teachers appointed to the Saturday School of Community Languages

• Designing new assessment strategies to identify accomplished languages teachers of Auslan (Australian Sign Language) and Maori

• Encouraging undergraduate education students to complete their practical teaching experiences in rural, non-coastal schools as well as in schools in western and south-western Sydney

• Providing policy guidelines and an interactive website that supports new teachers, their mentors and supervisors

• Developing collaborative programs between directorates, schools, regions and universities that focus on supporting new teachers

• Implementing professional learning programs to develop the mentoring capacities of accomplished practitioners

• Offering incentives including rental subsidies, enhanced leave provisions and retention benefits that encourage teachers and executives to take up or remain in rural and remote schools

• Reviewing best practice teacher recruitment methods in the Hunter Institute

• Developing the TeacherSmart Resource Development Model to deliver quality teaching and learning resources in the Illawarra Institute

• Conducting Selecting High Performing Staff workshops with over 60 teachers in the North Coast Institute

• Developing procedures and information systems to enhance recruitment practices in the Northern Sydney Institute

Outcome Sc

hool

s/TA

FE

Teac

hers

from

Wal

dalb

a C

omm

unity

Sc

hool

par

ticip

atin

g in

the

Col

legi

al

Supp

ort f

or E

arly

Car

eer

Teac

hers

pro

ject

Obj

ectiv

e Tw

o:

Impr

oved

Te

chno

logy

-bas

ed

lear

ning

and

infr

astr

uctu

re: S

choo

lsO

bjec

tive

Two:

Im

prov

ed

Tech

nolo

gy-b

ased

le

arni

ng a

nd in

fras

truc

ture

: Sch

ools

Obj

ectiv

e Th

ree


• Undertaking a Health Screening Program for teaching staff in the South Western Sydney Institute

• Providing all new staff with an induction CD-ROM in the Western Institute

• Employing an additional full-time Teacher Development Officer to enhance new teacher development and assist with additional recruitment in the Western Sydney Institute

• Developing ‘Welcome Packs’ to improve the induction program for full and part-time teachers, as well as administrative and support staff in the Sydney Institute.


• Develop a workforce with a strong commitment to a performance-based culture

• Build the capacity of accomplished and experienced teachers to support newly appointed teachers

• Accommodate the diversity of pre-service teaching experiences created by expanded pathways to education qualifications offered by universities

• Introduce merit-based appointment of teachers from outside the NSW public education system to executive positions in schools

• Strengthen programs to provide pre-service teacher education students with teaching experience in a rural and isolated areas and western Sydney

• Create new incentives to attract and retain teachers in difficult-to-staff schools while ensuring a balance between new and experienced teachers

• Integrate the Rural Professional Experience, Beyond the Line and Beyond the Bridge programs into one program: Explore your Future

• Apply professional teaching standards to performance measures and rewards for high performing teachers

• Strengthen induction and mentoring programs for beginning teachers to ensure that they become quality teachers

• Build relationships with universities that support the continuum of professional learning from pre-service teacher education programs through to professional leadership

• Establish an advisory group to review pre-service teaching experiences and their relationship with initial placements in the NSW Teaching Service

• Improve recruitment and selection processes in TAFE NSW

• Develop strategies to share corporate knowledge and implement succession planning to address the potential loss of corporate knowledge as the ‘baby boomers’ retire

• Promote and support models of personalised learning

• Demonstrate compliance with Australian Quality Training Framework Standard 7 for TAFE NSW teachers who do not hold a Certificate IV or equivalent qualification in teaching and assessment competencies

• Provide Lighthouse Leadership training for TAFE NSW Institute managers, team leaders and head teachers.

Objective

Two:

Improved


Objective

Two:

Improved


Recruiting, retraining and retaining teachers - Government schools

Indicators 2002 2003 2004

Number of scholarships offered to students completing a teacher education degree as part of the Pre-service Scholarship Program

205 150 200

Number of teacher education students participating in Beyond the Line 412 579 524

Number of teacher education students participating in Beyond the Bridge n/a 40 125

Number of participants who completed the Accelerated Teacher Training Program appointed to teaching positions

106

87

84

Investment in teacher retraining programs ($m) 11.08 12.82 10.21

Source: DET, Human Resources Policy and PlanningNote: As these programs are subject to the availability of places and/or market demand, comparisons should not be made over time.

Improved teacher recruitment, retention and retraining

Objective three

Students from Newtown Performing Arts, Colo, Dungog, Grafton, Girraween and Kirrawee High Schools competing in State and Regional championships.

Outcome

4.1 Increased completion rate of Year 12 or its vocational equivalent

Objective four :

Improving transitions through school to work and further education


• The apparent retention rate for students between Years 7 and 12 improved

• Increased number of Government school students received 90 or above in 10 units of the Higher School Certificate (HSC)

• 530 students successfully completed Summer School programs in TAFE NSW Institutes

• HSC or equivalent vocational courses offered in secondary schools and in TAFE NSW Institutes

• Wide range of vocational courses offered in the HSC

• Subject choices in Years 11 and 12 increased by combining school and TAFE NSW resources in multi-campus colleges.

• Expanding curriculum choice for all students

• Making extra tuition available for students from low socio-economic status backgrounds

• Encouraging young people at risk to return to education, training or employment

• Increasing flexible delivery of courses

• Delivering school-based traineeships

• Continuing TAFE NSW equity and access programs

• Continuing the TAFE NSW Youth Encouragement Award.

• Increase the number of students completing the HSC through academic and/or vocational pathways

• Provide support services to students with disabilities completing Year 12

• Improve retention and completion rates for Aboriginal students and students with disabilities

• Address the implications of the Australian Government decision to establish Australian Technical Colleges in NSW.

Summer School students with their work, TAFE NSW South Western Sydney Institute, Lidcombe Campus.

R. Sheppard


Achievements

Year 12 completion rates for NSW have improved since 2000. Data collected in 2003 by the Australian Department of Education, Science and Training, indicated that approximately 67% of the estimated NSW Year 12 population completed Year 12.

In the five-year period (2000-2004), the apparent retention rate between Years 7 and 12 for all students increased 4.8 percentage points (pp) to 65.8%. The most significant increase, 5.8 pp, was for male students followed by students from low socio-economic backgrounds (4.3pp) and female students (4.1pp). Compared with 2000, the apparent retention rate for Aboriginal students decreased by 1.9 pp and the rate for geographically isolated students decreased by 2.6pp.

While there was an apparent increase in retention for students from language backgrounds other then English, this was largely a result of migration.

In 2004, 38,883 Government school students from 485 schools received an award in at least one course in the Higher School Certificate (HSC). This is 255 more than in 2003. There are several pathways through which students can complete the HSC, for example, 1,138 students undertook HSC languages subjects through the Saturday School of Community Languages and 1,213 students with disabilities completed HSC Life Skills courses.

By drawing on the combined resources of schools and TAFE NSW Institutes, Year 11 and 12 students had a wider range of general and vocational education subjects to include in their HSC.

Aboriginal students, those from low socio-economic backgrounds and students at risk of leaving school early also benefited from a number of initiatives that encouraged them to complete Year 12 and excel in the HSC. As a result, for example:

• 6,631 students were recognised as Distinguished Achievers. Of these, 3,879 were females, 10 identified as Aboriginal, 347 attended schools funded by the Priority Schools Funding Program and 71 were from Country Areas Program schools

• Nearly 40,000 students (40.8% of Year 11 and 12 students) undertook at least one accredited Vocational Education and Training (VET) course

• Year 12 students from the Blackwattle Bay Campus of Sydney Secondary College studied 37 subjects, compared with 22 in 2002

• Year 11 and 12 students at the Georges River College studied six of the eight VET industry frameworks courses

• Almost 75% of all Year 11 students at Callaghan College undertook vocational courses

• More than 800 students at risk of leaving school early increased their engagement in schooling with the support of trained mentors through the Plan-it Youth mentoring scheme

• More than 3,000 students received additional tuition through the HSC Tutorial Support Scheme

OutcomeSc

hool

s

Stud

ents

from

Gre

at L

akes

Col

lege

w

orki

ng w

ith a

men

tor

in th

e Pl

an-It

You

th

Com

mun

ity M

ento

ring

Prog

ram

Source: DET, Planning and InnovationNotes: Retention rates are “apparent” as they do not track individual students through their secondary schooling. Care should be taken in interpreting these figures. The apparent retention rates for students from low socio-economic status backgrounds and geographically isolated students are based on schools that received funding through

the Priority Schools Funding Program and the Country Areas Program in 2004. Apparent retention rates for LBOTE students are inflated and can exceed 100%, due to migration effects.

Apparent full-time retention rates from Years 7 to 12 for: 2000 2004 Change over 5 years

All students (%) 61.0 65.8 4.8

Female students (%) 67.4 71.5 4.1

Male students (%) 54.7 60.5 5.8

Aboriginal students (%) 31.8 29.9 1.9

Students from language backgrounds other than English (%) 97.2 108.2 11.0

Students from low socio-economic status backgrounds (%) 52.9 57.2 4.3

Geographically isolated students (%) 46.3 43.7 2.6

Increasing completion of Year 12 - Government schools

Obj

ectiv

e fo

ur


• More than 500 students expanded their vocational education experiences by participating in Summer Schools delivered by TAFE NSW.

Strategies

A range of strategies, designed to encourage students to complete Year 12, included intervention programs for students from low socio-economic communities as well as larger infrastructure approaches such as the Multi-campus College Strategy. These strategies included:

• Expanding learning opportunities for all students from Years 7 to 12 by combining the resources of schools and TAFE colleges

• Expanding the diversity of curriculum choice available for Year 11 and 12 students to contribute to both the HSC and to an industry-recognised VET qualification

• Making extra tuition available through initiatives such as the HSC Tutorial Support Scheme, Triple C program, TAFE NSW Summer Schools and After Hours Coaching

• Matching trained adults with students at risk through, for example, the Plan-It Youth Community Mentoring Program

• Encouraging young people at risk to return to education, training or employment through the Links to Learning Community Grants Program

• Catering exclusively for Year 11 and 12 students through 11 multi-campus colleges, three senior campuses and five senior colleges.

Challenges

• Increase the number of students who complete their HSC successfully through a variety of curriculum pathways

• Provide support services to an increasing number of students with disabilities completing Year 12

• Improve the retention and completion rates for Aboriginal students, students with disabilities and those living in rural and remote locations.

Future directions

• Maintain the Multi-campus College Strategy by providing a range of school structures and links with TAFE NSW and universities

• Evaluate the effect of multi-campuses and senior colleges in order to identify factors that influence enrolment, retention and completion rates

• Increase the participation of students from low socio-economic communities in further education and training.

Increased completion of Year 12 or its vocational equivalent��

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Source: Report on Government Services (based on DEST unpublished data)Notes: Data are estimates only. They express the number of Year 12 certificates issued

by State and Territory education authorities as a proportion of the estimated population that could attend Year 12 in that calendar year.

Improving achievement in the HSC - Government schoolsNumber of students achieving recognition as: 2001 2002 2003 2004 Change over 3/4 years

All Rounders 167 387 435 498 198.2%

Distinguished Achievers 4,930 6,142 5,972 6,631 34.5%

Number of Government student places in:

First in Course 62 63 73 56 9.7%

Top Achievers n/a 433 446 446 3.0%

Source: DET, Planning and InnovationNote: Based on data provided by the Office of the Board of Studies

Objective four


Achievements

TAFE NSW successfully implemented strategies that assisted students to complete Year 12 or its vocational equivalent. As a result, enrolment of young people in TAFE NSW has increased 11.9% from 2000 to 2004, the proportion of young people enrolled in TAFE has gone up slightly and the average module completion rate has improved by 5.1 percentage points (pp). The number of students in tertiary preparation programs has gone up significantly (44.8%). However, the proportion of young people in higher level courses (AQF III and above) has decreased (2.6pp).

In 2004 the TAFE NSW Summer Schools program was delivered to students in Years 9, 10 and 11 in targeted Government schools across 28 locations in ten Institutes. Of the 591 students enrolled in courses, 530 completed their course in 12 industry areas such as Business Skills, Horticulture, Metals and Engineering, Multimedia, Tourism and Visual Arts. TAFE NSW Summer Schools are sponsored by industry. The sponsorship drive for 2004 raised $395,000 support in cash and value-in-kind contributions. For more information see www.tafensw.edu.au/summerschools

Two courses which have a significant role in providing TAFE NSW pathways to Year 12 equivalent qualifications were reviewed and reaccredited in 2004:

• Certificate IV in Tertiary Preparation is a Year 12 equivalent course targeting mature aged students. It aims to develop the independent learning skills and self motivation required to successfully undertake further study.

• Certificate III in Higher School Certificate Studies provides an alternative to traditional schooling: approximately 2.5% of the HSC candidates in NSW study at TAFE NSW.

In 2004, Access and General Education Curriculum Centre successfully managed the Helping Young People at Risk (HYPAR) budget allocation of $1.9 million. TAFE NSW delivered 50 projects that were extremely successful, highlighting the benefits of partnering with local community support agencies. About 80% of participants who completed the programs went on to further study in TAFE, returned to school or gained employment.

The HYPAR program is a highly successful initiative of the NSW Government providing excellent outcomes

for young people aged 15 to 19. It is designed to help the most disadvantaged young people in the community to re-engage in education and training and build pathways into further education or employment.

‘Street Neat’ and ‘On Track’ are examples of successful HYPAR projects. The programs, a joint venture between New England Institute and four Tamworth secondary schools, targeted students who were still at school but who were at risk of ‘dropping out’. Students attended school for three days a week and TAFE for two. The TAFE experience allowed the students to see that they could get a fresh start as learners. Over 90% of participants received some benefit from the programs, 30% completed the course and returned to school, 7% gained employment and only 2% of participants left the course and dropped out of school.

Strategies The following are strategies used by TAFE NSW Institutes to increase completion of Year 12 or its vocational equivalent:

• Providing extensive complementary programs to improve educational attainment in the region (Hunter Institute). The Institute is the largest NSW provider of TAFE-delivered VET in Schools programs.

• Delivering a series of hands-on workshops for Year 9-12 students as part of the “WRAPS on the Road” program (Illawarra Institute). This initiative is designed to introduce school students, from rural and regional areas of NSW, to a career in the retail and personal services industry, including the Hairdressing and Beauty sector.

Source: DET, data derived from Board of Studies and TAFE NSW data

OutcomeTA

FE N

SW

Stud

ents

from

PSF

P Sc

hool

s at

an

ICT

Sum

mer

Sch

ool a

t TA

FE N

SW N

orth

Coa

st

Inst

itute

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Increased completion of Year 12 or its vocational equivalent

• Increasing flexible delivery using video-conferencing and online teaching (New England Institute). Delivery of online training included the Certificates I and II in Information Technology and Retail training to many remote and isolated schools including Goodooga, Boggabilla and Mungindi.

• Delivering 68 school-based traineeships in 2004 (North Coast Institute). Twenty-six of these were new traineeships and 42 continuing from 2003.

• Delivering ‘The Digi-girls Movie School’ course (Northern Sydney Institute). The course includes Digital Imaging, Multi-media, and Screen - all course areas where girls are under-represented. Twenty-four girls in Years 10 and 11 attended the course.

• Continuing equity and access programs to provide options for 15 – 19 year olds who were unable to be educated within schools (Riverina Institute). The Institute also continued to provide Outreach programs for regional Juvenile Justice Centres.

• Increasing enrolments by those aged 19 years and under (South Western Sydney Institute). This high participation rate on the part of young people is a direct result of the focus of the Institute on increasing opportunities for young people through the provision of targeted programs.

• Increasing completions in the Tertiary Preparation Certificate (TPC) (Sydney Institute). In 2004 a total of 150 students completed their TPC at Sydney Institute, an increase of 21.9% from 123 completions in 2003.

• Delivering a literacy Peer Tutoring course to government secondary schools, training Year 10 students to provide literacy and reading tutoring and support to Year 7 students (Western Institute). Both the Year 7 and Year 10 groups

reported greatly improved self-esteem, behaviour, attendance and reading skills.

• Providing Year 10 students with an early taste of TAFE NSW (Western Sydney Institute). The program was a combination of short training courses to develop specific vocational skills relating to areas of local market demand and included Café and Coffee Shop Skills.

• Continuing the TAFE NSW Youth Encouragement Award (all Institutes). This award (up to $1,000) is available to young people experiencing disadvantage to encourage them to participate in vocational education and training.


• Extend the relationships and partnerships with local schools

• Address the implications for TAFE NSW of the Australian Government decision to establish Australian Technical Colleges in NSW

• Address current skill shortages through programs for young people, in collaboration with other government agencies, employers and industry associations

• Develop more programs to support disengaged young people and facilitate their engagement with further education or training, either by returning to school or attending TAFE NSW Institutes

• Continue the commitment to annual Summer School programs

• Pursue an evaluative approach to the HYPAR Program which will promote the development of communities of practice

• Enhance pathways between school, vocational education and training, apprenticeships and traineeships.

Increasing completion of Year 12 or its vocational equivalent - TAFE NSW

Indicators: 2000 2004 Change over 5 years

Proportion of all TAFE enrolments for 15-19 year olds (%) 25.8 26.3 0.5pp

Proportion of all TAFE graduates aged 15-19 years (%) 17.6 19.2 1.6pp

Average module completion rate for 15-19 year olds (%) 73.9 79.0 5.1pp

Number of young people aged 15-19 years enrolled in tertiary preparation programs 5,244 7,595 44.8%

Number of young people aged 15-19 years enrolled in TAFE 119,089 133,240 11.9%

Proportion of 15-19 year olds enrolled in TAFE courses at AQF III and above (%) 47.6 45.0 2.6pp


Objective four

Students from the TAFE NSW Open Training and Education Network, Western Sydney Institute involved in a practical session as part of their AQF Certificate III in Dental Assisting

While some of the Dental Assisting Certificate III course is completed on-line, students also attend off-site facilities to develop practical skills.

Outcomes

5.1 Improved VET and employment outcomes

Objective five :

Providing the skills and values for innovation, growth, prosperity and social cohesion


• Apprenticeship approvals increased

• Training provision grew in TAFE NSW in areas of skill shortages

• Cooperative partnerships expanded to deliver pre-apprenticeship training

• Module completion rates for Aboriginal students in TAFE NSW improved

• School-based traineeships were included as part of the HSC

• All secondary school students had access to career education programs and careers advice.

• Providing preliminary skills training for the Pre-vocational Training Program

• Delivering training through VET Priority Places

• Delivering a range of courses in TAFE NSW to meet specific local needs and skill shortages

• Delivering VET in Schools courses through schools and TAFE NSW

• Maintaining quality systems that support compliance with Australian Quality Training Framework Standards

• Implementing initiatives within the School to Work Program

• Integrating employment-related skills in all syllabuses for Years 7-10.

• Implement recommendations from the Review of the NSW Traineeship System to meet the objectives of the NSW Strategic Plan for Vocational Education and Training 2005-2007

• Identify and negotiate employment opportunities for students in areas of identified skill shortages

• Provide increased training opportunities

• Provide specific programs for disadvantaged students.

Salt Rings, Sian Edwards, TAFE NSW Sydney Institute, Design Centre Enmore. Finalist 2004 TAFE NSW Arts and Design Prize

R. Sheppard


Achievements

The national Vocational Education and Training (VET) in Schools Framework and Stepping Forward Action Plan, which includes strategies for VET in Schools, career and transition services, vocational learning and enterprise education, were implemented in Government secondary schools.

VET in Schools courses are based on national training packages and meet industry standards. These Higher School Certificate courses enable students to achieve a VET qualification, or credit towards one, while they are still at school. They open pathways to further training and employment and can also contribute to university entrance.

To support the transition to employment and further education, School to Work programs were also conducted in all secondary schools. Through these programs students had access to careers advice and to employment-related and enterprise skills that are incorporated in all Year 7 to 10 syllabuses.

In 2004, as a result of these programs:

• More than 200,000 students in Years 7-12 participated in the School to Work Program

• Enrolments in VET courses for Government school students rose by 2.3% to 52,461

• Participation by Aboriginal students in VET courses grew by 60% to 1,636

• 2,096 students with disabilities were provided with additional support to undertake VET courses

• 70.9% of VET in Schools course delivery to Government school students was carried out in schools. The remainder were provided, on a fee-for-service basis, by TAFE NSW and other Registered Training Organisations (RTOs)

• Students from all school sectors spent over two million hours in work placements, hosted by

employers in industry, commerce, government and the community

• 1,246 Government school students combined a registered school-based traineeship, mainly in retail and automotive, with their VET in Schools course

• 13,670 Government school students were issued with an Australian Qualifications Framework (AQF) VET Certificate or Statement of Attainment through school district RTOs

• A new electronic information system was implemented that recorded enrolments, attendance and assessment of competency in TAFE delivered VET in Schools (TVET), linked to the Office of the Board of Studies (OBoS).

Strategies

Strategies were implemented to encourage students to engage in VET courses and take an active role in planning their careers. These strategies included:

• Maximising the range of available VET in Schools courses by drawing on the resources of TAFE NSW Institutes and other RTOs

• Retraining 265 secondary teachers in VET

• Complying with Australian Quality Training Framework (AQTF) standards to ensure quality outcomes and recognition for students

• Mandating student work placement in industry curriculum framework courses to develop competence in a workplace setting and increase industry confidence in VET courses

• Coordinating work placement through enhanced local partnerships with industry and the community

• Extending work placement to all government departments

Outcome Sc

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ents

and

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hers

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ogy

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Improving employment outcomes - NSW population

Estimated proportion of NSW population between: 2001 2004 Change over 4 years

15-19 years participating in education and training (%) 80.1 78.0 2.1

20-24 years who completed Year 12 or gained a qualification at AQF II or above (%) 81.5 83.6 2.1

15-64 years with post-school qualification (%) 49.2 53.4 4.2

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• Establishing senior colleges and combined school/TAFE NSW campuses to create economies of scale in VET in Schools delivery and widen curriculum choice

• Co-operating in course development, teacher retraining, course delivery and credentialling with the OBoS, non-government school sectors and industry bodies

• Coordinating the provision and operations of VET in Schools through regions and institutes

• Implementing initiatives within the School to Work Program to develop students’ employment-related skills, their capacity for effective decision-making and their ability to make successful transitions from school to work, further training and higher education

• Employing trained careers advisers in all Government secondary schools

• Providing a careers advisory service for all school leavers in the December-January holiday period.

Challenges

• Improve recognition of VET in Schools courses by universities for entrance and credit purposes

• Explore the potential of new electronic links to streamline recognition/credit transfer in TAFE NSW for students who have undertaken VET in Schools courses.

Future directions

• Re-form the 40 district RTOs into ten regional RTOs

• Introduce a new electronic system that will allow on-line enrolment for TVET and reporting by TAFE NSW to students’ home schools; improve quality assurance in credentialling and data collection; and assist NSW to meet national reporting requirements for VET in Schools to comply with the Australian Vocational Education and Training Management Information Statistical Standard

• Consolidate the School to Work Program in all high schools and with the community to strengthen students’ capacity to plan career and further education pathways

• Continue to act as the lead agency in the implementation of the NSW Government’s commitment for work placement in all NSW Government departments.

Improved VET and employment outcomes

Improving participation in vocational education and training - Government schools

Government school student participation in VET programs: 2002 2004 Change over 3 years

Proportion of Year 11 and 12 students participating in VET programs (%) 41.6 40.8 0.8pp

Year 11 and 12 students undertaking one or more VET courses 37,709 39,874 5.7%

VET qualifications awarded to Year 12 students doing school delivered VET 14,633 13,670 6.6%

Student enrolments in school delivered VET courses 34,057 37,225 9.3%

Student enrolments in TAFE delivered VET courses 14,348 15,236 6.2%

Source: DET, Planning and Innovation Note: Qualification data for TAFE delivered VET courses are not separately available for Government school students


Objective five


Achievements

In 2004, there were over 500,000 students enrolled in TAFE NSW. TAFE NSW Institutes employed a number of strategies to improve the VET and employment outcomes for their students. TAFE NSW delivered increased apprenticeship programs to address skill shortages.

Highlights include:

• Success at the 2004 WorldSkills Australia National Competition held in Brisbane. TAFE NSW students demonstrated outstanding skills and professional commitment to secure 20 Gold, 15 Silver and 18 Bronze medals. TAFE NSW will dominate the Australian team for the 38th WorldSkills International Competition to be held in Finland in 2005, making up 14 of the 25 national champions.

• The International and Commercial Dental Prosthetics Program at Sydney Institute was awarded a Commendation in the 2004 Premier’s Public Sector Awards for good business and best practice principles in the Business, Management and Financial Performance category.

• A TAFE NSW practice firm “Green Thumbs Indoor Plant Hire” (North Coast Institute) has won the award for excellence against national and international competitors at the 2004 International Virtual Trade Fair in Canberra. The firm won Best Overall, which was judged on criteria such as presentation, customer service, selling skills and product knowledge.

• Third year Horticulture students (Illawarra Institute) have been awarded The Best Show Garden Trophy at Gardening Australia LIVE. The team of students and staff worked tirelessly to design and construct the display garden which was on show to the public during the Spring Garden Expo Circuit.

In 2002, the NSW TAFE Commission Board approved a program of research and case studies broadly focused around:

• the emerging and changing skill needs of the manufacturing and engineering sector

• the effective assessment of these skills by enterprises

• the most appropriate and effective provision of the

training and skilling needs of the sector

• the skill needs for TAFE NSW to meet the requirements and demands of industry.

In 2004, phase three of the program commenced. Strategies were developed to address industry demand, training needs of existing workers and new entrants, and to build the capabilities of the management and teaching staff to promote services to industry and foster strong relationships.

The Student Outcomes Survey 2004 showed that within six months of completing their course, 71% of TAFE NSW graduates were employed and 33% were involved in further study with TAFE NSW.

Employment outcomes for NSW graduates and module completers six months after completing their study are lower than in other States and have declined between 2000 and 2004 (the latter being a national trend). NSW students pursue a range of pathways post-TAFE including paid employment, further study, involvement in community activities and voluntary work. While employment outcomes for young people continue to be the focus of improvement, follow-up surveys indicate that employment prospects do improve over time.

Strategies

The following are examples of strategies implemented by TAFE NSW Institutes in 2004 to improve educational and employment outcomes of students:

OutcomeTA

FE N

SW

Students enrolled in hospitality, community health and tourism courses at TAFE NSW Hunter Institute, Glendale Campus are now enjoying training in a first class facility with the completion of a new $1.3 million training kitchen.

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• Establishing a new Centre of Excellence for primary industry courses such as Green Keeping, Parks and Gardens, Landscaping, Nursery, Arboriculture, Small Animal Care, Wine and Viticulture (Hunter Institute).

• Building a unique sensory garden at Para Meadows Special School by students attending a TAFE Workskills course (Illawarra Institute).

• Undertaking research into skills shortages in the Institute’s catchment (New England Institute). The research identified regional industries with skill shortages, as well as making recommendations on improvements to planning, promotion and provision by the Institute.

• Providing a specialist service for industry partners and employers requiring flexible tailored training programs for their staff (North Coast Institute).

• Inducting 200 new Hospitality Management and Events Management students at Ryde College (Northern Sydney Institute). Industry partners Sydney Turf Club and Next Generation Health and Fitness Club were present and recruited over 95 students as casual employees.

• Delivering a range of courses to make students employable in specific local industries (Riverina Institute). Courses provide direct entry to employment in Horticulture, Agriculture and Environmental Management across the Riverina region.

• Initiating the Macarthur Apprentice Recruitment Strategy (MARS) as a collaborative enterprise with Macarthur Group of Companies and the Australian Industries Group (South Western Sydney Institute).

• Launching an innovative online job placement (Sydney Institute). The online job placement service is one of only two in TAFE Institutes across Australia.

• Growing the association with Manildra Flour to encompass Manildra facilities in Leeton and Griffith (Western Institute). In 2004 an agreement was reached to include TAFE NSW training for all of their employees in the wage structure process.

• Providing valuable work experience to tourism students studying the Diploma of Events Management (Western Sydney Institute). Students worked in partnership with the Londonderry Rural Fire Brigade to put on The Londonderry Country Blues and Folk Festival as part of a fund raising activity to support the Fire Brigade.


• Identify employment opportunities for students and negotiate strategies with employment agencies and job network providers to assist graduates in getting jobs

• Identify areas of predicted skills shortage and targeting programs for disadvantaged students that will give them the skills and confidence to access employment

• Encourage and motivate students to continue their education and training through a continued focus on providing pathways and encouraging students to progress from lower level courses

• Continue monitoring enrolments, module completion rates and invalid enrolment rates to target areas requiring improvement

• Continue to work with regional development boards, local government, industry associations and other government agencies to share and improve data on regional industry trends and skill shortages

• Identify traineeship opportunities in new areas and develop industry partnership agreements, auspicing and joint delivery strategies to maximise training opportunities.


Improving VET and employment outcomes - TAFE NSW

Indicators: 2000 2004 Change over 5 year period

Graduates employed after training (%) 73.7 71.4 2.3pp

Module completers employed after training (%) 65.1 59.3 5.8pp

Graduates in further study after training (%) 41.3 33.3 8.0pp

Source: NCVER Student Outcomes Survey 2004

Objective five


OutcomeN

SW V

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ctor

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and

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SW A

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Achievements

In 2004, there were a total of 855 apprenticeship and traineeship pathways available in NSW. This number includes 142 new and revised pathways. 1,963 Trade Skills Recognition applications were received and 136,239 apprentices and trainees were in training in NSW at the end of the December 2004. Of these approximately 33% were apprentices, 38% were new entrant trainees and 29% were existing worker trainees.

73% of apprentices and trainees undertook qualifications at Certificate III level, 15% at Certificate II level and 13% at Certificate IV level or higher.

Apprenticeships have grown by almost 30% in the last five years, following investment in pre-vocational and other initiatives in a number of key industry sectors. Apprenticeships approvals in 2004 were the highest since 1990. The significant increase in approvals over the last five years is not yet reflected in completion figures.

Growth was particularly strong in industries experiencing skill shortages. These include Construction (31% growth), Automotive (23%), Electrical (43%), Food (14%), Retail and Wholesale (26%) and Manufacturing Engineering (21%) industries.

Some 2,600 participants undertook pre-apprenticeship training during the last three months of 2004, across a wide range of critical skill shortage areas. Several cooperative partnerships were also established in the Hunter region between employers, training providers and the Department, expanding

the number of pre-apprenticeship courses in the region. $3.8 million was spent on the program in 2004.

In 2004 the 29 NSW Group Training Organisations which are jointly funded by the Australian and State Governments employed more than 6,250 apprentices and trainees.

The Mature Workers Program concluded on 30 September 2004. Over 10,000 people participated in the program over the nine month period through 62 projects. The program placed over 2,530 mature aged people into jobs or long-term training.

The Contracted Training Provision (CTP) program purchased training to meet priority skills needs across NSW. The program provided high-quality, industry-relevant training to 7,650 individuals ($13.1 million).

The Department won the tender for the brokerage in NSW of the $8.25 million VET Priority Places Programme on behalf of the Australian Government.

The Board of Vocational Education and Training (BVET) conducted a wide-ranging, independent review of the NSW Traineeship System. The review’s final report identified key issues for traineeships and proposed actions at State and national level to strengthen the system’s ability to achieve higher quality outcomes and better address skills priorities.

Strategies

The Department provides funding for a number of programs to increase participation in training, including:

• The Apprenticeship and Traineeship Training Program which provides public funding to public and private training providers on the NSW Approved Providers List for the training of all new entrant trainees and those undertaking selected apprenticeships. Training providers tender annually for placement on the Approved Provider List with previous performance assessed before placement to ensure quality of delivery under the program.

• The Pre-vocational Training Program which aims to increase apprenticeship and traineeship participation by providing preliminary skills training for potential apprentices and trainees in

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both trade and non-trade skill shortage areas. Pre-vocational training directly articulates into full apprenticeships or traineeships and immediate job opportunities or into a broader program of training.

• The CTP program which supports the strategic and flexible development of a strong skills base to ensure the future economic and social stability of local communities through targeted training which supports:

Key Government priorities, strategies and initiatives

New and emerging industries, industries facing restructure, and rural and regional economies

Disadvantaged groups in gaining access to training and employment opportunities.

• The VET Priority Places Program which makes available 2,510 training places across 16 regions in NSW. The program targets low income earners, people with a disability, workers aged 45 or over, and people entering or re-entering the work force.

• Individuals participating in the Priority Places Program gain a nationally recognised qualification under the Australian Qualifications Framework at Certificate II or higher. This training is provided by more than 140 Registered Training Organisations including TAFE NSW. The program provides 1,570 training opportunities in Sydney, 410 in the Hunter and North Coast region and 530 across the remainder of NSW.


• Implement recommendations from the review of the NSW Traineeship System that meet the

objectives of the NSW Strategic Plan for Vocational Education and Training 2005-2007, and further improve traineeship quality.

• Fund training under the CTP program aligned to the priorities in the new NSW Strategic Plan for Vocational Education and Training 2005-2007. This will better assist businesses and industries to meet skill shortages and improve access for communities and individuals to skills development.

• Continue to give high priority to reducing indusrty skills shortages and putting in place innovative strategies to support this goal.

Increasing apprenticeship and traineeship participation

Indicators:

Applications approved Completions processed

2000 2004Change over

5 years 2000 2004

Change over

5 years

Apprenticeship 14,659 19,006 29.7% 8,407 8,023 4.6%

Existing Worker Traineeship 12,817 19,293 50.5% 2,140 9,356 337.2%

New Entrant Traineeship 31,617 38,187 20.8% 9,681 18,984 96.1%

Source: DET, State Training Services.

Board of Vocational Education and Training members visiting Lower Empire Vale Cane Harvesting Co-operative, Ballina, which provides work experience for high school students (Left to right: Bert Evans, Chairman, BVET; Carol Barton, Project Officer, Skills Strategy; Kevin Power, member BVET; and Tony Ellis, Co-op Chairman).

Objective five

Students from Duval High School, Ballina High School, TAFE NSW Hunter Institute, the National Art School, Armidale High School and Bardwell Park Infants School.

Outcomes

6.1 Improved delivery of services

6.2 Higher level of safety and security for staff and students

Objective six :

Delivering a dynamic and responsive system of public education and training


• Public education and training focused on improving outcomes for all students

• Student health and wellbeing was supported and student leadership encouraged

• Graduate satisfaction with TAFE NSW services increased

• Student and staff safety and security enhanced

• TAFE NSW Institutes and Government schools improved services and won awards for excellence in recognition of their achievements.

• Supporting the integration of students with special needs into mainstream settings in schools

• Providing drug and alcohol education resources to all schools

• Supporting innovation in educational delivery in TAFE NSW

• Establishing pathways between schools, TAFE NSW Institutes and universities.

• Identify new teaching and learning approaches for students with behavioural problems

• Expand opportunities for students to play an active role in school governance

• Establish new suspension centres, behaviour schools and tutorial centres

• Increase blended and online delivery for mainstream and commercial initiatives in TAFE NSW

• Strengthen partnerships and relationships with NSW Police.

The Blue Wave, painted by a student from Gosford Public School. Entrant in Operation Art 2004

R. Sheppard


Achievements

The Department delivered a range of services in 2004. Compared with 2000, these services attracted an increased investment of almost 25%. The services were designed to meet the academic and social needs of specific groups of students that included students with behavioural disorders, learning difficulties or disabilities, isolated students, preschool children and those whose families required interpreters. As a result of these services, for example:

• 21 preschools were established in communities where children could not access other services

• Sites supporting primary-aged, home-isolated students were increased by 41% to 150

• 4,856 interpreter services were provided to schools on-site and via telephone

• 24 students with specific behavioural needs were enrolled in the Green Square School

• Places in departmental preschools for children with disabilities increased by 110

• 4,052 students with disabilities enrolled in the School Swimming Scheme.

Services that supported student health and wellbeing and encourage student leadership resulted in:

• 100% of secondary schools, 80% of primary schools and 25% of schools for specific purposes with established Student Representative Councils (SRCs)

• 130 peer-elected student leaders, 10 of whom identified as Aboriginal, participated in the 2004 State SRC Conference Student Leaders – Partners in Change

• A forum for members of the NSW SRC and senior departmental officers was held to strengthen links between primary and secondary school SRCs

• 23 school-based and 28 non school-based Registered Exchange Organisations arranged for 407 students from overseas to visit NSW schools and 498 NSW students to enrol in overseas schools.

Professional learning programs that focused on welfare and safety were features of services provided to DET staff. As a result of these programs:

• 920 employees received training in being a

member of an Occupational Health and Safety (OH&S) committee, at a cost of $890,000

• 535 teachers enrolled in online training programs for cardio-pulmonary resuscitation and 712 teachers completed emergency care re-certification conducted in association with the Royal Life Saving Society

• 150 principals participated in serious incident management simulation in collaboration with the NSW Police Service

• Over 480 teachers aides (special) were certified in Health Care Procedures and 70 were supported to complete the Certificate III in Education Support.

Strategies

An extensive range of strategies was implemented to expand services to students with specific needs, increase student safety, wellbeing and leadership opportunities, and to improve staff welfare and safety. These strategies included:

• Establishing an additional studio at Broken Hill and remote teaching studios at Tibooburra, Hay and Cobar to support home-isolated students as part of the expanded Satellite Education Project

• Piloting a new model of tutorial centres to assist students from Kindergarten to Year 4 who exhibit violent or disruptive behaviour

• Allocating 1,357 support teachers (learning assistance) to 1,997 primary and secondary schools

• Committing $15 million to support the integration of students with special needs into mainstream settings

• Jointly managing the $1.2 million Road Safety Education program with the Roads and Traffic Authority

• Providing 36 workshops focused on two new Road Safety Education resources, Road Risks - Your Choice and Shifting Gears to 604 teachers from 387 schools

• Providing professional development for principals and staff to develop knowledge and understanding of child protection issues

• Making the values that underpin public education

Outcome Sc

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s

Stud

ents

, Bal

mai

n H

igh

Scho

ol c

ante

en

Obj

ectiv

e six


Improving the delivery of services to students - Government schools

Investment in services to Government school students 2000 2004Change over

5 years

Total cost per full-time (FTE) equivalent student - primary ($) 7,466 9,248 23.9%

Total cost per FTE equivalent student - secondary ($) 9,468 11,905 25.7%

Total cost per FTE equivalent student - primary and secondary ($) 8,274 10,334 24.9%

Out-of-school costs per FTE student ($) 346 387 11.8%

User cost of capital per student ($) 1,367 1,361 0.4%

Capital/investing costs per student ($) 251 427 70.1%

explicit by publishing The Values in NSW Public Schools: a Ministerial Statement

• Developing resources for school canteens through the NSW Healthy Schools Canteen Strategy, Fresh Tastes @ School

• Revising the School Uniform Policy to expand consultation with school communities and take into account the diverse nature of student populations

• Establishing a Charter for SRCs to strengthen SRC operations

• Distributing the teaching resource, Drug education in culturally diverse classrooms: alcohol and tobacco, to all schools and providing professional development for over 1,500 teachers and counsellors in its use

• Conducting a comprehensive professional development program to prepare staff for the opening of 21 new preschools in 2005

• Developing flexible learning materials and expanding the delivery of training activities to meet individual professional learning needs

• Increasing the number of regional welfare and rehabilitation officers to 49

• Creating 10 regional OHS liaison officers

• Implementing an electronic system to manage casual teachers’ salary claims and leave applications.

Challenges

• Identify new teaching and learning approaches that support students who exhibit violent or disruptive behaviour

• Ensure that new tutorial centres, behaviour schools and suspension centres provide opportunities to develop and share examples of excellent practice that support students with challenging behaviour

• Expand opportunities for students to play an active role in school governance and making important decisions.

Future directions

• Implement Phase Three of the Satellite Education Project to complete the replacement of the NSW Outback Radio Network for primary home-isolated students in Bourke, Walgett and Queanbeyan

• Support schools to plan and implement strategies that enhance student wellbeing, through, for example, innovative approaches to counter bullying behaviour, raising the profile of student participation and developing new ideas for promoting healthy foods in school canteens

• Establish 15 suspension centres, over the next three years at a total cost of $8m as well as seven new behaviour schools and seven new tutorial centres to support students returning to school after long suspensions and those exhibiting violent or disruptive behaviour

• Focus road safety programs on Years 7-10 by integrating them into the Personal Development, Health and Physical Education syllabus.

Improved delivery of services

Source: DET, Management AccountingNote: Actual expenditure, not adjusted for inflation

Objective six


OutcomeTA

FE N

SW

Nor

th C

oast

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Dire

ctor

Nei

l Bla

ck

and

Man

ager

Org

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ophy

for

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tral

ian

Larg

e Tr

aini

ng P

rovi

der

of th

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ar

Achievements

TAFE NSW was recognised as a high quality provider in 2004 and services were improved to meet customer needs and requirements.

The high levels of student satisfaction were reflected in the results of the National Student Outcomes Survey undertaken by the National Centre for Vocational Education Research. Some 86% of TAFE NSW graduates were satisfied with their training in 2004 compared to 81% in 2000 and 78% in 2002.

Stage one of the TAFE NSW Mainstream Enrolment via the Internet (MEVI) services was implemented in 2004:

• New students who received place offers in high demand courses were able to accept offers and pay for courses online.

• In semester one 2005 first round offers were made to 29,187 applicants of which 40.0% (11,624) accepted online and 14.6% (4,257) paid though the Internet. New students were able to process their applications at a time that suited them. 195 applicants accepted their offers on Christmas Day while a further 241 accepted on Boxing Day!

TAFE NSW - North Coast Institute was awarded the NSW and Australian Large Training Provider of the Year 2004 award in recognition of achievement of high quality in all aspects of learning provision for both mainstream and commercial clients. A copy of the award submission is available at www.nci.tafensw.edu.au/newsevents/news/archive/2004/large_training_provider.htm

Hunter Institute received a Bronze Award at the 16th Annual Australian Business Excellence Awards in recognition of its regional leadership and commitment to quality and innovation.

Improved services and products were demonstrated at the 10th annual TAFE NSW Quality Awards event:

• More than 60 quality initiatives from all sections of TAFE NSW were exhibited at a Showcase coordinated by Northern Sydney Institute

• The Gold Award went to Sydney Institute’s Attitude is Everything, a project that developed and implemented strategies to improve customer service standards across Sydney Institute

• Hunter Institute received the Silver Award for its Z Purple Project which looked at a faculty’s response to product research and development

• The Bronze Award was won by Riverina Institute for Improving the Quality of Student Data.

TAFE NSW won a major tender for Road Transport Authority training. Illawarra Institute will project manage the delivery which will be conducted around the State in consultation with all TAFE NSW Institutes.

Strategies

Strategies developed and implemented in TAFE NSW to improve delivery of services included:

• Establishing an Educational Resource Support Team to support innovations in educational

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Reducing the costs of delivery

Average costs per adjusted annual hour of curriculum 1999 2003 Change over 5 years

TAFE NSW courses within ANTA-defined scope ($) 16.13 14.36 11.0%

NSW VET courses within ANTA-defined scope ($) 16.24 14.63 9.9%

Source: DET, Planning and Innovation and ANTA Annual National Report on VET Note: VET Unit costs are in 2003 prices

Obj

ectiv

e six


Improved delivery of services

delivery based on the verification of a business case (Hunter Institute).

• Providing a simulated workplace - the INTICE Travel and Events Practice Firm, an environment which is expected to make students “work ready” for the workforce (Illawarra Institute).

• Training staff, primarily teachers to develop and deliver effective online courses via videoconference (New England Institute). Expert training in delivery styles for Aboriginal students was included.

• Improving marketing, course and services information and relationship management for all customer segments (North Coast Institute).

• Establishing pathways between the Institute, other Registered Training Organisations and universities (Northern Sydney Institute). This will ensure that transitional training environments are established for advanced and specialist skills.

• Offering integrated TAFE NSW and University courses (Riverina Institute). In 2004, 490 students enrolled in two integrated TAFE Diploma/ Charles Sturt University Business Studies and Network Engineering degree courses.

• Implementing a program of training and up-skilling for workers in aged, residential and community care services across NSW (South Western Sydney Institute). Tailored training products, services and solutions to support the continual upgrading of employer and employee skill levels were provided.

• Encouraging articulation for students to continue further study through publication of Degree

Express brochure highlighting specific courses and university pathways (Sydney Institute).

• Responding to the needs of industry through a Training Partnership Manager contract model (Western Institute). This model provides direct links with industry to support their business needs by placing TAFE NSW staff in the industry as consultants and or trainers.

• Using TAFEWave, a soft broadcast designed to give the community greater access to their TAFE NSW college (Western Sydney Institute). The program promoted courses and college events as well giving the community interesting insights into the sections of the college, including hospitality and tourism.


• Increase the take up of blended and online delivery for mainstream and commercial initiatives

• Increase the quantum of training in areas of identified skill shortages

• Introduce online enrolments though MEVI on a statewide basis for all courses

• Continue to develop and strengthen relationships with industry, local employers and business and community organisations within regions

• Continue to pursue commercial business opportunities to contribute to the economic and skills base of the State and to accelerate growth in revenue

• Extend the range of professional development programs that require licensing or registration by the Office of Fair Trading.

Improving customer satisfaction - TAFE NSW Sydney Institute

Percentage of students who agreed with following statements Satisfaction rate

A helpful and welcoming attitude was displayed by staff 95%

My request was dealt with in a timely and efficient manner 91%

I felt the staff member gave me their full attention 96%

The staff member took the time to understand my needs 92%

Clarification was sought where required 93%

Staff had the appropriate knowledge to assist me or knew where to find it 94%

Additional follow up (where required) was timely and efficient 90%

Source: Customer Satisfaction Survey, TAFE NSW Sydney Institute.

Objective six


Obj

ectiv

e six

OutcomeHigher levels of safety and

security for staff and studentsScho

ols/

TAFE

Secu

rity

Fenc

es a

t Mar

sden

Roa

d Pu

blic

Sc

hool

Achievements

In 2004, several initiatives and new policies were implemented to increase safety and security in schools and TAFE NSW Institutes. As a result:

• All TAFE NSW campuses used cashless payment methods during the main enrolment periods

• A Cash Handling and Cash Minimisation Strategies Policy was implemented for TAFE NSW Institutes in consultation with the Public Service Association

• New procedures for handling cash in transit were implemented in schools

• Security breaches during the December/January school holidays were reduced by an average of 49% compared with 1999-00

• 11 groups of schools trialled a new system for reporting serious incidents that involved violence, weapons, illegal drugs and major criminal activity

• 593 enquiries and requests for support were made to the School Safety and Response hotline

• Six schools joined the SchoolWatch program bringing the total to 41

• Over 50 schools in high-risk areas now have closed circuit TV systems installed

• Alarm systems were upgraded in six schools bringing the total number of schools fitted with electronic alarm systems to 1,636

• 43 additional school security fences were erected at a cost of $5 million.

Strategies

Strategies to enhance safety and security included:

• Operating the School Safety and Response hotline, 24 hours a day, 7 days a week

• Implementing recommendations from external risk assessments on TAFE NSW campuses

• Implementing SchoolWatch programs in

consultation with local Parents and Citizens’ Associations

• Participating in special operations with the NSW Police Service focused on improving security in high-risk schools

• Seconding a senior officer from the NSW Fire Brigades to work with schools on reducing the impact of school fires and improving prevention strategies

• Developing a joint anti-truancy plan that uses a broad range of strategies, such as the common leave pass system and street sweeps

• Providing 84 home school liaison officers and 12 Aboriginal student liaison officers to assist students to establish regular attendance patterns

• Providing security guards to patrol schools during school holiday periods, protect assets following illegal entries, and on a needs basis to protect staff and students

• Monitoring electronic alarm systems and investigating security breaches

• Providing an online security incident database and support for schools to record security breaches accurately and efficiently

• Conducting onsite risk assessments to minimise security breaches.


• Improve the reporting of, and provide timely support for, serious incidents involving violence, weapons, illegal drugs and major criminal activity

• Encourage schools that have been fenced to maintain or establish SchoolWatch programs

• Encourage partnerships between schools and NSW Police local area commands

• Fence a further 43 schools at a cost of $6 million

• Establish clear definitions of security breach types to improve consistency in reporting.

Improving safety and security - Government schools

Security breaches during December/January holiday period 1999/00 2004/05 Change over 5 years

Illegal entry 337 218 35.3%

Trespass 88 43 51.1%

Arson 21 8 61.9%

Source: DET, Safety and Security


Financial Statements

Contents

NSW Department of Education and TrainingIndependent Audit Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Statement by Director-General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Primary Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Supplementary Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Notes to and forming part of the Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

NSW Technical and Further Education CommissionIndependent Audit Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112Statement by Managing Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114Primary Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115Notes to and forming part of the Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . .118

NSW Adult Migrant English ServiceIndependent Audit Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Statement by Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Primary Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Notes to and forming part of the Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . .141

TAFE GLOBAL PTY LTDIndependent Audit Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Director’s Declaration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Primary Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Notes to and forming part of the Financial Statements . . . . . . . . . . . . . . . . . . . . . . . . . . 156

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Statement of Financial Performance for the Year Ended 30 June 2004

Economic Entity Parent Entity

NotesActual 2004 $’000

Budget 2004 $’000

Actual 2003 $’000

Actual 2004 $’000

Actual 2003 $’000

Expenses

Operating expenses

Employee related 2(a) 5,973,935 5,667,730 6,246,464 4,934,844 5,202,657

Other operating expenses 2(b) 1,339,049 877,425 1,144,596 1,135,421 928,072

Maintenance 240,075 205,692 250,949 209,581 211,200

Depreciation and amortisation 2(c) 277,435 329,629 318,022 189,507 230,080

Grants and subsidies 2(d) 184,808 207,208 163,185 203,313 177,336

Borrowing costs 2(e) 4,775 5,078 -- 4,775 --

Other expenses 2(f) 67 280,353 5,607 154 --

Total Expenses 8,020,144 7,573.115 8,128,823 6,677,595 6,749,345

Less:

Retained Revenue

Sale of services 3(a) 301,810 272,459 271,387 81,908 74,382

Investment income 3(b) 22,054 8,660 21,226 17,728 16,901

Grants and contributions 3(c) 82,280 35,015 28,974 79,317 25,291

Other revenue 3(d) 217,630 10,794 519,999 211,747 515,846

Total Retained Revenue 623,774 326,928 841,586 390,700 632,420

Gain / (loss) on disposal of non- current assets

4 (2,575) -- (44,582) (972) (30,100)

Net Cost of Services 7,398,945 7,246,187 7,331,819 6,287,867 6,147,025

Government Contributions

Recurrent appropriation (net of transfer payments)

6 6,342,609 6,209,289 6,107,887 5,433,407 5,213,692

Capital appropriation (net of transfer payments) 6 347,357 357,148 346,153 278,959 287,423

Acceptance by the Crown Entity of employee benefits and other Liabilities

7 762,978 710,078 961,447 647,806 824,163

Total Government Contributions 7,452,944 7,276,515 7,415,487 6,360,172 6,325,278

SURPLUS / (DEFICIT) FOR THE YEAR FROM ORDINARY ACTIVITIES

53,999 30,328 83,668 72,305 178,253

NON-OWNER TRANSACTION CHANGES IN EQUITYNet Increase / (decrease) in asset revaluation reserve

20 (90,796) -- 78,004 (49,966) (438,114)

TOTAL REVENUES, EXPENSES AND VALUATION ADJUSTMENTS RECOGNISED DIRECTLY IN EQUITY

(90,796) -- 78,004 (49,966) (438,114)

TOTAL CHANGES IN EQUITY OTHER THAN THOSE RESULTING FROM TRANSACTIONS WITH OWNERS AS OWNERS

20 (36,797) 30,328 161,672 22,339 (259,861)

The accompanying notes form part of these statements.


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Statement of Financial Position as at 30 June 2004



Budget 2004 $’000

Actual 2003 $’000

Actual 2004 $’000

Actual 2003 $’000

ASSETS

Current Assets

Cash 10 393,505 561,289 517,332 337,966 451,710

Receivables 11 87,499 65,384 61,799 56,036 35,757

Other financial assets 12 13 20 18 -- --

Other 14 19,561 4,760 4,751 12,915 1,783

Total Current Assets 500,578 631,453 583,900 406,917 489,250

Non-Current Assets

Receivables 11 6,503 6,546 6,458 3,440 3,645

Other financial assets 12 420 490 425 -- --

Property, Plant and Equipment 13

Land and Buildings 15,012,471 15,045,872 15,015,223 12,683,381 12,639,386

Plant and Equipment 151,283 176,151 129,805 77,162 46,674

Total Property, Plant and Equipment 15,163,754 15,222,023 15,145,028 12,760,543 12,686,060

Total Non-Current Assets 15,170,677 15,229,059 15,151,911 12,763,983 12,689,705

Total Assets 15,671,255 15,860,512 15,735,811 13,170,900 13,178,955

LIABILITIES

Current Liabilities

Payables 16 235,564 313,830 287,162 167,571 221,630

Interest bearing liabilities 17 61,552 50,000 15,000 61,552 15,000

Provisions 18 73,576 66,918 75,881 42,885 46,109

Other 19 22,468 20,644 20,258 22,468 20,258

Total Current Liabilities 393,160 451,392 398,301 294,476 302,997

Non-Current Liabilities

Provisions 18 133,821 183,120 172,676 114,680 152,790

Interest bearing liabilities 17 49,237 62,318 33,000 49,237 33,000

Total Non-Current Liabilities 183,058 245,438 205,676 163,917 185,790

Total Liabilities 576,218 696,830 603,977 458,393 488,787

Net Assets 15,095,037 15,163,682 15,131,834 12,712,507 12,690,168

EQUITY

Reserves 20 3,145,170 3,250,055 3,250,055 2,328,635 2,391,825

Accumulated funds 11,949,867 11,913,627 11,881,779 10,383,872 10,298,343

Total Equity 15,095,037 15,163,682 15,131,834 12,712,507 12,690,168




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Statement of Cash Flows for the Year Ended 30 June 2004



Budget 2004 $’000

Actual 2003 $’000

Actual 2004 $’000

Actual 2003 $’000

CASH FLOWS FROM OPERATING ACTIVITIES

Payments

Employee related (5,607,745) (5,174,714) (5,374,592) (4,622,245) (4,446,203)

Grants and subsidies (194,616) (205,632) (172,591) (213,122) (186,743)

Borrowing costs (4,775) (5,078) -- (4,775) --

Other (1,732,040) (1,614,281) (1,522,183) (1,474,429) (1,225,880)

Total Payments (7,539,176) (6,999,705) (7,069,366) (6,314,571) (5,858,826)

Receipts

Sale of services 294,714 272,447 300,450 73,934 103,368

Interest received 23,134 8,540 21,365 18,803 17,039

Other 463,540 291,992 712,852 426,478 670,347

Total Receipts 781,388 572,979 1,034,667 519,215 790,754

Cash Flows From Government

Recurrent appropriation 6,344,819 6,211,065 6,109,064 5,435,617 5,214,870

Capital appropriation 347,357 357,148 346,153 278,959 287,423Cash reimbursements from the Crown Entity

268,609 244,667 232,460 219,364 187,651

Cash transfers to the Consolidated Fund -- -- (1,294) -- (1,294)

Net Cash Flows From Government 6,960,785 6,812,880 6,686,383 5,933,940 5,688,650

NET CASH FLOWS FROM OPERATING ACTIVITIES

24 202,997 386,154 651,684 138,584 620,578

CASH FLOWS FROM INVESTING ACTIVITIESProceeds from sale of Land and

Buildings and Plant and Equipment 35,722 33,602 27,413 35,355 22,181

Proceeds from sale of investments 15 -- 111 -- --

Purchases of Land and Buildings and

Plant and Equipment (397,206) (405,800) (403,954) (322,332) (334,990)

Purchases of investments (5) -- (11)

NET CASH FLOWS FROM INVESTING ACTIVITIES

(361,474) (372,198) (376,441) (286,977) (312,809)

CASH FLOWS FROM FINANCING ACTIVITIESProceeds from borrowings and

Advances 34,649 30,000 45,000 34,649 45,000

NET CASH FLOWS FROM FINANCING ACTIVITIES

34,649 30,000 45,000 34,649 45,000

NET INCREASE/(DECREASE) IN CASH

(123,828) 43,956 320,243 (113,744) 352,769

Opening cash and cash equivalents 517,333 517,333 197,089 451,710 98,941

CLOSING CASH AND CASH EQUIVALENTS

10 393,505 561,289 517,332 337,966 451,710




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Program Statement - Expenses and Revenues for the Year Ended 30 June 2004

AGENCY’S EXPENSES & 35.1.1 1 35.1.2 1 35.2.1 1

REVENUES 2004

$’000 2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

ExpensesOperating expenses

Employee related 16,150 17,387 2,499,365 2,636,547 2,378,280 2,508,148

Other operating expenses 3,137 2,437 547,568 444,735 485,424 397,678

Maintenance 544 567 104,351 105,326 104,569 105,303

Depreciation and amortisation 402 489 95,824 116,214 88,741 107,859

Grants and subsidies -- -- 32,589 31,027 13,781 13,980

Borrowing costs -- -- 2,992 -- 1,783 --

Other expenses -- -- -- -- -- --

Total Expenses 20,233 20,880 3,282,689 3,333,849 3,072,578 3,132,968

Retained Revenue

Sale of services 399 544 13,758 14,286 43,333 38,957

Investment income 67 65 8,894 8,430 8,460 8,056

Grants and contributions 250 63 36,197 10,284 32,658 6,302

Other revenue 790 1,995 107,772 262,259 102,644 250,762

Total Retained Revenue 1,506 2,667 166,622 295,259 187,093 304,077

Gain / (loss) on disposal of non-current assets

-- -- 7,313 (22,340) (8,284) (7,761)

NET COST OF SERVICES 18,727 18,213 3,108,755 3,060,930 2,893,768 2,836,652

Government Contributions 2

NET EXPENDITURE/ (REVENUE) FOR THE YEAR

18,727 18,213 3,108,755 3,060,930 2,893,768 2,836,652

ADMINISTERED EXPENSES 35.1.1 1 35.1.2 1 35.2.1 1

AND REVENUES2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Administered Expenses Transfer Payments -- -- (23,537) (23,896) (20,449) (21,359)

Administered Revenues

Transfer Receipts -- -- 23,537 23,896 20,449 21,359

Administered Revenues less Expenses

-- -- -- -- -- --

1. The name and purpose of each program is summarised in Note 9.2. Appropriations are made on an agency basis and not individual programs. Consequently, government contributions are included in the “Non-Attributable” column.3. Amounts disclosed for NSW Adult Migrant English Service and TAFE Global Pty Ltd are net of eliminations with the various programs of the Department.




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Program Statement - Expenses and Revenues for the Year Ended 30 June 2004 (continued)

AGENCY’S EXPENSES &REVENUES

35.3.1 1 35.4.1 1 35.4.2 1

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000


Employee related 415 416 1,026,497 1,033,800 36,171 36,187

Other operating expenses 783 1,250 219,819 236,443 66,368 53,834

Maintenance -- -- 30,492 39,707 -- --

Depreciation and amortisation -- -- 87,850 87,887 4,539 5,519

Grants and subsidies 5,695 5,812 585 351 132,158 112,015

Borrowing costs -- -- -- -- -- --

Other expenses -- -- 67 -- -- --

Total Expenses 6,893 7,478 1,365,310 1,398,188 239,236 207,555

Retained Revenue

Sale of services -- -- 189,792 177,678 23,811 19,044

Investment income -- -- 4,204 4,204 307 350

Grants and contributions -- -- 2,223 3,451 10,124 8,554

Other revenue -- -- 3,634 4,669 250 314

Total Retained Revenue -- -- 199,853 190,002 34,492 28,262


-- -- (1,604) (14,484) -- --

NET COST OF SERVICES 6,893 7,478 1,167,061 1,222,670 204,744 179,293

Government Contributions 2


6,893 7,478 1,167,061 1,222,670 204,744 179,293

ADMINISTERED EXPENSES AND REVENUES

35.3.1 1 35.4.1 1 35.4.2 1

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Administered Expenses Transfer payments (600,584) (544,980) -- -- (501) (645)


Transfer receipts 600,584 544,980 -- -- 501 645


-- -- -- -- -- --





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Program Statement – Expenses and Revenues for the Year Ended 30 June 2004 (continued)


Non-Attributable AMES 3 TAFE Global Pty Ltd 3

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000


Employee related -- -- 14,020 12,532 3,037 1,447

Other operating expenses -- -- 13,237 6,523 2,713 1,696

Maintenance -- -- 119 46 -- --

Depreciation and amortisation -- -- 32 24 47 30

Grants and subsidies -- -- -- -- -- --

Borrowing costs -- -- -- -- -- --

Other expenses -- -- -- 5,607 -- --

Total Expenses -- -- 27,408 24,732 5,797 3,173

Retained Revenue

Sale of services -- -- 23,637 16,018 7,080 4,860

Investment income -- -- 122 121 -- --

Grants and contributions -- -- 828 320 -- --

Other revenue -- -- 2,541 -- -- --

Total Retained Revenue -- -- 27,128 16,459 7,080 4,860


-- -- -- 3 -- --

NET COST OF SERVICES -- -- 280 8,270 (1,283) (1,687)

Government Contributions 2 7,452,944 7,415,487


(7,452,944) (7,415,487) 280 8,270 (1,283) (1,687)


Non-Attributable AMES 3 TAFE Global Pty Ltd 3

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Administered ExpensesTransfer payments -- -- -- -- -- --


Transfer receipts -- -- -- -- -- --


-- -- -- -- -- --





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Program Statement – Expenses and Revenues for the Year Ended 30 June 2004 (continued)


Total2004 $’000

2003 $’000


Employee related 5,973,935 6,246,464

Other operating expenses 1,339,049 1,144,596

Maintenance 240,075 250,949

Depreciation and amortisation 277,435 318,022

Grants and subsidies 184,808 163,185

Borrowing costs 4,775 --

Other expenses 67 5,607

Total Expenses 8,020,144 8,128,823

Retained Revenue

Sale of services 301,810 271,387

Investment income 22,054 21,226

Grants and contributions 82,280 28,974

Other revenue 217,630 519,999

Total Retained Revenue 623,774 841,586

Gain / (loss) on disposal of non-current assets (2,575) (44,582)

NET COST OF SERVICES 7,398,945 7,331,819

Government Contributions 2 7,452,944 7,415,487

NET EXPENDITURE/ (REVENUE) FOR THE YEAR (53,999) (83,668)


Total2004 $’000

2003 $’000

Administered ExpensesTransfer payments (645,071) (590,880)


Transfer receipts 645,071 590,880

Administered Revenues less Expenses -- --





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Summary of Compliance with Financial Directives (Economic Entity)

2004 2003

Recurrent Appropriation

Expenditure/ Net Claim on Consolidated

Fund

Capital Appropriation

Expenditure/ Net

Claim on Consolidated

Fund

Recurrent Appropriation Expenditure Capital

Appropriation Expenditure

$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000

ORIGINAL BUDGET APPROPRIATION/EXPENDITURE

• Appropriation Act 6,831,745 6,809,155 357,148 357,148 6,332,216 6,331,573 364,730 364,730

• Additional Appropriations

-- -- -- --

• s 21A PF&AA – -- -- -- --

Special appropriation -- -- -- -- -- -- -- --

• s 24 PF&AA – transfers of functions between Departments

-- -- -- -- -- -- -- --

• s 26 PF&AA – Commonwealth Specific Purpose payments

-- -- -- -- 33,823 15,778 1,927 423

6,831,745 6,809,155 357,148 357,148 6,366,039 6,347,351 366,657 365,153

OTHER APPROPRIATIONS/EXPENDITURE

• Treasurer’s Advance 101,692 101,692 (9,791) (9,791) 68,808 68,516 (19,000) (19,000)

• Section 22 – expenditure for certain works and Services

35,711 35,711 25,000 25,000 -- --

• Transfers from another agency (s 25 of the Appropriation Act)

58,500 58,622 276,000 275,774

195,903 196,025 (9,791) (9,791) 369,808 369,290 (19,000) (19,000)

Total Appropriations / Expenditure / Net Claim on Consolidated Fund (includes transfer payments)

7,027,648 7,005,180 347,357 347,357 6,735,847 6,716,641 347,657 346,153

Amount drawn down against Appropriation

7,027,648 347,357 6,735,395 347,657

Liability to Consolidated Fund 1

22,468 -- 18,754 1,504

1. This represents the difference between the “Amount drawn down against Appropriation” and the “Total Expenditure/Net Claim on Consolidated Fund”.

The Summary of Compliance is based on the assumption that the Consolidated Fund moneys are spent first (except where otherwise identified or prescribed).




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Notes to and Forming Part of the Financial Statements

1. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

(a) Reporting Entity

The Department of Education and Training (DET), formed during 1997/98, consolidates within one management structure the State funded education and training services. The functions of the Department relate to schools, the NSW TAFE Commission (TAFE), Vocational Education and Training, Adult and Community Education, NSW Adult Migrant English Service (AMES) and aspects of Higher Education.

The economic entity, as a reporting entity, comprises all the operating activities of the Department of Education and Training (Parent Entity) and entities under its control, those being the NSW TAFE Commission, TAFE Global Pty Ltd and the Adult Migrant English Service.

In the process of preparing the consolidated financial statements for the Department, consisting of the controlling and controlled entities, all inter-entity transactions and balances have been eliminated.

The reporting entity is consolidated as part of the NSW Total State Sector Accounts.

(b) Basis of Accounting

The Department’s financial statements with the exception of the school financial transactions (as noted in note 1(c) (i)) are a general-purpose financial report which has been prepared on an accrual basis in accordance with:

• applicable Australian Accounting Standards;

• other authoritative pronouncements of the Australian Accounting Standards Board (AASB);

• Urgent Issues Group (UIG) Consensus Views;

• the requirements of the Public Finance and Audit Act and Regulations; and

• the Financial Reporting Directions published in the Financial Reporting Code for Budget Dependent General Government Sector Agencies or issued by the Treasurer under section 9(2) (n) of the Act.

Where there are inconsistencies between the above requirements, the legislative provisions have prevailed.

In the absence of a specific Accounting Standard, other authoritative pronouncements of the AASB or UIG Consensus View, the hierarchy of other pronouncements as outlined in AAS6 “Accounting Policies” is considered.

Following the creation of DET, budget estimates did not provide separate budget figures for the primary statements of the parent entity or controlled entities. Consequently, Treasury has granted the Department exemption from the requirement to disclose budget figures for the parent and the controlled entities for the current and future financial years.

Except for land and buildings and some investments, which are recorded at valuation, the financial statements are prepared in accordance with the historical cost convention.

All amounts are rounded to the nearest one thousand dollars and are expressed in Australian currency.

The accounting policies adopted are consistent with those of the previous year unless otherwise stated.

(c) (i) School Financial Transactions

The Department, at the direction of the NSW Treasury has included school financial transactions that are funded from sources other than government sources, e.g, school generated revenue, parent body contributions, donations and voluntary contributions.

In the absence of a fully integrated accounting system, between the Department and all schools, estimations for consolidation into the Parent Entity have been based on the November 2003 aggregation of school Receipts and Payments Statements that are prepared on a cash basis. Those school transactions were then proportionally adjusted to estimate the value of transactions for the year based on the 31 May 2004 cash balances. The Department obtained information on cash balances recently by asking every school to complete a survey.



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The school transactions recorded in these financial statements are therefore imprecise because estimates were needed to be made for the following reasons: the financial year end of schools is different to the Department, schools use a cash basis of accounting whereas the Department uses an accrual basis, the charts of account are different and school transactions are recorded on a program basis whereas the Department records transactions on a line item basis.

(ii) School Cash Balances and Investments

The cash balances held by schools as at 30 June 2004 was $332.8M ($315.5M in 2003) of which $32.5M ($33.3M in 2003) was trust funds.

Based on the percentages as at November 2003, schools are holding these funds for the following purposes:

$M %Asset Replacement and Acquisition 68.39 20.55

Commitments 117.74 35.38

General Contingencies 146.66 44.07

332.79 100.00

(iii) Trust Funds

The schools hold money in Trust that is used for such items as excursions and donations. These monies are excluded from the school transactions consolidated into the financial statements as schools cannot use them for the achievement of their objectives.

(d) Administered Activities

The parent entity makes payments on behalf of the Government to private schools, a statutory authority and other organisations. The parent entity is accountable for the transactions relating to these administered activities but does not have discretionary control over these payments.

Transactions and balances relating to the administered activities are not recognised as the parent entity’s revenues, expenses, assets and liabilities but are disclosed in Note 8.

The accrual basis of accounting and all applicable accounting standards have been adopted for the reporting of the administered activities.

(e) Revenue Recognition

Revenue is recognised when the Department has control of the asset or right to receive, it is probable that the economic benefit will flow to the Department and the amount of revenue can be measured reliably. Additional comments regarding the accounting policies on the recognition of revenue are discussed below.

(i) Parliamentary Appropriations and Contributions from other Bodies

Parliamentary appropriations and contributions from other bodies (including grants and donations) are generally recognised as revenues when the agency obtains control over the assets comprising the appropriations/contributions. Control over appropriations and contributions are normally obtained upon the receipt of cash.

An exception to the above is when appropriations are unspent at year-end. In this case, the authority to spend the money lapses and generally the unspent amount must be repaid to the Consolidated Fund in the following financial year. As a result, unspent appropriations are now accounted for as liabilities rather than revenue.

The liability is disclosed in Note 19 as part of “other current liabilities”. The amount will be repaid and the liability will be extinguished next financial year.

(ii) Revenue – Sale of Services

Revenue from the sale of services comprises revenue from the provision of products or services, i.e, user charges. User charges are recognised as revenue when the Department obtains control of the assets that result from them. Student administration charges are recognised as revenue at the time of collection.



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(iii) Investment Income

Interest income is recognised as it accrues. Rent revenue is recognised in accordance with AAS 17 “Accounting for Leases”. Royalty revenue is recognised on an accrual basis in accordance with the substance of the relevant agreement. Dividend revenue is recognised when the agency’s right to receive payment is established.

(iv) Asset Sales

The economic entity recognises sale of land and buildings upon final settlement except for those sales involving term instalment payments which are recognised on exchange. Gains or losses on disposal of fixed assets are taken into account in determining the operating result for the year.

(v) Other Revenue

Other revenues are recognised as they accrue.

(f ) Employee Benefits

(i) Wages, Salaries, Annual Leave, Sick Leave and On-Costs

Liabilities for wages and salaries (including non-monetary benefits), annual leave and vesting sick leave are recognised and measured in respect of employees’ services up to the reporting date at nominal amounts based on the amount expected to be paid when the liabilities are settled.

Unused non-vesting sick leave does not give rise to a liability as it is not considered probable that sick leave taken in the future will be greater that the entitlements accrued in the future.

The outstanding amounts of payroll tax, workers’ compensation insurance premiums and fringe benefits tax, which are consequential to employment, are recognised as liabilities and expenses where the employee benefits to which they relate have been recognised.

(ii) Long Service Leave and Superannuation

The economic entity’s liabilities for long service leave and superannuation are assumed by the Crown Entity. The Department accounts for the liability as having been extinguished resulting in the amount assumed being shown as part of the non-monetary revenue item described as “Acceptance by the Crown Transactions Entity of Employee Benefits and other Liabilities”.

In the case of the AMES, a contribution is made to the Treasury Special Deposits (Extended Leave and Leave on Termination Pool) Account at the rate of 4.11% of wages and salaries for employees with over 10 years of eligible service, and 3.84% for those with between five and ten years service. This contribution discharges the Department from liability for accrued long service leave and is expended as incurred.

The long service leave entitlements owing to AMES employees at balance date have been apportioned into current and non-current liabilities according to the period in which the entitlement is expected to be paid and are included in Other within Note 18. Corresponding amounts reimbursable from the Treasury are shown as current and non-current assets within Other Debtors in Note 11.

Long service leave calculation is based on the net present value method. Long service leave is initially calculated on the nominal method based on remuneration rates at year end for all employees with five or more years’ service. Factors provided by the Government Actuary and outlined in Treasury Circular TC 03/08 have been applied to the nominal valuation to arrive at the present value.

The value of the liability for long service leave for casual teachers has not been brought to account as the specific criteria for eligibility is considered to result in an immaterial amount.

The superannuation expense for the financial year is determined by using the formulae specified in the Treasurer’s Directions. The expense for certain superannuation schemes (i.e. Basic Benefit and First State Super) is calculated as a percentage of the employees’ salaries. For other superannuation schemes (i.e. State Superannuation Scheme and State Authorities Superannuation Scheme), the expense is calculated as a multiple of the employees’ superannuation contributions.

In the case of the AMES, the superannuation expense for the financial year and the amount of prepaid superannuation contributions are determined by the actuarial assessment of William Mercer Ltd. The superannuation expense for the year reflects the present value of future payments to be made to



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beneficiaries as a result of membership to date. Prepaid superannuation contributions are recognised as an asset within Note 11 Receivables. Increases in prepaid superannuation contributions are recognised as Other Revenue within Note 3 (d).

(iii) On-costs – Superannuation

The Treasury provides, as part of its consolidated fund recurrent allocations, superannuation on-cost for Commonwealth and Revenue funded programs. The programs are charged with an equivalent amount and these funds are transferred back to the State to offset the funding included in State Consolidated Fund appropriations.

The return of these funds are shown as a reduction in recurrent appropriations as shown in Note 6.

In 2003/04, the total amount paid to Treasury was $17.500M (2002/03 $16.580M).

(iv) Other Provisions

Other provisions exist when the entity has a present legal, equitable or constructive obligation to make a future sacrifice of economic benefits to other entities as a result of past transactions or other past events. These provisions are recognised when it is probable that a future sacrifice of economic benefit will be required and the amount can be measured reliably.

(g) Borrowing Costs

Borrowing costs are recognised as expenses in the period in which they are incurred (except where they are included in the costs of qualifying assets).

h) Insurance

The Department’s insurance activities are conducted through the NSW Treasury Managed Fund Scheme of self-insurance for Government agencies. The expense (premium) is determined by the Fund Manager based on past experience.

(i) Accounting for the Goods and Services Tax (GST)

Revenues, expenses and assets are recognised net of the amount of GST, except:

• the amount of GST incurred by the agency as a purchaser that is not recoverable from the Australian Taxation Office is recognised as part of the cost of acquisition of an asset or as part of an item of expense; and

• receivables and payables are stated with the amount of GST included.

( j) Acquisition of Assets

The cost method of accounting is used for the initial recording of all acquisitions of assets controlled by the Department. Cost is determined as the fair value of the assets given as consideration plus the costs incidental to the acquisition. The cost of buildings includes all furniture purchased.

Assets acquired at no cost, or for nominal consideration, are initially recognised as assets and revenues at their fair value at the date of acquisition.

Fair value means the amount for which an asset could be exchanged between a knowledgeable, willing buyer and a knowledgeable, willing seller in an arm’s length transaction.

(k) Plant and Equipment

Plant and equipment costing $5,000 and above individually are capitalised.

(l) Revaluation of Physical Non-Current Assets

Physical non-current assets are valued in accordance with the “Guidelines for the Valuation of Physical Non-Current Assets at Fair Value”. This policy adopts fair value in accordance with AASB 1041 from financial years beginning on or after 1 July 2002. Buildings and improvements (excluding land) valuations are based on the estimated written down replacement cost of the most appropriate modern equivalent replacement facility having a similar service potential to the existing asset. Land is valued on an existing use basis subject to any restrictions or enhancements since acquisition. Property considered surplus at 30 June 2004 has



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been valued at market value. Plant and equipment is valued at cost of acquisition.

Works in progress have been shown at cost to date. Building construction projects are classified as works in progress until the projects have been completed and become available for use by the economic entity. Works in progress accounts also include costs associated with the acquisition of land before settlement.

Each class of physical land and buildings is revalued every five years. The last such revaluation was completed on 30 June 2003 and was based on an independent assessment.

The Department also includes in its accounts school residences, on school sites, which are managed by the Teacher Housing Authority (THA). The residences are valued at market value. The residences were revalued by the THA as at 30 June 2004. The total value of the residences is $22.4M.

When revaluing non-current assets by reference to current prices for assets newer than those being revalued (adjusted to reflect the present condition of the assets), the gross amount and the related accumulated depreciation are separately restated.

The recoverable amount test has not been applied, as the economic entity is a not-for-profit entity whose service potential is not related to the ability to generate cash inflows.

Revaluation increments are credited directly to the asset revaluation reserve, except that, to the extent that an increment reverses a revaluation decrement in respect of that class of asset previously recognised as an expense in the surplus / deficit, the increment is recognised immediately as revenue in the surplus / deficit.

Revaluation decrements are recognised immediately as expenses in the surplus / deficit, except that, to the extent that a credit balance exists in the asset revaluation reserve in respect of the same class of assets, they are debited directly to the asset revaluation reserve.

Revaluation increments and decrements are offset against one another within a class of non-current assets, but not otherwise.

Where an asset that has previously been revalued is disposed of, any balance remaining in the asset revaluation reserve in respect of that asset is transferred to accumulated funds.

(m) Depreciation of Non-Current Physical Assets

Depreciation is provided for on a straight-line basis for all depreciable assets so as to write off the depreciable amount of each asset as it is consumed over its useful life to the entity. Land is not a depreciable asset.

All material separately identifiable component assets are recognised and depreciated over their shorter useful lives.

The rates of depreciation adopted were:

Buildings and Leasehold Improvements 1.25% to 33.3%

Plant and Equipment 3.3% to 33.3%

Computer Equipment and Software 6.66% to 33.3%

(n) Maintenance and Repairs

The costs of maintenance are charged as expenses are incurred.

(o) Leased Assets

Operating lease payments are charged to the Statement of Financial Performance in the periods in which they are incurred.

(p) Receivables

Receivables are recognised and carried at the original invoice amount less a provision for any uncollectable debts. An estimate for doubtful debts is made when collection of the full amount is no longer probable. Bad debts are written off as they are incurred.

(q) Inventories

The economic entity holds inventory of teaching and resource materials that are consumed directly in



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the delivery of educational courses. Inventory is expensed as it is acquired. The economic entity does not capitalise inventories as holdings are high turnover items that are characterised by low stock levels that are not of a material nature.

(r) Other Financial Assets

Marketable securities and deposits are valued at market valuation or cost. Non-marketable securities are brought to account at cost.

For non-current other financial assets, revaluation increments are credited directly to the asset revaluation reserve. Revaluation decrements are recognised in the Statement of Financial Performance except to the extent that the decrement reverses an increment previously credited to the asset revaluation reserve, in which case it is debited to the asset revaluation reserve.

For current other financial assets, revaluation increments and decrements are recognised in the Statement of Financial Performance.

Where securities represent investments in associates, appropriate adjustment to the carrying value of the investment has been effected to reflect the gain or loss that would accrue as an investor.

(s) Payables

These amounts represent liabilities for goods and services provided to the agency and other amounts, including interest.

(t) Interest Bearing Liabilities

All loans are valued at current capital value.

(u) Budgeted Amounts

The budgeted amounts are drawn from the budgets as formulated at the beginning of the financial year and with any adjustments for the effects of additional appropriations, s 21A, s 24 and/or s 26 of the Public Finance and Audit Act 1983.

The budgeted amounts in the Statement of Financial Performance and the Statement of Cash Flows are generally based on the amounts disclosed in the NSW Budget Papers (as adjusted above). However, in the Statement of Financial Position, the amounts vary from the Budget Papers, as the opening balances of the budgeted amounts are based on carried forward actual amounts, i.e, as per the audited financial statements (rather than carried forward estimates).

(v) Overseas Student Fees

The economic entity runs a program where overseas students are offered surplus places in NSW Schools. Students accepting these places are charged market fees. Under arrangements with the NSW Treasury in force until 2002/2003 the economic entity was required to return to the Treasury 7.5% of the total fees received from full fee paying overseas students. This was offset in the 2002/2003 Statement of Financial Performance against the recurrent appropriation. The economic entity also pays 25% of fees collected to the schools attended by the overseas students.

(w) Adopting International Financial Reporting Standards

The Economic Entity will apply the Australian Equivalents to International Financial Reporting Standards (AIFRS) from the reporting period beginning 1 July 2005.

The transition to the new standards is being managed by allocating internal resources to analyse the pending standards and Urgent Issues Group Abstracts to identify key areas regarding policies, procedures, systems and financial impacts affected by the transition.

As a result of this exercise, the economic agency has taken the following steps to manage the transition to the new standards:

• The Economic Entity’s “International Financial Reporting Standard Convergence Committee” is oversighting the transition. The General Manager Finance and Administration is responsible for the project and the committee reports regularly on progress against the implementation plan.



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• The following phases that need to be undertaken have been identified:

Establish a project team to implement the AIFRS.

Prepare a conversion project plan.

Prepare an implementation timetable.

Identify key areas of impact on accounting and reporting, operational issues, systems, controls and policies.

Identify training needs.

Implement any necessary systems, policies and procedures.

Implementation of the AIFRS and post implementation review.

• To date, the following phases have been implemented:

A project team has been established and meets on a weekly basis.

A conversion project plan has been approved.

An implementation timetable has been approved.

Training of key staff members has commenced.

Identification of key areas of impact has commenced.

The NSW Treasury is assisting agencies to manage the transition by developing policies, including mandates of options; presenting training seminars to all agencies; providing a website with up to date information to keep agencies informed of any new developments; and establishing an International Accounting Standards (IAS) Agency Reference Panel to facilitate a collaborative approach to manage the change.

The Economic Entity has identified a number of significant differences in accounting policies that will arise from adopting the AIFRS. Some differences arise because the AIFRS requirements are different from existing AASB requirements. Other differences arise from options in the AIFRS. To ensure consistency at the whole of government level, the NSW Treasury has advised the Economic Entity of options it is likely to mandate, and will confirm these during 2004/05. This disclosure reflects these likely mandates.

The Economic Entity’s accounting policies may also be affected by a proposed standard designed to harmonise accounting standards with Government Finance Statistics (GFS). This standard is likely to change the impact of the AIFRS and significantly affect the presentation of the income statement. However, the impact is uncertain, because it depends on when this standard is finalised and whether it can be adopted in 2005/2006.

Based on current information, the following key differences in accounting policies are expected to arise from adopting the AIFRS:

• AASB 1 First-time Adoption of Australian Equivalents to International Financial Reporting Standards requires retrospective application of the new AIFRS from 1 July 2004, with limited exemptions. Similarly, AASB 108 Accounting Policies, Changes in Accounting Estimates and Errors requires voluntary changes in accounting policy and correction of errors to be accounted for retrospectively by restating comparatives and adjusting the opening balance of accumulated funds. This differs from current Australian requirements, because such changes must be recognised in the current period through profit or loss, unless a new standard mandates otherwise.

• AASB 112 Income Taxes requires a balance sheet approach where the entity must identify differences between the accounting and tax value of assets and liabilities. The previous approach was to account for tax by adjusting accounting profit for temporary and permanent differences to derive taxable income. The AASB 112 approach may alter the quantum of tax assets and liabilities recognised. In addition, the income tax expense and deferred tax assets and liabilities may be affected by other AIFRS to the extent that they impact on the balance sheet and profit or loss.



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• AASB 116 Property, Plant and Equipment requires the cost and fair value of property, plant and equipment to be increased to include restoration costs, where restoration provisions are recognised under AASB 137 Provisions, Contingent Liabilities and Contingent Assets. Major inspection costs must be capitalised and this will require the fair value and depreciation of the related asset to be re-allocated.

• AASB 1004 Contributions applies to not-for-profit entities only. Entities will either continue to apply the current requirements in AASB 1004 where grants are normally recognised on receipt, or alternatively apply the proposals on grants included in Exposure Draft (ED) 125 Financial Reporting by Local Governments. If the ED 125 approach is applied, revenue and/or expense recognition will be delayed until the agency supplies the related goods and services (where grants are in-substance agreements for the provision of goods and services) or until conditions are satisfied.

• AASB 136 Impairment of Assets requires an entity to assess at each reporting date whether there is any indication that an asset (or cash generating unit) is impaired and if such indication exists, the entity must estimate the recoverable amount. However, the effect of this standard should be minimal because all the substantive principles in AASB 136 are already incorporated in Treasury’s policy Valuation of Physical Non-Current Assets at Fair Value.

• AASB 138 Intangibles requires that all research costs must be expensed and restricts capitalisation of development costs. Some previously recognised internally generated intangible assets may need to be derecognised. Further, intangibles assets can only be revalued where there is an active market, which is unlikely to occur. As a result, it is likely that any revaluation increments will need to be derecognised and intangible assets recognised at cost.

2. EXPENSES

Economic Entity Parent Entity2004 $’000

2003 $’000

2004 $’000

2003 $’000

(a) Employee related expenses comprise the following specific items:Salaries and wages (including recreation leave) 1 4,821,471 4,811,772 3,976,547 3,979,360

Superannuation 515,027 466,854 432,184 388,040

Long service leave 182,148 540,595 152,662 485,843

Workers’ compensation insurance 2 109,397 101,634 94,151 86,651

Payroll tax and fringe benefits tax 336,642 323,763 275,635 262,270

Redundancy payments 8,622 1,163 3,471 312

Other 628 683 194 181

5,973,935 6,246,464 4,934,844 5,202,657

1. An amount of $1.933M ($3.236M in 2003) representing salaries expended in relation to the TAFE Online project was capitalised during the year. The TAFE NSW Online project is an information/communication rich electronic environment where teachers and other staff are provided with the skills and resources to support and guide students in their online and offline learning. The project is still under development as at 30 June 2004

2. TMF normally calculates hindsight premiums each year. However in regard to workers compensation the final hindsight adjustment for the 1997/1998 fund year and an interim adjustment FOR the 1999/2000 fund year were not calculated until 2003/2004. As a result, the 1998/1999 final and 2000/2001 interim hindsight calculations will be paid in 2004/2005.

(b) Other operating expenses:

Auditor’s remuneration 1

Audit or review of the financial reports 1,400 1,398 945 880

Bad and doubtful debts 906 336 123 158

Rental expense relating to operating leases 37,661 31,762 30,408 25,098

Insurance 134,642 125,375 128,121 120,143

Cleaning 203,599 176,320 175,108 150,520

Fees for services rendered 96,907 95,236 68,735 62,620

Minor stores, provisions, plant and computing expenses 111,282 130,987 30,594 41,042

School computing expenses 51,515 49,058 51,515 49,058

Travelling sustenance 38,570 39,643 25,271 26,132



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2. EXPENSES (continued)

Internet and related expenses 60,995 40,254 60,855 39,957

Postage and telephone 38,795 26,987 27,398 14,161

Utilities 58,020 76,664 42,616 61,452

Printing 16,920 30,841 11,180 24,797

School operating expenses 431,775 272,414 431,775 272,414

Other 56,062 47,321 50,777 39,640

1,339,049 1,144,596 1,135,421 928,072

1. Auditor’s remuneration includes $396,550 ($362,250 in 2003) for the audit of a selection of schools. The Audit Office of NSW received no other benefits.


2003 $’000

2004 $’000

2003 $’000

(c) Depreciation and amortisation expense:

Buildings and improvements 252,479 292,628 181,321 223,755

Other property, plant and equipment 24,956 25,394 8,186 6,325

277,435 318,022 189,507 230,080

(d) Grants and subsidies:

Grants for non-profit organisations 5,808 5,674 5,838 5,682

Grants for industry training services 52,318 50,797 67,997 61,721

Grants for education access services 29,336 26,573 30,884 26,664

Grants for adult community education services 22,100 21,874 22,100 21,874

Grants for policy and planning projects 12 13 12 13

Grants for recognition services 26,229 9,223 28,041 11,002

Grants for conveyance of school children 46,719 45,329 46,719 45,329

Other 2,286 3,702 1,722 5,051

184,808 163,185 203,313 177,336

(e) Borrowing costs:

Interest 4,775 -- 4,775 --

4,775 -- 4,775 --

(f) Other expenses:

Other 67 5,607 154 --

67 5,607 154 --

3. REVENUES

(a) Sale of services:

Sale of services 13,463 16,321 8,809 10,462

Course fees 60,884 65,796 3,507 3,304

Administration charges 62,091 44,052 330 2,734

Overseas student fees 53,418 53,720 31,655 25,742

Commercial activities 32,644 28,223 -- --

Other 79,310 63,275 37,607 32,140

301,810 271,387 81,908 74,382

(b) Investment income:

Interest 22,054 21,226 17,728 16,901

22,054 21,226 17,728 16,901



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3. REVENUES (continued)

(c) Grants and contributions:

Other Public Sector agencies 10,613 10,863 8,295 10,073

Commonwealth Government 9,406 7,459 9,407 7,459

Asset contributions (free assets or contributions to assets) 111 4,478 -- 2,124

Donations and industry contributions 62,150 6,174 61,615 5,635

82,280 28,974 79,317 25,291

(d) Other revenue:

School generated revenue 202,436 505,127 202,436 505,127

Other 15,194 14,872 9,311 10,719

217,630 519,999 211,747 515,846

4. GAIN / (LOSS) ON DISPOSAL OF NON-CURRENT ASSETS

Gain / (loss) on disposal of land and buildings and plant and equipment

Proceeds from disposal 35,722 27,413 35,355 22,181

Written down value of assets disposed (38,297) (71,995) (36,327) (52,281)

Net gain / (loss) on disposal of land and buildings and plant and equipment

(2,575) (44,582) (972) (30,100)

Gain / (loss) on disposal of non-current assets (2,575) (44,582) (972) (30,100)

5. CONDITIONS ON CONTRIBUTIONS

Contributions received during the financial year on which conditions were placed by the contributors amounted to $4.843M ($10.237M in 2003). Unspent funds from these contributions as at 30 June 2004 were $4.850M ($7.733M in 2003)

6. APPROPRIATIONS


2003 $’000

2004 $’000

2003 $’000

Recurrent appropriationsTotal recurrent drawdowns from Treasury (per Summary of Compliance)

7,027,648 6,735,395 7,027,648 6,735,395

Less appropriation allocated to TAFE by Parent Entity -- -- (909,202) (894,195)

Less Liability to Consolidated Fund (per Summary of Compliance) (22,468) (18,754) (22,468) (18,754)

7,005,180 6,716,641 6,095,978 5,822,446

Comprising:

Recurrent appropriations (per Statement of Financial Performance) 6,342,609 6,107,887 5,433,407 5,213,692

Administered Payments (Transfer payments, Note 8) 645,071 590,880 645,071 590,880

Return to State – overseas student fees (refer Note 1 (v)) -- 1,294 -- 1,294

Return to State – superannuation oncosts (refer Note 1 (f) (iii)) 17,500 16,580 17,500 16,580

Total 7,005,180 6,716,641 6,095,978 5,822,446



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6. APPROPRIATIONS (continued)


2003 $’000

2004 $’000

2003 $’000

Capital appropriationsTotal capital drawdowns from Treasury (per Summary of Compliance)

347,357 347,657 347,357 347,657

Less appropriation allocated to TAFE by Parent Entity -- -- (68,398) (58,730)

Less liability to Consolidated Fund (per Summary of Compliance) -- (1,504) -- (1,504)

347,357 346,153 278,959 287,423

Comprising:

Capital appropriations (per Statement of Financial Performance) 347,357 346,153 278,959 287,423

Total 347,357 346,153 278,959 287,423

7. ACCEPTANCE BY THE CROWN ENTITY OF EMPLOYEE BENEFITS AND OTHER LIABILITIES

The following liabilities and/or expenses have been assumed by the Crown Entity.

Superannuation 511,809 464,621 430,209 386,093


Payroll tax 30,341 27,620 25,445 22,908

762,978 961,447 647,806 824,163

8. TRANSFER PAYMENTS


2003 $’000

2004 $’000

2003 $’000

Subsidies towards interest on loans for approved building projects at non-government schools

57,219 40,896 57,219 40,896

Allowances for pupils in non-government schools 507,168 470,091 507,168 470,091

Secondary textbook allowances to non-government Schools 8,970 8,532 8,970 8,532

Subsidy to Teacher Housing Authority 5,700 6,300 5,700 6,300

Back to School Allowance 55,643 55,511 55,643 55,511

Subsidy to handicapped children’s centres 9,270 7,795 9,270 7,795

Capital grant to Teacher Housing Authority 600 600 600 600

Funding for Board of Vocational Education and Training 501 645 501 645

VET in Schools -- 510 -- 510

645,071 590,880 645,071 590,880

9. PROGRAMS / ACTIVITIES OF THE DEPARTMENT

Program 35.1.1 Pre-School Education Services in Government Schools

Objective(s) To improve student learning outcomes by implementing programs for intellectual, personal and social development in Government pre-schools administered by the Department of Education and Training.

Program 35.1.2 Primary Education Services in Government Schools

Objective(s) To improve student learning outcomes by implementing programs for intellectual, personal and social development in Kindergarten to Year 6 for core, equity and strategic education services in Government schools.

Program 35.2.1 Secondary Education Services in Government Schools



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9. PROGRAMS / ACTIVITIES OF THE DEPARTMENT (continued)

Objective(s) To improve student learning outcomes by implementing programs for intellectual, personal and social development in Years 7 to 12 for core, equity and strategic education services in Government schools.

Program 35.3.1 Non-Government Schools Assistance

Objective(s) To provide assistance to non-Government schools.

Program 35.4.1 TAFE Education Services

Objective(s) To enable students to achieve greater educational standards and vocational competence. To increase opportunities for mobility in employment and to improve the performance and productivity of industry.

Program 35.4.2 Grants for Education and Training Services

Objective(s) To assist individuals, the community and industry to achieve high quality and equitable outcomes from education and training. To arrange training programs and provide assistance in career planning with particular emphasis on disadvantaged groups and young persons.

10. CURRENT ASSETS – CASH


2003 $’000

2004 $’000

2003 $’000

Cash at bank and on hand 1 93,159 235,165 37,620 169,543

School bank balances 300,346 282,167 300,346 282,167

393,505 517,332 337,966 451,710

1. For the purposes of the Statement of Cash Flows, cash includes cash on hand, cash at bank and bank overdraft. Cash assets recognised in the Statement of Financial Position are reconciled to cash at the end of the financial year in the Statement of Cash Flows as follows:

Cash (per Statement of Financial Position) 393,505 517,332 337,966 451,710

Closing Cash and Cash Equivalents (per Statement of Cash Flows) 393,505 517,332 337,966 451,710

11. CURRENT / NON-CURRENT ASSETS – RECEIVABLES

Current:

Trade debtors 28,534 23,187 4,131 4,305

Other debtors 51,034 29,548 46,725 25,428

Accrued income 10,269 10,930 5,801 6,938

89,837 63,665 56,657 36,671Less: Provision for doubtful debts (2,338) (1,866) (621) (914)

87,499 61,799 56,036 35,757

Non-current:

Other debtors 6,503 6,458 3,440 3,645

6,503 6,458 3,440 3,645

12. CURRENT / NON-CURRENT ASSETS – OTHER FINANCIAL ASSETS

Current:

Fixed interest bearing bonds 13 18 -- --

13 18 -- --

Non-Current:

Equity Accounted



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12. CURRENT / NON-CURRENT ASSETS – OTHER FINANCIAL ASSETS (continued)

Adskill Sdn Bhd 1

Shares at cost 55 55 -- --

Share of current profit on investment -- -- -- --

Share of retained profit on investment 105 105 -- --

Total Equity Accounted 160 160 -- --

Other

Fixed interest bearing bonds 2 85 90 -- --

Shares in Coffs Harbour Technology Park Ltd 175 175 -- --

Shares in Access Online Pty Ltd 781 781 560 560

Less provision for diminution in value (781) (781) (560) (560)

260 265 -- --

420 425 -- --

1. Also refer note 30.2. The non-current fixed interest-bearing bonds are part of restricted assets (refer note 15).

13. NON-CURRENT ASSETS – PROPERTY, PLANT AND EQUIPMENT


2003 $’000

2004 $’000

2003 $’000

Land and Buildings

At Fair Value 24,058,733 23,822,580 20,066,380 19,842,734

Less Accumulated Depreciation 9,046,262 8,807,357 7,382,999 7,203,348

15,012,471 15,015,223 12,683,381 12,639,386

Plant and Equipment

At Fair Value 355,611 331,068 131,493 94,622

Less Accumulated Depreciation 204,328 201,263 54,331 47,948

151,283 129,805 77,162 46,674Total Property, Plant and Equipment At Net Book Value

15,163,754 15,145,028 12,760,543 12,686,060

Reconciliations

Reconciliations of the carrying amounts of each class of property, plant and equipment at the beginning and end of the current financial year are set out below.

Land and buildings

Plant and equipment Total

Economic Entity $’000 $’000 $’000

Carrying amount at start of year 15,015,223 129,805 15,145,028

Additions 376,671 48,584 425,255

Disposals (36,244) (2,053) (38,297)

Depreciation expense (252,479) (24,957) (277,436)

Other movements (90,700) (96) (90,796)

Carrying amount at end of year 15,012,471 151,283 15,163,754

Parent


Additions 311,189 39,091 350,280

Disposals (35,908) (417) (36,325)



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13. NON-CURRENT ASSETS – PROPERTY, PLANT AND EQUIPMENT (continued)

Land and buildings

Plant and equipment Total

$’000 $’000 $’000


Other movements (49,965) -- (49,965)


14. CURRENT / NON-CURRENT ASSETS – OTHER


2004 $’000 2003 $’000 2004 $’000 2003 $’000

Pre paid Salaries and Wages 10,912 -- 10,113 --

Prepayments 8,649 4,751 2,802 1,783

19,561 4,751 12,915 1,783

15. RESTRICTED ASSETS

Funds totalling $107,887 ($105,430 in 2003) mostly held as investments in fixed interest bearing deposits (Note 12) are classified as “restricted assets”. These funds represent donations received and are invested by the Economic Entity. Interest earned on the investments is used to fund prizes awarded to students for special achievement.

16. CURRENT LIABILITIES – PAYABLES


2003 $’000

2004 $’000

2003 $’000

Accrued salaries and wages 39,459 139,484 24,095 114,952

Creditors 78,948 91,923 55,825 73,530

Income received in advance 39,242 28,418 19,029 15,734

Group, payroll and fringe benefits tax 65,686 26,895 58,162 17,414

Other 12,229 442 10,460 --

235,564 287,162 167,571 221,630

17. CURRENT / NON-CURRENT LIABILITIES - INTEREST BEARING LIABILITIES

Secured liabilities

Treasury advances repayable 82,649 48,000 82,649 48,000

Other advances – Privately Funded Projects Schools 28,140 -- 28,140 --

110,789 48,000 110,789 48,000

Repayment of borrowings

Not later than one year 61,552 15,000 61,552 15,000

Between two and five years 23,111 33,000 23,111 33,000

Later than five years 26,126 -- 26,126 --

Total borrowings at face value 110,789 48,000 110,789 48,000

18. CURRENT / NON-CURRENT LIABILITIES – PROVISIONS

Current:

Employee benefits and related on-costs

Recreation leave 52,089 49,921 27,905 26,300

Accrued payroll tax on recreation leave and accrued salaries and wages 5,298 10,919 2,749 8,474

Recreation leave on long service leave 3,673 3,569 3,187 3,100



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18. CURRENT / NON-CURRENT LIABILITIES – PROVISIONS (continued)


2003 $’000

2004 $’000

2003 $’000

Workers Compensation on long service leave 1,512 1,527 981 930

Payroll tax on long service leave 8,931 8,096 7,782 7,068

Other 1,792 1,612 -- --

73,295 75,644 42,604 45,872

Other Provisions

Lease liability for surplus accommodation 281 237 281 237

281 237 281 237

73,576 75,881 42,885 46,109

Non-Current:


Provision for payroll tax on long service leave 80,394 120,498 70,036 110,233

Recreation leave on long service leave 34,054 32,119 29,680 27,898

Workers Compensation on long service leave 10,478 9,636 9,132 8,369

Other 3,063 4,133 -- --

127,989 166,386 108,848 146,500

Other Provisions

Lease liability for surplus accommodation 4,852 4,330 4,852 4,330

Other 980 1,960 980 1,960

5,832 6,290 5,832 6,290

133,821 172,676 114,680 152,790

Aggregate employee benefits and related on-costs

Provisions - current 73,295 75,644 42,604 45,872

Provisions – non-current 127,989 166,386 108,848 146,500

Accrued salaries, wages and on-costs (Note 16) 39,459 139,484 24,095 114,952

240,743 381,514 175,547 307,324

19. CURRENT / NON-CURRENT LIABILITIES – OTHER

Current:

Liability to the Consolidated Fund 22,468 20,258 22,468 20,258

22,468 20,258 22,468 20,258

20. CHANGES IN EQUITY

Economic Entity Accumulated Funds Asset Revaluation Reserve Total Equity2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Balance at the beginning of the financial year

11,881,779 11,763,850 3,250,055 3,206,311 15,131,834 14,970,161

Changes in equity – other than transactions with owners as owners

Surplus/(deficit) for the year 53,999 83,668 -- -- 53,999 83,668 Increment/(decrement) on revaluation of: Land and Buildings

-- -- (90,796) 78,004 (90,796) 78,004



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20. CHANGES IN EQUITY (continued)

Economic Entity Accumulated Funds Asset Revaluation Reserve Total Equity2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

53,999 83,668 (90,796) 78,004 (36,797) 161,672

Total 11,935,778 11,847,518 3,159,259 3,284,315 15,095,037 15,131,833

Other increases / (decreases) 14,089 34,261 (14,089) (34,260) -- 1

Total 14,089 34,261 (14,089) (34,260) -- 1

Balance at the end of the financial year

11,949,867 11,881,779 3,145,170 3,250,055 15,095,037 15,131,834

Accumulated Funds Asset Revaluation Reserve Total Equity

Parent Entity2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000


10,298,343 10,089,867 2,391,826 2,860,164 12,690,169 12,950,031


Surplus/(deficit) for the year 72,305 178,253 -- -- 72,305 178,253

Increment/(decrement) on revaluation of: Land and Buildings

-- -- (49,966) (438,114) (49,966) (438,114)

72,305 178,253 (49,966) (438,114) 22,339 (259,861)

Total 10,370,648 10,268,120 2,341,860 2,422,050 12,712,508 12,690,170Transfers within equity Asset revaluation reserve balance transferred to accumulated funds on disposal of asset

13,225 30,223 (13,225) (30,225) (1) (2)

Total 13,225 30,223 (13,225) (30,225) (1) (2)


10,383,873 10,298,343 2,328,635 2,391,825 12,712,507 12,690,168


2003 $’000

2004 $’000

2003 $’000

Transfer from asset revaluation reserve to equity in respect of assets disposed

14,089 34,261 13,225 30,225

14,089 34,261 13,225 30,225

21. COMMITMENTS FOR EXPENDITURE

(a) Capital Commitments

Aggregate capital expenditure contracted for at balance date and not provided for:


Later than one year and not later than 5 years -- 3,643 -- 3,394

Total (including GST) 121,018 162,851 93,991 147,725



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21. COMMITMENTS FOR EXPENDITURE (continued)


2003 $’000

2004 $’000

2003 $’000

(b) Other Expenditure Commitments

Aggregate other expenditure contracted for at balance date and not provided for:

(i) School Maintenance


Later than one year and not later than 5 years* 13,076 290,247 13,076 290,247

56,969 414,877 56,969 414,877

(ii) Other


Later than one year and not later than 5 years 23,605 17,233 23,605 55

Greater than five years 83,162 -- 83,162 --

162,824 50,060 162,824 24,189


(c) Operating Lease Commitments

Commitments in relation to non-cancellable operating leases are payable as follows:

(i) Leased Properties


Later than one year and not later than 5 years 34,399 55,891 27,505 45,374

Later than 5 years 7,477 8,749 7,477 8,749

68,949 94,038 59,031 80,363

(ii) Computers in Schools



65,103 67,901 65,103 67,901

(iii) Other



Later than 5 years -- -- -- --

31,557 15,058 13,615 12,493


(d) Finance Lease Commitments

Not later than one year 4,863 -- 4,863 --

Later than one year and not later than 5 years 29,169 -- 29,169 --

Later than 5 years 171,370 -- 171,370 --

Minimum lease payments 205,402 -- 205,402 --

Less: future finance charges (177,262) -- (177,262) --

Lease liability 28,140 -- 28,140 --

Classified as:

Current 352 -- 352 --

Non-current 27,788 -- 27,788 --

The total of commitments for expenditure include GST input tax credits of $64.72M ($73.09M in 2003) for the Economic Entity and $59.72M for the Parent ($67.91M in 2003) that are expected to be recovered from the Australian Tax Office



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22. CONTINGENT LIABILITIES AND CONTINGENT ASSETS

Contingent Liabilities

In March 1997 the Economic Entity was advised that long service leave entitlements for casual teaching staff extended to cover relief employment retrospective to May 1985. Entitlement requires demonstration of continuous service. It is not possible to determine how many casual teachers may have entitlement for long service leave. Consequently it is not possible to quantify the liability for long service leave for casual teachers.

Otherwise, there are no known cases where the Department could be liable for material compensation payments relating to matters which are the subject of litigation that are not covered by the NSW Treasury Managed Fund.

23. BUDEGET REVIEW

Net Cost of services

The actual net cost of services was higher than budget by $152.8M. The major factors contributing to this variation are outlined below:

a) Employee Related Expenses:

Increased expenses totalling $306.2M is primarily comprised of:

• Additional Consolidated Fund related costs of some $81.5M. This increase is associated with the interim 5.5 percent salary increase awarded to school teachers.

• Increased costs of $10.0M associated with School Assistant workload issues.

• A net increase in school based salary costs of $29.1M attributable to variations in teacher numbers and increased average salary rates.

• A net increase in expenses of $58.8M associated with the recognition of employee related costs incurred directly by schools. School transactions were not included in the original State budget and have subsequently been brought into the Department’s accounts.

• An increase of $42.6M in salary costs associated with the provision of TAFE education services. This includes cost associated with the interim 5.5 percent salary increase awarded to teachers.

• Increased Payroll and Fringe Benefits taxation liabilities totalling $27.7M.

• An increase in costs of $13.5M representing the change in the delivery of targeted programs. These funds have been transferred from the operating expense area.

• Increased redundancy costs of $8.6M.

• An increase of $13.7M reflecting additional employee related costs funded by increased revenues.

• A net increase in non-cash employee related provisions of $14.4M.

b) Other Operating Expenses:

Increased expenses totalling $461.6M is primarily comprised of:

• Additional expenditure of $488.6M associated with the recognition of operating costs incurred directly by schools. School transactions were not included in the original State budget and have subsequently been brought into the Department’s accounts.

• Increased school cleaning and insurance costs totalling $39.1M.

• A transfer of $25.0M to cover expenditures in other areas.

• A net decrease of $21.8M in targeted program spending predominantly attributable to the timing of payments relating to Commonwealth funded activities.

• A reduction of $16.6M representing a change in the delivery of TAFE education services. These funds have been transferred to cover increased employee related expenses.

• An increase of $11.4 million reflecting operating expenses funded by increased revenues.



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23. BUDEGET REVIEW (continued)

c) Maintenance:

Increased expenses of $34.3M are mainly due to the recognition of maintenance costs incurred directly by schools. School transactions were not included in the original State budget and have subsequently been brought into the Department’s accounts.

d) Depreciation and Amortisation:

The decrease of $52.2M in depreciation expenses is predominantly attributable to the asset revaluation conducted during the 2002/03 financial year.

e) Grants & Subsidies:

The reduction of $22.4M in grant and subsidy payments predominantly reflects:

• Increased costs associated with the closure of the Payroll Taxation Rebate scheme of $16.3M,

• Reduced expenses of some $42.7M due to the recognition of school transactions. School transactions were not included in the original State budget and have subsequently been brought into the Department’s accounts.

f ) Other Expenses:

The decision to disclose all school transactions in these statements was made after the 2003-04 Budget was announced. Actual expenses are disclosed under each appropriate expense heading, however the Budget shows them under “Other Expenses”.

g) Retained Revenue:

The total increase of $296.8M in retained revenues is mainly comprised of the following:

• Additional revenue of $268.1M associated with the recognition of income generated by schools. School transactions were not included in the original State budget and have subsequently been brought into the Department’s accounts.

• Increased overseas student’s income of $15.8M.

• A net reduction in TAFE / Course fees of $6.0M.

Assets and Liabilities

a) Assets:

Relative to the budget, there is a net reduction in assets of $189.3M. This is comprised of:

• A net reduction of $167.8M in cash.

• An increase in receivables and prepayments of some $37.0 M.

• A net reduction in the value of assets totalling $58.2M. This is predominantly attributable to the revaluation of departmental assets.

b) Liabilities:

There is a net reduction in liabilities totalling $120.6 million. Factors contributing to this variation are:

• A net reduction of $69.6M in current liabilities.

• A reduction in non-current provisions and interest bearing liabilities totalling $50.9M.

Cash Flows

a) Operating Activities:

The net cash flows from operating activities have varied relative to the initial estimates by $183.2. This is comprised of increased payments partially offset by additional revenues and Government contributions.



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23. BUDEGET REVIEW (continued)

b) Investing Activities:

There has been a net decrease in outlays relating to investing activities totalling some $10.7M. This is comprised of reduced asset acquisitions of $8.6m and increased asset sale proceeds totalling $2.1M.

c) Financing Activities:

The increase in cash flow from financing activities predominantly reflects increased borrowing for capital works projects.

24. RECONCILIATION OF CASH FLOWS FROM OPERATING ACTIVITIES TO NET COST OF SERVICES


2003 $’000

2004 $’000

2003 $’000

Net Cash Flows from operating activities 202,997 651,684 138,584 620,578

Cash Flows from Government / Appropriations (6,960,785) (6,686,383) (5,933,940) (5,688,650)

Net Cash Flow GST 3,010 (7,907) 1,432 (7,189)

Acceptance by the Crown Entity of employee

benefits and other liabilities (494,369) (728,985) (428,441) (636,510)

Depreciation (277,435) (318,022) (189,507) (230,080)

Provision for doubtful debts (399) 194 293 184

Increase/(decrease) in prepayments and other

assets 37,694 (40,235) 29,481 (33,325)

(Increase)/decrease in creditors 92,874 (164,404) 95,203 (144,056)

Net (loss)/gain on sale of plant and equipment (2,575) (44,582) (972) (30,100)

Donated assets 111 4,478 -- 2,123

Non-cash revenue/expenditure (68) 2,343 -- --

Net cost of services (7,398,945) (7,331,819) (6,287,867) (6,147,025)

25. NON-CASH FINANCING AND INVESTING ACTIVITIES

Assets received by donation 111 4,478 -- 2,123

Expenses assumed by the Crown Entity (494,369) (728,986) (428,441) (636,513)

Revenue/expenditure relating to asset value adjustments (68) 2,343 -- --

(494,326) (722,165) (428,441) (634,390)

26. FINANCIAL INSTRUMENTS

Financial instruments give rise to positions that are a financial asset of the economic entity and a financial liability to another party. These include cash, receivables, investments and payables. All financial instruments are carried in the accounts at net fair value unless stated otherwise. Significant terms and conditions of financial instruments are as follows:

(1) Cash

Cash comprises cash on hand and bank balances within the Treasury Banking System. Interest is earned on daily bank balances at the monthly average NSW Treasury Corporation (TCorp) 11am unofficial cash rate, adjusted for a management fee to Treasury. School balances comprise cash on hand and bank balances held on deposit with the ANZ.



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26. FINANCIAL INSTRUMENTS (continued)

(2) Investments – bank

These monies are held as investments in fixed interest deposit paying interest rates of 4.6% to 6.9% per annum.

(3) Receivables

Receivables comprise mainly trade debtors settled within terms of payment and carried at amount due. The collectability of debt is assessed on an ongoing basis and specific provision is made for any doubtful amounts.

(4) Payables

Liabilities are recognised for amounts to be paid in the future for goods and services received, whether or not billed. These amounts are settled within creditor’s terms.

Interest rate risk

Interest rate risk is the risk that the value of the financial instruments will fluctuate due to changes in market interest rates. The economic entity’s exposure to interest rate risk and the weighted average effective interest rate of financial assets and liabilities is as follows:

Economic EntityInterest bearing

Non-interest bearing

Total carrying amount as per Statement of Financial Position

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash (floating rate) 393,114 516,928 391 404 393,505 517,332

Receivables -- -- 94,002 68,257 94,002 68,257

Investments - bank

(fixed rate) 98 108 -- -- 98 108

Total Financial Assets 393,212 517,036 94,393 68,661 487,605 585,697

Financial Liabilities

Payables -- -- 235,564 287,162 235,564 287,162

Loan from Treasury 110,789 48,000 -- -- 110,789 48,000 Total Financial Liabilities 110,789 48,000 235,564 287,162 346,353 335,162

Net Financial Asset / (Liability) 282,423 469,036 (141,171) (218,501) 141,252 250,535

Weighted average interest rate 7.81% (4.53% in 2003)

Parent EntityInterest bearing

Non-interest Bearing


2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash (floating rate) 337,903 451,648 63 62 337,966 451,710

Receivables -- -- 59,476 39,402 59,476 39,402

Investments – bank

(fixed rate) -- -- -- -- -- --



Payables -- -- 167,571 221,631 167,571 221,631

Loan from Treasury 110,789 48,000 -- -- 110,789 48,000

Total Financial Liabilities 110,789 48,000 167,571 221,631 278,360 269,631

Net Financial Asset / (Liability) 227,114 403,648 (108,032) (182,167) 119,082 221,481

Weighted average interest rate 7.81% (4.19% in 2003)



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Credit risk

Credit risk is the risk of financial loss arising from another party to a contract or financial position failing to discharge a financial obligation thereunder. The economic entity’s maximum exposure to credit risk is represented by the carrying amounts of the financial assets included in the Statement of Financial Position.

Economic Entity Government Banks Others Total2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash -- -- 393,114 516,928 391 404 393,505 517,332

Receivables 60,827 40,356 -- -- 33,175 27,901 94,002 68,257

Investments – bank -- -- 98 108 -- -- 98 108

Total Financial Assets 60,827 40,356 393,212 517,036 33,566 28,305 487,605 585,697

Parent Entity Government Banks Others Total2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash -- -- 337,903 451,648 63 62 337,966 451,710

Receivables 34,647 25,171 -- -- 24,829 14,232 59,476 39,403

Investments – bank -- -- -- -- -- -- -- --


27. ADMINISTERED FUNDS (TEACHERS’ DEFERRED SALARY SCHEME)

2004 $’000

2003 $’000

Cash balances at the beginning of financial year 10,237 9,093

Add: Receipts (including interest paid by bank) 5,673 5,688

Less: Payments (3,218) (4,544)

Cash balance 1 12,692 10,237

1. As at 31 May for 2004 and 31 March for 2003

The economic entity receives monies in an administration capacity for the Teachers’ Deferred Salary (Sabbatical) Scheme. The scheme commenced in DET in 1999 and was introduced to TAFE in 2002.

The purpose of the scheme is to allow teachers to take a one years sabbatical leave. The participating teachers are required to make regular contributions for a period of four years to the scheme which is paid into individual accounts. In the fifth year the participating teachers take leave without salary for the period of one year. The funds which they paid into their accounts together with interest are then paid to the teachers.

As the economic entity performs only a custodial role in respect of these monies, and because the monies cannot be used for the achievement of the economic entity’s own objectives, they are not brought to account in the financial statements.



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28. KEY FINANCIALS OF THE CONTROLLED ENTITIES

The key financials for the controlled entities for the year ended 30 June 2004 are as follows:

Proportion of Consolidated Account

AMES TAFETAFE Global

Pty LtdAMES TAFE

TAFE Global Pty Ltd

$’000 $’000 $’000

Total revenues (retained revenue plus government contributions)

29,045 1,342,652 7,483 0.36% 16.62% 0.09%

Total expenditure 28,954 1,361,156 7,375 0.36% 16.97% 0.09%

Operating surplus / (deficit) 91 (18,504) 108 0.17% (34.27%) 0.20%

Net assets 4,489 2,378,412 1,629 0.03% 15.76% 0.01%

The key financials for the controlled entities for the year ended 30 June 2003 are as follows:

Total revenues (retained revenue plus government contributions)

18,401 1,322,782 5,146 0.22% 16.02% 0.06%

Total expenditure 25,091 1,410,612 5,212 0.31% 17.26% 0.06%

Operating surplus / (deficit) (6,690) (87,830) (66) (7.99%) (104.97%) (0.08%)

Net assets 4,398 2,437,746 1,520 0.03% 16.11% 0.01%

29. PROVISION FOR SUPERANNUATION

The economic entity has an obligation for the deferred contribution in respect of the AMES which becomes payable on and after retirement of staff. Contribution is made to the State Superannuation Scheme (SSS), the State Authorities Superannuation Scheme (SASS) and the State Authorities Non Contributory Superannuation Scheme (SANCS). Deferred liability as at 30 June 2004 was determined by the SAS Trustee Corporation, based on an actuarial assessment by William Mercer Ltd performed in 2003. Assumptions adopted by the actuary were as follows:

2003/04 2004/05 2006/07 Thereafter

% % % %Interest rate 7.0 7.0 7.0 7.0

Rate of salary increase 1 4.0 4.0 4.0 4.0

Rate of increase in CPI 2.5 2.5 2.5 2.5

1. A promotional scale also applies

SASS SANCS SSS

$’000 $’000 $’000 $’000

Actuarial gross past service liability (6,386) (2,643) (41,110) (50,139)

Reserve account closing balance as at 30/06/03 7,383 4,509 42,086 53,978

(Unfunded liab ility)/Prepaid Contributions as at 30/06/04 997 1,866 976 3,839

30. INVESTMENTS AND ASSOCIATES

(a) Details of investments in associates are as follows.

Name Principal Activities Balance Date 1 Ownership Interest 2 Investment Carrying Amount

2004 2003 2004 2003

Adskill Sdn Bhd 4 Vocational Education 31 December 49% 49% $160,000 $160,000



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30. INVESTMENTS AND ASSOCIATES (continued)

(b) Details of investments in other companies are as follows.

Name Principal Activities Balance Date 1 Ownership Interest 2Investment Carrying

Amount 3

2004 2003 2004 2003

Access Online Pty Ltd 5 Vocational Education 30 June 33% 33% -- --

Coffs Harbour Technology Park Ltd

Research, development and education pathways

30 June 33% 33% $175,000 $175,000

Le Cordon Bleu – 6 Northern Sydney Institute of TAFE Pty Ltd

Vocational Education in French Cuisine

30 June -- -- -- --

Skilling Australia Pty LtdTraining Provider to Defence Industries

30 June 50% 50% $6 $6

1. This note has been prepared based on the financial statements of the companies for the years ending 30 June 2003 (for 2004) and 30 June 2002 (for 2003), except for Adskill Sdn Bhd where the information refers to calendar years.

2. The Department’s ownership interest is a reflection of its voting power for the respective companies.3. Carrying amounts for investment in these companies is based on cost.4. Adskill Malaysia has gone into liquidation and the NSW TAFE Commission has made a provision for doubtful debts to cover its investment in the company during the year.5. Access Online Pty Ltd had incurred losses in previous years and a provision for diminution of value had occurred. During the year the company organised a management buy-out of the Department’s

share at a consideration of $86,442 of which $15,624 is payable in cash and the rest in service over the next two years.6. In April 2002 a resolution of shareholders was passed to place Le Cordon Bleu – Northern Sydney Institute of TAFE Pty Ltd in voluntary liquidation. A provision for diminution in value has been

created equal to the full value of the Commission’s investment in the company. In addition, the Department is involved in a small number of joint ventures which are not material.

31. RESTRUCTURE

The restructure announced by the Minister for Education and Training on 17 June 2003 is proceeding. An extensive consultation process with staff, major interest groups including unions, and the community, was undertaken during 2003/2004 and the final structure of the Department was determined. Ten new education regions have been established as part of a major refocusing of the NSW Department of Education and Training. It is anticipated this restructure will be completed during the 2004/2005 financial year.

32. PRIVATELY FUNDED PROJECTS

The Department of Education and Training has entered into a contract on behalf of the State for the provision of school facilities and services with a private provider. The initial contract is for the provision of nine facilities. The NSW New Schools Concession Deed (Concession Deed) which underpins this commercial agreement inter alia also specifies the payment mechanism. The financial arrangements are defined as the provision of public infrastructure under a contractual agreement between at least two entities, a private sector provider and a tax-exempt service recipient. Based on a risks and benefits approach which is in accordance with an independent accounting opinion which was obtained and in line with paragraph 5.3.6 AASB 1008, Leases, the school facilities are an asset of the State which must be recognised at their fair value together with a commensurate liability. The NSW Treasury concurs with this treatment and consolidated funding has been granted on this premise.

Four schools have been constructed at a cost of $28.22M and were commissioned for use commencing January 2004. The five remaining schools will be completed by January 2005 at a contracted cost of $57.78M. The contract stipulates an annual service fee commitment of $9.71M which includes the amortisation of the capital value of the property, financing costs and regular service costs.

33. AFTER BALANCE DATE EVENTS

There has not arisen in the interval between the end of the financial year and the date of this report any item, transaction or event of a material and unusual nature likely to affect significantly the operations of the Department, the results of those operations or the state of affairs of the Department in subsequent financial years.

END OF AUDITED FINANCIAL STATEMENTS


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Statement of Financial Performance for the Year Ended 30 June 2004

Economic Entity Parent

Notes

Actual 2004 $’000

Actual 2003 $’000

Actual 2004 $’000

Actual 2003 $’000

Expenses

Operating expenses

Employee related 2(a) 1,024,689 1,030,911 1,020,934 1,028,712

Other operating expenses 2(b) 222,156 240,966 219,810 239,474

Maintenance 30,299 39,704 30,299 39,704

Depreciation and amortisation 2(c) 87,897 87,917 87,850 87,887

Grants and subsidies 2(d) 592 351 592 351

Other expenses 2(e) 68 -- 68 --

Total Expenses 1,365,701 1,399,849 1,359,553 1,396,128

Less:

Retained Revenue

Sale of services 3(a) 231,382 213,473 225,086 209,542

Investment income 3(b) 4,204 4,204 4,204 4,204

Grants and contributions 3(c) 16,977 13,589 17,017 13,589

Other revenue 3(d) 3,572 4,962 3,572 5,238

Total Retained Revenue 256,135 236,228 249,879 232,573

Gain / (loss) on disposal of non-current assets 4 (1,603) (14,484) (1,603) (14,484)

Net Cost of Services 1,111,169 1,178,105 1,111,277 1,178,039

Government Contributions Through Parent

Recurrent 909,203 894,195 909,203 894,195

Capital 68,398 58,730 68,398 58,730

Acceptance by the Crown Entity of employeebenefits and other liabilities 5 115,172 137,284 115,172 137,284

Total Government Contributions Through Parent

1,092,773 1,090,209 1,092,773 1,090,209

SURPLUS / (DEFICIT) FOR THE YEAR FROM ORDINARY ACTIVITIES

(18,396) (87,896) (18,504) (87,830)

NON OWNER TRANSACTION CHANGES IN EQUITY

Net increase/decrease in asset revaluation reserve 14 (40,830) 516,119 (40,830) 516,119

TOTAL REVENUES, EXPENSES AND VALUATION ADJUSTMENTS RECOGNISED DIRECTLY IN EQUITY

(40,830) 516,119 (40,830) 516,119

TOTAL CHANGES IN EQUITY OTHER THAN THOSE RESULTING FROM TRANSACTIONS WITH OWNERS AS OWNERS

(59,226) 428,223 (59,334) 428,289

The accompanying notes form part of these statements


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Statement of Financial Position as at 30 June 2004


Notes

Actual 2004 $’000

Actual 2003 $’000

Actual 2004 $’000

Actual 2003 $’000

ASSETS

Current Assets

Cash 6 54,356 62,682 53,696 62,076

Receivables 7 31,627 27,514 29,062 26,091

Other financial assets 8(d) 13 18 13 18

Other 10 2,756 520 2,654 453

Total Current Assets 88,752 90,734 85,425 88,638

Non-Current Assets

Other financial assets

Equity accounted 8(c) 160 160 160 160

Other 8(d) 260 265 2,260 2,265

420 425 2,420 2,425

Property, Plant and Equipment

Land and Buildings 2,328,994 2,375,836 2,328,994 2,375,836

Plant and Equipment 74,135 83,068 74,019 82,985

Total Property, Plant and Equipment 9 2,403,129 2,458,904 2,403,013 2,458,821

Total Non-Current Assets 2,403,549 2,459,329 2,405,433 2,461,246

Total Assets 2,492,301 2,550,063 2,490,858 2,549,884

LIABILITIES

Current Liabilities

Payables 12 70,502 70,759 68,733 70,110

Provisions 13 27,679 26,883 27,634 26,874

Total Current Liabilities 98,181 97,642 96,367 96,984


Provisions 13 16,079 15,154 16,079 15,154

Total Non-Current Liabilities 16,079 15,154 16,079 15,154

Total Liabilities 114,260 112,796 112,446 112,138

Net Assets 2,378,041 2,437,267 2,378,412 2,437,746

EQUITY

Reserves 14 816,535 858,230 816,535 858,230

Accumulated funds 14 1,561,506 1,579,037 1,561,877 1,579,516

Total Equity 2,378,041 2,437,267 2,378,412 2,437,746




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Statement of Cash Flows for the Year Ended 30 June 2004



Actual 2003 $’000

Actual 2004 $’000

Actual 2003 $’000

CASH FLOWS FROM OPERATING ACTIVITIES

Payments

Employee related (970,824) (915,559) (967,070) (913,321)

Grants and subsidies (592) (351) (592) (351)

Other (277,108) (315,455) (275,931) (314,366)

Total Payments (1,248,524) (1,231,365) (1,243,593) (1,228,038)

Receipts

Sale of services 234,283 213,478 229,169 210,010

Interest received 4,204 4,204 4,204 4,204

Other 49,310 48,287 49,360 48,564

Total Receipts 287,797 265,969 282,733 262,778

Cash Flows From Government Through ParentRecurrent 909,203 894,195 909,203 894,195

Capital 68,398 58,730 68,398 58,730

Cash reimbursements from the Crown Entity 49,244 44,810 49,244 44,810

Net Cash Flows From Government 1,026,845 997,735 1,026,845 997,735

NET CASH FLOWS FROM OPERATING ACTIVITIES

18 66,118 32,339 65,985 32,475

CASH FLOWS FROM INVESTING ACTIVITIES

Proceeds from sale of Land and Buildings, Plantand Equipment 368 5,216 368 5,216

Proceeds from sale of investments 15 111 15 111

Purchases of Land and Buildings, and Plant andEquipment (74,822) (68,937) (74,743) (68,912)

Purchases of investments (5) (11) (5) (11)NET CASH FLOWS FROM INVESTING ACTIVITIES

(74,444) (63,621) (74,365) (63,596)

NET INCREASE/(DECREASE) IN CASH (8,326) (31,282) (8,380) (31,121)

Opening cash and cash equivalents 62,682 93,964 62,076 93,197

CLOSING CASH AND CASH EQUIVALENTS 6 54,356 62,682 53,696 62,076




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1. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

(a) Reporting Entity

The Technical and Further Education Commission (the ‘Commission’) as a reporting entity, is a budget dependant agency responsible for the provision of technical and further education within New South Wales. The reporting entity is consolidated as part of the NSW Total State Sector Accounts. The economic entity comprises the Commission and TAFE Global Pty Ltd, a proprietary company undertaking commercial activities relating to vocational education and training, both domestic and overseas.

In the process of preparing the consolidated financial statements for the economic entity consisting of the controlling and controlled entities, all inter-entity transactions and balances have been eliminated.

(b) Basis of Accounting

The Commission’s financial statements are a general purpose financial report which has been prepared on an accrual basis in accordance with:

• Applicable Australian Accounting Standards.

• Other authoritative pronouncements of the Australian Accounting Standards Board (AASB).

• Urgent Issues Group (UIG) Consensus Views.

• The requirements of the Public Finance and Audit Act and Regulations.

• The Financial Reporting Directions published in the Financial Reporting Code for Budget Dependent General Government Sector Agencies or issued by the Treasurer under section 9(2)(n) of the Act.

Where there are inconsistencies between the above requirements, the legislative provisions have prevailed.

In the absence of a specific Accounting Standard, other authoritative pronouncement of the AASB or UIG Consensus View, the hierarchy of other pronouncements as outlined in AAS6 “Accounting Policies” is considered.

Except for certain investments, land and buildings, and plant and equipment, which are recorded at valuation, the financial statements are prepared in accordance with the historical cost convention.

All amounts are rounded to the nearest one thousand dollars and are expressed in Australian currency.


(c) Treasury Exemptions

The Commission obtained Treasurer’s exemptions from the following requirements:

(i) to prepare a Summary of Compliance with Financial Directives under the Treasurer’s Financial Reporting Code for Budget Dependent General Government Sector Agencies.

(ii) to disclose budget figures as required by the Financial Reporting Code for Budget Dependent General Government Sector Agencies.

(d) Revenue Recognition

Revenue is recognised when the Commission has control of the good or right to receive, it is probable that the economic benefit will flow to the Commission and the amount of revenue can be measured reliably. Additional comments regarding the accounting policies of the recognition of revenue are discussed below.

(i) Government Contributions and Contributions from Other Bodies

Contributions from other bodies (including grants and donations) are recognised as revenues when the Commission obtains control over the assets comprising the contributions. Control over contributions is normally obtained upon the receipt of cash.



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(ii) Revenue – Sale of Services

Revenue from the sale of services comprises revenue from the provision of products or services, i.e, user charges. User charges are recognised as revenue when the Commission obtains control of the assets that result from them. Student administration charges are recognised as revenue at the time of collection.

(iii) Investment Income

Interest income is recognised as it accrues. Rent revenue is recognised in accordance with AAS 17 “Accounting for Leases”. Dividend revenue is recognised when the commission’s right to receive payment is established.

(iv) Asset Sales

The gross proceeds of asset sales are included as revenue of the Commission. The profit or loss on disposal of assets is brought to account at the date an unconditional contract of sale is signed.

(v) Other Revenue


(e) Employee Benefits

(i) Wages, Salaries, Annual Leave, Sick Leave and On-Costs

Liabilities for wages and salaries (including non-monetary benefits), annual leave and vesting sick leave are recognised and measured in respect of employees’ services up to the reporting date at nominal amounts based on the amounts expected to be paid when the liabilities are settled.

Unused non-vesting sick leave does not give rise to a liability as it is not considered probable that sick leave taken in future will be greater than the benefits accrued in the future.

The outstanding amounts of payroll tax, workers’ compensation insurance premiums and fringe benefits tax, which are consequential to employment, are recognised as liabilities and expenses where the employee benefits to which they relate have been recognised.

(ii) Long Service Leave and Superannuation

The Commission’s liabilities for long service leave and superannuation are assumed by the Crown Entity. The Commission accounts for the liability as having been extinguished, resulting in the amount assumed being shown as part of the non-monetary revenue item described as “Acceptance by the Crown Entity of Employee Benefits and other Liabilities”.

Long Service Leave calculation is based upon the net present value method. Long Service Leave is initially calculated on the nominal method based on remuneration rates at year end for all employees with five or more years of service. Factors provided by the Government Actuary and outlined in Treasury Circular TC 03/8 have been applied to the nominal valuation to arrive at the present value.

The superannuation expense for the financial year is determined by using the formulae specified in the Treasurer’s Directions. The expense for certain superannuation schemes (ie Basic Benefit and First State Super) is calculated as a percentage of the employee’s salary. For other superannuation schemes (ie State Superannuation Scheme and State Authorities Superannuation Scheme) the expense is calculated as a multiple of the employees’ superannuation contributions.

(iii) Other Provisions

Other provisions exist when the entity has a present legal, equitable or constructive obligation to make a future sacrifice of economic benefits to other entities as a result of past transactions or other past events. These provisions are recognised when it is probable that a future sacrifice of economic benefits will be required and the amount can be measured reliably.

(f ) Insurance

The Commission’s insurance activities are conducted through the NSW Treasury Managed Fund Scheme of self insurance for Government agencies. The expense (premium) is determined by the fund manager on past experience.



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(g) Accounting for the Goods and Services Tax (GST)


• the amount of GST incurred by the commission as a purchaser that is not recoverable from the Australian Taxation Office is recognised as part of the cost of acquisition of an asset or as part of an item of expense.

• receivables and payables are stated with the amount of GST included.

(h) Acquisition of Assets

The cost method of accounting is used for the initial recording of all acquisitions of assets controlled by the Commission. Cost is determined as the fair value of the assets given as consideration plus the costs incidental to the acquisition.

Assets acquired at no cost, or for nominal consideration, are initially recognised as assets and revenues at their fair value at the date of acquisition.

Fair value means the amount for which an asset could be exchanged between a knowledgeable, willing buyer and a knowledgeable, willing seller in an arm’s length transaction.

(i) Plant and Equipment.

Plant and equipment individually costing $5,000 and above are capitalised.

( j) Revaluation of Physical Non-Current Assets

Physical non-current assets are valued in accordance with the “Guidelines for the Valuation of Physical Non-Current Assets at Fair Value”. This policy adopts fair value in accordance with AASB 1041 from financial years beginning on or after 1 July 2002. Buildings and improvements (excluding land) valuations are based on the estimated written down replacement cost of the most appropriate modern equivalent replacement facility having a similar service potential to the existing asset. Land is valued on an existing use basis subject to any restrictions or enhancements since acquisition. Property considered surplus at 30 June 2004 has been valued at market value. Plant and equipment is valued at cost of acquisition.

Works in progress have been shown at cost to date. Building construction projects are classified as works in progress until the projects have been completed and become available for use by the economic entity. Works in progress accounts also include costs associated with the acquisition of land before settlement.

Each class of physical land and buildings is revalued every five years. The last such revaluation was completed on 30 June 2003 and was based on an independent assessment.

When revaluing non-current assets by reference to current prices for assets newer than those being revalued (adjusted to reflect the present condition of the assets), the gross amount and the related accumulated depreciation are separately restated.

The recoverable amount test has not been applied, as the economic entity is a not-for-profit entity whose service potential is not related to the ability to generate cash inflows.

Revaluation increments are credited directly to the asset revaluation reserve, except that, to the extent that an increment reverses a revaluation decrement in respect of that class of asset previously recognised as an expense in the surplus/deficit, the increment is recognised immediately as revenue in the surplus/deficit.

Revaluation decrements are recognised immediately as expenses in the surplus / deficit, except that, to the extent that a credit balance exists in the asset revaluation reserve in respect of the same class of assets, they are debited directly to the asset revaluation reserve.

Revaluation increments and decrements are offset against one another within a class of non-current assets, but not otherwise.

Where an asset that has previously been revalued is disposed of, any balance remaining in the asset revaluation reserve in respect of that asset is transferred to accumulated funds.



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(k) Depreciation of Non-Current Physical Assets

Depreciation is provided for on a straight-line basis for all depreciable assets so as to write off the depreciable amount of each asset as it is consumed over the useful life of the entity. Land is not a depreciable asset.

All material separately identifiable component assets are recognised and depreciated over their shorter useful lives, including those components that in effect represent major periodic maintenance.

The rates of depreciation adopted were:

Buildings and Leasehold Improvements 1.40% to 33.3%

Plant and Equipment 3.33% to 33.3 %

Computer Hardware 6.66% to 33.3%

Computer Software 20.00%

(l) Maintenance and Repairs

The costs of maintenance are charged as expenses incurred. Building alterations, repairs and renewals costing up to $50,000 are expensed as maintenance and repairs.

(m) Leased Assets

Operating lease payments are charged to the Statement of Financial Performance in the periods in which they are incurred.

(n) Receivables

Receivables are recognised and carried at the original invoice amount less a provision for any uncollectable debts. An estimate for doubtful debts is made when collection of the full amount is no longer probable. Bad debts are written off as incurred.

(o) Inventories

The Commission holds inventories of teaching and resource materials that are consumed directly in the delivery of educational courses. Inventory is expensed as it is acquired. The Commission does not capitalise inventories as holdings are high turnover items that are characterised by low stock levels that are not of a material nature.

(p) Other financial assets - Investments

Marketable securities and deposits are valued at market valuation or cost. Non marketable securities are brought to account at cost.

For non-current investments, revaluation increments are credited directly to the asset revaluation reserve. Revaluation decrements are recognised in the Statement of Financial Performance except to the extent that the decrement reverses an increment previously credited to the asset revaluation reserve, in which case it is debited to the asset revaluation reserve.

For current investments, revaluation increments and decrements are recognised in the Statement of Financial Performance.

Where securities represent investments in associates, appropriate adjustment to the carrying value of the investment has been effected to reflect the gain or loss that would accrue to an investor.

(q) Payables

These amounts represent liabilities for goods and services provided to the Commission and other amounts, including interest. Interest is accrued over the period it becomes due.

(r) Funds not Included in the Financial Statements

The Commission performs a custodial role in respect of funds collected and held in bank accounts operated by Commission staff on behalf of student associations. These funds are of a restrictive nature and cannot be used for the achievement of the Commission’s own objectives. They are therefore not included within the Commission’s financial statements.



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(s) Program Statement

Since 1999/00 TAFE Education Services constitutes a single program and therefore the Statement of Financial Performance is a reflection of the Program Statement for the year.

(t) Adopting International Accounting Standards

The Economic Entity will apply the Australian Equivalents to International Financial Reporting Standards (AIFRS) from the reporting period beginning 1 July 2005.

The transition to the new standards is being managed by allocating internal resources to analyse the pending standards and Urgent Issues Group Abstracts to identify key areas regarding policies, procedures, systems and financial impacts affected by the transition.

As a result of this exercise, the economic entity has taken the following steps to manage the transition to the new standards:

• The economic entity’s “International Financial Reporting Standard Convergence Committee” is oversighting the transition.

• The General Manager Finance and Administration is responsible for the project and the committee reports regularly on progress against the implementation plan.

• The following phases that need to be undertaken have been identified:

Establish a project team to implement the AIFRS

Prepare a conversion project plan

Prepare an implementation timetable.

Identify key areas of impact on accounting and reporting, operational issues, systems, controls and policies

Identify training needs

Implement any necessary systems, policies and procedures

Implementation of the AIFRS and post implementation review.

• To date, the following phases have been implemented:

A project team has been established and meets on a weekly basis

A conversion project plan has been approved

An implementation timetable has been approved

Training of key staff members has commenced

Identification of key areas of impact has commenced.

The NSW Treasury is assisting agencies to manage the transition by developing policies, including mandates of options; presenting training seminars to all agencies; providing a website with up to-date information to keep agencies informed of any new developments; and establishing an International Accounting Standards (IAS) Agency Reference Panel to facilitate a collaborative approach to manage the change.

The Economic Entity has identified a number of significant differences in accounting policies that will arise from adopting the AIFRS. Some differences arise because the AIFRS requirements are different from existing AASB requirements. Other differences arise from options in the AIFRS. To ensure consistency at the whole of government level, the NSW Treasury has advised the commission of options it is likely to mandate, and will confirm these during 2004/05. This disclosure reflects these likely mandates.



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The economic entity’s accounting policies may also be affected by a proposed standard designed to harmonise accounting standards with Government Finance Statistics (GFS). This standard is likely to change the impact of the AIFRS and significantly affect the presentation of the income statement. However, the impact is uncertain, because it depends on when this standard is finalised and whether it can be adopted in 2005/2006.


• AASB 1 First-time Adoption of Australian Equivalents to International Financial Reporting Standards requires retrospective application of the new AIFRS from 1 July 2004, with limited exemptions. Similarly, AASB 108 Accounting Policies, Changes in Accounting Estimates and Errors requires voluntary changes in accounting policy and correction of errors to be accounted for retrospectively by restating comparatives and adjusting the opening balance of accumulated funds. This differs from current

Australian requirements, because such changes must be recognised in the current period through profit or loss, unless a new standard mandates otherwise.

• (TAFE Global only) AASB 112 Income Taxes requires a balance sheet approach where the entity must identify differences between the accounting and tax value of assets and liabilities. The previous approach was to account for tax by adjusting accounting profit for temporary and permanent differences to derive taxable income. The AASB 112 approach may alter the quantum of tax assets and liabilities recognised. In addition, the income tax expense and deferred tax assets and liabilities may be affected by other AIFRS to the extent that they impact on the balance sheet and profit or loss.

• AASB 116 Property, Plant and Equipment requires the cost and fair value of property, plant and equipment to be increased to include restoration costs, where restoration provisions are recognised under AASB 137 Provisions, Contingent Liabilities and Contingent Assets. Major inspection costs must be capitalised and this will require the fair value and depreciation of the related asset to be re-allocated.

• AASB 1004 Contributions applies to not-for-profit entities only. Entities will either continue to apply the current requirements in AASB 1004 where grants are normally recognised on receipt, or alternatively apply the proposals on grants included in Exposure Draft (ED) 125 Financial Reporting by Local Governments. If the ED 125 approach is applied, revenue and/or expense recognition will be delayed until the economic entity supplies the related goods and services (where grants are in-substance agreements for the provision of goods and services) or until conditions are satisfied.

• AASB 136 Impairment of Assets requires an entity to assess at each reporting date whether there is any indication that an asset (or cash generating unit) is impaired and if such indication exists, the entity must estimate the recoverable amount. However, the effect of this standard should be minimal because all the substantive principles in AASB 136 are already incorporated in Treasury’s policy Valuation of Physical Non-Current Assets at Fair Value.

• AASB 138 Intangibles requires that all research costs must be expensed and restricts capitalisation of development costs. Some previously recognised internally generated intangible assets may need to be derecognised. Further, intangibles assets can only be revalued where there is an active market, which is unlikely to occur. As a result, it is likely that any revaluation increments will need to be derecognised and intangible assets recognised at cost.



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2. EXPENSES


2004 $’000

2003 $’000

2004 $’000

2003 $’000

(a) Employee related expenses comprise the following specific items:

Salaries and wages (including recreation leave) 1 833,286 821,076 829,585 818,917

Superannuation 81,679 78,569 81,626 78,529


Workers’ compensation insurance 15,039 14,901 15,039 14,901

Payroll tax and fringe benefits tax 60,420 60,969 60,420 60,969

Other 5,582 1,353 5,581 1,353

1,024,689 1,030,911 1,020,934 1,028,712

1. An amount of $1.933M ($3.236M in 2003) representing salaries expended in relation to the TAFE Online project was capitalised during the year. The TAFE NSW Online project is an information/communication rich electronic environment where teachers and other staff are provided with the skills and other resources to support and guide students in their online and offline learning. The project is still under development as at 30 June 2004.

(b) Other operating expenses

Auditor’s remuneration

audit or review of financial reports 493 479 474 452

Bad and doubtful debts 783 177 630 105

Rental expense relating to operating leases 4,904 4,614 4,608 4,284

Insurance 6,460 5,195 6,460 5,195

Cleaning 28,346 25,638 28,339 25,632

Services expenses 50,981 60,037 51,183 60,505

Minor stores, provisions, plant and computing 80,908 90,762 80,669 90,665

Travel and motor vehicle expenses 13,257 13,479 11,868 12,815

Utilities 26,345 27,532 26,259 27,472

Other 9,679 13,053 9,320 12,349

222,156 240,966 219,810 239,474

(c) Depreciation and amortisation expense

Land and Buildings 71,158 68,873 71,158 68,873

Plant and Equipment 16,739 19,044 16,692 19,014

87,897 87,917 87,850 87,887

(d) Grants and subsidies

Scholarships 592 351 592 351

592 351 592 351

(e) Other expenses

Other 68 -- 68 --

68 -- 68 --



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3. REVENUES


2004 $’000

2003 $’000

2004 $’000

2003 $’000

(a) Sale of services

Administration charges 61,789 43,758 61,789 43,758

Fees for services 147,356 151,027 140,775 146,856

Course projects and materials 4,805 5,884 4,806 5,884

Other 17,432 12,804 17,716 13,044

231,382 213,473 225,086 209,542

(b) Investment income

Interest 4,204 4,204 4,204 4,204

4,204 4,204 4,204 4,204

(c) Grants and contributions

Budget Sector Agencies 16,477 10,686 16,517 10,686

Other 500 2,903 500 2,903

16,977 13,589 17,017 13,589

(d) Other revenue

Other 3,572 4,962 3,572 5,238

3,572 4,962 3,572 5,238

4. GAIN / (LOSS) ON DISPOSAL OF NON-CURRENT ASSETS

Gain/(loss) on disposal of land and buildings, plant and equipment:

Proceeds from disposal 368 5,216 368 5,216

Written down value of assets disposed (1,971) (19,700) (1,971) (19,700)

Net gain / (loss) on disposal of land and buildings, Plant and equipment

(1,603) (14,484) (1,603) (14,484)

Total Gain / (loss) on disposal of non-current assets (1,603) (14,484) (1,603) (14,484)

5. ACCEPTANCE BY THE CROWN ENTITY OF EMPLOYEE BENEFITS AND OTHER LIABILITIES

The following liabilities and/or expenses have been assumed by the Crown Entity or other government agencies:

Superannuation 81,600 78,529 81,600 78,529


Payroll tax 4,896 4,712 4,896 4,712

115,172 137,284 115,172 137,284



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6. CURRENT ASSETS - CASH


2004 $’000

2003 $’000

2004 $’000

2003 $’000

Cash at Bank 54,030 62,342 53,370 61,741

Cash on Hand 326 340 326 335

Cash at bank and on hand 54,356 62,682 53,696 62,076

For the purposes of the Statement of Cash Flows, cash includes cash on hand and bank overdraft.

Cash assets recognised in the Statement of Financial Position are reconciled to cash at the end of the financial year in the Statement of Cash Flows as follows:

Cash (per Statement of Financial Position) 54,356 62,682 53,696 62,076

Closing Cash and Cash Equivalents (per Statement of Cash Flows)

54,356 62,682 53,696 62,076

7. CURRENT ASSETS – RECEIVABLES

Sale of services 23,937 18,877 22,265 17,925

Accrued Income 1,427 1,651 256 1,118

Other debtors 7,973 7,933 8,025 7,995

33,337 28,461 30,546 27,038

Less: Provision for doubtful debts (1,710) (947) (1,484) (947)

31,627 27,514 29,062 26,091



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8. CURRENT/NON-CURRENT ASSETS - OTHER FINANCIAL ASSETS

(a) Details of investments of parent in associates are as follows.

NamePrincipal Activities

Balance Date 1

Ownership Interest 2

Investment Carrying Amount

2004 2003 2004 2003

Adskill Sdn Bhd 4Vocational Education

31 December 49% 49% $160,000 $160,000

(b) Details of investments of parent in other companies are as follows

NamePrincipal Activities

Balance Date 1

Ownership Interest 2

Investment Carrying Amount 4

2004 2003 2004 2003

Access Online Pty Ltd 5

Vocational

Education 30 June 9% 9% -- --

Coffs Harbour Technology Park Ltd

Research, Development and

Education Pathways30 June 33% 33% $175,000 $175,000

Le Cordon Bleu Northern Sydney Institute of TAFEPty Ltd 6

Vocational

Education in

French Cuisine

30 June -- -- -- --

Skilling Australia Pty LtdTraining Provider to Defence Industries

30 June 50% 50% $6 $6

1. This note has been prepared based on the financial statements of the companies for the years ending 30 June 2003 (for 2004) and 30 June 2002 (for 2003), except for Adskill Sdn Bhd where the information refers to calendar years.

2. The Commission’s ownership interest is a reflection of its voting power for the respective companies.3. Carrying amounts for investment in these companies is based on cost.4. Adskill Malaysia has gone into liquidation and the Commission has made a provision for bad and doubtful debts to cover its investment in the company.5. Access Online Pty Ltd has incurred losses in previous years and a provision for diminution of value has occurred. The company has since organised a management buy-out of the Commission’s

share at a consideration of $24,460 of which $4,421 is payable in cash and the rest in services to be provided over the next two years.6. In April 2002 a resolution of shareholders was passed to place Le Cordon Bleu – Northern Sydney Institute of TAFE Pty Ltd in voluntary liquidation. As a consequence a provision for diminution

in value has been created equal to the full value of the Commission’s investment in the company.



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8. CURRENT/NON-CURRENT ASSETS – OTHER FINANCIAL ASSETS (continued)


2004 $’000

2003 $’000

2004 $’000

2003 $’000

(c) Movement in investments in associates

Equity accounted amount of investment at thebeginning of the financial year 160 265 160 265

Adjustments to opening balance for exchange rate and correction -- (115) -- (115)

Shares of associates’ profit from ordinary activities before income tax -- 14 -- 14

Share of associates’ income tax expense related to ordinary activities -- (4) -- (4)

Adjustments on sale of investment -- -- -- --Equity accounted amount of investment at the end of the year.

160 160 160 160

(d) Other financial assets

Current:

Fixed interest bearing deposits 13 18 13 18

Total Current 13 18 13 18

Non Current:

Investments Equity Accounted

Shares in Adskill Sdn Bhd at cost 55 55 55 55

Commission’s share of current profit -- --

Commission’s share of retained profit 105 105 105 105

Total Investments Equity Accounted 160 160 160 160

Other

Fixed interest bearing deposits 85 90 85 90

Shares in TAFE Global Pty Ltd -- 2,000 2,000

Shares in Coffs Harbour Technology Park Ltd 175 175 175 175

Shares in Access Online Pty Ltd 221 221 221 221

Less diminution in value of shares (221) (221) (221) (221)

Total Other 260 265 2,260 2,265

Total Non-Current 420 425 2,420 2,425

(e)Summary of performance and financial position of associates

Current assets -- 270 -- 270

Non-current assets -- -- -- --

Total assets -- 270 -- 270

Current liabilities -- 110 -- 110

Total liabilities -- 110 -- 110

Net assets as reported by associates -- 160 -- 160

Net assets – equity adjusted -- 160 -- 160



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(f ) Coffs Harbour Technology Park Ltd

Coffs Harbour Technology Park Ltd was incorporated on 31 May 2001. It is owned in equal portions by North Coast Institute, Southern Cross University and Coffs Harbour City Council. The aim is to develop and manage a technology park within the bounds of the Coffs Harbour Education Centre. This would promote industrial research and development, commercialisation of products or services and education and employment pathways. The company is to be a self funding, not for profit company (for the first ten years of operations), limited by shares.

(g) Terasys Australia Pty Ltd

Northern Sydney Institute and Terasys Australia Pty Ltd have entered into a venture to jointly present and deliver information technology training courses on a commercial basis for the purpose of training and re-skilling people to work in entry level positions in the IT industry.

9. NON-CURRENT ASSETS – PROPERTY, PLANT AND EQUIPMENT


2004 $’000

2003 $’000

2004 $’000

2003 $’000

Land and Buildings

At Fair Value 3,992,257 3,979,844 3,992,257 3,979,844

Less Accumulated Depreciation 1,663,263 1,604,009 1,663,263 1,604,009

2,328,994 2,375,835 2,328,994 2,375,835

Plant and Equipment

At Fair Value 223,832 236,073 223,635 235,930

Less Accumulated Depreciation 149,697 153,004 149,616 152,944

74,135 83,069 74,019 82,986

Total Property, Plant and Equipment At Net Book Value 2,403,129 2,458,904 2,403,013 2,458,821

Reconciliations

Reconciliations of the carrying amounts of each class of property, plant and equipment at the beginning and end of the current financial year are set out below.

Economic Entity

Land and buildings

Plant and equipment

Total

$’000 $’000 $’000


Additions 65,493 9,499 74,992

Disposals (345) (1,694) (2,039)


Other movements (40,831) -- (40,831)




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9. NON-CURRENT ASSETS – PROPERTY, PLANT AND EQUIPMENT (continued)

Parent Land and buildings Plant and equipment Total

$’000 $’000 $’000


Additions 65,493 9,418 74,911

Disposals (345) (1,693) (2,038)


Other movements (40,831) -- (40,831)


10. CURRENT ASSETS – OTHER

Economic Entity Parent2004 $’000

2003 $’000

2004 $’000 2003 $’000

Pre-paid expenditure Salaries & Wages 1,590 -- 1,590 --

Pre-paid expenditure other 1,166 520 1,064 453

2,756 520 2,654 453

11. RESTRICTED ASSETS

Funds totalling $107,887 ($105,430 in 2003) mostly held as investments in fixed interest bearing deposits (Note 8d) are classified as “restricted assets”. Most of these funds represent donations held by the Commission for student prize awards with interest earned on the investments used to fund the awards. In 2003/04 interest earned on such investments was $5,608 ($5,989 in 2002/03) and prizes awarded to students amounted to $3,150 ($2,200 in 2002/03).

12. CURRENT LIABILITIES – PAYABLES

Accrued salaries, wages and on-costs 19,596 29,124 19,545 29,010

Creditors 21,581 18,862 19,891 18,378

Deferred income 19,901 12,684 19,901 12,634

Group and payroll tax 7,574 7,566 7,546 7,565

Other 1,850 2,523 1,850 2,523

70,502 70,759 68,733 70,110

13. CURRENT / NON-CURRENT LIABILITIES - PROVISIONS


Current

Recreation leave 24,224 23,620 24,179 23,607

Employee benefits’ on costs 3,455 3,263 3,455 3,267

Aggregate employee benefits and related on-costs 27,679 26,883 27,634 26,874

Non - Current

Provision for payroll tax on long service leave 10,358 9,667 10,358 9,667

Other 5,721 5,487 5,721 5,487

16,079 15,154 16,079 15,154

Aggregate employee benefits and related on-costs

Provisions - Current 27,679 26,883 27,634 26,874

Provisions - Non-Current 16,079 15,154 16,079 15,154

Accrued Salaries, Wages and on-costs (as per note 12) 19,596 29,124 19,545 29,011

Aggregate employee benefits & related on-costs 63,354 71,161 63,258 71,039



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14. CHANGES IN EQUITY

Economic Entity Accumulated Funds Asset Revaluation Reserve Total2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Balance at thebeginning of the financial year 1,579,037 1,662,898 858,230 346,146 2,437,267 2,009,044


Surplus / (Deficit)

for the year (18,396) (87,896) -- -- (18,396) (87,896)

Increment/ (decrement) on revaluation of Land and Buildings -- -- (40,830) 516,119 (40,830) 516,119

Total 1,560,641 1,575,002 817,400 862,265 2,378,041 2,437,267

Transfers within equity

Asset revaluation Reserve balance transferred to accumulated funds on disposal of assets 865 4,035 (865) (4,035) -- --

Total 865 4,035 (865) (4,035) -- --


1,561,506 1,579,037 816,535 858,230 2,378,041 2,437,267

Parent


1,579,516 1,663,311 858,230 346,146 2,437,746 2,009,457


Surplus / (Deficit) for the year (18,504) (87,830) -- -- (18,504) (87,830)

Increment/ (decrement) on revaluation of Land and Buildings

-- -- (40,830) 516,119 (40,830) 516,119

Total 1,561,012 1,575,481 817,400 862,265 2,378,412 2,437,746

Transfers within EquityAsset revaluation reserve balance transferred to accumulated funds on disposal of asset

865 4,035 (865) (4,035) -- --

Total 865 4,035 (865) (4,035) -- --


1,561,877 1,579,516 816,535 858,230 2,378,412 2,437,746

15. KEY FINANCIALS OF CONTROLLED ENTITY

The key financials of the controlled entity (TAFE Global Pty Ltd) for the year ended 30 June 2004 are as follows:

Proportion of Consolidated Account 2004

Proportion of Consolidated Account 2003

$’000 % $’000 %

Total revenues 7,483 2.92 5,146 2.16

Total expenditure 7,375 0.54 5,212 0.35

Operating surplus / (deficit) 108 -- (66) --

Net assets 1,629 0.07 1,520 0.07



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16. COMMITMENTS FOR EXPENDITURE


2003 $’000

2004 $’000

2003 $’000

(a) Capital CommitmentsAggregate capital expenditure contracted for at balance date and not provided for:


Later than one year and not later than 5 years -- 249 -- 249


(b) Operating Lease CommitmentsAggregate other expenditure contracted for at balance date and not provided for:


Later than 1 year and not later than 5 years 10,948 19,398 10,948 19,398

Later than 5 years -- -- -- --


These operating lease commitments are not recognised in the financial statements as liabilities.

The total of commitments for expenditure include GST input tax credits of $4.070M for the Economic Entity and Parent ($4.006M in 2003).

17. CONTINGENT LIABILITIES

Long service leave for casual employees

In March 1997 the Commission was advised that long service leave entitlements for casual teaching staff extended to cover relief employment retrospective to May 1985. Entitlement requires demonstration of continuous service. It is not possible to determine how many casual teachers may have entitlement for long service leave. Consequently it is not possible to quantify the liability for long service leave for casual employees.

There are no known cases where the NSW TAFE Commission could be liable for material compensation payments relating to matters which are the subject of litigation that are not covered by the NSW Treasury Managed Fund.

18. RECONCILIATION OF CASH FLOWS FROM OPERATING ACTIVITIES TO NET COST OF SERVICES


2003 $’000

2004 $’000

2003 $’000

Net cash used on operating activities 66,118 32,339 65,985 32,475

Cash flows from government (1,026,845) (997,735) (1,026,845) (997,735)

Acceptance by the Crown Entity of employee entitlements and other liabilities

(65,928) (92,474) (65,928) (92,474)

GST cash net flow (217) (736) (217) (736)

Depreciation (87,897) (87,917) (87,850) (87,887)

Provision for doubtful debts (691) 11 (537) 11

Increase/(decrease) in prepayments and other assets 7,258 (3,506) 5,926 (3,568)

(Increase)/decrease in creditors (1,407) (18,301) (251) (18,339)

Net (loss)/gain on sale of plant and equipment (1,603) (14,484) (1,603) (14,484)

Donated assets 111 2,355 111 2,355

Non-cash revenues/(expenses) (68) 2,343 (68) 2,343

(1,111,169) (1,178,105) (1,111,277) (1,178,039)



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19. NON-CASH FINANCING AND INVESTING ACTIVITIESEconomic Entity Parent

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Assets received by donation 396 2,797 396 2,797

Revenue/expense relating to property, plant and equipment value adjustments (68) 2,343 (68) 2,343

Expenses assumed by the Crown Entity (65,928) (92,474) (65,928) (92,474)

(65,600) (87,334) (65,600) (87,334)

20 FINANCIAL INSTRUMENTS

Financial instruments give rise to positions that are a financial asset of the Commission and a financial liability to another party. For the Commission these include cash, receivables, investments and creditors. All financial instruments are shown at net fair value unless stated otherwise.

Significant terms and conditions of financial instruments are as follows:

(a) Cash

Cash comprises cash on hand and bank balances within the Treasury banking system. Interest is earned on daily bank balances at the monthly average NSW Treasury Corporation (TCorp) 11am unofficial cash rate, adjusted for a management fee to Treasury.

(b) Receivables

Receivables comprise mainly trade debtors settled within terms of payment and carried at amount due. The collectability of debt is assessed on an ongoing basis and appropriate provision is raised for any doubtful amounts.

(c) Investments – bank

These are term deposits with banks maturing within 5 years and paying interest rates between 4.6% and 6.9% per annum.

(d) Creditors

These amounts represent liabilities for goods and services provided prior to the end of the financial year which are unpaid. The amounts are unsecured and policy states that these are paid within the terms of credit.

Interest rate risk

Interest rate risk is the risk that the value of the financial instruments will fluctuate due to changes in market interest rates. The Commission’s exposure to interest rate risk and the effective interest rates of financial assets is as follows:

Economic Entity

Interest bearing


Total carrying amount as per Statement of Financial

Position2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash – Floating rate 54,030 62,342 326 340 54,356 62,682

Receivables -- -- 31,627 27,514 31,627 27,514

Investments – bank -Fixed rate 98 108 -- -- 98 108



Creditors -- -- 70,502 70,758 70,502 70,758

Total Financial liabilities -- -- 70,502 70,758 70,502 70,758

Net Financial Asset / Liability 54,128 62,450 (38,549) (42,904) 15,579 19,546

Weighted average interest rate is 7.77% (6.73% in 2003).



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Parent

Interest bearing



2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash – Floating rate 53,370 61,741 326 335 53,696 62,076

Receivables -- -- 29,062 26,091 29,062 26,091

Investments – bank -Fixed rate 98 108 -- -- 98 108



Creditors -- -- 68,733 70,108 68,733 70,108

Total Financial liabilities -- -- 68,733 70,108 68,733 70,108

Net Financial Asset/Liability 53,468 61,849 (39,345) (43,682) 14,123 18,167

Weighted average interest rate is 7.86% (6.8% in 2003).

Credit risk

Credit risk is the risk of financial loss arising from another party to a contract or financial position failing to discharge a financial obligation thereunder. The Commission’s maximum exposure to credit risk is represented by the carrying amounts of the financial assets included in the Statement of Financial Position.

Economic Entity Government Banks Others Total2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash 326 340 54,030 62,342 -- -- 54,356 62,682

Receivables 25,735 14,877 -- -- 5,892 12,637 31,627 27,514



Parent Government Banks Others Total2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash 326 335 53,370 61,741 -- -- 53,696 62,076

Receivables 25,787 14,939 -- -- 3,275 11,152 29,062 26,091



21 RESTRUCTURE

The restructure announced by the Minister for Education and Training on 17 June 2003 is proceeding. An extensive consultation process with staff, major interest groups including unions, and the community, was undertaken during 2003/2004 and the final structure of the Department was determined. Ten new education regions have been established as part of a major refocusing of the NSW Department of Education and Training. It is anticipated this restructure will be completed during the 2004/2005 financial year


There has not arisen in the interval between the end of the financial year and the date of this report any item, transaction or event of a material and unusual nature likely to affect significantly the operations of the Commission, the results of those operations or the state of affairs of the Commission in subsequent financial years



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Statement of Financial Performance For the Year Ended 30 JUNE 2004

Notes2004 $’000

2003 $’000

Revenue from Ordinary Activities

Fees for services rendered 3 24,198 16,133

Interest 146 121

Government contribution 4 2,466 2,144

Superannuation Revenue 9 2,541 0

Profit on disposal of non current assets 8 0 3

Total Revenue from Ordinary Activities 29,351 18,401

Expenses from Ordinary Activities

Employee related 5 14,303 12,533

Maintenance and working 6 14,958 6,927

Depreciation 7 32 24

Superannuation Expense 9 0 5,607

Total Expenses from Ordinary Activities 29,293 25,091

Surplus/(Deficit) for the year from ordinary activities 58 (6,690)

Total changes in Equity other than those resulting from transactions with owners as owners

18 58 (6,690)



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Statement of Financial Position as at 30 JUNE 2004

Notes2004 $’000

2003 $’000

Current Assets

Cash 21, 22 1,183 2,940

Receivables 10,21 3,473 2,553

Prepaid Superannuation Contributions 11 3,839 2,434

Other 12 447 379

Total Current Assets 8,942 8,306

Non-Current Assets

Plant and Equipment 13 84 63

Other 14 3,063 2,813

Total Non-Current Assets 3,147 2,876

TOTAL ASSETS 12,089 11,182

Current Liabilities

Payables 15 2,885 1,071

Provisions 16 1,685 1,580

Total Current Liabilities 4,570 2,651


Provisions Superannuation 11 0 1,136

Other 17, 2(a) 3,063 2,997

Total Non-Current Liabilities 3,063 4,133

TOTAL LIABILITIES 7,633 6,784

NET ASSETS 4,456 4,398

Equity

Accumulated Funds 18 4,456 4,398

TOTAL EQUITY 4,456 4,398




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Statement of Cash Flows for the Year Ended 30 JUNE 2004

Notes2004 $’000

2003 $’000

Cash Flows from Operating Activities

Payments

Employee Related (14,525) (12,364)

Other (13,343) (7,348)

(27,868) (19,712)

Receipts Sale of goods and services 23,587 16,213

Interest received 127 123

23,714 16,336

Cash Flows from Government Fees for services 1,797 1,835

Cash reimbursements from the Crown Transactions Entity 653 309

2,450 2,144

Net Cash Inflow/(Outflow) from Operating Activities 23 (1,704) (1,232)

Cash Flows from Investing Activities

Purchases of plant and equipment (53) (27)

Proceeds from sale of plant and equipment 0 16

Total Net Cash (Outflow) on Investing Activities (53) (11)

Net Increase / (Decrease) in Cash (1,757) (1,243)

Cash at the beginning of the reporting period 2,940 4,183

Cash at the end of the reporting period 2(e),21,22 1,183 2,940




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Notes to and Forming Part of the Financial Statements for the Year Ended 30 JUNE 2004

Summary of Significant Accounting Policies

1. THE REPORTING ENTITY

NSW Adult Migrant English Service is a NSW government organisation located within the Department of Education and Training (DET). The Service’s core activity is to provide quality English language learning opportunities that assist adult immigrants to maximise their English competence and enhance their settlement success and labour market productivity.

2. BASIS OF ACCOUNTING

The financial statements are a general purpose financial report which has been prepared in accordance with applicable Australian Accounting Standards, other authoritative pronouncements of the Australian Accounting Standards Board (AASB), Urgent Issues Group (UIG) Consensus Views, the requirements of the Public Finance and Audit Act 1983 and the Public Finance and Audit (General) Regulations, 2000, and the Treasurer’s Directions.

The Statement of Financial Performance and the Statement of Financial Position are prepared on an accrual basis and in accordance with the historical cost convention. The Statement of Cash Flows is prepared on a cash basis using the direct method. All amounts are rounded to the nearest one thousand dollars and are expressed in Australian currency.

NSW Adult Migrant English Service (NSW AMES) is classified by Treasury as a non budget sector entity and as a commercial activity of the Department of Education and Training (DET). The Treasury directed in terms of Section 45E of the Public Finance and Audit Act 1983 that separate financial statements be prepared.


(a) Employee Benefits

Employee benefits include entitlements to salaries and wages, annual leave, long service leave and superannuation benefits. Liabilities for salaries and wages and annual leave are recognised and measured as the amount unpaid at the reporting date at rates that are expected when the obligation is settled under AASB 1028 in respect of employees services up to that date.

In the case of long service leave, the entity contributes to the Treasury’s NSW Non Budget Long Service Leave (LSL) Pool at the rate of 4.11% of salaries and wages for employees with over ten years of eligible service, and 3.84% for those with between five and ten years eligible service. For CES/SES officers, the appropriate rate is applied to 72.5% of the total remuneration package in each case, rather than to the officer’s actual salary level. For employees with less than five years of eligible service for extended leave purposes, no contribution is required. This contribution discharges the entity from liability for accrued long service leave and is expended as incurred.

In accordance with AAS 30 “Accounting for Employee Entitlements”, long service leave entitlements owing to employees at balance date have been split into current and non-current liabilities according to the period in which the entitlement is expected to be paid. Corresponding amounts reimbursable from Treasury are shown as current and non current assets respectively. Long service leave is recognised using the nominal method for services provided by employees.

The superannuation expense for the period is determined by the Actuary, William Mercer Ltd. It reflects the present value of anticipated future payments to be made to beneficiaries as a result of membership to date, as calculated by the Actuary.

In accordance with AAS 30 “ Accounting for Employee Entitlements”, unused non-vesting sick leave does not give rise to a liability as it is not considered probable that sick leave taken in the future will be greater than the entitlements accrued in the future.

(b) Revenue Recognition

i. Government Contributions

Monetary resources which are allocated to NSW AMES by the Government and which are controlled by AMES are recognised as revenue in the financial period to which they relate.



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2. BASIS OF ACCOUNTING (continued)

ii. Fees for services rendered

Revenue from fees for services rendered is recognised as it accrues.

iii. Interest

Interest income is recognised as it accrues.

iv. Other Revenue


(c) Acquisitions of assets

The cost method of accounting is used for the initial recording of all acquisition of assets. Cost is determined as the fair value of the assets given up at the date of acquisition plus costs incidental to the acquisition.

(d) Plant and Equipment

Valuations

The assets have been valued at cost less depreciation. It is considered that the value shown would not be materially different from the estimated market valuations. Plant and equipment costing $5,000 and above individually are capitalised.

Depreciation of non-current assets

Depreciation is provided for on a straight line basis against all depreciable assets so as to write off the depreciable amount of each asset as it is consumed over its useful life to the entity. The depreciation rates are as follows:

Computers are depreciated at 25% per annum.

Motor Vehicles are depreciated at 10% per annum.

Plant & Equipment are depreciated at 20% per annum.

(e) Cash

For the purpose of the statement of Cash Flows, cash comprises of cash on hand and bank balances within the Treasury Banking System. Interest is earned on daily bank balances at the monthly average NSW Treasury Corporation (Tcorp) 11 am unofficial cash rate adjusted for a management fee to Treasury.

(f ) Financial Instruments

Financial instruments give rise to positions that are a financial asset of either NSW AMES or its counterparty and a financial liability of the other party. For NSW AMES, these include cash at bank, receivables and creditors. In accordance with AAS33 “ Presentation and Disclosure of Financial Instruments” information is disclosed in Note 21, in respect of the credit risk and interest rate risk of financial instruments. All such amounts are carried in the accounts at net fair value or at cost unless otherwise stated.

Financial instruments recorded at cost comprise:

• Cash

• Receivables

• Creditors and accruals.

(g) Receivables

All trade debtors are recognised as amounts receivable at balance date. A provision is made against any doubtful debts based on a review of all outstanding amounts at balance date. The credit risk is the carrying amount (net of any provision for doubtful debts). No interest is earned on trade debtors. The carrying amount approximates net fair value.



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2. BASIS OF ACCOUNTING (continued)

(h) Comparative Figures

Where necessary, comparative figures have been adjusted to conform with changes in presentation in the current year.

(i) Accounting for the Goods and Services Tax (GST)


• The amount of GST incurred by the agency as a purchaser that is not recoverable from the Australian Taxation Office is recognised as part of the cost of acquisition of an asset or as part of an item of expense

• Receivables and payables are stated with the amount of GST included.

( j) Adopting International Financial Reporting Standards

AMES will apply the Australian Equivalents to International Financial Reporting Standards (AIFRS) from the reporting period beginning 1 July 2005. The transition to the new standards will be managed in conjunction with DET and the following phases will be undertaken:

• Establish a project team to implement the AIFRS.

• Prepare a conversion project plan.

• Prepare an implementation timetable.

• Identify key areas of impact on accounting and reporting, operational issues, systems, controls and policies.

• Identify training needs

• Implement any necessary systems, policies and procedures.

• Implementation of the AIFRS and post implementation review.

Based on current information, the following key difference in accounting policy is expected to arise from adopting the AIFRS:

AASB 1 First-time Adoption of Australian Equivalents to International Financial Reporting Standards requires retrospective application of the new AIFRS from 1 July 2004, with limited exemptions. Similarly, AASB 108 Accounting Policies, Changes in Accounting Estimates and Errors requires voluntary changes in accounting policy and correction of errors to be accounted for retrospectively by restating comparatives and adjusting the opening balance of accumulated funds. This differs from current Australian requirements, because such changes must be recognised in the current period through profit or loss, unless a new standard mandates otherwise.

3. FEES FOR SERVICES RENDERED

The major component of fees for services rendered is associated with the provision of English language courses provided under the Adult Migrant English

Program (AMEP) by the Department of Immigration and Multicultural and Indigenous Affairs(DIMIA)

30/06/04 30/06/03The Fees comprise: $’000 $’000

Department of Immigration and Muticultural and Indigenous Affairs - AMEP Program 22,212 14,677

Department of Education, Science & Training - Labour Market Program 0 18

Other 1,986 1,438

24,198 16,133



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4. GOVERNMENT CONTRIBUTION

30/06/04 30/06/03

$’000 $’000

DET - Project Funding 1,797 1,834

Other - Project Funding 0 1Treasury - LSL Pool Reimbursement to Agencies

669 309

2,466 2,144

5. EMPLOYEE RELATED EXPENSES

30/06/04 30/06/03

$’000 $’000

Employee related expenses comprise the following specific items:

Salaries and wages 11,047 10,753

Long service leave & Oncosts 1,085 711

Superannuation 1,164 244

Payroll tax and fringe benefits tax 741 686

Workers compensation insurance 266 139

14,303 12,533

6. MAINTENANCE & WORKING EXPENSES

30/06/2004 30/06/2003

$’000 $’000

Maintenance and working expenses comprise the following specific items:

Rent and related expenses 2,893 2,734

Fees and charges 10,690 3,095

Printing and Postage 414 332

Electricity and gas 156 80

Travel 61 64

Audit Fee 1 45 39

Other 699 583

14,958 6,9271. The Audit Office of NSW received no other benefits.

Other expenditure represents general operating expenditure on advertising, books, stores, telephones, insurance and motor vehicle running expenses. There were no consultancy fees in either the year ended 30 June 2004 or in the previous year.

7. DEPRECIATION

30/06/04 30/06/03

$’000 $’000

Depreciation is charged as follows:

Plant and equipment 24 17

Computer equipment 5 5

Motor Vehicles 3 2

32 24



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8. PROFIT ON DISPOSAL OF NON CURRENT ASSETS

30/06/04 $’000

30/06/03 $’000

Proceeds from disposal of non current assets 0 16

Less: Written down value 0 (13)

Profit on disposal of non current assets 0 3

9. SUPERANNUATION REVENUE

30/06/04 $’000

30/06/03 $’000

Increase (Decrease) in Prepaid Contributions -

SASS, SANCS & SSS 1,405 (4,471)

Decrease (Increase) in Unfunded Liability - SSS 1,136 (1,136)

Superannuation Revenue (Refer to note 11 for explanation) 2,541 (5,607)

10. CURRENT ASSETS - Receivables

30/06/04 $’000

30/06/03 $’000

Accounts Receivable 414 218

Less: Provision for Doubtful Debts (6) (5)

Accrued Interest 84 65

Accrued Revenue 2,981 2,275

3,473 2,553

11. SUPERANNUATION

The SAS Trustee Corporation through the fund’s Actuary, Mercer has determined that prepaid superannuation contributions as at 30 June 2004 for the State Authorities Superannuation Scheme (SASS) the State Authorities Non-Contributory Superannuation Scheme (SANCS) and the State Superannuation Scheme (SSS) was estimated at $3,838,668 (2003: prepaid superannuation contributions $2,434,096 for SASS & SANCS and unfunded liability of $1,136,130 for SSS).

Amounts representing prepaid superannuation contributions are recognised as an asset. Amounts representing unfunded superannuation are recognised as a liability. At balance date, the increase in prepaid contributions from the previous year has been recognised as superannuation revenue.

The 2004 actuarial assessment of gross past service liabilities of SASS, SANCS and SSS is based on the full requirements of AAS25. This requires that a “market determined risk adjusted discount rate” be applied as the valuation rate in the calculation of the value of accrued benefits. A review of the interest rate assumption used in the 2003 valuation has confirmed that the interest rate of 7% per annum remains unchanged for the 2004 employer liability calculations. The assumptions that are applied for 2004 calculations and beyond, remain the same as in the 2003 calculations.

2003/2004 %

2004/2005 %

2005/2006 %

Thereafter %

Rate of Investment Return 7.0 7.0 7.0 7.0

Rate of Salary Increase 1 4.0 4.0 4.0 4.0

Rate of Increase in CPI 2.5 2.5 2.5 2.5

1. A Promotional scale also applies



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11. SUPERANNUATION (continued)

The prepaid superannuation contributions and the unfunded superannuation liabilities disclosed in the Statement of Financial Position is composed of:

SASS 1 $’000

SANCS 2 $’000

SSS 3 $’000

2003-04 $’000

2002-03 $’000

Gross Liability Assessed by Actuaries at 30 June (6,386) (2,643) (41,110) (50,139) (46,062)

Investment Reserve Account Balance 7,383 4,509 42,086 53,978 47,360

Prepaid Contributions 997 1,866 976 3,839 1,298

1. SASS - State Authorities Superannuation Scheme2. SANCS - State Authorities Non-Contributory Superannuation Scheme3. SSS - State Superannuation Scheme

Prepaid Superannuation Contributions - Current Assets

SASS $’000

SANCS $’000

SSS $’000

2003-04 TOTAL $’000

2002-03 TOTAL $’000

Balance 1 July 824 1,610 0 2,434 6,905

Add: Superannuation Revenue - Increase in Prepaid Contributions

173 255 977 1,405 (4,471)

Balance 30 June 997 1,865 977 3,839 2,434

Unfunded Employer Superannuation Liabilities - Non Current Liabilities

SSF $’000

2003-04 TOTAL $’000

2002-03 TOTAL $’000

Balance 1 July 1,136 1,136 0

Add: Superannuation Revenue - Decrease in Unfunded Liabilities (1,136) (1,136) 1,136

Balance 30 June 0 0 1,136

The increase in Prepaid Superannuation is calculated by comparing the Actuarial Liability with the Reserve Account balance at 30 June. The liability increased by $4,078,720 in the financial year with the biggest increase in the State Superannuation Fund (SSS) which increased by $2,961,720. This increase was offset against an increase of $6,619,421 in the Reserve Account with the biggest increase again in the SSS of $5,074,423.

The increase in the reserve account balance is mainly caused by the increased earnings of the funds during the year. Another factor is that NSW AMES resumed employer contributions to the funds in the 2003/2004 financial year after a Contribution Holiday which began in the 2000/2001 financial year.

12. CURRENT ASSETS - OTHER

30/6/04 $’000

30/6/03 $’000

Long Service Leave receivable from NSW Treasury 397 365

Prepaid Expenses 50 14

447 379



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13. NON CURRENT ASSETS - Plant and Equipment

Plant & Equipment

Computer Equipment

Motor Vehicles Total

$’000 $’000 $’000 $’000

At cost or valuation

Balance 1 July 2003 322 25 27 374

Additions 53 0 0 53

Disposals (42) 0 0 (42)

Balance 30 June 2004 333 25 27 385

Accumulated depreciation

Balance 1 July 2003 292 19 0 311

Depreciation for full year 24 5 3 32

Write back on disposal (42) 0 0 (42)

Balance 30 June 2004 274 24 3 301

Written down value

At 1 July 2003 30 6 27 63

Balance 30 June 2004 59 1 24 84

14. OTHER NON CURRENT ASSETS

30/6/04 $’000

30/6/03 $’000

Long Service Leave receivable from NSW Treasury (Note 2a) 3,063 2,813

15. CURRENT LIABILITIES - Payables

30/6/04 $’000

30/6/03 $’000

Accruals 2,596 528

Creditors 256 254

Accrued salaries and wages 33 289

2,885 1,071

16. CURRENT LIABILITIES - Employee Benefits

30/6/04 $’000

30/6/03 $’000

Recreation Leave 927 873

Employee entitlements on costs 361 342

Long Service Leave (Note 2a) 397 365

1,685 1,580

17. NON CURRENT LIABILITIES - Employee Benefits

30/6/04 $’000

30/6/03 $’000

Long Service Leave (Note 2a) 3,063 2,813

Other Provisions 0 184

3,063 2,997



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18. EQUITY

30/6/04 30/6/03

$’000 $’000

Total equity at the beginning of the reporting period 4,398 11,088

Total changes in equity recognised in the Statement of Financial Performance 58 (6,690)

Total equity at the reporting date 4,456 4,398

19. CONTINGENT LIABILITIES

At 30 June 2004 there were no outstanding contingent liabilities. ($Nil in 2002/2003)

20. LEASE COMMITMENTS

30/6/04 30/6/03

$’000 $’000

Aggregate operating lease expenditure contracted for at the balance date, but not provided for in the accounts are:

Not later than one year 3,017 2,963

Later than one year but not later than five years 6,876 9,980

9,893 12,943

CONTINGENT ASSETS

The total commitments for expenditure include input tax credits of $899,336

($1,176,713 in 2002/2003), that are expected to be recovered from the Australian Taxation Office.


(a) Interest Rate Risk

Interest rate risk, is the risk that the value of the financial instrument will fluctuate due to changes in market interest rates. NSW AMES’s exposure to interest rate risks and the effective interest rates of financial assets and liabilities, both recognised and unrecognised at the balance sheet date are as follows:

Floating interest rate Non-interest bearingTotal carrying amount

as per Statement of Financial Position

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash 1,181 2,938 2 2 1,183 2,940

Receivables 3,473 2,553 3,473 2,553

1,181 2,938 3,475 2,555 4,656 5,493


Trade Creditors 0

0 256 215 256 215

Accruals 0 0 2,596 528 2,596 528

0 0 2,852 743 2,852 743

Net financial assets (liabilities) 1,181 2,938 623 1,812 1,804 4,750

Weighted average interest rate 4.06% computed on a monthly basis (3.75% in 2003)



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(b) Credit Risk

Credit risk, is the risk of financial loss arising from another party to a contract or financial position failing to discharge a financial obligation thereunder. NSW AMES’s maximum exposure to credit risk is represented by the carrying amounts of the financial assets included in the balance sheet.

Financial Risk by classification of counterparty

Governments Bank

Other

Total

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

2004 $’000

2003 $’000

Financial Assets

Cash - - 1,181 2,938 2 2 1,183 2,940

Receivables 3,320 2,452 - - 153 101 3,473 2,553

Total Financial Assets 3,320 2,452 1,181 2,938 155 103 4,656 5,493

22. RECONCILIATION OF CASH

For the purposes of the Statement of Cash Flows, cash includes cash and cash on hand. Cash at the end of the financial year as shown in the Statement of Cash Flows is reconciled to the related items in the Statement of Financial Position as follows:

30/6/04 $’000

30/6/03 $’000

Cash at bank 1,181 2,938

Cash on hand 2 2

Closing Cash and Cash Equivalents (as per Statement of Cash Flows) 1,183 2,940

23. RECONCILIATION OF NET CASH FLOW ON OPERATING ACTIVITIES TO SURPLUS/(DEFICIT) FOR THE YEAR FROM ORDINARY ACTIVITIES

30/6/04 $’000

30/6/03 $’000

Surplus/(Deficit) for the year from ordinary activities 58 (6,690)

Depreciation 32 24

Doubtful debts 6 5

Net Loss/(Profit) on disposal of plant and equipment 0 (3)

Changes in assets and liabilities

Decrease/(Increase) in Receivables (926) (371)

Decrease/(Increase) in Prepaid Superannuation (1,405) 4,471

Decrease/(Increase) in Other Current Assets (68) (25)

Decrease/(Increase) in Other Non Current Assets (250) (343)

Increase/(Decrease) in Payables 1,814 78

Increase/(Decrease) in Provisions 105 143

Increase/(Decrease) in Unfunded Employer Superannuation Liabilities (1,136) 1,136

Increase/(Decrease) in Non Current Provisions 66 343

Total Net Cash Inflow (Outflow) from Operating Activities (1,704) (1,232)


In the interval between the end of the financial year and the date of this report, no event or material transaction has occurred which would be likely to effect the operations or the state of affairs of the NSW Adult Migrant English Service in subsequent financial years.



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Statement of Financial Performance for the Year Ended 30 JUNE 2004

Note 2004 2003$ $

Revenue from ordinary activities 3 7,645,073 5,145,713

Employee benefits and related expenses 4 (3,195,628) (1,679,516)

Depreciation expenses 5 (47,056) (30,056)

Other expenses from ordinary activities 6 (4,194,058) (3,221,350)

Profit from ordinary activities before income tax revenue (Income Tax Expense) 208,331 214,791

Income Tax (Expense)/Revenue 12(a) - (280,572)

Profit (Loss) from ordinary activities after related income tax revenue (Expense) 208,331 (65,781)

Total changes in Equity other than those resulting from transactions with owners as owners

208,331

(65,781)

CURRENT ASSETS

Cash Assets 15 660,017 606,527

Receivables 7 2,778,602 1,488,086

Prepayments 8 44,112 2,107

TOTAL CURRENT ASSETS 3,482,731 2,096,720

NON-CURRENT ASSETS

Other Financial Assets 9 58,893 65,421

Property, Plant & Equipment 10 115,349 83,477

TOTAL NON-CURRENT ASSETS 174,242 148,898

TOTAL ASSETS 3,656,973 2,245,618

CURRENT LIABILITIES

Accounts Payable 11 (1,803,635) (647,942)

Tax liabilities 13 (79,867) (64,322)

Provisions 17 (44,725) (12,939)

TOTAL CURRENT LIABILITIES (1,928,227) (725,203)

NET ASSETS 1,728,746 1,520,415

EQUITY

Contributed Equity 14 2,000,000 2,000,000

Accumulated Loss 16 (271,254) (479,585)

TOTAL EQUITY 1,728,746 1,520,415

The accompanying notes form part of these financial statements


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Statement of Financial Performance for the Year Ended 30 JUNE 2004

Note 2004 2003$ $

CASH FLOW FROM OPERATING ACTIVITIES

Receipts from Customers 6,516,925 4,908,719

Payments to Suppliers & Employees (6,384,506) (5,044,452)

Net Cash Provided by (Used in) Operating Activities 15 132,419 (135,733)

CASH FLOW FROM INVESTING ACTIVITIES

Payment for Property, Plant & Equipment 10 (78,929) (24,989)

Payment for Preliminary and Formation of Company

Total Cash Used in Investing Activities (78,929) (24,989)

CASH FLOW FROM FINANCING ACTIVITIES

Proceeds from Share Issue - -

Total Cash Provided from Financing Activities - -

Net Increase (Decrease) in Cash held 53,490 (160,722)

Cash at beginning of period 606,527 767,249

Cash at end of period 15 660,017 606,527

The accompanying notes form part of these financial statements

Notes to the Financial Statements for the Financial Year Ended 30 JUNE 2004

1. STATEMENT OF PURPOSE OF CONSTITUTION

TAFE GLOBAL PTY LTD is registered under the Corporations Law of New South Wales as a Proprietary Company, limited by shares, effective on and from 7th June 2000. The Registered office and principal place of business is Suite 2 Level 10, 3 Spring Street, Sydney NSW 2000.

Whilst the Constitution of the Company is silent as to the objectives of the Company, the document titled “Proposal for the Establishment of a Company Limited by Shares”, which was the basis of the decision taken to form the Company, stated that the Company is to be the “project management company for the delivery of NSW TAFE services to the international market and selected projects in the national markets”.

Whilst the Company has been established under the Corporations Law of New South Wales, as all of the issued shares are held by the Technical and Further Education Commission, the line of Ministerial control is through the legislative power of the Technical and Further Education Commission Act 1990. Consequently TAFE GLOBAL PTY LTD is economically dependent upon the Technical and Further Education Commission of NSW.

2. STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES

The Company’s financial statements are a general purpose financial report which has been prepared on an accrual basis and in accordance with applicable Australian Accounting Standards, and other authoritative pronouncements of the Australian Accounting Standards Board (AASB), Urgent Issues Group (UIG) Consensus Views, the requirements of the Public Finance and Audit Act and Regulations and all other applicable laws.

a) Basis of Financial Statements

The Financial Statements have been prepared under the historical cost convention and do not take into account changing money values or, the current value of non-monetary assets.

All “Non-Current Assets” are brought to account at cost being the amount given up at the date of acquisition including costs incidental to that acquisition. The “Non-Current Assets” are depreciated under straight line basis over their useful lives to the Company



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2. STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES (Continued)

Life Expectancy of these Non-Current Assets - Years

Min Max Computer Equipment & Software 2.5 5

Office Equipment 5 10

Preliminary and Formation expenses 2 2

Individual items of “Computer Equipment and Software” and “Office Equipment with an acquisition cost greater than $500 are capitalised in the accounts. Items with an acquisition cost of less than $500 have been expensed.

b) Cash

For the purposes of the Statement of Cash Flows, cash includes cash on hand and in all bank accounts in Australia and overseas. The Statement of Cash Flows has been prepared using the direct method in accordance with AASB 1026

c) Payables

Payables are recognised as amounts to be paid in the future for goods and services received, whether or not these have been billed. These amounts are normally settled within creditors’ terms.

d) Receivables

Receivables are recognised as amounts due to TAFE Global in the future for goods and services provided and performed, whether or not these have been billed. These amounts are normally settled within the agreed terms. The normal trading terms are 30 days.

e) Employees Entitlements

The Company at 30 June 2004 has eight (8) officers working for it under secondment from the Technical and Further Education Commission including two (2) located in Athens and one (1) in China.

Payroll administration for those officers is being performed by the Technical and Further Education Commission. As that Commission remains liable to its officers for all leave, and superannuation entitlements, the Company pays to the TAFE Commission salaries and on-cost thereon to discharge the liability that arises during the period of secondment and consequently no “provision” is made in the Company’s accounts for either superannuation or leave entitlement, for those personnel.

A liability for sick leave is not recognised in the accounts, as sick leave is not vesting and unused entitlements are not paid on termination. The average sick leave taken is less than entitlements that accrue.

In addition temporary contract staff are employed through employment agencies and payment to the agencies of the agreed hourly fee, absolves the Company from any liability for leave and superannuation, they are paid direct by the employment agencies.

Further, twelve (12) personnel are employed directly by the Company, the terms and conditions of which include the payment of statutory superannuation, annual leave loading, annual leave and sick leave entitlement. The nominal method is used to value entitlements expected to be settled within 12 months, as it is not expected that valuation under that method is materially different from the Net Present Value method.

There is no provision for Long Service Leave as no employee has been employed for a duration that would attract the accrual.

f ) Revenue

The Revenue has been brought to accounts upon the delivery of services to customers. Furthermore when work has been completed and not yet invoiced, revenue is recognised based on the percentage completed of each stage of the project. The stages of each contract are identified as specific deliverables. The percentage completed of each stage is estimated based on volume of work completed and volume of work still yet to be completed.



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g) Income Tax

The Company is wholly owned by a State Government and as such is exempt from Income Tax by virtue of Section 24AM et seq. of the Income Tax Assessessment Act 1936. As a State Owned Body the company should be put in either of the two state tax regimes, namely Tax Equivalent Regime (TER) or National Tax Equivalent Regime (NTER). As at 30 June 2004 the tax status of the company was yet to be determined by the New South Wales Treasury. As a result the company is exempt from income tax from both the Federal and State tax regimes.

In future the Future Income Tax Benefit (FITB) may be brought to account depending on the decision from the NSW Treasury. If this is the case the FITB will not be brought to accounts unless there is virtual certainty of realisation of the benefit.

h) Goods and Services Tax (GST)

As per UIG 31, Revenues, expenses and assets are recognised net of the amount of GST. Receivables and payables in the Statement of Financial Position are shown inclusive of GST.

i) Change in Accounting Policy

There was no change in accounting policy during the period.

j) The impacts of adopting Australian Equivalents to International Financial Reporting Standards

TAFE Global Pty Ltd will apply the Australian Equivalents to International Financial Reporting Standards (AIFRS) from the reporting period beginning 1 July 2005. TAFE Global Pty Ltd is managing the transition to the new standards by using its internal accounting staff and will probably engage external consultants, if necessary, to analyse the pending standards and Urgent Issues Group Abstracts to identify key areas regarding policies, procedures, systems and financial impacts affected by the transition. The NSW Treasury is assisting agencies to manage the transition by developing policies, including mandates of options; presenting training seminars to all agencies; providing a website with up to-date information to keep agencies informed of any new developments; and establishing an International Accounting Standards (IAS) Agency Reference Panel to facilitate a collaborative approach to manage the change. TAFE Global Pty Ltd has identified a number of significant differences in accounting policies that will arise from adopting the AIFRS.

Some differences arise because the AIFRS requirements are different from existing AASB requirements. Other differences arise from options in the AIFRS. To ensure consistency at the whole of government level, the NSW Treasury has advised the agency of options it is likely to mandate, and will confirm these during 2004/05. This disclosure reflects these likely mandates. The Company’s accounting policies may also be affected by a proposed standard designed to harmonise accounting standards with Government Finance Statistics (GFS). This standard is likely to change the impact of the AIFRS and significantly affect the presentation of the income statement.


AASB 1 First-time Adoption of Australian Equivalents to International Financial Reporting Standards requires retrospective application of the new AIFRS from 1 July 2004, with limited exemptions. Similarly, AASB 108 Accounting Policies, Changes in Accounting Estimates and Errors requires voluntary changes in accounting policy and correction of errors to be accounted for retrospectively by restating comparatives and adjusting the opening balance of accumulated funds. This differs from current Australian requirements, because such changes must be recognised in the current period through profit or loss, unless a new standard mandates otherwise.

AASB 112 Income Taxes requires a balance sheet approach where the entity must identify differences between the accounting and tax value of assets and liabilities. The previous approach was to account for tax by adjusting accounting profit for temporary and permanent differences to derive taxable income. The AASB 112 approach may alter the quantum of tax assets and liabilities recognised. In addition, the income tax expense and deferred tax assets and liabilities may be affected by other AIFRS to the extent that they impact on the balance sheet and profit or loss.



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AASB 116 Property, Plant and Equipment requires the cost and fair value of property, plant and equipment to be increased to include restoration costs, where restoration provisions are recognised under AASB 137 Provisions, Contingent Liabilities and Contingent Assets. Major inspection costs must be capitalised and this will require the fair value and depreciation of the related asset to be re-allocated. This may not have impact on the Company as its property, plant and Equipment costs are very minimal.

AASB 136 Impairment of Assets requires an entity to assess at each reporting date whether there is any indication that an asset (or cash generating unit) is impaired and if such indication exists, the entity must estimate the recoverable amount. However, this standard should not have any effect on the Company as it does not have major assets which may be subject to impairment.

TAFE Global Audit Committee will oversight the transition. The company’s Financial Controller will be responsible for the project.

k) Foreign Currency Transactions and Balances

All foreign currency transactions during the year were brought to account using the exchange rate in effect at the date of the transaction. Debtors and Creditors balances in foreign currencies at balance date were revaluated using the exchange rate in effect at that date.

i) Contingent Liabilities

There are no Contingent Liabilities

m) After Balance Date Events

There are no After Balance Date Events

n) Directors Remuneration

Names of the directors who have held office during the period are:

• Mr Robin Shreeve (Chairman)

• Mr Ian Gillespie

• Mr Neville Roach AO

• Mr Kimble Fillingham

• Ms Gaye Hart AM

• Mr Michael Johnson2004 2003

$ $The aggregate remuneration paid or payable to directors of the company during the financial year was:

24,000 23,996

The number of Directors at 30 June 2004 who derived income from the company was:

all being in the band of:

0 - 10,000

10,000 – 50,000 2 2

o) Executive Remuneration

Only one (1) Executive Officer was employed by TAFE Global Pty Ltd.

$90,000 - $99,999 2

$170,000 - $180,000 1



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3. REVENUEFees from TAFE institutes for contract management 362,083 325,499

Fees for provision of services to other entities 6,408,789 4,498,166

Grant & Miscellaneous Income 391,951 229,879

Expenses Reimbursement 482,250 92,169

7,645,073 5,145,713

4. EMPLOYEE BENEFITS AND RELATED EXPENSES

2004 2003 $ $

- Salaries and wages 592,384 654,797

- Legal Advice 175 2,718

- Accounting services 12,444 58,568

- Consultants 14,806 10,690

- Temporary Staff and Overseas local staff 38,254 31,821

- Project Allowances 96,578 107,594

- Project Consultancy and administration fees 2,440,987 813,328

3,195,628 1,679,516

5. DEPRECIATION

- Computer Equipment & Software 33,435 21,673

- Office Equipment 11,041 6,090

- Motor Vehicles 932 1,021

- Pool assets 1,648 1,272

47,056 30,056

6. OTHER EXPENSES FROM ORDINARY ACTIVITIES

Expenses reimbursed to institutes (project labour and consultancy) 1,749,315 1,713,961

Project Admin Facilities Equipment & Communications 607,818 550,742

Office and Mobile Phones 48,616 27,841

Office Equipment Maintenance & Repair 9,773 6,297

Office Equipment Use & Lease 15,420 13,340

Printing 19,382 2,002

Stationery & Postage 15,443 18,855

Courier 3,331 5,639

Office Decoration, Meetings, Staff Amenities 12,771 15,533

Advertising expenses 3,499 1,100

Project marketing expense 33,701 30,530

Rent and associated fees 177,947 201,717

Office cleaning 7,186 5,880

Audit fees 19,425 27,500

Project Travel 1,255,192 484,584

Fares, Taxi, Parking, Tolls 27,240 19,827

Bank fees and charges 2,915 3,074

Conferences and seminars 23,098 12,833

Doubtful Debts expense 153,570 72,599

Foreign currency translation losses 8,416 7,496

4,194,058 3,221,350



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7. RECEIVABLES

2004 2003 $ $

Trade Debtors 1,671,994 1,011,773

Less: Provision for doubtful debts (226,169) (72,599)

1,445,825 939,174

TAFE Commission Institutes 11,000

Project advances 351 914

Superannuation 3,822

Accrued Revenue 1,332,426 533,176

2,778,602 1,488,086

8. PREPAYMENTS

Storage 1,620

Accommodation and per diem 44,112 487

44,112 2,107

9. OTHER FINANCIAL ASSETS

Apartments - Athens - Security Deposits 7,997 10,480

Security Deposits - Miscellaneous -

China Office - Security Deposits 18,256 18,256

N.E.Christie (NSW) P/L - Sydney Office - Security Deposits 32,640 36,685

58,893 65,421

10. PROPERTY, PLANT AND EQUIPMENT

Plant and equipment at cost 195,682 152,014

Less: Accumulated depreciation (80,333) (68,537)

115,349 83,477

(a) Movements in Carrying Amounts

Movement in the carrying amounts for each class of property, plant and equipment between the beginning and the end of the current financial year

Pool AssetsMotor

Vehicle Assets

Office Equipment

Computer Equipment and

SoftwareTotal

$ $ $ $Balance at the beginning of year 6,348 - 32,093 45,035 83,476

Additions 873 20,429 57,627 78,929

Depreciation expense (2,182) (932) (11,041) (32,901) (47,056)

Carrying value at 30 June 2004 5,039 19,497 21,052 69,761 115,349

11. ACCOUNTS PAYABLE

2004 2003 $ $

Accrued Wages 51,369 112,818

Accrued Expense 1,028,693 297,228

Trade Creditors 723,573 187,896

Invoiced in advance 50,000

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12. INCOME TAX REVENUE/(EXPENSE)

The company is exempt from income tax, there will be no tax effect accounting entries for this period.

Write-off of future income tax benefits from prior years no longer recognised due to unknown tax status as at 30 June 2004. 280,572

Income Tax (Revenue) Expense for the year 280,572

13. AUSTRALIAN TAX LIABILITIES

2004 2003 $ $

PAYG Payable 27,859 1,814

GST Payable 52,008 62,508

79,867 64,322

14. CONTRIBUTED EQUITY

The Share Capital of the Company comprises 2,000,000 $1 fully paid shares all of which are held by the Technical and Further Education Commission of NSW.

2,000,000

2,000,000

15. CASH FLOW INFORMATION

(a) Reconciliation of Cash

Cash at Bank - Westpac Plaza 638,991 558,860

Athens Bank Account 6,787 7,436

Philippines HSBC Acnts - 11,381

China Bank accounts 9,976 27,850

PNG Bank Account 3,263

Petty Cash 1,000 1,000

660,017 606,527

(b) Reconciliation of Cash Flow from Profit from Ordinary Activities after Income Tax

Profit/(Loss) from Ordinary Activities after Income Tax 208,331 (65,781)

Non-cash flows in profit from ordinary activities

Depreciation/Amortisation 47,056 30,056

Changes in Assets and Liabilities

Decrease/(Increase) in Prepayments (42,005) 5,594

(Increase) in Receivables (1,290,516) (514,305)

Decrease/(Increase) in Other Financial Assets 6,528 9,693

Decrease (Increase) in Future Income Tax Benefit 280,572

Increase in Accounts Payable 1,155,693 134,690

(Decrease)/Increase in Tax Liabilities 15,545 (24,102)

Increase/(Decrease) in Provisions 31,787 7,850

Net Cash Provided by (Used in) Operating Activities 132,419 (135,733)

16. ACCUMULATED EARNINGS

Opening balance (479,585) (413,804)

Current Financial Year Earnings 208,331 (65,781)

Closing Balance (271,254) (479,585)

17. PROVISIONS

Accrued Annual leave 44,725 12,939



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18A. OPERATING LEASING COMMITMENTS

The company currently leases suites 2 on level 10, 3 Spring Street Sydney and the lease expires on 02/10/2005. And China Office has a one year lease which expires on 9 July 2004. The leases are non - cancellable but not capitalised in the accounts.Payable

- No later than one year 186,000 220,110

- Later than one year and not later than five years 62,000 102,107

248,000 322,217

18B. CONTINGENT LIABILITIES AND CONTINGENT ASSETS

2004 2003 a) Contingent Liabilities $ $The Company subcontracted Hunter Institute of TAFE (HIT) to deliver project services in PNG at an agreed rate. HIT lodged a claim for additional costs incurred in delivering services which were not part of the original agreement. The matter is under negotiation between HIT and the Company. The amount disclosed is based on HIT invoice for which the Company may be liable.

15,464 -

b) Contingent Assets

As a result of HIT claim the Company has approached the Head Contractor to increase the contract value in order to recover additional costs incurred in the delivery of project services. The amount disclosed is based on HIT claim which the Company may recover from the Head Contractor.

15,464 -

19. COMPANY INFORMATION

The registered office of the company is:Level 10, 3 Spring StreetSydney NSW 2000.

20. SEGMENT REPORTING

The company operates in one business being the provision of international project management to TAFE NSW for educational services to overseas customers. The services have been rendered to customers from different geographical locations and revenue generated as per table below. Property, plant and equipment has been held mostly in Australia, with a small amount of office equipment held in China, Greece and Papua New Guinea for the year ended 30 June 2004.

Geographical Location

Segment Revenues Segment Results Segment Assets Segment liabilities

2004 2003 2004 2003 2004 2003 2004 2003

Australia 568,555 283,828 (769,415) (631,854) 1,036,664 681,678 964,879 408,152

Europe 1,260,019 1,662,688 257,888 200,005 810,924 619,422 - 68,966.00

Asia 2,228,627 767,521 (238,867) (212,207) 344,229 250,607 80,318 139,286.00

Africa 63,181 260,319 7,009 (29,711) 115,221 -

South Pacific 3,524,691 2,070,604 951,716 600,533 1,576,556 562,369 977,632 108,799.00

Middle East 100,755 7,453 16,320 -

Total 7,645,073 5,145,715 208,331 (65,781) 3,768,373 2,245,617 2,022,829 725,203


Financial instruments give rise to positions that are a financial asset of the company and a financial liability to another party. For the company these include cash held in banking institutions, deposits with vendors, receivables and creditors. All financial instruments are shown at net fair value unless stated otherwise. Significant terms and conditions of financial instruments are as follows:

(1) Cash

Cash comprises of cash on hand and bank balances held in Australia and overseas. The cash held in Australia is non interest bearing, but the cash held overseas is subject to foreign currency translation fluctuations.



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(2) Receivables

Receivables comprise mainly of trade debtors settled within terms of payment and carried at amount due. The collectability of debt is assessed on an ongoing basis and appropriate provision is carried for any doubtful amounts.

(3) Deposits with vendors

These amounts represent bonds or deposits held by landlords on premises leased by the company in Australia and overseas. These amounts are paid back to the company at the end of each lease.

(4) Creditors

These amounts represent liabilities for goods and services provided prior to the end of the financial year which are unpaid. The amounts are unsecured and policy states that these are paid within the terms of credit.

21A. INTEREST AND EXCHANGE RATES RISKS

Interest rate risk is the risk that the value of the financial instruments will fluctuate due to changes in market interest rates. Exchange rate risk is the risk that the value of the financial instrument will fluctuate due to changes in exchange rates. The company’s exposure to interest rate and exchange rate risk is as follows:

Interest bearing Non-interest bearingSubject to Exchange

rate fluctuation

Total Carrying amount as per Statement of Financial

Position2004 2003 2004 2003 2004 2003 2004 2003

$ $ $ $ $ $ $ $

Financial assets

Cash 660,017 559,860 20,026 46,667 660,017 606,527

Debtors 1,445,825 953,996 490,575 1,445,825 953,996

Deposits with vendors 58,893 65,421 26,253 28,736 58,893 65,421

Total Financial Assets - - 2,164,735 1,579,277 536,854 75,403 2,164,735 1,625,944


Creditors 723,573 237,896 133,269 723,573 237,896

Total Financial Liabilities - - 723,573 237,896 133,269 - 723,573 237,896

Net Financial Asset/(Liability) - - 1,441,162 1,341,381 403,585 75,403 1,441,162 1,388,048

21B. CREDIT RISK

Credit risk is the risk of financial loss arising from another party to a contract or financial position failing to discharge a financial obligation thereunder. The company’s maximum exposure to credit risk is represented by the carrying amounts of the financial assets included in the Statement of Financial Position.

Australia OverseasTotal Carrying amount as per

Statement of Financial Position

2004 2003 2004 2003 2004 2003

$ $ $ $ $ $

Financial assets

Cash 639,991 559,860 20,026 46,667 660,017 606,527

Debtors 570,146 540,923 875,679 413,073 1,445,825 953,996

Deposits with vendors 32,640 36,685 26,253 28,736 58,893 65,421

Total Financial Assets 1,242,777 1,137,468 921,958 488,476 2,164,735 1,625,944


Appendices


App

endi

ces

Contents

Appendix 1: Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Department of Education and Training Organisational Chart as at 31 December 2004 . . . . . . . . . . . . . . . . . . . 168

Appendix 2: Equal Employment Opportunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Appendix 3: Occupational Health and Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171

Appendix 4: Departmental Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Appendix 5: Senior Executive Service Officers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Appendix 6: SES Performance Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Appendix 7: Boards and Committees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Appendix 8: Controlled Entities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Appendix 9: Freedom of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Appendix 10: Overseas Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Appendix 11: Ethnic Affairs Priority Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Appendix 12: Disability Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Appendix 13: NSW Government Action Plan for Women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

Appendix 14: Payment of Accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Appendix 15: Land Disposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Appendix 16: Major Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Appendix 17: Waste Reduction and Purchasing Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Appendix 18: Government Energy Management Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

Appendix 19: Records Management Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Appendix 20: Privacy and Personal Information Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Appendix 21: Electronic Service Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

Appendix 22: Consumer Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

Appendix 23: Organisational Improvement and Risk Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Appendix 24: Matters Affecting the Operations of the Department. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Appendix 25: Legislative Context and Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Appendix 26: Consultants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Appendix 27: Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

Appendix 28: Research and Development 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Appendix 29: Major Capital Works, New Works and Works in Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Appendix 30: Establishment and Closure of Schools and TAFE NSW Campuses . . . . . . . . . . . . . . . . . . . . . . . . 214

Appendix 31: Funds Granted to Non-Government Community Organisations . . . . . . . . . . . . . . . . . . . . . . . . . 215

Appendix 32: Code of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Appendices


Appendices

List of Tables - Appendices

Number of Full-time Equivalent (FTE) Staff in the Department of Education and Training, 2001-2004 . . . . . . . 167DET Organisational Chart as at 31 December 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168Percentage of Total Permanent and Temporary Staff by Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Percentage of Total Staff by Employment Basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171Employee Assistance Program (EAP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Workers Compensation Claims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Work Related Injuries and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Time Lost Due to Injuries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172DET - Employee Rehabilitation and Costs for Work-Related Injuries 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Number of Senior Executive Service Officers (SES) Officers at each Level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Percentage of Female and Male SES Officers at each Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173External Boards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Controlled Entities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Freedom of Information Statistics for 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Internal Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Overseas Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187DET Payment Performance 2003-2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195Schedule of Accounts Payable at End of Each Quarter in 2003-2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195TAFE Payment Performance 2003 - 04 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195Plant and Equipment (Valued at $50,000 and Above). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196Projects to Improve Energy Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198Complaints Received . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200Complaints Registered for Investigation by Audit Directorate by Sector. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203Consultants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206Research and Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209Major Capital Works, New Works and Works in Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Establishment and Closure of Schools and TAFE NSW Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214Funds Granted to Non-Government Community Organisations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215Directory of State Offices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338Directory of TAFE Institutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338Directory of Regional Offices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338

Appendices


App

endi

ces

Appendix 1: Human ResourcesSignificant Human Resource policies developed or amended during 2004 focused on supporting the selection and appointment of quality staff across the Department and on ensuring that the conditions under which our teachers work reflect best practice standards and contemporary expectations. These policies included:

• Recruitment and Staff Selection Policy and Guidelines for all Public Service and Teaching Service Positions; and TAFE NSW Recruitment and Staff Selection Policy

• Senior Executive Service Performance Management Scheme

• Pre-Employment Program for Overseas Trained Teachers

• Eligibility Requirements of Head Teacher Positions in NSW Government Schools

• TAFE NSW Maternity Leave Policy, Military Leave Policy and Long Service Leave – Part-Time Casual Teachers, Coordinators and Counsellors.

Movement in wages, salaries or allowances

The 2003–2004 school and TAFE teachers’ salary case in the Industrial Relations Commission of New South

Wales resulted in salary increases for teachers of:

• 5.5% from the first pay period on or after 1 Jan. 2004

• 3% from the first pay period on or after 1 July 2004

• 3.5% from the first pay period on or after 1 Jan. 2005.

On 30 June 2004, the government announced a number of initiatives to enhance the public education system, including additional salary increases for principals and other school promotions positions.

Principals and other school promotions positions received additional salary increases of 3% to 7.5%, payable in two instalments in July 2004 and January 2005, maintaining salary parity with Catholic school staff.

All increases have been fully funded by Treasury.

In May 2004, agreement was reached with the Public Service Association to conclude the review of the work of school assistants and senior school assistants. The agreement included substantial additional funding to cover the translation of existing staff to a new career structure and the employment of additional staff in 2005-2006. All staff covered by the agreement received a pay increase of at least 5.7% from July 2004. Senior school assistants are now known as school administrative managers and school assistants as school administrative officers.

Number of Full-time Equivalent (FTE) Staff in the Department of Education and Training, 2001–200430 June 2001 30 June 2002 30 June 2003 30 June 2004

Teaching staff in schools 51,290 51,160 Teachers (schools) 56,794 56,161

Non-teaching staff in schools 10,948 11,353 Educational Support (schools) 13,350 13,596

Other (includes SES, district and State office staff, and the Teacher Housing Authority)

3,241 3,459

Educational Support (State, district, and regional offices)

3,035 3,083

DET Corporate Services (core and non-core).

2,487 2,298

TAFE (includes OTEN) 15,784 15,885 Educational Support (TAFE) 4,560 4,137

Teachers (TAFE) 10,783 9,818

AMES 214 179 AMES and NAS 218 215

Total 81,477 82,036 Total 91,227 89,307

• During 2004 DET implemented a shared corporate services strategy. Staff displaced as a result of the change are reported in the DET corporate services 2004 FTE. Strategies are in place to continue to manage the ongoing reduction of these displaced officers. The corporate services FTE includes traditional corporate services and non-core services such as security officers, TAFE faculty support and college services.• In 2003 the Department of Education and Training changed its method of reporting its staff FTE in the Annual Report to reflect the NSW Public Sector Workforce Profile data. This means that all casual and temporary employees are now reported, including those replacing employees on paid leave. The data reflect staff FTE at the last pay period in June 2003 and 2004.• Differences may occur between sums of items and totals because of rounding.

During 2004:

• An additional 181 primary teaching positions were created in 171 schools supported by the Priority Schools Funding Program (PSFP). As a result of the class size reduction program, the statewide average size of classes with Kindergarten students in PSFP schools was reduced to 19.3

• 540 teachers were retrained to teach technological and applied studies, vocational education, mathematics and physics or to become counsellors, careers advisors, teacher librarians or reading recovery tutors

• 200 students, of whom 32 identify as Aboriginal or Torres Strait Islanders, took up teacher training scholarships in technological and applied studies, mathematics, science and English

• 50 Teacher Mentors were appointed to 53 schools to support new teachers in their first years of teaching

• The separation rate of permanent school teachers was low – a resignation rate of 1.4% and a retirement rate (including medical retirements) of 2.1%.

Appendices


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Appendix 2: Equal Employment Opportunity

Achievements

The following summary of significant outcomes of the Department’s Equal Employment Opportunity (EEO) program resulted from the implementation of strategies outlined in the EEO Management Plan for 2002-04. The EEO Plan is available from https://www.det.nsw.edu.au/media/downloads/strat_direction/strat_plans/eeomgmtplan0204.pdf

These strategies included:

• An additional 2,500 staff completed the online EEO survey bringing the total number to 43,876

• During 2004 three of the Department’s EEO initiatives were published online as EEO Good Practice Examples by the Office of Employment Equity and Diversity, NSW Premier’s Department.

Achievements in relation to women included:

• More than 50% of participants in leadership and executive management programs were women

• 45 School Administrative and Support staff who participated in the Certificate in Administrative Leadership (CAL) were women

• Women in Educational Leadership (WIEL) network held two State conferences in Sydney and in Dubbo during 2004. Over 400 women attended the conferences and rated the events highly for networking support and management and leadership development opportunities for women either in or aspiring to leadership positions

• 30 spokeswomen attended the Department’s Information Day which provided professional development and networking opportunities.

Outcomes for Aboriginal and Torres Strait Islander People (Aboriginal people) included:

• 32 Pre-service Teacher Education Scholarships were accepted by Aboriginal people, up from 25 in 2003

• Nine graduates of the Aboriginal scholarship program were appointed to teaching positions in 2004

• 37 Aboriginal teachers were appointed to permanent positions in 2003-2004 staffing cycle, up from 31 in 2002-2003

• 21 Aboriginal trainees commenced with the Department under the Public Sector Traineeship Strategy, up from 18 in 2003

• 125 students in rural areas participated in the Aboriginal Student University Links program, up from 30 students in 2003

• Seven teachers and nine Aboriginal Education Assistants participated in the Aboriginal Mentor program

• Two workshops for Aboriginal beginning teachers were offered with over 30 participants in each workshop.

In relation to people from racial, ethnic or ethno-religious minority groups, achievements included:

• 138 overseas trained teachers (OTTs) participated in the pre-employment program that provides opportunities to gain in school experience and ensure the quality and appropriateness of teaching skills

• 20% of the Department-sponsored places in the public sector management programs were filled by staff whose first language spoken as a child was not English.

Achievements for people with disabilities included:

• 30 staff with disabilities participated in the Mentor Program, up from 20 in 2003.

• Approximately 40 staff with disabilities participated in a two-day annual conference. This provided participants with professional development opportunities in a positive and inclusive learning environment and a networking opportunity.

Strategies

Implementation of strategies in EEO Management Plan for 2002-04 to improve employment, retention and professional development opportunities for EEO group members included:

• Establishment of an online EEO survey to improve the survey completion rate

• Promotion of the successful EEO initiatives as EEO Good Practice Examples.

A range of professional development initiatives was implemented to improve the representation of women in leadership and decision making roles including:

• Executive Management Programs

• Public Sector Management Programs

• CAL

• WIEL

• Spokeswomen’s programs.

Aboriginal employment and career development programs conducted in 2004 included:

• Pre-service Teacher Education Scholarships

• Aboriginal and Torres Strait Islander Employment Program

• Public Sector Traineeship Strategy

• Aboriginal Students University Links Program

• Aboriginal Mentor Program

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• Aboriginal Employment and Practice Support Strategy.

The pre-employment program was implemented to ensure the quality of overseas trained teachers’ skills and assist their transition into the NSW educational environment. Public Sector Management Programs were also offered.

Professional development programs and network support for staff with disabilities were implemented through initiatives such as the Staff with Disabilities Network and Mentor Program.


• Review the EEO Management Plan for 2002-2004 in consultation with key stakeholders and develop a new EEO Management Plan

• Continue the promotion of the online EEO survey to further increase the response rate and extend the survey to include casual and TAFE Institute staff

• Nominate outstanding EEO initiatives as EEO good practice examples

• Increase representation of women in leadership and decision making roles

• Increase the number of Aboriginal people recruited, retained and participating in professional development through targeted programs and initiatives

• Review the pre-employment program to improve employment outcomes for OTTs

• Increase participation in professional development initiatives for staff whose first language spoken as a child was not English

• Increase recruitment, retention and career development opportunities for people with disabilities, through the review and improvement of existing programs and initiatives.

EEO Statistics for 2004

Percentage of Total Permanent and Temporary Staff by Level

Subgroup as percent of total staff at each levelSubgroup as estimated percent of total staff

at each level

LevelTotal Staff (number)

Respondents Men Women

Aboriginal People

and Torres Strait

Islanders

People from Racial,

Ethnic, Ethno-

Religious Minority Groups

People Whose

Language First

Spoken as a Child was not English

People with

Disabilities

People with Disabilities Requiring

Work-related

Adjustment

< $30,146 5,000 31% 2% 98% 0.8% 6% 6% 5% 1.4%

$30,146 - $39,593 6,588 43% 32% 68% 3.5% 8% 10% 6% 2.0%

$39,594 - $44,264 4,517 33% 23% 77% 2.5% 17% 19% 5% 1.2%

$44,265 - $56,012 16,315 37% 22% 78% 1.8% 14% 14% 3% 0.6%

$56,013 - $72,434 47,642 58% 33% 67% 0.8% 12% 11% 5% 1.8%

$72,435 - $90,543 5,201 69% 51% 49% 1.2% 8% 7% 5% 1.4%

> $90,543 (non SES) 1,107 71% 61% 39% 0.8% 8% 6% 5% 1.8%

> $90,543 (SES) 115 60% 73% 27% 0 6% 3% 4% 0

Total 86,485 51% 30% 70% 1.3% 12% 11% 5% 1.5%

Estimated Range (95% confidence level)1.2% to

1.4%11.6% to

12.0%11.0% to

11.5%4.7% to

5.0%1.4% to

1.6%

Source: DET, Workforce Profile data as at 30 June 2004 Notes: The Department’s EEO survey has been developed in accordance with the specifications provided by the Office of Employment Equity and Diversity, NSW Premier’s Department. On the basis of

survey responses, EEO statistics are collected from the Workforce Profile. Newly recruited permanent and temporary staff are provided with an EEO survey form and a reply paid envelope along with their letter of employment offer. Data from the surveys are entered

into the personnel system. The importance of completing the EEO survey continues to be emphasised in staff induction sessions, staff meetings and during in house training. In 2004, the Department established an online EEO survey facility to provide easy and secure access for permanent and temporary teaching and non teaching public service staff in schools,

regions and State office to update their EEO information directly in their personnel records. Weighted factors were introduced by the Office of Employment Equity and Diversity, NSW Premier’s Department in 1998 to estimate the representation of EEO group members in the workforce

where EEO survey response rate was less than 100%. This aims to provide a more accurate estimate of the representation of EEO group members in the workforce. Small differences may occur in the tables between aggregated staff totals owing to, for example, some staff entering on duty part way through the pay fortnight in which the census opened.

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Percentage of Total Staff by Employment Basis

Subgroup as percent of total staff at each category

Subgroup as estimated percent of total staff at each category

Employment basisTotal Staff (number)

Respondents Men Women

Aboriginal People

and Torres Strait

Islanders

People from

Racial, Ethnic, Ethno-

Religious Minority Groups

People Whose

Language First

Spoken as a Child was not English

People with

Disabilities

People with Disabilities Requiring

Work-related

Adjustment

Permanent Full-time 62,520 59% 35% 65% 1.2% 12% 11% 5% 1.6%Permanent Part-time

11,675 50% 13% 87% 0.9% 9% 10% 4% 1.2%

Temporary Full-time 7,023 9% 24% 76% 2.2% 13% 12% 4% 2.0%

Temporary Part-time

5,175 9% 13% 87% 0.7% 10% 10% 4% 0.4%

Contract - SES 115 60% 73% 27% 0 6% 3% 4% 0

Contract - Non SES 8 88% 88% 13% 0 0 0 14% 14.3%

Training Positions 0 0 0 0 0 0 0 0 0

Casual 50,248 11% 28% 72% 1.9% 7% 13% 4% 0.5%

Total 136,764 36% 29% 71% 1.4% 10% 12% 4% 1.1%

Estimated Range (95% confidence level)1.3% to

1.6%9.6% to

10.2%11.2% to

11.9%4.1% to

4.5%1.0% to

1.2%

SUBTOTALS

Permanent 74,195 58% 32% 68% 1.2% 12% 11% 5% 1.6%

Temporary 12,198 9% 19% 81% 1.5% 12% 11% 4% 1.3%

Contract 123 62% 74% 26% 0 5% 3% 5% 0.9%

Full-Time 69,543 54% 34% 66% 1.3% 12% 11% 5% 1.7%

Part-Time 16,850 38% 13% 87% 0.8% 10% 10% 4% 1.0%

Source: DET, Workforce Profile data as at 30 June 2004 Notes: The Department’s EEO survey has been developed in accordance with the specifications provided by the Office of Employment Equity and Diversity, NSW Premier’s Department. On the basis of

survey responses, EEO statistics are collected from the Workforce Profile. Newly recruited permanent and temporary staff are provided with an EEO survey form and a reply paid envelope along with their letter of employment offer. Data from the surveys are entered

into the personnel system. The importance of completing the EEO survey continues to be emphasised in staff induction sessions, staff meetings and during in house training. In 2004, the Department established an online EEO survey facility to provide easy and secure access for permanent and temporary teaching and non teaching public service staff in schools,

regions and State office to update their EEO information directly in their personnel records. Weighted factors were introduced by the Office of Employment Equity and Diversity, NSW Premier’s Department in 1998 to estimate the representation of EEO group members in the workforce

where EEO survey response rate was less than 100%. This aims to provide a more accurate estimate of the representation of EEO group members in the workforce. Small differences may occur in the tables between aggregated staff totals owing to, for example, some staff entering on duty part way through the pay fortnight in which the census opened.

Appendix 3: Occupational Health and Safety

Achievements For 2004 these included:

• The creation of the Occupational Health and Safety (OHS) Directorate to drive improved outcomes for health and safety

• An OHS policy that States the Department’s commitment to health and safety

• An OHS self-assessment tool to assist principals to improve safety in their schools

• Risk management procedures including a school excursions policy to support staff to make safer workplaces.

During 2004, WorkCover acknowledged the progress and commitment made by the Department to improving health and safety.

Strategies and programs The SchoolSafe review, a joint initiative of WorkCover and the Department, was completed in 2004. Recommendations from the review are informing the Department’s planning for OHS improvements.

The OHS and Injury Management (IM) Initiative, managed by WorkCover, is designed to review the OHS and IM systems and practices of public sector agencies in NSW with a view to improving OHS performance. A progress review of the Department was conducted during 2004 with a more comprehensive audit due to take place in March 2005.

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Workplace inspections are undertaken by workplace managers, OHS committees and OHS representatives as part of local OHS risk management programs.

Programs to promote the health and well being of staff are administered at system and local levels. Health testing is undertaken at the time of employment and, where appropriate, to meet emerging local needs.

Challenges and future directions Key challenges for the Department in 2005 are:

• The implementation of a Safety Management System that will provide the overarching framework for all aspects of the Department’s operations

• Facilitating the development of a safety culture across all workplaces by creating systems and tools for workplaces to help employees and to incorporate safety into everyday activities.

Systems for incident management are under review and will be developed to better enable the recording, assessment and response to incidents to improve safety and risk management across the Department.

Employee Assistance Program (EAP)

EAP Profile, 2003-2004 2003 2004

Staff Accessing General Counselling Sessions 2,869 3819

General Counselling Sessions Attended 8,244 7762

Staff Accessing Management Consultation Sessions

145 140

Management Consultation Sessions Attended 342 321

Staff Assisted Following Serious Incident 385 293

Note: The EAP data for 2004 has been annualised as statistics for the final trimester were not available at the time of report preparation.

Workers’ compensation claims

Number of ClaimsAverage Cost per Claim

as at June: 2003 2004 2003 2004

DET (excluding TAFE NSW Institutes and trainees)

6,560 6,537 $5,365 $6,441

TAFE NSW Institutes 598 650 $8,729 $8,429

Australian Traineeship Scheme

2,107 1,746 $7,136 $8,050

Source based on data in The Chief Executive Officer Quarterly Workers’ Compensation.Report as provided by TMF/GIO for respective financial years of 2002-03 and 2003-04.Note: Australian Traineeship Scheme trainees are employed in a wide range of classifications across all industries in NSW. The Department, under government-funded initiatives, provided workers compensation for these trainees. From 1 January 2004 workers compensation for all new trainees has been funded by the host employer.

Work related injuries and illness

Most Frequently Occurring Claims in Descending Order

2003 2004

DET (excluding TAFE NSW Institutes and trainees)

Sprains/Strains Mental Disorder Contusion/Crush

Sprains/Strains Laceration/Contusion Mental Disorder

TAFE NSW InstitutesSprains/Strains Mental Disorder Contusion/Crush

Sprains/Strains Laceration/Contusion Mental Disorder

Australian Traineeship Scheme

Sprains/Strains Laceration Contusion /Crush

Sprains/Strains Laceration/Contusion / Fractures

Time lost due to injuries

Calendar YearTotal Hours Paid

(‘000)Number of Claims

with Lost Time

2000 599 2,256

2001 520 2,553

2002 351 2,759

2003 431 3,412

2004 375 2,890

DET - Employee rehabilitation and costs for work-related injuries 2004

Calendar Year

Number of Rehab. cases

Insurer Rehab. costs

Average cost per case

2000 454 $1,700,000 $3,700

2001 645 $1,650,000 $2,600

2002 987 $2,300,000 $2,300

2003 1,347 $1,200,000 $900

2004 1,323 $1,372,000 $1,037

Appendix 4: Departmental StructureThe Department refocused resources to support staff and strengthen the links between schools and TAFE.

Ten regions were established to provide better localised support to schools and an increased focus on improving student learning outcomes.

Corporate services were streamlined through the establishment of regional corporate services teams and employee services centres to improve customer service to staff through integrated provision of services.

The majority of staff affected by the restructure have been placed in positions or left the Department. Those remaining displaced officers will be assisted through intensive career and placement support.

The structure continues to be aligned to better meet the needs of students in schools and TAFE and to ensure that the Department is fulfilling community expectations.

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Statements

Andrew Cappie-Wood Director-General of Education and Training Managing Director of TAFE NSW

SES Level 8, $372,350

Mr Cappie-Wood commenced in the position of Director-General of Education and Training, Managing Director of TAFE NSW, on 9 February 2004. He is responsible to the Minister for the leadership and management of the public education and training system and the provision of advice affecting all education and training in New South Wales.

Mr Cappie-Wood’s leadership of the Department in 2004 focussed on consolidating the organisational structure based on ten regions with major administrative efficiencies arising from the sharing of corporate services between the Schools Sector and TAFE Institutes. He also established a departmental change management agenda with a strong focus on organisational governance, performance and education reform to enable the system to better respond to external pressures and expectations.

In addition to his role of chair of Australian Education Systems Officials Committee he has led the NSW

Government implementation of the Council of Australian Governments’ Murdi Paaki Trial in partnership with Department of Education, Science and Training and Murdi Paaki Regional Council.

A major milestone during the year was the finalisation of the Aboriginal Education Review in collaboration with the Aboriginal Education Consultative Group (AECG). The report was the culmination of an extensive consultation and evaluation process that commenced in 2002.

The review of governance arrangements within the organisation has seen the strengthening of the role, function and responsibilities of the senior executive and the working of the Board of Management. Clearer accountability structures for senior executives were mirrored in the new accountability framework introduced for school principals. Additional flexibility in school staffing has been introduced together with amendments to the Teaching Services Act that opens up school promotion positions to outside appointment.

Extensive work has been undertaken to set the organisation’s strategic direction including statewide consultation on the Futures Project and refining the Department’s Results and Services Plan with Treasury.

Appendix 5: Senior Executive Service Officers

Number of Senior Executive Service (SES) officers at each levelNumber of Positions Number of SES Officers

SES Level 2000 2001 2002 2003 2004 2000 2001 2002 2003 2004

1 5 2 2 0 0 5 2 2 1 0

2 73 74 74 59 56 63 69 67 67 56

3 18 24 25 23 24 17 21 21 23 24

4 10 11 11 10 12 10 11 11 7 12

5 8 6 7 15 14 8 6 5 5 14

6 2 3 3 3 3 1 3 3 3 3

7 1 1 1 1 2 1 1 0 1 2

8 1 1 1 1 1 1 1 1 1 1

Total 118 122 124 112 112 106 114 110 108 112

Note: Figures for each year are as at 31 December. Three officers were unattached in 2004.

Percentage of female and male SES officers at each level% of Females % of Males

SES Level 2000 2001 2002 2003 2004 2000 2001 2002 2003 2004

1 40.0 100.0 100.0 100.0 0.0 60.0 0.0 0.0 0.0 0.0

2 23.8 18.8 19.4 19.4 19.6 76.2 81.2 80.6 80.6 80.4

3 52.9 38.1 38.1 30.4 37.5 47.1 61.9 61.9 69.6 62.5

4 20.0 27.3 36.4 42.9 41.7 80.0 72.7 63.6 57.1 58.3

5 25.0 33.3 40.0 40.0 42.9 75.0 66.7 60.0 60.0 57.1

6 0.0 33.3 33.3 33.3 33.3 100.0 66.7 66.7 66.7 66.7

7 100.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0 100.0 100.0

8 0.0 0.0 100.0 100.0 0.0 100.0 100.0 0.0 0.0 100.0

Total 29.2 26.2 28.2 26.9 28.6 70.8 73.7 73.7 73.1 71.4 Note: Figures for each year are as at 31 December.

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The implementation of government education initiatives continues on schedule with:

• extension classes for all comprehensive secondary schools

• devolution of professional development resources to schools

• class size reduction.

The review of Traineeships in the Vocational Education and Training (VET) sector was completed and an evaluation of the VET in schools commenced. The strength and quality of the TAFE system was reinforced with the winning of the National Training Award (for large training providers) by the TAFE North Coast Institute.

Martin Bowles Deputy Director-General, Corporate Services

SES Level 7, $322,300

Mr Bowles provided leadership in the management of the Department’s education and training budget, resource plans, capital works, maintenance programs, information and telecommunication systems and infrastructures, industrial award negotiations and the recruitment, retention and career development of teachers and all other employees.

Mr Bowles priority objectives were to provide resources and services to core teaching and learning activities and to meet government commitments in relation to class size reduction, Aboriginal education, and ICT. Other priorities were to implement the Shared Corporate Services Strategy and effectively support newly established regions; finalise industrial awards within government resources; improve teacher recruitment and staffing of schools; improve compliance with OHS requirements; and maintain quality environments in schools and TAFE Institutes.

During 2004, Mr Bowles ensured that key performance measures and targets within the Corporate Services Portfolio Plan were met. Under Mr Bowles’ guidance the Department’s organisational restructure and the Shared Corporate Services Strategy were implemented successfully. This resulted in savings for the Department and improved service responsiveness. The Department was the lowest cost service provider of all large agencies in NSW. He has also developed plans to achieve further corporate services efficiencies.

Mr Bowles oversaw the effective use of resources for public education and training in NSW. Resources for education and training have been managed and monitored in an accountable manner as evidenced in the meeting of government priority commitments for the sector within allocated budgets. Five new school facilities have been provided, improvements were made to school and TAFE NSW buildings, and additional classrooms were installed to facilitate smaller classes for Kindergarten children.

Improvements were made to Internet access and online services have been utilised to streamline staff recruitment and payroll processing.

Mr Bowles was responsible for the successful negotiation of the school and TAFE teachers’ salaries case and principal accountability. Mr Bowles has provided the NSW Treasury with regular satisfactory reports on the financial health of the Department. The Department’s risks in relation to budgets, systems and workforce were managed within the current environment and financial parameters. Continued systemic improvements in financial management and reporting resulted in unqualified audit opinions for DET, TAFE and all related agencies.

Trevor Fletcher Deputy Director-General, Schools

SES Level 7, $289,650Appointed: 8 November 2004

Mr Fletcher was appointed to the position of Deputy Director- General, Schools in November 2004. During the brief period up to the end of 2004, he initiated the implementation of a range of strategies to foster the development of an interdependent capacity building culture across the three levels of the organisation: schools, regions and State Office.

Alan Laughlin Deputy Director-General, Schools

SES Level 6

Deputy Director-General, Aboriginal Education Review and Futures ProjectSES Level 6, $257,000Appointed: 3 May 2004

From his position as Deputy Director-General, Schools, Dr Laughlin acted as Director-General from 1 January to 9 February and in a relieving capacity during April. In May he took up a new role as Deputy Director-General, Futures Project and Aboriginal Education. In this position, Dr Laughlin continued to lead the Aboriginal Education Review which he initiated as Deputy Director-General, Schools, as well as leading a project to develop the priorities and directions for education and training over the next five to ten years.

Priority objectives for Dr Laughlin during 2004 included implementation of the new regional structure for schools, the management of the review of Aboriginal education in NSW in partnership with the NSW AECG, and the management of the Futures Project through research and extensive consultation with the community.

As Deputy Director-General, Futures Project and Aboriginal Education, he completed the review of Aboriginal education in NSW and published the report Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray (Freeing the Spirit: Dreaming an

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Equal Future). The report presents a large number of recommendations derived from extensive consultation with more than 4,000 members of Aboriginal communities, school and TAFE NSW staff, community and government agencies and other education providers.

Dr Laughlin also established and led the Futures Project including two major phases. The second phase involved consultation with the community of NSW around all major issues in education and training. By the end of December over 1,100 submissions were received involving 8,200 people through meetings or as individuals. The consultation continues until 28 February 2005.

As Acting Director-General, Dr Laughlin maintained the successful operation of the Department of Education and Training. As Deputy Director-General, Schools, Dr Laughlin managed the establishment of school regions so that they were operational by the commencement of the 2004 school year. As Deputy Director-General, Futures Project and Aboriginal Education, Dr Laughlin managed the review of Aboriginal Education with a view to dramatically improve the learning outcomes of Aboriginal students so that they are comparable or better than that of the broader population. Through the Futures Project he managed the most comprehensive consultation process ever conducted by the Department of Education and Training.

Robin Shreeve Deputy Director-General, TAFE and Community EducationSES Level 6, $228,651A/Deputy Director-General, SchoolsSES Level 717 May - 5 November 2004

Mr Shreeve provided leadership on matters relating to Schools while managing the Schools Portfolio and advice on TAFE and Community Education Portfolio while in his substantive position.

In the former role, he led the Schools Portfolio providing advice to the Director-General on equity access to quality schooling, the Aboriginal Education Review, implementation of Shared Corporate Services Strategy and Commonwealth projects such as the tutorial voucher initiative. His priority objectives for NSW Government schools were to ensure the delivery of quality educational programs, develop a strengthened and transparent accountability system in schools and develop effective links with key stakeholders.

For the TAFE and Community Education portfolio, Mr Shreeve provided leadership on a range of issues including commercial activities, e-Services in TAFE NSW, resource allocation within the Portfolio, TAFE NSW future provisions for Aboriginal and Torres Strait Islanders, TAFE fees, and Australian Government initiatives such as the Australian Technical Colleges. His priority objectives

were to meet Annual Student Contact Hour targets, continue to deliver high quality work-related education and training programs, particularly in areas of skill shortages and continue to improve services to students as well as responding to industry skill needs.

While managing the Schools Portfolio he developed a new accountability framework for school principals, oversaw the implementation and review of the new regional structure and the implementation of the Professional Learning Policy for Schools and the re-distribution of professional learning funding to schools.

While managing the TAFE and Community Education Portfolio he turned TAFE NSW into an e-business through the development and implementation of e-student services and Mainstream Enrolment via the Internet. He oversaw a significant growth in commercial activities including an increase in TAFE Global activities. He established a process for a review of the metropolitan course delivery profile. He also participated as a guest inspector on a joint Adult Learning Inspectorate and Office of Standards in Education inspection of Carshalton College of Further Education in England and signed a Memorandum of Understanding with the Welsh Ministry of Education for increased cooperation between educational institutions in the Principality of Wales and the State of New South Wales.

He focused on increasing quality and efficiency as a means of delivering outcomes in a climate of declining resources.

Leslie Loble Deputy Director-General, Strategic Planning and Regulation

SES Level 6, $228,651

Ms Loble provided leadership on matters relating to Strategic Planning and Regulation, particularly the strategic plan for the Department, Commonwealth-State relationships across the schools, vocational education and higher education sectors, the review of the apprenticeship and traineeship systems and future directions in teaching and learning and quality assurance in higher education.

Her priority objectives were to provide strategic planning, monitor and report on system-wide performance, provide strategic research and innovation, manage and regulate the vocational education and training sector, develop learning resources (particularly for distance education) develop a higher education policy and regulatory framework, support the integration of information technology in schools, manage the Department’s external and intergovernmental relationships, and to support two taskforces of the Ministerial Council on Education, Employment, Training and Youth Affairs.

Ms Loble successfully led negotiations with the Australian Government for over $4 billion in funding for schools,

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vocational education and training (including the retention of $33 million in growth funding) and Aboriginal education. She provided advice on the NSW position on accountability to the Australian Government.

Ms Loble oversaw the development of the Department’s corporate planning and reporting framework, progressed strategies to tackle skill shortages and enhance the quality of the apprenticeship and traineeship system, developed the Teaching and Learning Exchange (TaLE), led the development of strategic and innovative projects across schools and vocational education and coordinated the establishment of the NSW Institute of Teachers.

Risk management practices were adopted in the regulation of vocational education and higher education providers. The assessment of requests to undertake research in schools was reviewed, with new processes approved.

Marie Persson Director, TAFE NSW – Sydney InstituteSES Level 5, $228,650Deputy Director General, Organisational DevelopmentSES Level 627 April-26 November 2004

While managing the Organisational Development Portfolio Ms Persson provided advice on matters relating to organisational development including the achievement of cultural change throughout the Department and outcomes-based planning and development. In her substantive position she had carriage of TAFE NSW Sydney Institute.

Her priority objectives were to ensure that the Department is able to meet the challenges of the future, develop significant relationships with the business community, promote TAFE NSW as the preferred vocational, educational and training organisation; as well as reviewing the Shared Corporate Services strategy and the structures arising out of the Lifelong Learning reform. She was responsible for integrating the St George, Sutherland and Loftus campuses into TAFE NSW Sydney Institute.

Ms Persson provided leadership in her management of the Organisational Development Portfolio and TAFE NSW Sydney Institute. She established the Organisational Development Unit within the Department and created a focal point for co-ordination of cross-divisional change projects. As 2003 NSW Telstra Business Woman of the Year, Ms Persson promoted TAFE NSW to a wide range of NSW business groups. Ms Persson established a number of significant relationships with industry, particularly Franklins Supermarkets, the Australian Broadcasting Corporation and the Master Builders Association.

TAFE NSW Sydney Institute enrolled over 72,000 students and produced over 17.7 million annual student contact hours in the last financial year. In managing resources TAFE NSW Sydney Institute met budget

requirements and its agencies achieved their performance targets. Risk management courses were conducted at TAFE NSW Sydney Institute in 2004 for educational and support managers, supervisors and OHS committee representatives.

Campus and functional directors were required to implement risk assessment and control procedures in units and teaching sections, to review these on an ongoing basis to ensure hazards in the workplace were either eliminated or minimised and to ensure that TAFE NSW Sydney Institute complied with legislative requirements.

Mike Cush General Manager, Asset ManagementSES Level 5, $228,650

Mr Cush’s responsibility for asset management included building construction, maintenance, land acquisition and disposal, air cooling in schools, demountable school buildings, joint funding, community use of school buildings and energy management and compliance. He received appropriate advice as the Department’s member of government and inter-agency steering committees and as Chairman of the Teacher Housing Authority.

Mr Cush’s priority objectives were to coordinate services related to the management of assets that support the teaching and learning environments in NSW Government schools and TAFE NSW campuses. Other priority objectives were to implement the approved capital works and maintenance programs; to improve delivery of maintenance to schools through the development of a new range of contracts scheduled to operate by mid 2005; ensure progress on key government commitments such as accommodation to facilitate the Class Size Reduction initiative; establishing 21 new preschools; and completing the air conditioning of all demountable classrooms.

Asset management priorities were successfully implemented by Mr Cush. He managed and delivered special projects such as the Government’s Revitalisation of Sydney Schools Strategy and the Privately Financed Projects program; improved delivery for capital works and maintenance across the State; and commenced implementation of the recommendations of the Maintenance Task Force. He ensured the delivery of 21 new pre-schools, the delivery of additional classrooms for the Class Size Reduction Program and ensured that the air conditioning of all demountable classrooms was completed ahead of schedule.

Mr Cush assisted in the implementation of the Shared Corporate Services Strategy and contributed to the Department’s risk management and strategic planning processes.

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Ken Dixon General Manager, Finance and Administration

SES Level 5, $228,650

Mr Dixon provided leadership on costing options on significant proposals including salary awards, the Futures Project, Aboriginal Education Review and Commonwealth Education and Training initiatives and on business cases for the replacement of corporate human resources, payroll, finance and student administration systems.

Mr Dixon’s priority objectives were to coordinate the allocation and management of financial resources and administrative services, facilitate changes in departmental direction where necessary and support new initiatives, implement the shared Corporate Services Strategy, modify structural changes needed to achieve improved service delivery and to provide quality performance analysis and advice.

Mr Dixon supported the effective delivery of education and training services provided by schools and TAFE NSW Institutes through the efficient management of the Department’s finances and financial reporting and administrative practices that ensure the optimal and equitable distribution and use of resources. Resource allocation and budget targets, negotiated and agreed with the NSW Treasury, were achieved or bettered as evidenced in regular financial performance reports and year-end results. Shared Corporate Services teams were established in regions to support schools and TAFE NSW. The functions of the Accounts Payable and Receivable Unit at Bathurst were reviewed and streamlined to reflect the introduction of new processes in all TAFE NSW Institutes. Risk management considerations were applied in the development and application of new systems.

Paul Edgecumbe Chief Information Officer

SES Level 5, $228,650

Mr Edgecumbe’s responsibilities related to information communication technology. This included the whole-of-government broadband network, replacement of core systems and a new process for the provision of computers to schools.

Mr Edgecumbe’s priority objectives were to ensure progress on the key government commitment of upgrading the bandwidth in schools and TAFE NSW Institutes; negotiate a proposal to deliver computers to schools with a better support service within existing funding; and introduce enrolment via the Internet for current TAFE NSW students.

Mr Edgecumbe provided leadership in his management of information communication technology for the Department. He improved bandwidth access for schools and TAFE NSW colleges and ensured the delivery of

better support services to schools as part of the Shared Corporate Services Strategy. He introduced enrolment via the Internet for current TAFE NSW students. He also contributed effectively to the Department’s risk management and strategic planning processes.

George Green Assistant Director-General, Schools

SES Level 5, $214,770

Mr Green provided leadership on a number of matters including developing a new consolidated accountability framework for schools, the Red Tape Reduction initiative, proposals for revitalising music education and secondary school sport, as well as refocusing the work of the Arts Unit.

Mr Green’s priority objectives were to oversee the implementation of a range of specialised programs and projects within the Schools Portfolio and provide high-level support for and conduct investigations into challenging operational issues.

Mr Green successfully managed the Curriculum K-12 Directorate, including the Arts Unit and the School Sports Unit, as well as the Northern Sydney Region and the Operational Coordination Unit. He coordinated and undertook high-level investigations and reviews as well as resolving and advising on complex issues referred by regional directors and the Deputy Director-General, Schools. He managed specific commitments and programs that included the implementation of the Red Tape Reduction Program and he developed and implemented a consolidated accountability framework for schools.

Kimble J Fillingham Regional Director, South Western Sydney (Secondary Education, Vocational Education)

SES Level 5, $213,400Appointed: 21 January 2004

Mr Fillingham provided advice on a number of areas that included the implementation of the Multi-campus Colleges (MCC) Strategy and strategies to increase secondary school enrolments, improving student transition from primary to secondary school, monitoring results in the School Certificate and Higher School Certificate, as well as developing and coordinating Vocational Education and Training (VET) in Schools.

Mr Fillingham’s priority objectives were to establish the South Western Sydney Region, broaden curriculum provision through the MCC Strategy, establish a database to monitor enrolment and retention in secondary schools, improve the transition of students from primary to secondary school, revise the School to Work Program and manage VET in Schools, Vocational Learning and VET teacher training programs.

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Mr Fillingham successfully led and managed the South Western Sydney Region and developed a strategic plan for 2005 -2007. He achieved above State average retention rates from Year 11 to Year 12 in one-third of campuses within the 11 multi-campus colleges. He supported the effective transition of 65,000 students from Year 6 into Year 7 and devolved VET funding to regions.

He successfully managed regional resources and implemented risk management procedures.

Michele Bruniges Regional Director, Western Sydney (Curriculum K-12, Profesional Learning, Professional Practice)


Dr Bruniges’ responsibilities included statewide school planning development and accountability frameworks, a School Leadership Strategy focused on supporting the professional learning of aspiring, new and continuing principals, and the implementation of the 7-10 Curriculum Frameworks, in collaboration with the Board of Studies.

Dr Bruniges’ priority objectives were to develop a culture of continuous improvement in the Western Sydney Region using performance data to enhance student learning, design a Service Delivery Strategy and governance model that reflected the priorities of parent and principals’ groups in Western Sydney, increase participation of staff and students in scholarship, recognition and professional learning programs, design programs that enhance the capabilities of school leaders and consult extensively on the recommendations from the Time to Teach, Time to Learn report.

She created a culture of continuous improvement to enhance student learning in Western Sydney Region, built strong community and business relationships and highlighted the achievements of Government schools in Western Sydney. She introduced the Professional Learning Policy for Schools and allocated $33.3 million to schools to support teacher professional learning. She implemented programs for OHS committee training and consolidation of training programs for principals in compliance areas, and oversaw the expansion of statewide awards and recognition programs.

Dr Bruniges successfully led and managed the Western Sydney Region, comprising 238 schools in five education areas. She used resources strategically in order to improve learning outcomes of students. She managed 88 regional staff and 230 staff in three State Office directorates with a budget of $53.5 million and coordinated a risk assessment audit to guide future planning and accountability mechanisms for teacher professional learning programs.

Carol Carrigan Regional Director, North Coast (Educational Measurement, Literacy and Numeracy)


Ms Carrigan provided leadership in developing and implementing statewide testing programs, improving the delivery and outcomes of public education and training based on the evaluation and critical analysis of statewide testing programs and assessments, improving statewide placement processes for academically gifted and talented students and developing the draft State Literacy and Numeracy Plan for 2004-2009.

Her priority objectives were to provide educational leadership of the North Coast Region, provide valid and reliable statewide testing programs, data management and selective school opportunities and implement government literacy and numeracy commitments including the State Literacy Strategy.

Ms Carrigan successfully led and managed the North Coast Region, consisting of 282 schools in five education areas, a regional staff of more than 90 people and a budget of more than $2 million.

She developed and managed the 2004-2009 State Literacy and Numeracy Plan including government commitments of over $500 million from 2004-2008 to implement recommendations from the State literacy evaluation. She provided comprehensive data for analysis and planning to improve student outcomes and developed school accountability models involving both qualitative and quantitative methods.

Ms Carrigan also managed the Educational Measurement Directorate with 59 staff and a budget of $10.3 million.

Phil Lambert Regional Director, Sydney (Early Childhood and Primary Education, Aboriginal Education)

SES Level 5, $205, 775Appointed: 21 January 2004

Dr Lambert’s responsibilities included managing the Class Size Reduction initiative, early childhood and primary education programs and reviewing Aboriginal education.

His priority objectives were to establish and develop the Sydney Region, support students, families and schools in the region, provide leadership to four school education directors and two State office directors, implement major government commitments related to early childhood, primary and Aboriginal education, represent the Department on the national Indigenous Education, Employment, Training and Youth Task Force and as a Board member on the Australian Children’s Television Foundation and implement the Council of Australian

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Government whole-of-government trial in the Murdi Paaki region of western NSW.

Dr Lambert achieved all targets set for phase one of the Class Size Reduction initiative, involved 16 Indigenous communities working in partnership with all levels of government to address key issues and share responsibility for achieving better results in the Murdi Paaki region, established 21 new preschools attached to NSW Government primary schools, implemented a range of primary education programs including Parents as Teachers, Schools as Community Centres, Early Literacy Initiative, Reading Recovery and the Primary Connect pilot, worked with interest groups across the State to promote the significance and quality of education in NSW Government schools.

He used structured activities to support school education and State policy directors to contribute to cultural change, make effective use of resources and achieve operational and policy objectives.

Trish Kelly General Manager, Human Resources

SES Level 5, $198,151

Ms Kelly provided leadership on matters relating to a comprehensive range of human resources issues. These included teacher quality initiatives, workforce planning, teacher supply and retention strategies, employment conditions for DET and TAFE NSW staff, departmental processes to meet the requirements of the NSW Institute of Teachers, strengthened accountability framework for principals, and amendments to the Teaching Service Act. Ms Kelly also provided advice in relation to human resource services and systems, the organisation restructure and Shared Corporate Services Strategy.

Her priority objectives were to recruit quality teachers, implement the class size reduction initiatives, advertise executive positions in schools externally, implement requirements of the NSW Institute of Teachers, strengthen accountability for principals, and implement the shared Corporate Services Strategy.

Ms Kelly provided leadership in her management of human resources for the Department. She evaluated and extended the Teacher Mentor Program, provided teacher education scholarships, accelerated teacher training and retraining programs in teacher shortfall areas and implemented the organisational restructure. She also implemented the electronic Casual Pay Claim service and the electronic Leave Application Processing System in schools to achieve savings and enhance service responsiveness. She continued the focus on achieving efficiencies and streamlining administrative processes to support the Department’s strategic directions and she contributed effectively to corporate risk management and strategic planning.

Graeham Kennedy Regional Director, Illawarra and South Coast (Student Welfare, Safety and Security)


Mr Kennedy provided advice on a number of areas that included values education in NSW Government schools, drug education, student welfare and discipline as well as creating safe and secure learning environments.

Mr Kennedy’s priority objectives were to establish the Illawarra and South Coast Region, develop and implement strategies, policies, programs and innovations to enhance student learning outcomes, develop values education, anti-bullying, school uniform, suspension and expulsion, attendance as well as anti-truancy policies and resources, implement the government’s four-year behaviour initiatives program, develop resources and professional learning programs for teachers in drug education, implement the NSW Healthy School Canteen Strategy, and enhance the safety and security of schools.

Mr Kennedy successfully led and managed the Illawarra and South Coast Region as a quality provider of public education. He oversaw the development of policies that included the Ministerial Statement on Values in NSW Public Schools; the School Uniform Policy and support document, as well as the Suspension and Expulsion Policy. He also managed the development of anti-truancy strategies and a statewide leave pass system as well as the production of resources for teachers including drug education in culturally diverse classrooms: alcohol and tobacco.

Mr Kennedy oversighted the development of a statewide anti-bullying code, the implementation of the Department’s safety and security program that resulted in a significant reduction in breaches of security in schools. He applied Australian standards for risk management to assess threat in high-risk schools and implemented risk management strategies to support safer working and learning environments for students and staff.

Robyn McKerihan Regional Director, Hunter/Central Coast (Equity Programs)


Ms McKerihan provided high-level strategic advice on a number of areas that included gender equity, Priority Schools Funding program and the Priority Action Schools program, equity strategy, the Country Areas Program, community grants and Multicultural Education programs.

Ms McKerihan’s priority objectives were to develop a regional culture that focused on innovation and improved student outcomes, enhancing the image of public

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education and community relationships. Her focus was to develop strong local leadership and decision making in the Hunter/Central Coast Region, support professional and welfare provisions for staff and students, implement the PSFP statewide survey to support planning for the 2005-08 funding cycle; ensure equity programs develop and maintain a strategic focus on literacy and numeracy, quality teaching and developing community partnerships; and to ensure appropriate accountability for the expenditure of equity funds.

Ms McKerihan provided leadership in her management of the Hunter/Central Coast Region. She managed the Region’s resources by establishing consistent financial management procedures, flexible management of resources and through an effective regional approach to risk management.

She articulated the regional structure incorporating the changed working relationship between the 299 schools in five school educational areas and regional support staff. She improved teacher capacity to develop and implement equity programs and improved learning outcomes for students from language backgrounds other than English and schools with low socio-economic communities through targeted equity programs.

Ms McKerihan also successfully managed 85 staff and a budget of $63.4 million in the Equity Programs Directorate where she provided leadership and advice in the development of effective and efficient management practices.

Peter Riordan General Manager, Industrial Relations and Employment Services

SES Level 5, $198,151

Mr Riordan provided advice on a range of industrial relations and employment services issues that included the teachers salaries award, key discrimination issues, options for legislative change, revised child protection reporting procedures and Occupational Health and Safety policies.

His priority objectives were to revise child protection reporting procedures, implement initiatives to improve accountability of school principals and improve safety policies.

Mr Riordan successfully finalised the Crown Employees (Teachers and Related Employees) Salaries and Conditions Award, created new classifications for school administration officer and school administration manager, improved accountability of principals and introduced external appointments to executive positions.

He supported the implementation of Shared Corporate Services and made an effective contribution to the Department’s risk management and strategic planning processes.

Deonne Smith Regional Director, Northern Sydney

SES Level 5, $198,151Appointed: 13 December 2004

Ms Smith was appointed to the position of Regional Director, Northern Sydney in December 2004. She developed a strategic overview of the region.

Barry Peddle Relieving Director, TAFE NSW Sydney Institute,

SES Level 5, $213,400

27 April - 24 December 2004

While managing TAFE NSW Sydney Institute, Mr Peddle provided advice on a range of strategic issues that included the growth of international student business and international project management, TAFE NSW budget allocations, performance management systems and processes, infrastructure planning, the Department’s Shared Corporate Services Strategy and the Futures review of public education and training.

His priority objectives were to complete the integration of campuses from TAFE NSW Southern Sydney Institute into TAFE NSW Sydney Institute, deliver approximately 17 million annual student contact hours of high quality vocational education and training to more than 72,000 students, increase the range of customer services across the Institute, implement the national vocational education and training (VET) priorities, including increasing the number of industry Training Package qualifications delivered, implement the State training profile and priorities and meet all budget accountabilities for State recurrent funding and commercial income.

Mr Peddle successfully led TAFE NSW Sydney Institute, the TAFE Business and Information Technology Curriculum Centre and the International Students Centre. He contributed to the strategic directions of Department through membership of high level committees and contributed to the strategic directions of VET through membership of the Board of Adult and Community Education, the VET Accreditation Board and the Illawarra Regional Development Board. He developed an integrated business structure for the amalgamation of TAFE NSW Southern and Sydney Institutes and undertook a management review to recommend a new whole-of-business structure for the Institute. He also initiated a comprehensive course and service profile review for the expanded TAFE NSW Sydney Institute including the development of a strategic workforce plan.

Mr Peddle implemented a number of risk management strategies consistent with the national training framework, DET corporate policies and NSW legislation, attained targeted annual student contact hours within budget and completed a review of all commercial business activities and increased net revenue target by 25%.

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Appendix 7: Boards and CommitteesSenior officers of the Department of Education and Training are members of statutory bodies and significant inter-departmental committees. The Board of Management is the NSW Department of Education and Training’s key decision making body. The Board, chaired by the Director-General, exercises two key responsibilities: first , translating government policy into action and setting strategic directions for the implementation of policy; and secondly, dealing with operational issues where a cross-portfolio approach is required. The members of the Board of Management as at 31 December 2004 and their membership of statutory bodies and committees are listed below.

Andrew Cappie-Wood Director-General of Education and TrainingManaging Director of TAFE NSWBA; MTCP; Grad Dip UEM; (Hon) MCIH (UK); FIPAA

President, Institute of Public Administration Australia (NSW)Chair, Schools Resourcing Task Force of the Ministerial Council of Education, Employment, Training and Youth Affairs (MCEETYA)Chief Executive Officers’ Committee Human Services Chief Executive Officers’ GroupAboriginal Affairs Chief Executive Officers’ GroupAustralian Education Systems Officials Committee – MCEETYACurriculum CorporationThe Learning Federationeducation.au limited NSW Board of Vocational Educational and TrainingNSW TAFE Commission BoardNSW Vocational Education and Training Accreditation Board

Trevor Fletcher Deputy Director-General, SchoolsBEd; Dip Teach

Member, NSW Board of StudiesChair, Director-General’s Advisory Group on Multicultural Education and TrainingMember, Interim Board of the Sydney Conservatorium of MusicChair, Sydney Conservatorium of Music Precinct Operations CommitteeCo-Chair, Task Force VAR

Alan Laughlin Deputy Director-General, SchoolsDeputy Director-General, Aboriginal Education Review and Futures ProjectBSc; DipEd; MEd; MEdAdmin; PhD; FACE

Chair, Department of Aboriginal Affairs - Cluster Working

Group on EducationChair, Director-General’s Advisory Group on Multicultural Education and TrainingCo-Chair, Aboriginal Education Review Reference GroupCo-Chair, State Steering Committee, Murdi Paaki Regional CouncilCo-Chair, Task Force VARMember, NSW Board of StudiesMember, Interim Board of Sydney Conservatorium of MusicChair, Sydney Conservatorium of Music Precinct Operations CommitteeChair, Futures Directions Task Force

Robin Shreeve Deputy Director-General, TAFE and Community EducationBA(Hons); MA; AFAIM; AFAMI

Director, AeSharenet LtdDirector and Chair, TAFE GLOBAL Pty LtdWorldSkills BoardMember, NSW Board of StudiesChair, TAFE Peak Executive GroupChair, Education Strategy Committee

Leslie Loble Deputy Director-General, Strategic Planning and RegulationBSc; MPub Admin

National Research and Evaluation CommitteeMCEETYA Schools Resourcing Task ForceNational Working Group - Greater University and Industry Recognition of Achievement of VET in Schools CoursesNSW Board of Vocational Education and TrainingChair, Board of Studies National Issues Working PartyChair, BVET Curriculum Advisory CommitteeChair, NSW Schools ConsortiumChair, NSW Non-Government Schools Advisory CommitteeChair, Australian Information and Communications Technology in Education CommitteeMember, NSW Board of Studies

Martin Bowles Deputy Director-General, Corporate ServicesBBus; Grad Cert PSM; FCPA

MCEETYA ICT in Schools Task Force

Chris Ryan Executive Director, Strategic Relations and CommunicationBA; DipEd; MA

NSW Talent Development BoardChair, School Promotions Strategy Reference Group

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External BoardsTAFE Commission Board

Members Position in the community Qualifications

Andrew Cappie-Wood Director-General, NSW Department of Education and TrainingBA, MTCP, Grad Dip UEM (Hon), MCIH (UK), FIPAA

Doreen Clark Managing Director, Spandor Investments Pty Ltd PhD, HC, AM, FTSE, FRACI

Anne De Salis Group Executive, Corporate Culture and Communication, MBF MA Econ

Warren Grimshaw Executive Director, Coffs Harbour Education Campus BBus, Dip Pub Admin

Steve Harrison Managing Director, Industrial Development Australia Pty Ltd BA, LLB

Andrew HegedusGeneral Manager, Durahrwa Training and Development Aboriginal Corporation

Melanie O’Connor Strategic Human Resource Solutions Pty Ltd MBA

Kaye Schofield Director, Kaye Schofield and Associates Pty Ltd BA, Dip Ed, M Ed

Geoff Turnbull President, TAFE Teachers Association BA, Dip Ed

Doug Wright Representational and Special Services, Australian Industry Group B Ec, BA

Sandra Yates Chair, Saatchi and Saatchi AO, FAICD, FAIM, FAMI

TAFE NSW Commission Animal Ethics Board

Peter Henderson (Chairperson and Category D Member)

Attorney at Law, Barrister, Consultant - International and Australian Commercial Projects, Company Director and Grazier

BSc, Dip Ed, M Ed(Hons), Dip Law, BAB

William Howey (Category A Member)

VeterinarianBVMS, MRCVS, MACVSc, Grad Dip Ed (Tech)

Michael Cannon (Category A Member)

Veterinarian BVSc, MACVSc, Grad Dip Ed

Marg Hawkins (Category B Member)

Head Teacher, New England Institute Tamworth BVSc, Dip Ed

Glen Whitbread (Category B Member)

Teacher, Illawarra Institute Moss Vale Campus B Ed, Dip Teach

Barry Wilton, OAM (Category C Member)

Chief Executive Officer, Animal Welfare League

Mark Kelman (Category C Member)

Veterinarian, RSPCA BSc (Vet Biol), BVMS

Julie Buckley (Executive Member)

Associate Director, TAFE NSW Primary Industries and Natural Resources Curriculum Centre

B Ed

Board of Adult and Community Education

Kaye SchofieldExecutive Director, Research Centre for Vocational Education and Training, Adjunct Professor, Faculty of Education, UTS; Consultant

BA, Dip Ed, M Ed

John Berryman Chief Executive, Royal Institute for Deaf and Blind Children BSc, MA, M SEd

Bronwyn Clinch Executive Officer, Barraba Community Learning Association

Helen de Silva Joyce Director, Community and Migrant Education BA, Dip TESL, M Ed

Cathy Duncan Chair and CEO, Moree Aboriginal Employment Strategy

Denise Fleming Managing Director, Foresight Management Group BA, MBA, PhD, Industrial Law Certificate

Cristina Fica Community Programs Manager, The Smith Family BA Community Management

Sue Lister Managing Director, The AdClinic Pty Ltd

Debbie LittlehalesManager, Kiama Community College, Member Community Colleges Council NSW

BA (Hons)

John McIntyre Consultant B Ed, M Ed, PhD

Barry Peddle R/Director, TAFE NSW - Sydney Institute B Ed, M Ed

Robin Shreeve Deputy Director-General TAFE and Community Education BA (Hons), MA, AFIM, AFIMA

Davina TyrellExecutive Member of the NSW Aboriginal Education Consultative Group

B Ed, Dip Teach

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Vocational Training Tribunal

Associations and Representatives Associations and Representatives Associations and Representatives

Australian Hotels Assoc. NSW Master Painters Assoc. of NSW Restaurant Catering Assoc. of NSW

Angela Murray Donald Gray John Walker

Australian Industry Group Dennis O’Sullivan Robert Goldman

Paul Hennessy Master Plumbers and Mechanical Contractors Assoc. of NSW

Robyn McDonald

Gillian Gribble TAFE NSW

Gail Silman Stephen Mewett John Lawler

Australian Manufacturing Worker’s Union Master Tilers, Slaters and Shinglers Assoc. Aian Soden

Anthony Alderson Richard Herron Alan Wetherill

Garry Hingle Keith McKenzie Greg Chapman

Bruce McLeod MEGT (Australia) LTD Julia Nancarrow

Steve Johnson Debra Nooyen Steve Parkinson

Matthew Lowe Motor Traders Assoc. of NSW Ross Petersen

Amanda Perkins Gregory Hatton Chris Lloyd

Harry Delaney Bruce Perkins Ray Taylor

Australian Meat Industry Employees Assoc. Clare Chalk Ray Ellice

Patricia Fernandez Ian Rolfe Glenn Way

Peter Usher James L McCall Gail McRae

Construction, Forestry, Mining and Energy Union

National Electrical and Communication Assoc. Pat Fiddler

John Cambridge Mike Frew

Terry Kesby Gerard Ping-Nam Stephen Johnson

Rita Mallia Barry Dawson Pat Aiken

Keryn McWhinney Robert Dixon Merv Edwards

Electrical Trades Union of Australia National Meat Assoc. of Australia Chris Pearson

James MacFadyen Kenneth McKell Brad Polak

Bernard Riordan National Precast Concrete Assoc. Lynsay Robertson

William Woolridge Brian Mallon Derry Thomas

Mick Doust NSW Furnishing Industry Derek J Page

Colin T Harris Martin Lewis Anita Carty

Federated Clerks Union NSW Branch NSW Golf Assoc. Bruce Blackshaw

Judith Bennett Brian Speechly Richard W Swan

Fiona Hancock NSW Nurses Assoc. Charles Wright

Hospitality Training Network of NSW Marika DeVecchis John Shearston

Bronwyn Willits Printing Industry Assoc. of Australia William K Beck

David J Younie Kenneth Stenner Craig Henningham

Labor Council of NSW Professional Hairdresser’s Assoc. Louise Frankiewicz

Michael Gadiel Jack Fitzgerald Richard Sproge

Mark Boyd Linden Swan Terry Cross

Peter McPherson Maureen Harding Rod Creed

Master Builders Assoc. of NSW Fiona Heslop Debby Atkinson

Donna King Kylie Dwyer Stephen Davies

Sharon Underwood Wendy Blair Ian A Paul

Peter Glover Public Service Assoc. of NSW Noel Munkman

Bill Potocki Rosslyn Small Phillip Evans

Master Farriers Assoc. of NSW QANTAS Glenn Williamson

Malcolm Hunt Russell Burgess Narelle Goiser

Lewis Cini Rail Tram and Bus Union Trevor Smith

Peter Jenkins

James Clark

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New committees

Advisory Group on Community Grants Programs

Purpose: Provide advice to the Department on issues related to the distribution of funding through the Links to Learning Community Grants Program, the Intervention Support Program, the Aboriginal Community Programs and the Community Languages Schools Program.

Advisory Group for Gender Equity in Education

Purpose: Aims to contribute to the improvement of participation and performance of boys and girls at school. The committee consists of representatives from senior levels within the Department and from other key organisations that represent equity groups.

Centre for Learning Innovation Strategic Priorities CommitteePurpose: Setting strategic priorities to ensure the best fit between the Centre for Learning and Innovation services and the distance education and e-Learning needs of the schools and TAFE NSW sectors. The Committee will play a major role in balancing competing stakeholder priorities.

Director-General’s Advisory Group on the Priority Schools Funding Program and the Education of Students in Schools Serving Low Socio-Economic Status Communities

Purpose: Provides advice on the educational needs of students in schools serving low socio-economic status communities. The committee has representation from the key stakeholder groups.

Head Teacher Qualifications Committee

Purpose: Supporting the implementation of a new policy on eligibility requirements for head teacher positions in NSW Government Schools effective from 11 October 2004.

NSW Drug and Alcohol Workforce Development Council

Purpose: Reporting to the government on the plans and expenditure on professional development of the drug and alcohol work Force of 10 government departments.

Outcomes Assessment and Reporting Implementation Reference Group

Purpose: Provides advice on implementing the recommendations of Time to Teach Time to Learn, an external evaluation of school-based assessment and reporting practices. The reference group is chaired by the Director, Curriculum K-12 and includes representatives from the NSW Teachers Federation, Federation of Parents and Citizens Associations of NSW, Primary Principals Association, Public Schools Principals Forum, Secondary Principals Council and the Office of the Board of Studies.

School Promotions Strategy Reference Group

Purpose: To provide strategic input to the marketing and promotion of schools and public education. Convened under the chair of the Executive Director, Strategic Relations and Communication, the School Promotions Strategy Reference Group includes representatives from interest groups, the Primary Principals Association and Secondary Principals Council.

Special Education Advisory Group

Purpose: Developing an implementation strategy that supports the government’s 2005-2007 Special Education initiative. This initiative aims to provide a teacher and a teachers aide (special) for each special class by 2007. The Challenge of Diversity - Inclusive Services Supporting Students with Special Needs strategy will guide the Department’s responses to the changing nature of students with special education needs enrolled in government schools over the next three years.

State Steering Committee for School-based Interagency Programs

Purpose: Provides advice on a strategic whole-of-government approach to planning, implementing and evaluating school-based interagency programs including Schools as Community Centres, Primary Connect and Parents as Teachers.

TAFE NSW Higher Education Academic Board

Purpose: Endorsing submissions for accreditation and re-accreditation, registration and re-registration of TAFE NSW as a higher education institution, and for approval to provide higher education courses to overseas students; approving educational and other policies relating to TAFE NSW higher education functions; and final decisions in relation to appeals.

TAFE Peak Executive Group (TPEG)

Purpose:

• making high level decisions on key strategic statewide frameworks, policies, systems, processes and operations where the matters for decision by the executive committees or working groups may:

lead to significant resource implications for TAFE NSW (all matters of this nature must be referred to the Group)

have sensitive political or industrial implications

be the subject of a major variety or divergence of views of key players

• endorsing recommendations of the executive sub-committees where there are major resource implications, sensitivities, or strongly divergent views

• commissioning papers regarding statewide strategic frameworks, policies, priorities, systems and processes

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• collaborating on initiatives relating to TAFE NSW delivery and curriculum priorities, plans and profiles

• pre-selecting designated areas for a hands on approach, e.g., finance, workforce management, issues affecting one or a group of Institutes

• advising on emerging State, national and international developments relating to Vocational Education and Training such as VET pedagogy, knowledge management, and emerging areas for skills development

• advising on the operations of statewide functions such as Curriculum Centres, the Course Information System and Industry Partnerships

• noting the general directions and developments of the executive committees and councils.

Vocational Education In Schools Reference Group

Purpose: Contributes to the formation of collaborative strategies to improve student outcomes in Vocational Education in Schools program areas.

CommitteesAboriginal Education Review Reference GroupAccounting Policy Steering CommitteeAdult and Community Education/TAFE Strategic Plan Implementation CommitteeAdult Migrant Education Program Consultative CouncilAdvisory Group on Community Grants ProgramsAsset Information System Steering CommitteeAudit Investigations CommitteeAustralian Government Quality Teacher Program NSW Cross-Sectoral Management CommitteeAustralian Government Quality Teacher Program NSW DET Reference GroupBetter Service Delivery Program Task ForceCampus Management Systems Steering CommitteeCapital Planning CommitteeCentre for Learning Innovation Strategic Priorities CommitteeClass Size Advisory CommitteeComputer Skills Assessment for Year 6 GroupCountry Areas Program State Advisory CouncilDemountable Specialist CommitteeDepartment of Education Science and Training Gifted and Talented Project Advisory GroupDET – Industry Training Advisory Bodies Consultative GroupDET Environmental Management CommitteeDirector-General’s Aboriginal Education and Training Advisory GroupDirector-General’s Advisory Group on Multicultural Education and TrainingDirector-General’s Advisory Group on the Priority Schools Funding Program and the Education of Students in Schools Serving Low Socio-Economic Status CommunitiesDisabilities Community Consultative Committee

Discipline Policy CommitteeEarly Childhood Reference GroupEarly Literacy and Numeracy Initiative Advisory CommitteeEducation Liaison Committee (Sydney Conservatorium)Energy Management CommitteeEnrolment Task ForceEquipment in Schools Committee Equity Strategy CommitteeFacilities Standards CommitteeForestry Training Strategy Steering CommitteeForum of Learning and Development in Child ProtectionHelping Young People at Risk Program State Steering CommitteeHigher Education Advisory CommitteeHSC Online Board of ManagementInternational Students Centre Advisory GroupIntervention Support Advisory Group Macquarie ICT Innovations Centre Board of ManagementMainstream Enrolment via the Internet Steering CommitteeManagement Committee for TAFE NSW Intellectual Property Project Murdi Paaki Council of Australian Governments’ TrialMurdi Paaki Regional GroupNew Street Adolescent Service (NSW Health Department) Advisory CommitteeNon-Government Schools Advisory CouncilNSW Aboriginal Affairs Plan Education ClusterNSW Anti-homophobia InteragencyNSW Board of Vocational Education and Training Skills Centre Steering CommitteeNSW Country Areas Program State Advisory CouncilNSW Department of Education and Training Advisory Group for Gender Equity in Education NSW Drug and Alcohol Workforce Development CouncilNSW Registration Committee for International Secondary Student ExchangeNSW Schools ConsortiumNSW VET Consultative ForumOccupational Health and Safety Steering CommitteePayroll Processing ServicesPlan-It Youth Community Mentoring Program Reference GroupPlanning Review CommitteePre-school Expansion Working PartyPrimary Connect State Steering Committee Primary Education Development CommitteePromotion Strategy Reference GroupProtection for Children and Young People Steering CommitteeQualifications Recognition and Resource Requirements CommitteeRegional committees for the Priority Schools Funding ProgramSafety Around Schools Review Panel

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School Administrative Support Staff Central Reference GroupSchool Canteen Advisory CommitteeSchool Leadership Development Reference GroupSchool Libraries Working GroupSchools Animal Care and Ethics CommitteeSchools as Community Centres State Steering CommitteeSchools Global Funding CommitteeScope of Registration Monitoring GroupState Advisory Group for Gender EquityState Literacy and Numeracy Task ForceSteering Committee for the Education and Training Plan for Sustainable Agriculture in the Sydney BasinStrategic Initiatives GroupStudent Administration Planning Working GroupStudent Course Information Steering CommitteeStudent Data Quality GroupSuccessful Transition Programs from Prior-to-School for Indigenous Australian Students Reference GroupSummer Schools Industry Reference GroupT3 Program – National Management Committee TAFE Department of Corrective Services Monitoring and Liaison CommitteeTAFE Educational Systems Strategic Management CommitteeTAFE NSW Accreditation Council

TAFE NSW Educational Futures ForumTAFE NSW Library Strategy GroupTAFE NSW Peak Executive Group – Student Services Sub CommitteeTAFE NSW Women’s Advisory GroupTAFE Peak Executive Group - Professional Development CommitteeTAFE Peak Executive Group – Service Delivery Committee TAFE Peak Executive Group – Systems CommitteeTAFE Peak Executive Group – TAFE Education Strategy CommitteeTAFECard Steering CommitteeTask Force VARTeacher Mentor Program Working PartyTeacher Qualifications Advisory PanelThe Learning Federation – Exchange Consultative CommitteeTraining Agenda Advisory BoardUniversity of New South Wales Gifted Education Research, Resource and Information Centre Advisory CommitteeVocational Education in Schools Reference GroupWeb Services Archiving Project BoardWeb Services Steering Committee

Additional information available at www.det.nsw.edu.au/annualreports

Appendix 8: Controlled EntitiesNames of Controlled Entities Details of objectives, operations and activities Measures of performance

NSW Adult Migrant English Service

The NSW Adult Migrant English Service (AMES) helps newly arrived migrants to study English, enabling them to participate in the community, education and work. AMES is recognised as a high-quality provider of language and literacy education. Courses are offered at AMES centres, workplaces and community venues and through distance education and home tutoring.

Legislative compliance. Budget targets achieved.

NSW TAFE Commission

The NSW TAFE Commission (TAFE NSW) is a network of Institutes that train people for work. TAFE NSW offers a wide range of nationally recognised courses based on industry-set standards at campuses across the State. TAFE NSW courses are delivered on campus, flexibly in the workplace or remotely, often by the Internet. In 2004 there were over half a million enrolments in TAFE NSW Institutes. TAFE NSW goals are to provide the skills and values for innovation, growth, prosperity and social cohesion and to deliver a dynamic and responsive system of public education and training.

Legislative compliance. Budget and business plan targets achieved.

TAFE GLOBAL Pty Ltd

TAFE GLOBAL Pty Ltd is a wholly owned entity of the NSW TAFE Commission. TAFE GLOBAL Pty Ltd was incorporated in 2000 and commenced operations in 2001. The entity undertakes commercial activities relating to vocational education and training both within Australia and overseas.

Budget and business plan targets achieved.

Appendix 9: Freedom of Information

Facilities for public access

Access to registered files and administrative reports of an internal nature that are less than 30 years old can be obtained by lodging a Freedom of Information (FOI) application. If the information sought is personal information, it may also be sought under the Privacy and Personal Information Protection Act.

Access to documents over 30 years old, which are generally located at the Government Records Repository or at State Archives, is governed by a series of departmental access directions. These generally ensure open public access except where there are specific reasons to restrict this, such as the personal or commercial sensitivity of the information. In some such cases limited access may still be afforded, with certain areas of documents masked. The State Records Authority maintains a public register of access directions available for inspection including those for the Department.

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Circumstances and outcomes of investigations or applications for review

The Department dealt with two applications for external review, both received from the Office of the Ombudsman. In both instances the applicants, having received documents pursuant to an FOI application, were of the view that there were more documents held by the Department. After conducting preliminary enquiries the Ombudsman’s Office declined to deal further with the matters deeming that the Department had considered all documents relevant to the request and that the searches for documents had been reasonable and thorough.

Freedom of information statistics for 2004

FOI Requests Personal Non-Personal Total

New 187 74 261

Bought forward 13 15 28

Total to be processed 200 89 289

Completed 179 81 260

Transferred out 0 0 0

Withdrawn 0 6 6

Total Processed 179 87 266

Carried forward 21 2 23

Result of Request Personal Non-Personal Total

Granted in full 89 37 126

Granted in part 84 23 107Granted subject to Deferral

0 0 0

Refused 2 15 17

Withdrawn 2 6 8

Documents not held 2 6 8

Transferred to another agency

0 0 0

Total 179 87 266

Elapsed Time Personal Non-Personal Total

0-21 days 110 22 132

21-35 days 1 47 40 87

Over 35 days 1 22 25 47

Totals 179 87 266

Processing Time Personal Non-Personal Total

0-10 hours 115 17 132

11-20 hours 34 46 80

21-40 hours 25 15 40

Over 40 hours 5 9 14

Totals 179 87 266

1. The number of days elapsed does not reflect the number of days during which the Department was actively dealing with the application. It merely measures the number of days between receipt and complete determination.

Third party consultation

In 2004 one application was received which required third party consultation.

Internal reviews

Sixteen applicants exercised their rights under the Act to an internal review. The results were as follows:

Personal Non-Personal

Grounds for Review

Decision Upheld

Decision Varied

Decision Upheld

Decision Varied

Access refused 5 3 0 1

Exempt matter 4 3 0 0

Overview

The overall number of requests under the FOI legislation was less than in 2003. The number of personal requests dropped by 14.0% from 218 to 187. The number of non-personal requests increased by 9.7% from 67 to 74. Personal requests accounted for 72.0% of all requests and non-personal requests accounted for 28.0%. This compares to 76.0% and 24.0% respectively in 2003.

In 2004 the majority of appilcants (79.4%) were provided with access to all or some of the documents sought. There were 16 applications for review. In one case the decision was varied. There were no external reviews.

Appendix 10: Overseas Visits

Purpose of Visit

Source of FundsTotal No of

StaffExternal /

CommercialIndividual / Community

Dept / TAFE Core Funds

Student excursion 0 69 0 69

Professional Development

16 8 10 1 34

Scholarship program

25 0 0 2 25

Exchange program

6 19 0 25

Educational Exports

232 1 1 234

International Student recruitment

35 0 0 35

1. For two of these trips the officer contributed towards the cost2. 23 scholarship holders received some departmental support 30% or less of total costs.

The categories for the purpose of visits are defined as:

Student excursion: staff members who accompany students on excursions overseas to increase understanding of other cultures.

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Professional development: staff members who travel overseas to attend and/or present at conferences or participate in study tours.

Scholarship program: staff members awarded scholarships to further their professional skills and knowledge.

Exchange program: teachers who exchange places with a teacher from another country.

Educational exports: staff members travelling overseas to manage partnerships, programs, carry out quality assurance of assessment or delivery; or who teach, train or assess students. Development of business relationships, due diligence and negotiating and signing contracts.

International student recruitment: staff members who travel overseas to recruit inbound full-fee paying international students to the NSW school sector or TAFE NSW.

Appendix 11: Ethnic Affairs Priority Statement

Introduction

The NSW Department of Education and Training is guided by the Community Relations Commission and Principles of Multiculturalism Act 2000 and has responsibility to report to Parliament through its Annual Report on ethnic affairs initiatives undertaken. It is also required to develop an Ethnic Affairs Priority Statement (EAPS) Plan for each year that shows how it will address the education and training needs of a culturally and linguistically diverse society. This plan is submitted to the Community Relations Commission for a Multicultural NSW, which is responsible for monitoring the performance of government agencies and reporting in its annual Community Relations Report.

Outcome 1

Learners are equipped with the knowledge, skills and values needed to participate and contribute as responsible members of a culturally diverse society.

Achievements

• 10% increase in nominations for the Cohesive School Community Awards with two schools receiving State awards

• Development of new websites to facilitate participation in the Cultural Exchange Programs in Schools, www.culturalexchange.nsw.edu.au and access to information and resources to assist students and teachers to develop understandings of multiculturalism and cultural diversity through the Making Multicultural Australia website, www.multiculturalaustralia.edu.au

• Delivery of anti-racism training for 360 anti-racism contact officers and executive members of staff in schools with responsibility for dealing with complaints about racism

• Accreditation of 46 TAFE NSW courses, all meeting inclusive curriculum guidelines.

Strategies

• Developing curriculum documents and resources to promote cultural and civic understanding for a culturally diverse, harmonious society. Significant resources developed in 2004 include three multicultural units of work for NSW Government schools, the Histories of Migration Series: Coming to Australia developed by the Adult Migrant English Service (AMES), and an annotated bibliography of multicultural education resources for teachers K-12

• Providing programs to equip staff and learners to work effectively in a culturally diverse community. In 2004 the Department allocated $27,700 to 19 schools to develop programs addressing issues of cultural diversity. TAFE NSW continued to deliver modules to enhance cross-cultural competence in learners. Schools, TAFE NSW and AMES also conducted professional development workshops to assist staff in meeting the needs of specific groups such as refugees and emerging communities

• Delivering a range of professional development activities to promote anti-racism education

• Conducting professional development activities to support the implementation of culturally inclusive curriculum, for example, primary and secondary teachers preparing students for the Australian History, Geography and Civics and Citizenship section of the NSW School Certificate

• Encouraging community input through the Director-General’s Advisory Group for Multicultural Education and Training and local consultation mechanisms involving culturally and linguistically diverse communities.


• Ensure that all students and staff participate in education and training that is free of racism and fosters respect for cultural differences while promoting values that sustain civic responsibility, social inclusion and community harmony

• Conduct a range of activities promoting community harmony

• Continue to provide professional development to teachers that supports civics and citizenship education

• Increase knowledge and understanding of Australia’s cultural, linguistic and religious diversity by providing teachers with resources

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• Develop print-based and online resources that are culturally and linguistically inclusive

• Conduct inclusive teaching practice seminars at a college and campus level.

Outcome 2 Learners from language backgrounds other than English share equitably in the benefits and outcomes of education and training.

Achievements

• Provision of English as a Second Language (ESL) support to 6,173 newly arrived students in K-12 from language backgrounds other than English and 87,717 through the ESL General Support Program

• 18,836 students enrolled in TAFE NSW English Language and Literacy programs

• 25,277 enrolments in the Adult Migrant English Program delivered by AMES and 11,422 enrolments by students from language backgrounds other than English in the Multi-ACE Providers Program – Language and Literacy

• Establishment of the Refugee Student Assistance Scheme with the NSW Teachers Federation to support refugee students in government schools and TAFE NSW.

Strategies

• Addressing the needs of young people by implementing targeted inter-agency initiatives such as the Youth Partnerships with Arabic-Speaking and Pacific Communities

• Implementing research, such as the ESL Pedagogy Action Inquiry Project, to investigate effective teaching practice for second language learners

• Ongoing provision of a range of targeted programs to improve the English language and literacy skills of learners from language backgrounds other than English in schools, TAFE NSW, AMES and Adult and Community Education (ACE)

• Providing vocational programs with integrated English language training in areas of employment growth and demand for support for learners from language backgrounds other than English in TAFE NSW

• Providing a range of welfare and support services targeting the specific education and training needs of learners from language backgrounds other than English including multicultural/ESL consultants in schools and Institute Multicultural Coordinators in TAFE NSW

• Continuing community language media promotions and publications that facilitate access to education and training programs and pathways for people from language backgrounds other than English

• Facilitating effective communication with learners and communities from language backgrounds other than English through interpreting services in schools, TAFE NSW and AMES.


• Ensure students from language backgrounds other than English have access to high quality education and training that meets their learning needs and prepares them for lifelong learning and employment

• Promote availability of information about policies, programs and services in languages other than English, and provide interpreter assistance for parents from language backgrounds other than English

• Continue to develop teaching materials and practices that cater to the English language learning needs of students from language backgrounds other than English

• Conduct research into ways of improving literacy outcomes of ESL students in transition from primary to secondary schools.

Outcome 3

The community’s cultural and linguistic resources are harnessed to increase educational opportunities and economic benefits for all.

Achievements

• Provision of specialist information to over 2,000 people concerning recognition of overseas skills for employment and training purposes through the Overseas Skills Advisory Service

• Delivery of Community Language Programs to 28,333 students from language backgrounds other than English in 159 primary schools

• Provision of 47 Community Language Programs for 32,000 students through Community Language Schools, operating outside school hours

• Provision of 16 courses in languages other than English for 5,935 students from language backgrounds other than English through TAFE NSW in response to community and industry needs

• Provision of 60 Skillmax Program courses for migrant jobseekers and under-employed public service employees from language backgrounds other than English.

Strategies

• Collaborating in the Service for the Treatment of Torture and Trauma Survivors (STARTTS) program to improve support for refugee students and their families

• Offering interpreting and translation skills training through TAFE NSW, in response to community and

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industry needs including training needs of new and emerging community languages

• Collecting data comparing student literacy development in bilingual and English-only programs including 4,000 students in 22 primary schools, as part of an ongoing biliteracy longitudinal study conducted with the University of Melbourne

• Developing resources to facilitate the recognition of overseas qualifications and skills for employment and training purposes, such as provision of online access to Recognition of Overseas Qualifications and Skills to Study in TAFE NSW – Information for Students in 22 community languages

• Providing training for trade teachers to ensure appropriate recognition of overseas qualifications for entry and advanced standing in TAFE NSW courses

• Conducting information sessions and workshops for parents and caregivers from language backgrounds other than English aimed at increasing their participation in the school community

• Providing professional development for community language teachers through the Community Languages Induction Program.


• Ensure that the community’s cultural and linguistic knowledge and skills are valued as a resource that informs the development of educational programs and services

• Continue to deliver programs that assist staff to recognise overseas qualifications, skills and experience

• Strengthen partnerships with local councils, multicultural interagencies, culturally and linguistically diverse communities, industry bodies, government agencies and other VET providers to plan and deliver appropriate VET programs and support services to people from language backgrounds other than English

• Continue to conduct community consultation forums across the Department.

Outcome 4

The skills of the Department’s culturally diverse workforce are used to enhance the delivery of education and training services.

Achievements

• 20 Community Information Officers (CIOs) liaised with ethnic communities and community agencies across all regions

• 14 Intensive English Centres and one Intensive English High School employed approximately 75 Teachers Aides Ethnic (TAEs)

• 15 Multicultural Education Coordinators based in eight Institutes supported learners from language backgrounds other than English

• The North Coast Institute established an Institute Multicultural Contact Officer position to support the VET needs of people from language backgrounds other than English

• 113 employees received the Community Language Allowance Scheme (CLAS) allowance for providing support in languages other English

• The Community Languages Induction Program provided professional development for 18 community language teachers in government schools.

Strategies

• Recognising the skills and experience of the Department’s culturally diverse workforce

• Providing specialist information and advice in relation to the recognition of overseas skills and qualifications

• Monitoring Equal Employment Opportunity (EEO) recruitment and employment trends

• Implementing a range of strategies that support and provide professional development for overseas-trained teachers

• Basing Community Information Officers (CIOs) in all regions to strengthen links between schools and parents and community members from language backgrounds other than English

• Employing Community Liaison Officers (CLOs) in schools with high numbers of students from language backgrounds other than English to provide information to and communicate with parents and community members from culturally and linguistically diverse communities

• Providing bilingual teaching and learning support for newly arrived ESL students and interpreting support for students and their families by using Teachers Aides Ethnic (TAEs) to assist with meeting the educational and welfare needs of students undertaking the ESL New Arrival Program

• Training CIOs, CLOs and TAEs as facilitators for the Families in Cultural Transition course to provide support to recently arrived parents from culturally and linguistically diverse backgrounds.


• Ensure that the community, as a whole, benefits from education and training experiences that recognise and use the cultural and language skills of staff from all backgrounds

• Develop, update and promote access to registers of staff with community language skills

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• Continue to provide professional development opportunities and support networks for CIOs, CLOs, TAEs and community languages teachers

• Support staff in receipt of CLAS and encourage eligible bilingual staff to seek CLAS recognition

• Continue to support staff to seek recognition of overseas qualifications.

Outcome 5

The services funded through external providers and via grants programs meet the needs of a culturally diverse community.

Achievements • The Links to Learning Community Grants Program

provided $735,798 to community organisations and local government to implement nine Links to Learning projects. These projects supported young people from language backgrounds other than English who are at risk of leaving school early. In these projects over 79,000 project hours were delivered to 360 young people. Over 86% of these young people achieved improvement in literacy and generic skills.

• The NSW Community Languages Schools Program allocated $2,076,721 to 231 organisations. Community Language Schools operated in 47 languages in 429 locations, catering to over 32,000 students.

Strategies

• Ensuring that funded services and grants programs are responsive to the principles of multiculturalism.

• Ensuring that advertising for all key funded services, including contracted training provision, traineeships and access programs, requires applicants to address the principles of the NSW Charter for Equity in Education and Training.

• Promoting departmental funding services and tendering opportunities in community languages.

• Implementing funded programs and services that target culturally and linguistically diverse communities

• Collecting and monitoring data relating to participation rates, achievements and post-program destinations of people from culturally and linguistically diverse backgrounds who participate in funded programs.


• Ensure that externally funded programs reflect the employment and/or further study needs of people from culturally and linguistically diverse communities

• Continue to implement professional development for staff in all Community Grants Program areas

that assist in addressing issues of cultural diversity, including culturally-appropriate curriculum design and assessment of grant programs

• Continue to support the Links to Learning Community Grants Program to provide assistance for young people from backgrounds other than English at risk of leaving school early

• Continue to deliver flexible Adult Migrant English Program (AMEP) targeted at adult migrants and refugees.

Appendix 12: Disability Action Plan

Introduction The Department’s Disability Action Plan addresses the five priority areas of the government’s mandatory Disability Policy Framework through progress reports from all school regions, TAFE NSW Institutes and functional State Office units.

In 2004, the government allocated an additional $15.6 million to the school sector in order to enhance the staffing of specialist services supporting students with disabilities. This initiative focused on the challenge presented by the diversity of the school-age student population and the need to refocus the design, delivery and evaluation of educational outcomes for students with special needs during the compulsory years of schooling.

Outcome 1: Awareness and responsiveness

Staff demonstrate awareness of the rights, needs and diversity of people with disabilities within our communities. They respond by consulting appropriately, planning effectively and providing high quality services for students, staff and customers.

Achievements

• A review of literature that explored issues in planning support services for students with special needs was conducted as part of the Excellence and Innovation consultation

• Improving Vocational Pathways for People with Disabilities in NSW Adult and Community Education (ACE) was distributed to the 64 ACE providers and their local disability service providers

• Fifty teaching and clerical staff from the NSW Adult Migrant Education Service (AMES) attended a training course in Service for the Treatment and Rehabilitation of Torture and Trauma Survivors

• A poster campaign, developed in collaboration with the Disabilities Community Consultative Committee, promoted training and employment opportunities for people with disabilities.

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Strategies

• Supporting regional student support coordinators through a planning process to address the long-term future of support class and support teacher provisions in regions

• Retraining 29 special education teachers

• Delivering Certificate III in Education Support to 118 teachers aides (special)

• Integrating a special education perspective into statewide training to support departmental policy on Responding to Allegations against Employees in the Area of Child Protection

• Responding to needs of schools to better support the effect of gender understandings on students with disabilities, their parents and the community through professional learning programs and sharing best practice ideas.

• Designing Australians Working Together (AWT) projects to expand partnerships between TAFE NSW and a variety of organisations to provide vocational and employment pathways and promote post-school Vocational Education and Training (VET) options

• Operating a generic email account to respond to queries regarding access to programs and services for people with disabilities in public schools, TAFE NSW and related agencies.


• Increase the capacity of school executive and all staff to create inclusive environments that provide students with disabilities and difficulties in learning with quality teaching and learning

• Identify the effectiveness of the strategies used by TAFE NSW to communicate with school leavers and build awareness of TAFE NSW course offerings and services.

• Conduct a forum to develop strategies that meet the needs of women in custody, particularly Aboriginal women and women with a mental illness.

Outcome 2: Access

Staff of the Department progressively identify and remove attitudinal, communication and physical barriers to entry and participation by people with disabilities in the education, training and employment opportunities offered by the Department.

Achievements

• More than 200 integration access projects across schools were undertaken in the 2003-2004 financial year, with expenditure in the order of $15 million

• 110 children with disabilities attended departmental preschools after the preschool enrolment policy was revised to be inclusive of children with disabilities

• Increased enrolment in the School Swimming Scheme of students with disabilities from 3,773 in 2002 to 4,052 in 2004

• All CD-ROM and web-based products developed by TAFE NSW Divisions are moving toward accessibility, with completion of a specific CD-ROM relating to reasonable adjustment.

• Thirty staff with disabilities participated in the Mentor Program, recognised as an EEO Good Practice by the NSW Premier's Department.

Strategies

• Increasing the number of Intervention Support Program services for young children with disabilities to 358

• Delivering regional professional learning workshops that emphasise inclusive practices and focus on new policies for the Department's 100 preschools and 50 early intervention classes

• Encouraging the use of Starting with Assessment materials by K-3 teachers to assist in the identification of and classroom-based support for students at risk of not achieving stage-appropriate syllabus outcomes.

• Participating in Sports Ability (Australian Sports Commission) to provide an integration strategy that focuses on students with higher support needs

• Monitoring team awareness and sensitivity to the needs of staff with disabilities and providing adaptive technologies to facilitate the effective participation of staff with disabilities in training and development activities

• Reviewing and developing targeted courses that provide job-specific training and pathways to qualifications for people with disabilities

• Allocating $35,000 to ACE clusters to implement the professional development program complementing the document Improving Vocational Pathways for People with Disabilities in NSW Adult and Community Education

• Distributing the Study at AMES video, available in 15 community languages, to all AMES centres.


• Finalise preschool policies, guidelines and support documents, after consultation in 2005, to support staff with making adjustments and accommodations for children with disabilities

• Respond to the findings of a nationally funded research project to identify best practice in transition to school in indigenous communities, including practices that support indigenous children with disabilities

• Extend the Satellite Education project to primary-aged, home-isolated students through the Distance Education Support Unit

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• Continue to refine processes that support the inclusion of people with disabilities in vocational education and training in line with the national strategy, Bridging Pathways.

Outcome 3: Participation

Students, staff and customers with disabilities have the same opportunities as other people to take advantage of the range of education, training and employment opportunities provided by the Department and its funded organisations.

Achievements

• 355 schools entered 1,707 students with disabilities in School Certificate courses and 288 schools entered 1,213 students for HSC Life Skills courses

• 1,357 support teachers (learning assistance) were allocated to 1,997 primary and secondary schools across the State (2004-2006)

• Participation of students with disabilities in school sport at zone, region and State levels increased, with NSW teams for national School Sport Australia Swimming and Athletics championships now including students with disabilities

• The TAFE NSW project to develop models of inclusive training delivery in TAFE for women with a psychiatric disability was completed and resource materials were distributed.

Strategies

• Expanding the participation of students with disabilities in school life through consultancy support as well as training and development focused on health-care planning program development and the use of support technology

• Providing curriculum materials for students in alternate formats including adding 110 titles to the Braille Catalogue and 150 titles to the Large Print Catalogue and transcribing assessment materials for 24 students

• Supporting leadership initiatives for students in bilingual and bicultural programs who are deaf or hearing impaired to promote their standing in the school community

• Ensuring inclusion of guidelines on reasonable adjustment and occupational health and safety relating to course delivery and assessment in TAFE NSW curriculum documentation

• Developing a module on Aboriginal perspectives on disabilities to equip students with the skills to establish/access networks in TAFE NSW to understand issues about disabilities and to access disability and support services in the community

• Reviewing the professional learning needs of teachers aides (special) working with students supported

through the Learning Assistance Program.

• Identifying educational pathways and available resources in ACE for people with disabilities as well as strategies to provide vocational pathway models from non-accredited to vocational programs.


• Support 7-10 syllabus implementation across regions in relation to students with special needs

• Facilitate student participation in the 2005 Pacific School Games through the NSW Students with Disabilities Coordinating Committee.

• Develop a coordination and communication strategy that identifies new methods of deploying existing expertise within the ACE sector to provide enhanced support for people with disabilities

• Increase opportunities for student participation and leadership, inclusive of gender, special needs, cultural background, sexuality, socio-economic status and geographically remote circumstances

• Promote the use of the Working with Diversity kit to all registered training organisations.

Outcome 4: Accountability

The Department measures and reports on its progress in developing and implementing policies and practices to improve access, participation and outcomes for people with disabilities.

Achievements

• Over 9,700 students with moderate and high support needs were supported through the integration program at a cost of more than $63 million and continuing students were placed onto an ongoing funding cycle that significantly simplified administrative processes for schools.

• An annual review of the educational placement of 35,000 students with special needs was conducted across the State.

• The State Support Technology and Equipment Program provided specialist equipment and technology support to over 1,150 students.

Strategies

• Supporting regions to integrate Student Services into regional strategic plans in order to increase student engagement in learning and to improve student outcomes

• Conducting workshops for school principals and directors in handling complaints as well as reviewing the current complaints policy with feedback received from internal and external stakeholders

• Conducting strategic planning and development days to ensure that staff maintain currency with the reforms and changes in the disability sector

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• Collecting information and statistics relating to the delivery of disability-related services in regions

• Analysing the results of the TAFE Customer Satisfaction Survey to inform targeted strategies for people with disabilities in the TAFE NSW Sydney Institute 2005 Business Plan.


• Investigate methods to better identify the participation and performance in, or exemptions from, testing programs for students with disabilities

• Create a common definition of students with disabilities that can be used for national reporting purposes and assists the analysis of participation levels and outcomes for students with disabilities in the Higher School Certificate

• Update the complaints policy to reflect the current departmental structure and meets stakeholder expectations

• Broaden staff awareness of the Department’s Guidelines on Adjustment at Work.

Outcome 5: Joint planning initiativesThe Department develops strategic alliances and a more coordinated approach to the delivery of services for people with disabilities.

Achievements

• A pilot project was initiated between the NSW Department of Corrective Services and TAFE NSW for pre-release offenders with an intellectual disability, many of whom have expressed interest in continuing their studies or in seeking work in these fields post-release

• A memorandum of understanding was signed by the Director-General and other participating NSW Government agencies in the Motor Accident Authority – Community Participation Project for people with recent spinal cord injury

• Thirty students with recent spinal cord injury participated in a VET program, beginning during the acute phase of their injury.

Strategies

• Providing effective support services in all educational settings for people with autism, including initiatives undertaken with the Autism Association of NSW to prepare support materials for school communities

• Participating in the nationwide research project to improve learning outcomes for students with disabilities in mainstream classrooms through identification of practices of effective teachers across Australia

• Working with NSW Health and the Aboriginal Medical Service to support the Service's otitis media

screening programs in schools and preschools

• Expanding partnerships through AWT projects between TAFE NSW and a variety of organisations in order to provide vocational and employment pathways and to promote post-school VET options.


• Develop a memorandum of understanding with the Autism Association

• Complete the mapping and documentation project to examine the gaps, overlaps and inconsistencies in the current system for providing education and training for people with a newly acquired spinal cord injury, as part of the Motor Accident Authority – Community Participation Project

• Progress a seamless process for students with disabilities moving from school to ATLAS-funded provisions in collaboration with the Department of Ageing, Disability and Home Care (DADHC)

• Complete and disseminate memoranda of understanding with NSW Health and DADHC to guide cooperative ventures in the delivery of therapy services in schools.

Appendix 13: NSW Government Action Plan for WomenNSW Government Action Plan for Women 2003-2005 emphasises the government’s commitment to addressing the needs of women. It reflects undertakings made in the Platform for Action, adopted at the Fourth United Nations World Conference on Women (in Beijing, in 1995) and under the International Convention on the Elimination of All Forms of Discrimination against Women. This action plan is grounded on the principles of equity, access, rights and participation and focuses on women with the least access to social and economic resources.

The concerns and needs addressed in the NSW Government Action Plan for Women focus on the daily experiences of women in NSW and include paid and unpaid work, health and housing, violence and safety, justice and legal equality, child care, education and training, decision making and leadership, as well as access to information. The Action Plan reflects the government’s continuing commitment to improve the position of women, now and through future generations, by using its resources and powers to listen to women speak about their lives and create working in partnerships throughout the community.

Achievements

During 2004 the Department implemented a number of initiatives to improve women’s and girls’ experience of education and training. These initiatives were guided by New Horizons for Women in VET, the TAFE NSW Women’s Strategy 2004-2010, launched on International Women’s Day, 8 March 2004.

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The Work Wise Women course addressed the low participation of women in information technology courses. Women who participated in the course were supported by special teaching and learning resources as well as a mentoring program. The Work Wise Women course received a Commendation for Excellence in the Workforce Diversity category of the 2004 Premier’s Public Sector Awards.

The Aboriginal Women’s Peer Education Course, Thurri-li Guwaa Thanbarran-li Bamba (Rise, Talk, Connect and be Strong) was developed in partnership with New England Institute of TAFE and the New England Area Health Service and conducted by the New England Institute. It was designed specifically to expand indigenous women’s knowledge of a range of health issues through peer education. Seven of the eleven Aboriginal women enrolled completed the course successfully.

Strategies

The New Horizons for Women in VET by TAFE NSW provided a policy framework and supported initiatives that expanded options for female students by:

• Reviewing courses and teaching approaches to improve access, participation and outcomes

• Making resources available such as the Women’s Strategy Implementation Guide http://www.tafensw.edu.au/ssupport/gendequi/welcome.htm

• Drawing on successful learning and innovative approaches and addressing gaps in previous strategies

• Ensuring that flexible, responsive, well researched approaches as well as specific programs are designed for targeted groups

• Encouraging areas within the Department to work with each other and equity units to address areas of complexity or entrenched disadvantage.


• Identify and address issues of multiple disadvantage that limit women’s full participation in vocational education and training (VET)

• Increase the participation of women from equity groups in higher level courses

• Address the significant segmentation of women’s participation in industry areas

• Investigate and develop courses to address the VET needs of women in custody, women in building and construction training as well as young women at risk of disengaging from education and training

• Distribute research findings and models of good practice widely across the Department.

Appendix 14: Payment of Accounts

DET payment performance indicators

During the financial year 2003-2004, the Department achieved an average payment performance of 96.1% (in comparison with 96.3% for 2002-2003).

DET Payment Performance 2003-2004

Percentage of Accounts Paid on Time 96.1%

Value of Accounts Paid on Time $4,495m

Total Value of Accounts Paid $4,676m

Accounts Payable at End of June 2004 $47.3m

Schedule of Accounts Payable at End of Each Qtr in 2003-2004

Current 30-60 days 60-90 days > 90 days

30 Sept. $45.1m $0.8m – –

31 Dec. $3.7m $0.6m $0.2m $2.9m

31 March $49.3m $0.7m – $0.1m

30 June $47.3m – – –

DET late payment of accounts

There were no instances where interest was payable under Clause 18 of the Public Finance and Audit Regulation 2000 resulting from the late payments of accounts. Procedures are continually reviewed to ensure the most efficient services are provided to clients.

TAFE NSW payment performance indicators

During the financial year 2003-2004, TAFE NSW achieved an average payout performance of 93% (in comparison with 91.2% in 2002-2003). In the last quarter of the year, the percentage of accounts paid on time was 95%.

TAFE Payment Performance 2003-2004

Qtr Ended June 2003

Qtr Ended June 2004

Percentage of Accounts Paid on Time 93% 95%

Value of Accounts Paid on Time $132.6 m $111.4 m

Total Value of Accounts Paid $142.2 m $117.9 m

TAFE NSW late payment of accounts

There were no instances where interest was payable under clause 18 of the Public Finance and Audit Regulation 2000 resulting from the late payment of accounts. Procedures are continually reviewed to ensure the most efficient services are provided to clients.

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Appendix 15: Land DisposalIn 2003-2004 net proceeds from the sale of 50 school properties amounted to $35.3 million. One TAFE NSW property was sold, realising a net proceed of $7,600.

The net proceeds from the sale of school property are used for school maintenance or upgrading buildings at schools where the property was sold.

There were no business or family connections between the buyers and departmental staff. An application for access to documents concerning the details of the properties disposed of by the Department may be made in accordance with the Freedom of Information Act 1989.

Appendix 16: Major AssetsThe Department of Education and Training maintains asset registers which list the location, age, replacement cost and depreciated value of its building stock. Due to the size and complexity of the registers they are not reproduced in this report.

By the end of 2004, the Department had the following building stock:

• 17,467 operating school buildings on 2,453 sites with a total floor space of around 7.32 million square metres

• 5,280 demountable buildings on school sites, providing a further floor space of around 411,293 square metres

• 1,848 TAFE NSW buildings at 131 colleges, providing a total floor space of approximately 1.64 million square metres.

Plant and Equipment (valued at $50,000 and above)

Institute / Region

College / School

Item Value ($)


MillerSelf Erecting Crane

67,000

Appendix 17: Waste Reduction and Purchasing Policy The NSW Government’s Waste Reduction and Purchasing Policy (WRAPP) requires all State Government agencies to develop and implement a WRAPP plan to reduce waste and increase the purchase of recycled content in the areas of paper products, office equipment, vegetation material and construction and demolition material. The Department has incorporated WRAPP throughout key policy and strategic planning documents such as the Environmental Education Policy for Schools and the DET Environmental Management Strategy. Achievement of WRAPP objectives is facilitated through school environmental management plans and the TAFE NSW Service Delivery Strategy. The Department’s Purchasing of Recycled Content Paper Memorandum recommends the purchase of paper with at least 50%

recycled content. In addition, the Department works closely with suppliers and stakeholders to further develop waste reduction and recycled content purchasing initiatives.

WRAPP requires State Government agencies to report periodically to the NSW Department of Environment and Conservation. Collection and analysis of waste- related statistics was undertaken in the preparation of the Department’s WRAPP Reports submitted in 2001 and 2003 and will be carried out in the preparation of the 2005 Report.

Reducing the generation of waste

In early 2002 the Department established an Environmental Management Committee and developed a broad departmental Environmental Management Strategy.

The Environmental Education Policy for Schools released in 2001-2002 continues to be implemented progressively across the State. This policy is designed to guide schools in developing and enhancing environmental education programs that equip students with the knowledge and skills required for active participation in managing the environment, and to develop attitudes and skills conducive to the achievement of ecologically sustainable development.

The Environmental Education Policy requires schools to develop a School Environmental Management Plan that addresses the focus areas of curriculum development, management of resources and management of school grounds.

The implementation of the Sustainable Schools Program commenced in 2003 in partnership with the NSW Department of Environment and Conservation and the Australian Government Department of the Environment and Heritage. The pilot program took place in 200 schools statewide. A major review of the pilot program is being conducted and a report is due in March 2005.

To assist schools in implementing sustainable purchasing practices, the Environmentally Friendly Purchasing in Schools Program was developed in conjunction with the NSW Department of Environment and Conservation. Pilot workshops were conducted for school administrative and support (SAS) staff from 38 schools in three regions. A professional learning program for SAS staff is being developed for implementation in 2005.

TAFE NSW Institutes have continued to progress WRAPP objectives through their business planning and implementation. TAFE NSW environment officers continued to develop and conduct programs with teachers, staff and students to reduce Institute waste streams and implement practices of purchasing recycled materials.

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The Department continues to progressively implement initiatives to reduce the generation of waste through:

• Purchase of digital photocopiers for duplex printing to reduce paper consumption

• Use of email and the provision of electronic forms and manuals on the Department’s Internet and Intranet

• Collection of paper, cardboard and other materials for recycling

• Focus by schools on activities such as recycling and composting food and vegetable waste, using compost bins and worm farms

• Provision of Environmental Awareness courses by TAFE NSW for people in the workforce and community

• Provision of training courses for teachers and school communities through 23 Environmental Education Centres.

Resource recovery

The Department of Education and Training and the NSW Department of Commerce implemented waste minimisation strategies particularly in relation to capital works programs. Strategies included:

• Recycling and diversion of surplus excavated or demolition materials from land fill

• Separate collection of bulk waste types

• Monitoring of waste materials by the NSW Department of Commerce.

It is estimated that one-third of all waste white or other office writing paper and cardboard material collected were recycled and 12.5% of used toner and ink cartridges were recycled.

Using recycled material

The quantity of recycled content white copy paper purchased was approximately 30% of all copy paper purchases. Some improvements were made in the quantity of remanufactured or refilled toner/ink cartridges being purchased.

Appendix 18: Government Energy Management PolicyIn line with 1998 Government Energy Management Policy (GEMP) objectives, the Department continues to strive towards ensuring that energy consumption in all areas of operation is minimised through cost effective energy management strategies and practices. Schools and TAFE Institutes increasingly use information and communication technologies (ICT) and make sure students and staff are comfortable using them.

Energy supply and management

The Department is a leader in the area of green energy generation and purchase. A high level of sustainable energy use was achieved by having departmental facilities throughout NSW, (with an annual electricity consumption of over 160mWh per year equating to more than $16,000), purchase 6% of electricity from renewable sources.

In addition to purchasing renewable energy, 95 education facilities have solar (photovoltaic) systems installed that generate electricity for direct use by the facility. The combined electricity generated from these renewable sources is approximately 15,700mWh per year, which equates to a reduction of 15,000 tonnes of greenhouse gases being released into the atmosphere.

Performance

In accordance with Department of Energy, Utilities and Sustainability requirements the Department will undertake mandatory annual reporting. The analysis of the 2004 energy consumption will be in mid 2005.

Using 2003 data the energy performance in each major sector was:

Schools:

• Use approximately two-thirds of the Department’s energy consumption

• Average consumption of 1,704mj per student

• Average consumption of 170mj per square metre of floor area

• Reported a slight increase over 2003.

TAFE NSW:

• Use approximately one-third of the Department’s energy consumption

• Average consumption of 3,984mj per student

• Average consumption of 376mj per square metre of floor area

• Reported a slight increase over 2003.

The Department continues to meet the challenges of achieving overall energy efficiency, while providing high quality learning environments which increasingly involve high energy consumption from more computers in use, associated ICT equipment and air conditioning.

Adopting best practice in the procurement of new assets

The design and construction of educational facilities in 2004 continued to incorporate well-established ecologically sustainable design features. Consideration is given to products and methods that provide cost effective energy and water efficiency and low environmental impact. Ensuring acceptable comfort levels

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are achieved through good design and passive ventilation is an important part of the Department’s education facility design.

Some design features incorporated into facilities included:

• Maximising the use of natural light via roof light strips

• Wind activated turbo ventilators installed to roofs to evacuate heat gain from ceiling spaces.

• Period bell light switching systems installed to automatically turn off all lights in rooms five minutes after the period bell has rung and students and staff have left the room

• Building insulation used to reduce summer heat gain and reduce winter energy consumption of heaters

• Appropriate building orientation and shading to take advantage of seasonal sun direction to maximise comfort

• Low flow rate water outlets and dual flush toilets.

Projects to improve energy efficiency

Site Project Scope Result

Various schools (35 in total)

Solar in Schools - PHASE 3

The installation of 1.6kWh roof mounted photovoltaic systems computer software programs to link energy generation data to the Internet.

Each of the 35 schools systems generate solar electricity which is fed into the schools supply. Demand on main supply electricity is reduced as is the release of approximately 54 tonnes of CO2

gas emissions into the atmosphere each year.

Westfield Sports High School

Heat exchanger trial

Heat exchange units have been installed in two air conditioned demountables to reduce energy loss during air change.

Energy savings have been monitored over winter and will continue over 2004/05 summer period to establish if adequate energy is saved to warrant further installations.

Marayong Public School

Upgrading of light fittings

High efficiency fluorescent tubes, ballast and reflectors were fitted to all existing classroom light fittings.

An estimated annual reduction of 17,100 kWh of electricity and 16 tonnes of CO2 gas emissions.

TAFE NSW, North Coast Institute, Wollongbar College

Energy efficiency upgrade

Power factor correction, lighting sensor installation, internal and external light fitting upgrading and replacement, water heat pump installation, boiling water and air compressor timers.

An estimated annual reduction of 204,800 kWh of electricity and 195 tonnes of CO2 gas emissions.

Appendix 19: Records Management Program During 2004 the following was achieved through the Records Management Program:

• A wide range of documentation was developed to implement and support the records management program

• Further roll out of the comprehensive new records management training program was achieved

• The records management Intranet site was regularly updated to provide access to the latest information about legislation, policies, procedures, resources and tools

• The installation of the TRIM file management systems was completed in all business areas.

The future priority for the Records Management Program is to rationalise the existing records databases. This rationalisation is essential for the sustainability of the system and support of future electronic record keeping initiatives.

Appendix 20: Privacy and Personal Information ProtectionStaff and students of the Department are kept informed of the implementation of the privacy legislation through Privacy Bulletins, information brochures, training/information sessions and information provided on the Department’s Intranet site.

In 2004, the Department developed a self-assessment checklist to gauge compliance with the Act. The checklist was distributed across the Department.

The Department has developed internal review procedures, which were modified in 2004, to improve the efficiency and timeliness of internal reviews under the Act.

For the year ended 31 December 2004, 17 applications for privacy internal review were received by the Department and 12 privacy internal reviews were completed.

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Appendix 21: Electronic Service DeliveryThe Department continues to focus on complying with the NSW Government’s electronic service delivery agenda to deliver online services to customers; setting priorites for e-procurement and electronic self service within the Department’s corporate services reform plans. Departmental initiatives included:

• A pilot of smartbuy® (a whole-of-government electronic marketplace developed by the Department of Commerce for the NSW Government and its agencies and other authorised buyers and approved suppliers) which was initiated in the Administrative Services Directorate. This pilot commenced in December 2004 and will be monitored for three months to help planning the extension of the pilot to State Office and an Institute in the first half of 2005.

• Human resources self service initiatives including Electronic Casual Pay Claims, Electronic Leave Application Processing System, Teachers Professional Exchange Program, Electronic Teachers Application, Online Management of School Enrolments and Entitlements, Education and Training Applicant Screening System, Casual Direct (automated casual teacher staffing system), Jobs@DET and electronic EEO surveys.

As part of its information and communication technology strategy, the Department has developed plans to initiate a system replacement program over the next four years to implement integrated Human Resources, Payroll, Finance and Student and Learning Management systems that will facilitate e-business and e-learning.

The Department continues to improve its corporate website by integrating departmental homepages, information pages, publications and services into the Department’s web presence. Key education and training online services provided on the Internet included:

• An online facility for enrolling in courses offered by TAFE PLUS

• An online facility for enrolling in application courses offered by TAFE NSW

• TAFE NSW Student e-Services

• OTEN-Distance Education online courses

• Business service for apprentices, trainees and training providers

• Business service for NSW New Apprenticeship Centres

• Vocational Education and Training Accreditation Board (VETAB) registration application lodgment, variation of scope application lodgment, registration

renewal and fee payment services for training organisations.

Appendix 22: Consumer ResponseIn 2004, the Executive Support Directorate allocated, registered and processed a total of 2,111 letters written to the Director-General.

The Directorate registered 7,951 pieces of Ministerial correspondence during this same time. They also managed approximately 5,000 “campaign” or petition type letters/e-mails that dealt with issues including the funding of Adult and Community Education, the new Teachers’ Salary Agreement, TAFE NSW Casual Teachers Award, TAFE fees and school based infrastructure matters. The ministerial correspondence focused predominately on school infrastructure issues, staffing and personnel issues (both school and TAFE NSW) and special education and integration support.

In 2004, letters were received on the following matters:

• Over 1,600 relating to school infrastructure. This included issues of maintenance and maintenance contracts, provision of new and upgraded facilities, air conditioning and demountable accommodation.

• Over 650 relating to personnel issues such as the school staffing formulae, the provision and appointment of teachers and availability of casual teachers.

• Over 2,000 on matters relating to local school issues.

• Over 1,000 relating to policy, higher education and regulatory matters.

• Over 1,000 relating to TAFE NSW matters such as fees, teacher positions and access to, and availability of courses.

Services improved or changedImprovements or changes to services in TAFE Institutes continued in response to complaints or consumer suggestions. These services included:

• Improved air conditioning in classrooms

• Improved student facilities

• Updated computer equipment in classrooms

• Improved response time to customer complaints/enquiries

• Improved customer service

• Better assessment practices and procedures

• Improved privacy systems and processes

• Student discipline policy awareness

• Clearer procedures for access to student car park for short course customers

• Providing Security staff with customer service training to enhance their customer service role.

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These improvements or changes resulted in the following benefits:

• Improved student comfort and performance through changes to the provision of heating or cooling to some classrooms

• Increased safety through improved lighting and surfacing in car parks

• Shade protection for students using canteens

• Improved process for registering and following up complaints and better response time to complaints and suggestions

• New teachers aware of student assessment events and requirements resulting in improved student assessment and recording

• Staff trained in the improved use of privacy systems and processes

• Early intervention in potentially disruptive student behaviour following communication of Student Discipline Policy to students and teachers.

TAFE NSW

Type of Complaint

Number of Complaints

Received Resolved Carried Over to

2005

Category 1:

1443 1421 22Remedy and System Improvement – General complaints (delays, inefficiencies)

Category 2:

671 599 72Negotiation – More serious complaints (unreasonable or unfair behaviour)

Category 3:

140 103 37

Investigation – Alleged unlawful behaviour (conduct alleged to be either wholly or partly corrupt or contrary to the law)

Total 2254 2123 131

National Art School

Complaints Complaint addressed/resolved

Complaints outstanding

8 7 1

AMES

Type of Complaint

Number of Complaints

Received Resolved Carried Over to

2005

Category 1:

5 5 0Remedy and System Improvement – General complaints (delays, inefficiencies)

Category 2:

3 3 0Negotiation – More serious complaints (unreasonable or unfair behaviour)

Category 3:

1 1 0

Investigation – Alleged unlawful behaviour (conduct alleged to be either wholly or partly corrupt or contrary to the law)

Total 9 9 0

The quality improvement strategy implemented by AMES resulted in the following improvements or changes to services:

Student information

A survey of AMES students undertaken during 2004 identified a need to increase student awareness about AMES complaints handling procedures and counselling services. As a result, AMES implemented additional information strategies, such as posting display material in first languages in each AMES centre and class teachers reinforcing and reviewing information provided to students at the beginning of each term.

Human Resources

Human Resources Directorate (HRD) reviewed concerns expressed by staff and implemented systems improvements to ensure better service in key areas. These include casual pay processing, qualifications reviews and salary packaging.

HRD received complaints from casual teachers relating to the payment of their salaries and their access to leave and salary information.

Since April 2004 HRD has been implementing an electronic pay claim service, e-CPC, an online facility for the lodgment, approval and automatic processing of casual employee pay forms. Improvements in customer service were introduced to ensure more timely and efficient completion of requests.

In response to concerns by employment applicants about the length of time to assess qualifications, a review was undertaken to streamline the process.

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There has also been a continual refinement to systems, processes and customer service initiatives in conjunction with McMillan Shakespeare, the salary packaging contractor, which has decreased the number of concerns raised by teachers.

State Training Services (STS)Quality Assurance Services (QAS), a directorate of STS, provides quality assurance determination and complaint investigation for Registered Training Organisations accredited by the Vocational Education and Training Accreditation Board (VETAB). In 2004 VETAB took significant steps to improve its level of customer service through QAS. These included:

• An emailed consultation paper followed by written submissions

• An extensive series of public consultations with key groups

• New fee structures.

New customer service standards were developed for implementation from 1 January 2005. These are available on the VETAB website: http://www.vetab.nsw.gov.au/customer_service_standards.htm

QAS also records and investigates complaints received about its own level of service. During 2004 15 complaints were received .

Complaint Type Number of complaints received

Audit Process 4

Processing Timeframes 4

Staff 2

Other 5

Total 15

Relevant amendments were made to QAS’s policies and procedures.

Centre for Learning Innovation (CLI)In the implementation of the Teaching and Learning Exchange (TaLE) 2004, some teachers experienced difficulties logging onto the website. CLI liaised extensively with Information Technology Directorate about the issues and the on-screen instructions were improved.

Appendix 23: Organisational Improvement and Risk ManagementDuring 2004 the Audit Directorate developed draft risk management policy and guidelines. These were issued to senior management in December 2004 for comment. The risk management policy and guidelines will be implemented in 2005, replacing the existing Risk Management Policy (91/090 (S.063), 24/4/91).

The Department uses a risked-based approach for both the development of its audit plan and for conducting audits and reviews. Staff are trained in the principles and methodology of risk management. The methodology is used to help auditors and management focus on risks relevant to the business directions of the Department.

Risk assessment workshops were conducted with departmental staff for a number of audits. These workshops resulted in a shared understanding by staff of risks and greater acceptance and ownership of recommendations made to minimise risks and improve processes.

All TAFE NSW Institutes submitted a signed statement of responsibility for internal control for 2004. These documents stated that the objective of reducing risks to an acceptable level had been achieved and that a system of internal controls had operated satisfactorily during the period.

In 2004 the Apprenticeships and Traineeships Directorate introduced risk assessment for all applications to establish apprenticeships and traineeships in New South Wales. Under this process, all applications are vetted electronically against predetermined risk criteria and assigned a rating. On the basis of the rating they may require consideration by staff located in regional centres or may be approved centrally. During 2003-2004 185,875 applications were risk assessed.

Extensive work in the use of global Internet standards was undertaken to ensure that the TaLE website was accessible on the many online environments existing in TAFE and schools. WC3 accessibility guidelines were addressed in this process.

The Department is responsible for auditing Registered Training Organisations to ensure that they are compliant with the Australian Quality Training Framework. The Department works collaboratively with other States and Territories to identify industry areas where the quality of training may be at high risk of not meeting industry standards and not providing students with appropriate education and training. Providers of training in these industry areas are targeted for strategic industry audits across Australia. The results of these audits are shared by all States and Territories. In this way good practice is shared and opportunities for improvements are addressed collectively.

The Department also carries out risk assessments to determine priorities in auditing Registered Training Organisations in NSW to determine those who may be at high risk of not meeting AQTF requirements or contractual agreements for contestable funding.

All Registered Training Organisations are audited every five years.

Improved risk management approaches were applied

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to the criteria and processes for assessing applications for registration of higher education institutions and accreditation of higher education courses. Procedures introduced in 2004 to minimise risks to academic quality and to protect student investment include the introduction of a register of approved higher education assessors, more rigorous checking of applicant’s financial viability, assessment panel reports requiring all assessment criteria to be addressed, and the establishment of an external Higher Education Advisory Committee to review panel recommendations prior to the Department’s decision on each application.

NSW Government schools

During 2004, the Department undertook 1,390 school audits that focused on the key financial and related operations in accordance with assessed risk. These audits found that 94% of the schools managed their finances satisfactorily, 4% had qualified reports, and 2% had unsatisfactory findings. Common findings and summary reports were provided to regional offices.

Audits were also undertaken in areas such as school enrolments, grants and leave systems.

Recommendations to improve asset management policy and procedures will improve efficiency once implemented in 2005.

TAFE NSW

Audits of major high-risk Institute functions such as purchasing and accounts payable, receipting and banking, payroll, and contractors and consultants were conducted at five Institutes. Audits were also conducted covering enrolments, TAFE GLOBAL and the National Art School.

Auditors from the National Centre for Vocational Education Research (NCVER) were assisted in their audit of TAFE student data on behalf of the Australian National Training Authority (ANTA). This audit is considered to be high priority as the results have a direct bearing on Commonwealth funding received by TAFE.

Auditors from the Vocational Education Training Accredition Board audited a number of Institutes as part of an Industry Strategic Audit to ensure compliance with the Australian Quality Training Framework (AQTF). Institutes also carried out internal audits to ensure compliance with the AQTF.

Organisational improvement

To assist in the identification and management of risk as well as to improve processes and systems so that services to students and industry are improved,TAFE NSW Institutes, OTEN and the Centre for Learning and Innovation implemented business systems that meet ISO 9001:2000 Quality Standards. Many Institutes

also embraced other improvement standards including ISO 14001:1996 Environmental Standards and Hazard Analysis and Critical Control Point (HACCP) Standards.

To ensure that business processes are robust, risk is identified and addressed. Internal and external audits are carried out. Findings are used to improve planning, resource use and services.Note: More information is available in the Internet at www.det.nsw.edu.au/annualreports

Statewide audits

Departmental staff undertook 33 audits in State Office directorates. Significant system improvements resulted from these audits, some examples are listed below.

• Governance Review across whole of the Department of Education and Training

• Records management review

• Academic Fraud risk assessment for Registered Training Organisations (RTO)

• Review of serious incident reporting

• Payroll

• Accounts payable

• Employment screening

• Financial viability checks on Higher Education Institutions seeking registration under the Higher Education Act

• Probity audits of large tenders.

Information systems

Eighteen audits were completed during the year. Recommendations made in these reports, when implemented, will improve operational controls, security and efficiency in the systems reviewed. Examples of some of these audits include:

• Systems – Applications including corporate-wide systems (personnel, payroll, finance and student systems) and systems for specific directorate needs

• Infrastructure – Local Area Networks, Wide Area Networks, database and server management and infrastructure monitoring

• Projects – Technology projects including new systems, upgrades, system migrations and acquisition of equipment and/or services

• IT Governance – Best practice in policy, procedures and planning, probity in decision making and compliance with NSW Government requirements and DET directions.

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Complaints and investigations

Complaints Registered for Investigation by Audit Directorate by Sector

Sector 2002 2003 2004

Schools 71 56 73

TAFE 16 35 25

State Offices 10 8 15

External 3 6 1

Total 100 105 114

% Protected Disclosures

26% 21% 39%

DET policy documents

A new website for policy documents went live in 2004 https://www.det.nsw.edu.au/policies/index.shtml The website gives access to the current version of policies to staff and members of the public. It was developed after wide consultation with internal and external stakeholders. It is anticipated all policies will be available on the website by September 2005.

Benchmarking audit services

The Department participated in an international benchmarking program in which internal audit departments in the public and private sectors were compared with each other, with groups of similar size, purpose or location, and against world-class internal auditing groups. This benchmarking process is conducted annually. Areas of comparison included level of resourcing, skill and experience of audit staff, timeliness of audit work, quality of audit planning, risk awareness and quality improvement activities. In 2004, the Department continued to meet or exceed world-class standards in several areas of auditing including audit planning and risk awareness.

Insurance activities

The Department manages its insurable risks such as workers’ compensation, property, public liability and motor vehicles through a risk management program and the NSW Treasury Managed Fund Scheme. In 2004, the Department received surpluses of $24,061 and $170,660 for motor vehicle claims management for the DET and TAFE NSW motor vehicle fleets.

The Department manages non-insurable risks through sound administrative and management practices and by implementing preventative controls. During the reporting period, the Department continued to follow its code of conduct and to provide training in ethics, accountability and internal control.

In conclusion, the internal audits conducted in 2004 confirmed that the Department is generally compliant with its legislative and legal requirements and internal control systems are in place to mitigate risks to an acceptable level.

Appendix 24: Matters Affecting the Operations of the Department

The financial operations of the Department

The introduction of International Accounting and Reporting Standards came into effect for all reporting periods commencing on or after 1 January 2005 and will apply to all government and non-government entities. The financial statements for the year ended 30 June 2005 covering the Department and its controlled entities will be prepared under both existing standards and new standards in order to provide comparative figures for the 2005-2006 annual financial statements. The financial impact of the first time application of the new standards will be fully addressed in the 2005-2006 financial statements.

Issues that could impact on TAFE NSW in 2005

• Maintenance of quality and efficiency and delivering outcomes in a climate of declining resources

• Establishment of Australian Technical Colleges by the Australian Government

• The Australian Government’s 2005-2008 funding agreement with NSW for vocational education and training

The Australian Government, States and Territories are negotiating national funding arrangements for vocational education and training for the period 2005-2008. This process was initiated by a training funding agreement offer from the Australian Government in March 2005. On offer to States and Territories is $4.92 billion for 2005-2008 with $174.7 million additional funding. The additional money represents funding that was previously allocated outside the Funding Agreement. It does not represent an enhanced financial commitment to training by the Australian Government. The NSW share of the current offer from the Australian Government is approximately $1.6 billion including $58.1 million which requires matching.

NSW and the other States and Territories have identified a range of issues that need to be negotiated with the Australian Government prior to the acceptance of this agreement. At the Australian National Training Authority Ministerial Council meeting on 15 April 2005, Ministers agreed to an officials working group to work through the detail of the Australian Government’s offer and facilitate negotiation of the new Funding Agreement. The work of the officials group is significant as it will examine overall adequacy of funding levels in the face of projected demand for training. The group will also examine accountability measures that will help reduce skills shortages and improve outcomes for key client groups

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The Australian Government has agreed that if negotiations on the new agreement are not finalised by the end of June, but are continuing in good faith, funding will be maintained at existing levels to the end of 2005.

Issues that could impact on NSW Government schools in 2005

• Statewide brokerage of the Australian Government’s tutorial voucher initiative for public and private schools

• Provision of professional learning support for new scheme teachers as part of the registration requirements of the NSW Institute of Teachers.

• Implementation of the 2005-2008 Schools Assistance and Indigenous Education Agreements between the Australian Government and NSW, which will come into effect for four years from 2005. Both agreements require the Department to meet various educational and financial reporting and accountability requirements as a condition of receiving Australian Government funding for schools. These reporting and accountability requirements have been expanded and will involve increased data collection and reporting at the school and departmental level. New requirements under the Schools Assistance Agreement include:

The public availability of school performance information

A commitment to report on student attendance

A commitment to incorporate statements of learning in English, mathematics, science, civics and citizenship, and information and communications technology into the curriculum

A commitment to implement common testing standards in English, mathematics, science, civics and citizenship, as well as information and communications technology

Greater autonomy for the principal and governing body over staffing, budgeting and other aspects of a school’s operations

A commitment to the implementation of a national system for the timely transmission of student information for students moving interstate

A commitment to a nationally consistent school starting age by 2010

Reporting expenditure on teacher professional development

The submission of an Indigenous Education Statement detailing initiatives and expenditure on indigenous education.

• Under the Indigenous Education Agreement, targeting of the Australian Government’s Supplementary Recurrent Assistance towards students in rural and remote areas will increase with per capita funding for

students in metropolitan areas frozen to 2004 levels. The Agreement also provides for in-class tuition for students who do not meet the literacy and numeracy benchmarks for Years 3, 5 and 7, and for other students in earlier years who may benefit from this tuition. Funding under this Agreement is also provided for English as a Second Language assistance and Years 10-12 tuition.

Appendix 25: Legislative Context and ChangesThe Department assists the Minister in the administration of the following Acts:

• Apprenticeship and Traineeship Act 2001

• Australian Catholic University Act 1990

• Australian William E Simon University Act 1988

• Board of Adult and Community Education Act 1990

• Board of Vocational Education and Training Act 1994

• Charles Sturt University Act 1989

• Education Act 1990

• Education (School Administrative and Support Staff) Act 1987

• Higher Education Act 2001

• Higher Education (Amalgamation) Act 1989

• Institute of Teachers Act 2004

• Macquarie University Act 1989

• Moree and District War Memorial Educational Centre Act 1962

• Parents and Citizens Associations Incorporation Act 1976

• Saint Andrew’s College Act 1998

• Sancta Sophia College Incorporation Act 1929

• Southern Cross University Act 1993

• Teacher Housing Authority Act 1975

• Teachers’ College Act 1912

• Teaching Service Act 1980 (formerly the Teaching Services Act 1980)

• Technical and Further Education Commission Act 1990

• Technical Education Trust Funds Act 1967

• University of New England Act 1993

• University of New South Wales Act 1989

• University of New South Wales (St George Campus) Act 1999

• University of Newcastle Act 1989

• University of Sydney Act 1989

• University of Technology, Sydney, Act 1989

• University of Western Sydney Act 1997

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• University of Wollongong Act 1989

• Vocational Education and Training Accreditation Act 1990

• West Scholarship Act 1930

• Women’s College Act 1902

The Institute of Teachers Act 2004 was passed by NSW Parliament in June 2004. It partially commenced operation on 9 August 2004.

During 2004:

• The Apprenticeship and Traineeship Act 2001 was amended by the Statute Law (Miscellaneous Provisions) Act 2004

• The Education Act 1990 was amended by the Education Amendment (Non-Government Schools Registration) Act 2004

• The Institute of Teachers Act 2004, and various university Acts were amended by the University Legislation Amendment Act 2004

• The Teaching Services Amendment Act 2004 (which commenced on 17 January 2005) amended the Education Act 1990, the Teacher Housing Authority Act 1975, the Teaching Service Act 1980 and the Technical and Further Education Commission Act 1990.

The following statutory instruments are in force under Acts administered by the Minister:

• Apprenticeship and Traineeship Regulation 2000

• Education Regulation 2001

• Education (School Administrative and Support Staff ) Regulation 2003

• Education Teaching Service Regulation 2001

• Higher Education Regulation 2003 (amended in 2004 by the Higher Education Amendment (Fees) Regulation 2004)

• Southern Cross University (Transitional) Regulation 1994

• Technical and Further Education Commission (Savings and Transitional) Regulation 1993

• Technical Education Trust Funds (Institute) By-law 1985

• Technical Education Trust Funds (TAFE Establishments) By-law 1997

• Various university by-laws.

Note: All the above Acts and statutory instruments are available at www.legislation.nsw.gov.au

Judicial decision

There was one significant judicial decision in 2004, involving the Department, that had a bearing on the Department’s operations: Amery and Ors v. State of New South Wales (Director-General, NSW Department of Education and Training) NSW Court of Appeal decision: [2004] NSWCA 404

Under the industrial award applicable to teachers, the highest increment for casual teachers is equivalent to the 8th step of a 13 step scale for permanent teachers. On 15 November 2004, the NSW Court of Appeal found that the Department had discriminated against the appellants (who were all female casual teachers) on the grounds of their sex by paying them in accordance with this award. That finding was on the basis that there were a substantially higher proportion of male teachers who could comply with a condition (permanent appointment) in accessing higher pay increments for work of equal value. The Court heard evidence that in the NSW teaching service, 79% of male teachers are employed on a permanent basis compared with 59% of female teachers. Special leave from the High Court is being sought to appeal the decision.

Appendix 26: ConsultantsCost equal to or greater than $30,000

Name of consultant

Category of consultancy

Title of project (if applicable)

Purpose of consultancyActual cost of engaging

consultant

IBM Business Consultancy Services Pty Ltd

Information Technology

ICT Blueprint Development

To document the Departmental ITD Blueprint Strategy business and IT requirements and potential solutions, detailing a range of options and associated cost/benefits to support the Department’s high level blueprint.

$132,000

Total consultancies equal to or more than $30,000 (1) $132,000

Cost less than $30,000

Consultancy categoriesActual cost of engaging

consultant

Environment (1) $2,900

Organisational review (1) $21,989

Total consultancies less than $30,000 (2) $24,889

Total consultancies (3) $156,889

Appendices


Appendices

Appendix 27: PublicationsPublication Website or telephone contact

Aboriginal education

New Partners, New Learning, New South Wales - State Vocational Education and Training Plan 2001-2005

www.aboriginaleducation.nsw.edu.au/strategic_policies/

Our Story - Telling I.T. An Interactive CD for recording and communicating stories about local Aboriginal culture, history and identity

(02) 9244 5400

TAFE NSW Provision for Aboriginal offenders plan 2004-2005 (02) 9244 5400

Welcome to Country and Acknowledgement of Country www.aboriginaleducation.nsw.edu.au/welcomecountry.pdf

Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray - Freeing the Spirit: Dreaming an Equal Future. Review of Aboriginal Education 2003-2004

www.det.nsw.edu.au/reviews/aboriginaledu/index.htm

Administration

Directory of the New South Wales Department of Education and Training 2004

Corporate Marketing (02) 9561 1016

Adult and Community Education (ACE)

2003 NSW ACE Enrolment Statistics www.bace.nsw.gov.au/stats/2004/2003stat.pdf

Improving Vocational Pathways for People with Disabilities (02) 9266 8004

Adult Migrant Education Service (AMES)

English Everywhere, Everyday - a print and video resource in English and Chinese

(02) 9289 9254

History of Migration Series: Coming to Australia (02) 9289 9254

Assessment

Principles for Assessment and Reporting in NSW Government Schools K - 6

www.schools.nsw.edu.au/learning/k-6assessments/principles.php

Principles for Assessment and Reporting in NSW Government Schools 7 - 12

www.schools.nsw.edu.au/learning/7-12assessments/index.php

List of Computer Skills Addressed by Year 6 Computer Skills Assessment www.schools.nsw.edu.au/learning/k-6assessments/csa6ictskills.php

Curriculum

Doing great things for your child - together (02) 9246 5658

English Teaching Materials developed in 2004: Primary and Years 7 - 10 www.cli.nsw.edu.au/cli/products/catalogue

Languages (LOTE) teaching materials developed in 2004: French Stage 6 Beginners Course Modules 1-7 audio, student book for each module

www.cli.nsw.edu.au/cli/products/catalogue

Mathematics Teaching Materials developed in 2004: Years 7 - 10 in Algebra, Probability, Measurement and Geometry


Parents Count Too. A range of pamplets on helping your child with counting

www.curriculumsupport.nsw.edu.au/primary/index.cfm?u=3&i=58&kla=maths

Quirky Comics (CD-ROM): Animated stories and games for learners of languages

(02) 9886 7644

Science Teaching Materials developed in 2004: Years 7 -10: Living Things, Hot Things, Working with Your Basic Kit


Speaking to Make a Difference (02) 9806 1456

Teaching measurement: Stage 2 and Stage 3 (02) 9886 7625

Zou ba! Learn Chinese (CD-ROM): Browser-based beginners’ course in Mandarin Chinese

(02) 9886 7644

Early childhood

Starting School with a Smilewww.det.nsw.edu.au/media/downloads/languagesupport/start_sch_smile/sch_smile_eng.pdf

I’m Starting School (02) 9246 5556

Starting School (02) 9246 5556

Reading with Your Child at Home (02) 9246 5556

Equity

Multicultural education: Resources for teachers (02) 9244 5324

Priority Schools Funding Program: Sharing best and providing efficient delivery of information/publications to regions and school communities

www.psfp.nsw.edu.au

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Publication Website or telephone contact

Human Resources

Information for casual teachers and newly appointed teachers www.det.nsw.edu.au/employment/recruit

Performance statistics for various parts of the Department including EEO www.det.nsw.edu.au/reports_stats/index.htm

Professional learning for teachers

Early Literacy Online - a professional learning program designed to provide a model of good practice for teachers of Early Stage 1 and Stage 1 students

www.qtp.nsw.edu.au/qtp/files/ELO/index.html

Literacy Action Research Kit (LARK online) Support for the State Literacy and Numeracy Plan through print and website

www.qtp.nsw.edu.au/lark

Reports

Auditor-General’s Report on Annual School Reports www.det.nsw.edu.au

Knowing Makes the Difference: Learnings from the NSW Priority Schools Program

www.det.nsw.edu.au/reviews/pasp/index.htm

Premier’s Teacher Scholarship Report 2002-2003 Volume 2 www.det.nsw.edu.au/awards

Secondary schools

Starting Secondary School - Information for parents/caregivers in 25 different languages Year 6 students in 2004.

www.det.nsw.edu.au/languagesupport/documents/start_hs_bro.htm

NSW Government Secondary Schools - your best choice (02) 9246 5658

Sport

Jump To It: Your guide to careers in the Sport and Recreation Industry (02) 9244 5243

TAFE NSW

TAFE NSW Handbook - can be purchased at newsagencies August to March each year

www.tafensw.edu.au

Educational Training for Professional Athletes wsi.tafensw.edu.au/NewsEvents/publications/welcome.htm

TAFELINK: The TAFE PLUS Newsletter for Industry www.tafeplus.com/tafelink/welcome.htm

Training Agenda www.tafensw.edu.au/publications/trainingagenda/welcome.htm

Future Booster Getting Started at TAFE NSW www.tafensw.edu.au/publications/welcome.htm

Illawarra Institute’s high quality training facility focusing on providing customised training

www.tafebiz.com

Hospitality and Tourism Training Solutions wsi.tafensw.edu.au/NewsEvents/publications/welcome.htm

Skills and the future of NSW Manufacturing and Engineering www.lg.tafensw.edu.au/2387/workforce/report2.pdf

The Emerging Training Needs of the NSW Manufacturing and Engineering Sector

www.lg.tafensw.edu.au/2387/workforce/report1.pdf

Western Institute, Love your Work CD (02) 6391 5628

Workforce skills development information from the Manufacturing, Engineering, Construction and Transport Curriculum Centre

www.lg.tafensw.edu.au/2387/workforce/default.htm

Vocational Education and Training Board (VETAB)

VETAB Annual Report 2003-04 www.vetab.nsw.gov.au/docs/anrep0304.pdf

VETAB News December 2004 www.vetab.nsw.gov.au/docs/news_issue16_dec04.pdf

Vocational education in schools

Found in Translation HSC VET Courses Promotional Information Sheets in 14 languages

(02) 9244 5244

School to Work Program Annual Report 1999-2003 (02) 9266 8014

School to Work Employment Related Skills Logbook (02) 9266 8014

Stay Safe @ Work (02) 9244 5245

Websites Internet address

General

Aboriginal Education: Information about organisation, policy, reports, school programs, VET and TAFE programs, news, publications and links to associated sites

www.aboriginaleducation.nsw.edu.au

Appendices


Appendices

Websites Internet address

General

Department of Education and Training (DET): Information about all DET activities - Calendar, information about schools, schooling at various stages, teaching reading, plans, initiatives, reports, statistics, TAFE NSW, Adult Education, location and contact phone numbers for schools and TAFE campuses. It also provides links to various sites such as Aboriginal Education, Board of Studies.

www.det.nsw.edu.au

Schools: Provides the latest reports and links to all aspects of public schooling in NSW

www.schools.nsw.edu.au

TAFE NSW: Course information, student information, contact for Institutes and campuses, organisation and publications

www.tafe.nsw.edu.au

TAFE PLUS: Provides training for business and for individuals seeking to develop their careers

www.tafeplus.com

Summer Schools: Provides details on the TAFE NSW Summer Schools program

www.tafensw.edu.au/summerschools

Art Links: Provides information on the TAFE NSW Arts and Design Prize www.tafensw.edu.au/arts.htm

Specific sites

Adult and Community Education (ACE): Organised by the Board of Adult and Community Education: Provides information on the Board, ACE locations and courses, statistics and publications

www.bace.nsw.gov.au

Adult English Migrant Service(AMES): The Internet site is available in seven languages. It includes information about the service, courses (Certificates I - III) in spoken and written English, materials used in the courses and teaching booklets available and for sale

www.ames.edu.au

Arts: Creative Arts includes: Music, Dance, Drama and Visual Arts; Information about the Creative Arts in K - 6, 7 - 10 and 11 - 12. Good links to external sources

www.schools.nsw.edu.au/learning

Assessment (Schools): Information about assessment in K - 6 and 7-12, statewide testing in Years 3, 5 and 6 (Basic Skills) and Years 7 and 8 in literacy (ELLA) and numeracy (SNAP)


Board of Vocational Education and Training (BVET): Information about the promotion of vocational education and training in NSW as well as analyses and reports on VET needs and services

www.bvet.nsw.gov.au

Curriculum Resources: Follow the links to see the list of products available for purchase in the Learning Areas

cli.nsw.edu.au/index.shtm

Curriculum Support: Information about curriculum support in key learning areas, materials, professional development, teaching approaches and assessment

www.curriculumsupport.nsw.edu.au

Early Childhood: Information about getting ready to start school and starting school. See also Going to School and Learning Areas

www.schools.nsw.edu.au/gotoschool/primary/primaryindex.php

Equity: Information about student wellbeing, programs, services, leadership with links to documents and other sites

www.schools.nsw.edu.au/studentsupport

Futures Project: Looking at the future of education in NSW. www.det.nsw.edu.au/reviews/futuresproject

Going to School: Lists with links various documents about attending school such as enrolment, discipline, infectious diseases

www.schools.nsw.edu.au/gotoschool

Human Resources: Links to information about employment opportunities, applications, salaries, benefits, career pathways, other relevant documents and appropriate sites

www.det.nsw.edu.au/employment

Key Learning Areas: For K - 6 these are listed as seven broad areas, for 7 - 12 as subjects. The actual content of the syllabuses will be found on the NSW Board of Studies Website.


National Art School: Information about the NAS; the undergraduate, graduate and short courses and exhibitions of work by students and staff

www.nas.edu.au

Primary Education: Includes Kindergarten to Year 6. The website looks at starting school with links to the Learning Areas

www.schools.nsw.edu.au/gotoschool/primary

Premier’s Reading Challenge: Details of the 2004-2005 Reading Challenge - book lists, instructions, rules, forms and the latest news

www.schools.nsw.edu.au/premiersreadingchallenge

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Website Internet address

Specific sites

Professional learning for teachers: Australian Government supported courses and projects in various areas

www.qtp.nsw.edu.au

Professional learning for teachers: Source of articles and professional reading for teachers with links to other sites

http://www.schools.nsw.edu.au/edu_leadership

Regions: Lists the ten school regions with links to each region and from there to each school’s website

http://www.schools.nsw.edu.au/regions

Secondary Education: General information with links to courses, assessment, focus area as well as links to external sites, especially the Board of Studies

http://www.schools.nsw.edu.au/schoolfind/types/secondaryschools.php

Sport: Yearly calendar, latest results, policies, safety policy and links to other sites

http://www.sports.det.nsw.edu.au

TAFE NSW Institutes: Links to the Institutes and their campuses as well as links to course and enrolment information

http://www.tafe.nsw.edu.au/campuses

Hunter Institute: Provides Hunter TAFE customers with course information applicable and relevant to local needs. Lists publications available as well as general information

www.hunter.tafensw.edu.au

Illawarra Institute: The site contains course and corporate information www.illawarra.tafensw.edu.au

New England Institute: Provides information about the Institute www.newengland.tafensw.edu.au

North Coast Institute: Information about all Institute activities including courses, application forms, resources, reports and links to other sites

www.nci.tafensw.edu.au

Northern Sydney Institute: Provides information about the Institute www.tafensw.edu.au/nsi

OTEN - TAFE NSW Distance Education: Contains course information, eligibility requirements, services to employers and reports

www.oten.edu.au/oten

Riverina Institute: Provides information about the Institute www.rit.tafensw.edu.au

South Western Sydney Institute: Provides information about the Institute www.swsi.tafensw.edu.au

Sydney Institute: Provides information about the Institute, course guides, special courses, student guides, and services available

www.sit.nsw.edu.au

Western Institute: Provides information about the Western Institute, its location, courses available, student guide including enrolment information

www.wit.tafensw.edu.au

Western Sydney Institute: Contains course information, student guides, calendars, information for individuals and enterprises about the services available through the Institute, information for prospective International students and annual reports

wsi.tafensw.edu.au/NewsEvents/publications/welcome.htm

Translated Documents: Many DET documents, especially information, forms and policies about schooling translated in to up to 40 languages. For each language the documents translated are listed. A search is available by language or document

www.det.nsw.edu.au/languagesupport/index.htm

Vocational Education and Training Accrediation Board(VETAB): Registration advice, approval and course accreditation processes to prospective and existing training providers

www.vetab.nsw.gov.au

Vocational Education and Training in Schools: Information about the scope of vocational education courses available, school traineeships available and work placement

www.det.nsw.edu.au/vetinschools

Appendix 28: Research and Development

Name of research Funding allocated 1 Status or date to be completed

Schools

Aboriginal Education Review $35,000 End December 2004

An Exceptional Schooling Outcomes Project (AESOP) $210,000 Early 2005

Australian Research Council (ARC) project: Indigenous knowledge and western science pedagogy: A comparative approach

$130,000 End July 2004

Benchmark Re-Equating for Reading Y3 and Y5 $12,000 End December 2004

Bi-dialectal approach to teaching Standard Australian English $50,000 End June 2004

Bi-literacy Research Project $555,000 Began 1998 - May 2005

Appendices


Appendices


Schools

Cannabis and mental health review $36,533 End June 2005

Cannabis education - stage 3 evaluation $40,626 End December 2004

Change in Date of English Language and Literature Assessment (ELLA) and Secondary Numeracy Assessment Programs (SNAP) Tests to September

$15 000 End December 2004

Changing Schools in Changing Times $54,323 2007

Class Size Reduction Initiative Evaluation $98,000 2008

Cultural dynamics of education among recently arrived African young people in Western Sydney

$33,000 End June 2005

Developing a conceptual understanding of the measurement of length, area and volume

$25,603 2006

Development of socio-economic status profiles $36,000 End April 2005

e-effects: exploring and theorising learning with technology in schools $71,100Completed. Final report due Term 1 2005.

Evaluation NCP44 iDeL (Interactive Distance eLearning) or Satellite Education Project (SEP) [NCF44 is an industry partners project (Optus, DET and NT DEET)]

To be determined To be determined

Evaluation of Primary Connect Pilot and Schools as Community Centres (SaCC) programs

$85,000 End December 2004

Evaluation of the Principal Support Officer Role Within existing resources End 2004

Fair Go project $94,700 End June 2005

Impact of developmentally-based qualitative assessment practices in English, Mathematics, and Science on school policies, classroom instruction, and teacher knowledge

$250,000 End 2007

Longitudinal Surveys of Australian Youth Nil Ongoing

Machismo $80,000Evaluations completed November 2004 – program to be extended in 2005

Nationally Consistent Reporting (PMRT) $64,000 End December 2005

Numeracy Research in NSW Primary Schools Project $1.49 million Completed 2003

Questionnaire development (QSL and SSL Joint Trial) $50,000 End December 2005

Research report on psycho-stimulant drug education $49,598 End April 2005

Rural Teacher Education Project –R(T)EP $210,000 Mid-2005, final report

Special Education Evaluation $15,000 End December 2004

Student perceptions of factors that inhibit or promote violence in secondary schools

$160,000 End December 2004

Sustainable Schools Program (SSP): Evaluation of SSP Nil End December 2004

SSP: Schools and their Communities Nil End December 2004

Systemic implications of pedagogy and achievement in NSW public schools (SIPA)

$267,263 Mid-2008, final report

The relationship between school completion, socio-economic status and raising expectations

Nil End January 2005

The River, Mobility and Indigenous Schooling Project Nil End 2006

VET in Schools Post School Pathways $95,000 End December 2004

TAFE NSW, vocational and adult education

ANTA national skillecosystem project $1.485 million 2002 - 2006

BACE 2004 Reframing the Future: Applying information and research $45,000 Completed January 2005

Developing E-learning Systems for Celebrating and Nurturing Teaching in Science and Technology (DESCANT Sci-Tech)

$210,000 2003 - 2005

Economic and Labour Market Forecast for NSW $13,300 2004 -2005

e-effects: exploring and theorising learning with technology in schools $71,100Completed. Final report due Term 1 2005.

Implementation Framework for the ANTA National Strategy for vocational education and training for Adult Prisoners and Offenders in Australia

$150,000 1 February 2005

Improving vocational pathways for people with disabilities $50,000 Completed 2004

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TAFE NSW, vocational and adult education

Innovations for the Regions Project $200,000 2004 - 2005

Learnscope: ACE Innovators: Business Development in e-learning $33,580 Completed December 2004

Learnscope: ACE Diamond project $46,957 Completed December 2004

NSW TAFE Commission Board Manufacturing and Engineering (M&E) Research Program

$350,000 2003 - 2006

NSW TAFE Commission Board Manufacturing and Engineering Research Project

$200,000 1 December 2006

Personalised Learning $120,000 2004 - 2005

Recognition of Student Achievement In VET in Schools by Industry and Higher Education

$594,100 Completed 2000

Skills for Sustainability $300,000 2005 - 2006

Successful Transition Programs from Prior-to-School to School for Industry Australian Students

$60,000 2004 - 2006

Sustainable Water Management $86,670 2004 - 2005

TAFE NSW History Project $220,000 1 December 2005

Whole of Life Vocational Rehabilitation for People with Spinal Cord Injury $210,000 2004 - 2005

Youth Programs in NSW Adult and Community Education $30,000Distributed to ACE sector but not published

1: The funding allocated shown for each project may span more than one year. Hence these costs may not represent the total funding allocated to the project.

Key: ANTA: Australian National Training Authority ARC: Australian Research Council BACE: Board of Adult and Community Education BVET: Board of Vocational Educational and Training DEST: Department of Education, Science and Training DET: Department of Education and Training EMD: Educational Measurement Directorate (of DET) MEP: Multicultural Education Programs NSW TAFE: NSW Technical and Further Education PSFP: Priority Schools Funding Program

Appendix 29: Major Capital Works, New Works and Works in Progress

Project description and location Completion date Cost ($000) Expenditure

Schools - New works

Banora Point HS - New School Stage 2 2006 7,000 320

Bega HS - Upgrade - Stage 2 2006 5,000 400

Behaviour Units - Provide Accommodation at Various Schools 2007 5,040 1,541

Berala PS - Upgrade - Stage 2 2005 1,300 70

Blakehurst PS - Upgrade - Stage 2 2006 2,500 300

Blaxcell St PS - Upgrade 2005 1,700 160

Bulahdelah CS - Upgrade - Stage 1 2006 5,000 270

Callaghan College - Upgrade Jesmond Campus 2006 5,000 200

Chatswood HS - Upgrade - Stage 1 2006 5,000 210

Class Size Reduction Initiative - Provision of New Accommodation 2007 107,000 16,790

Corporate Services Business Reform Provision 2004 7,000 0

Denistone East PS - Completion of Upgrade 2005 900 40

Dulwich Hill HS - Upgrade Administration and Associated Works 2005 1,500 0

Harbord PS - Upgrade - Stage 2 2006 2,500 140

Helensburgh PS - Completion of Upgrade 2006 1,000 30

Holroyd School - Completion of Stage 1 Upgrade 2005 1,000 164

Hunter Performing Arts HS - Upgrade including New Performance Space 2006 4,900 300

Information Technology - Various Projects 2007 40,000 0

Jindabyne CS - Secondary Accommodation Stage 1 2006 5,000 1,345

Leichhardt - Playing Fields 1 2006 1,500 0

Maroubra Junction PS - Consolidation 2006 4,160 301

Marrickville HS - Upgrade 2005 1,500 80

Mount Colah PS - Completion of Upgrade 2004 900 582

Pennant Hills HS - New Materials Technology/Visual Arts Facility 2005 3,700 360

Provision of Preschool Facilities at Various Schools 2005 13,600 4,580

Appendices


Appendices


Schools - New works

Schools as Community Centres - Provide accommodation at Various Schools 2005 1,000 241

Statewide Demountable Replacement Program - Various 2005 10,000 6,273

Tuggerah Lakes College - Completion of Stage 1 Upgrade 2004 1,000 0

Westfields SHS, Fairfield West - Refurbishment Stage 3 2005 2,000 50

Westmead PS - Completion of Upgrade of Accommodation 2004 800 0

Schools - Works in progress

Alexandria Park Community School - Redevelopment 2005 7,590 7,204

Alfords Point PS - Upgrade Stage 2 2004 2,256 2,675

Anna Bay PS - Completion of Redevelopment 2005 3,130 400

Auburn West PS - Upgrade Stage 2 2003 5,408 5,589

Bankstown PS - Hall, Canteen, Covered Outdoor Learning Area 2005 1,710 345

Banora Point HS - New School Stage 1 2004 13,179 13,196

Bega HS - Upgrade - Stage 1 2004 3,694 3,841

Berala PS - Upgrade of Accommodation 2004 5,348 5,610

Blue Haven PS - Upgrade Stage 2 2004 4,196 4,002

Boambee PS - Hall, Canteen, Covered Outdoor Learning Area 2004 1,540 1,541

Bogangar PS - New School 2004 5,436 5,400

Brisbane Water Secondary College - Stage 1 Upgrade 2005 5,227 4,459

Cahill Memorial HS - New Administration and Performing Arts Facilities 2003 3,027 3,149

Callaghan College - Upgrade Stage 2 2005 6,777 6,340

Canley Vale PS - Upgrade Stage 1 2004 4,312 4,480

Clarence Town PS - Homebases and Hall 2004 3,957 3,788

Cleveland Street Intensive English HS - Refurbishment 2005 4,340 2,238

Cooma North PS - Hall, Canteen, Covered Outdoor Learning Area 2004 1,722 1,722

Denistone East PS - Upgrade Stage 2 2005 6,950 4,831

Dorrigo HS - Upgrade Accommodation 2004 2,299 2,367

Dulwich Hill HS - Upgrade - Stage 1 2004 1,041 869

Eastwood Heights PS - Upgrade 2004 3,118 2,984

Fairfield Heights PS - Hall, Canteen, Covered Outdoor Learning Area 2004 1,808 1,835

Fort Street HS, Petersham - New Administration and Performing Arts Facilities 2003 6,610 6,541

Frederickton PS - Provide Permanent Accommodation 2004 3,212 2,775

Glenbrook PS - New Facilities and Refurbishment 2005 3,870 2,708

Granville BHS - Gymnasium 2005 2,121 241

Helensburgh PS - Hall, Canteen, Covered Outdoor Learning Area 2006 1,804 252

Henry Kendall HS, Gosford - Redevelopment - Stage 1 2004 5,186 5,368

Holroyd School, Merrylands - Upgrade - Stage 1 2004 4,034 4,125

Holsworthy PS - Classroom Upgrade 2004 988 988

Information Technology - Various Enterprise Portal 2005 4,000 1,004

Information Technology - Various Network Bandwidth 2005 90,000 30,595

Information Technology - Various Projects 2005 6,000 3,724

James Ruse AHS - Upgrade - Stage 3 2004 3,906 3,406

Jerrabomberra PS - New School - Stage 2 2004 2,943 2,945

Kendall PS - Upgrade of existing Facilities, Provision of New Facilities 2004 3,558 3,568

Kiama HS - Upgrade Stage 1 2004 4,407 4,591

Lightning Ridge CS - Upgrade Stages 2 2004 4,357 0

Lightning Ridge CS - Upgrade Stage 3 2 2004 4,343 8,213

Marrickville HS - Upgrade Stage 1 2003 1,011 1,230

Matraville Sports HS, Chifley - New Gymnasium and Sports Facilities 2005 5,745 6,027

Merimbula PS - Hall, Canteen, Covered Outdoor Learning Area 2005 1,880 0

Merimbula PS - Upgrade of Accommodation 3 2005 4,546 812

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Schools - Works in progress

Milton PS - Upgrade 2007 3,690 497

Moree Secondary College - Redevelopment 4 2004 1,500 445

Mount Colah PS - Upgrade of Accommodation 2004 3,496 3,521

Mullumbimby HS - Upgrade Stage 1 2004 4,822 0

Mullumbimby HS - Upgrade Stage 2 5 2004 4,015 8,277

Northern Beaches Secondary College - Freshwater Senior Campus Stage 2 2004 8,900 10,318

Northlakes HS, San Remo - Technology Infrastructure Upgrade 2004 3,674 1,733

Oyster Bay PS - New Hall and Amenities 2004 1,597 1,831

Penrith PS - Hall, Canteen, Covered Outdoor Learning Area 2005 1,750 1,380

Randwick Boys and Randwick Girls HS - New Multi Media and Performing Arts Facilities 2005 6,610 6,586

Riverside Girls High School - Canteen, Fitness and Performing Arts Facilities 2005 4,250 3,935

Revitalisation of Inner Sydney Schools - New Learning Centre Randwick College of TAFE 2003 2,170 1,666

Rose Bay Secondary College - Redevelopment 2005 22,000 3,554

Ryde Secondary College - Upgrade 2004 5,260 6,871

Ryde Secondary College and Riverside Girls High Schools - Connection of IT Infrastructure to The Macquarie University

2004 1,870 215

Sefton HS - New Administration/Library 2005 3,361 1,141

Soldiers Point PS - Upgrade Stage 1 2005 3,886 2,564

South Sydney HS - New Multi Media Facility and Classrooms 2003 2,600 2,505

St George School, Kogarah - Replacement School Stage 2 2003 1,572 1,703

Statewide Demountable Replacement Program - Various Schools 02/03 2005 14,174 10,063

Strathfield GHS - Upgrade Stage 1 2006 2,587 309

Support Centres - Alternate Behaviour Program - Upgrading - Various 2006 4,255 1,716

Sydney Secondary College, Balmain Campus - Redevelopment 2005 4,880 5,465

Sydney Secondary College, Blackwattle Bay Campus - Upgrade 2004 6,610 7,424

Sydney Secondary College, Leichhardt Campus - Upgrade 2005 9,210 9,440

Tempe HS - Redevelopment 2005 2,380 1,919

Tuggerah Lakes Secondary College - Upgrade Stage 1 Various 5,530 5,416

Tweed River HS - Upgrade Stage 1 2004 3,130 1,615

West Pennant Hills PS - New Facilities 2004 1,996 2,239

Westfields SHS - Upgrade - Stage 2 2004 6,710 5,723

Westmead PS - Upgrade Stage 1 2004 2,630 2,714

TAFE NSW - New works

Bankstown (Chullora) - Civil Construction and Carpentry Workshop 2006 3,500 252

Belmont New Child Studies Facility 6 2006 4,000 0

Blue Mountains - Stage 2 - InformationTechnology, Tourism and Hospitality, outdoor Recreation and Library

2005 6,765 3,175

Grafton - Stage 4 - Multipurpose Workshops, Classrooms and Offices 2005 5,563 505

Granville New Children’s Services Centre 2005 1,700 165

Granville - Block G - Refurbishment for Commercial and Domestic Refrigeration Workshops 2005 2,374 188

Meadowbank - Stage 8 - New Building for Nursing, Massage Therapy, Sport and Recreation 2005 9,143 5,915

Mount Druitt - Stage 9A - Library Refurbishment and Integration with Independent Learning Centre and Disabled Access

2004 3,600 1,382

Mudgee - Stage 2 - New Multipurpose Workshops and Student Amenities 2004 4,477 2,432

Northern Beaches - Ceramics Training Facilities 2005 1,800 164

Orange - Refurbishment for Access Programs 2004 502 338

Ultimo - Canteen Refurbishment 7 2005 2,000 0

Ultimo - Buildings M and P - Relocation of Graphic Arts 2006 5,800 1,586

Wagga Wagga - New Learning Centre 2005 1,100 89

Wollongong - Refurbishment for Trade Workshops and General Purpose Spaces 2006 5,900 481

Appendices


Appendices


TAFE NSW - Works in progress

Albury- Stage 5 - Metal Fabrication and Electrical Trades 2003 4,123 4,068

Armidale - Disabled Access and Refurbishment 2004 1,244 1,208

Cootamundra - Stage 3 - Nursing, Child Care, Welfare, and General Education 2004 3,800 3,753

Dubbo - Aboriginal Development Centre 2003 1,878 1,866

Dubbo - Site Consolidation for Fitting and Machining 2004 462 648

Glendale - Kitchen Upgrade 2004 1,301 1,298

Goulburn - Business Services, Information Technology, General Education, Arts and Media 2005 1,477 948

Grafton - Stage 5 - Music Centre 2004 2,458 2,090

Granville - Fire Hydrant System Upgrade 2004 795 800

Griffith - New Hairdressing and Beauty Therapy 2004 640 644

Kurri Kurri - Stage 3 - Horticulture and Environmental Protection 2004 7,108 7,606

Lightning Ridge - New Facility 2004 1,220 1,200

Liverpool - Stage 3 - Beauty Therapy, Information Technology and General Learning 2003 1,564 1,553

Shellharbour - Stage 5 - Multifunctional Complex 2004 9,095 7,789

St George - Access Improvements 2004 621 618

Sydney Institute - Data and Voice Communication Infrastructure 2004 1,000 994

TAFE Online Project - Various 2006 33,406 25,341

Ultimo - Automotive Workshop Upgrade 2004 1,050 1,069

Ultimo - Business and Information Technology 2004 850 818

Ultimo - Upgrade Various Buildings to Comply with Building Code 2003 700 774

Ultimo - Building E - Hospitality and Fashion Design 2005 28,025 19,004

Wetherill Park - Combined Automotive Refurbishment 2004 1,220 1,190

Wollongbar - Stage 3 - Hospitality and Trade Course Facilities 2004 10,077 10,253

Wyong - Stage 3 - Classrooms, Student Services and Cafeteria 2004 5,446 5,407

Education and training services - Works in progress

National Art School, Darlinghurst - Upgrade 2006 8,500 1,000

1. Introduced after 2003/04 Budget 5. Stages 1 and 2 combined2. Stages 2 and 3 combined 6. Project transferred to Glendale Campus3. Hall/Canteen/Covered Outdoor Learning Area and upgrade of accommodation combined 7. Introduced after 2003/04 Budget.4. 100% funded by Australian Government

Appendix 30: Establishment and Closure of Schools and TAFE NSW Campuses

Establishment and closure of schools

School name (code) and locationSchool

Education AreaDate Region

Establishment of Schools in 2004

Banora Point High School (8282) Banora PointTweed Heads/Ballina

27-Jan-04 North Coast

Kellyville Ridge Public School (4639) Kellyville Ridge Blacktown 27-Jan-04 Western Sydney

Sherwood Ridge Public School (4640) Kellyville Blacktown 27-Jan-04 Western Sydney

Tallowood School (5459) Kellyville Blacktown 27-Jan-04 Western Sydney

Bogangar Public School (4632) BogangarTweed Heads/Ballina

27-Apr-04 North Coast

North East Public School of Distance Education (4643) Port Macquarie

Port Macquarie 10-Aug-04 North Coast

School Closures or Mergers in 2004

Currawarna Public School (1717) Currawarna Wagga Wagga Dec-04 Riverina

Yarras Public School (3767) Yarras Port Macquarie Dec-04 North Coast

Appendices


App

endi

ces

Change of school name or status

New name (code) and locationSchool

Education AreaDate Former name Region

John Edmondson High School (8290) Horningsea Park Liverpool 21-Sep-04Horningsea Park High School


Dulwich Hill High School of Visual Arts and Design (8833) Dulwich Hill

Port Jackson 13-Jun-04Dulwich High School

Sydney

Hunter River Community School (5687) East Maitland Maitland 13-Jan-04South Street School

Hunter / Central Coast

TAFE NSW campus facilities

Campus/facility and location Location District Date

Establishment of TAFE NSW Campus Facilities in 2004

New Facility Lightning Ridge Western NSW February 2004

Hospitality and Trade Course Facilities Wollongbar North Coast February 2004

Nursing, Child Care, Welfare, and General Education Cootamundra Riverina March 2004

Horticulture and Environmental Protection Kurri Kurri Hunter March 2004

New Hairdressing and Beauty Therapy Facility Griffith Riverina March 2004

Classrooms, Student Services and Cafeteria Wyong Hunter July 2004

Music Centre Grafton North Coast August 2004

Multifunctional Complex Shellharbour Illawarra November 2004

New Multipurpose Workshops and Student Amenities Mudgee Western NSW December 2004

Closure or merger of TAFE NSW campus facilities in 2004

Charlestown TAFE NSW Campus closed Charlestown Hunter January 2004

Appendix 31: Funds Granted to Non Government Community Organisations

Summary of attached programs 2003/2004

ACE Vocational Education and Training Grants $7,769,062.00

Apprenticeship and Traineeship Training Program Grants $31,287,335.64

ArtStart - NSW Youth Arts and Skills Festival Grants $417,950.00

Basic Information Technology Skills Development Grants $112,220.00

Building Equipment and Childcare Grants $404,343.00

Community Languages Grants $2,037,176.67

Contracted Training Program Grants $2,427,728.21

Elsa Dixon Aboriginal Employment and Career Development Program Grants $894,309.00

Enterprise Training Program Grants $294,170.89

Equity Development and Training Innovation Program Grants $45,750.00

Forest Industry Training Strategy Grants $216,060.00

Grants In Aid $1,392,353.00

Group Training Scheme Grants $3,301,479.60

Industry Skills Grants $208,181.82

Intervention Support - Capital Grants $453,438.00

Intervention Support Grants - Children in Residential Care $65,425.00

Intervention Support Grants - Non School Organisations $515,113.50

Intervention Support Grants - Young People with Disabilities $7,838,944.66

IT Skills for Older Workers $1,518,932.00

Literacy Program Grants $1,008,845.00

Mature Workers Grants $2,976,599.45

Migrant Skills Grants $879,229.03

Miscellaneous ACE Grants $3,206,417.00

National School Drug Education Grants $437,086.00

New Careers for Aboriginal People Grants $624,168.00

Appendices


Appendices

Summary of attached programs 2003/2004

NSW ACE Program Grants $4,870,616.00

Other Miscellaneous Grants $2,626,806.67

Regional Conservatorium of Music Grants $2,944,920.00

Skills Gap Training Program Grants $529,156.51

Training Employment and Development Grants $694,460.67

VET Infrastructure for Indigenous People Grants $457,536.36

VET In Schools Consortium Grants $2,231,346.00

Youth Assistance Strategies Grants $6,571,223.62

Total $91,258,383.30

Grants in aid

Organisation Treasury program Program2003/04 Approved

grant

The following grants were made in the 2003/04 Financial Year. Note that the GST component has been excluded.

NSW Parents Council Non Government Schools Assistance Non Government Primary $50,600

Council of Catholic School Parents Non Government Schools Assistance Non Government Primary $50,600

Australian Council for Education Research

Secondary Education Services in Government Schools

Secondary General Funding $330,003

Isolated Children’s Parents AssociationPrimary Education Services in Government Schools

Rural Education Programs Primary

$40,000

Gould League of NSWPrimary Education Services in Government Schools

Human Society and Its Environment Primary

$9,610

Talent Development ProjectPrimary Education Services in Government Schools

Education of Gifted and Talented Students Primary

$113,080

Volunteering NSWSecondary Education Services in Government Schools

State Literacy Secondary $51,300

Association for Children with Learning Difficulties

Primary Education Services in Government Schools

Special Education General Primary

$18,250

The Early Childhood Intervention Society



$6,200

Institute for Family Advocacy and Leadership Development



$23,500

ADDult and Family AssociationPrimary Education Services in Government Schools


$30,000

Spastic CentrePrimary Education Services in Government Schools


$2,500

Royal Blind SocietyPrimary Education Services in Government Schools


$6,250

Specific Learning Difficulties Association of NSW



$28,500

St John Ambulance (NSW)Primary Education Services in Government Schools


$12,000

Musica VivaPrimary Education Services in Government Schools

Creative Performing Arts Primary

$12,000

Australian School Sports CouncilPrimary Education Services in Government Schools

Sport Primary $34,960

National Assoc’n for Prevention of Child Abuse and Neglect


Student Welfare $10,000

May Murray Neighbourhood CentrePrimary Education Services in Government Schools

Public Education and Local School Image Primary

$3,000

Federation of Parents and Citizens Associations


Public Education and Local School Image Primary

$410,000

Australian Children’s Television Foundation


Creative Performing Arts $150,000

Total grants-in-aid $1,392,353

Appendices


App

endi

ces

ACE vocational education and training grants

ACE North Coast Inc $295,829.00

ACE Tenterfield Inc $12,300.00

Adult and Community Education Centre Gunnedah Inc

$4,338.00

Adult and Community Education Mullumbimby Inc

$164,582.00

Adult and Community Education Walcha Inc $46,209.00

Alstonville Adult Learning Association Inc $166,846.00

Bankstown Community College Inc $419,355.00

Barraba Community Learning Association Inc $151,392.00

Barrington ACE Inc $5,000.00

Bellingen ACE Community College Inc $103,093.00

Camden Haven Adult and Community Education Inc

$107,213.00

Central Coast Community College $381,251.00

Central West Community College Ltd $382,298.00

Coffs Coast Adult Education Inc $98,972.00

Community Colleges (NSW) Inc $40,000.00

Condobolin Adult Education Inc $10,600.00

Continuing Education Centre (Albury-Wodonga) Ltd

$72,195.00

Corryong Community Education Centre Inc $30,262.00

Deaf Education Network Inc $100,021.00

Eastern Suburbs Community College Inc $312,768.00

Forster-Tuncurry Adult Education Inc $47,743.00

Grafton Community College Inc $8,600.00

Gravesend Adult Learning Association Inc $14,250.00

Griffith Adult Learning Association Inc $63,043.00

Guyra Adult Learning Association Inc $55,198.00

Hawkesbury Community College Inc $115,014.00

Hornsby Ku-Ring-Gai Community College Inc $284,155.00

Hunter Community College Inc $138,173.00

Kiama Community College Inc $63,229.00

Lower Clarence Adult and Community Education Centre Inc

$40,153.00

Macarthur Community College Inc $198,163.00

Macleay Valley Community College Inc $42,214.00

Macquarie Community College $211,872.00

Manly Warringah Community College Inc $230,035.00

Mosman Evening College Inc $62,700.00

Murwillumbah Adult Education Centre Inc $80,875.00

Nepean Community College Inc $171,066.00

North West Community College Inc $253,896.00

Port Macquarie Community College Inc $183,827.00

Riverina Community College Ltd $136,853.00

Robinson Education Centre Inc $71,213.00

Singleton Community College Inc $33,657.00

South East Community College Inc $53,400.00

Southern Region Community College Inc $43,441.00

St George and Sutherland Community College Inc

$262,200.00

Strathfield Regional Community College Inc $116,942.00

ACE vocational education and training grants

Sydney Community College Inc $194,394.00

Tamworth Community College Inc $84,385.00

Taree Community College Inc $119,449.00

The Eurobodalla Adult Education Centre Inc $67,441.00

The Parramatta College Inc $261,483.00

Tomaree Community College Inc $87,844.00

Tuggerah Lakes Community College Inc $73,203.00

Wauchope Community College Inc $76,838.00

Western College Inc $155,802.00

Workers Educational Association - Hunter Ltd $250,628.00

Workers’ Educational Association - Illawarra $312,368.00

Workers’ Educational Association - Sydney $198,791.00

Total $7,769,062.00

Apprenticeship and traineeship training program grants

5 Star Training Resources Pty Ltd $119,674.50

A1 Employment and Training Services Pty Ltd $70,158.86

Academy of Learning Australia Pty Ltd $177,362.50

Access Group Training Ltd $333,129.58

Accidental First Aid Training $230,784.65

ACE North Coast Inc - Lismore $6,938.00

ACE Walcha Inc $3,000.00

Action James Training Solutions Pty Ltd $202,864.50

Active Industry Training Limited $598,462.80

Adult Education Academy Pty Ltd $48,125.00

AGL $16,240.00

Amstar Learning Pty Ltd $127,146.00

Applied Training Solutions Pty Ltd $263,366.07

Apprentices Trainees Employment Ltd $36,092.38

AQIS Training Services $100,062.50

Argtos Pty Ltd $115,461.38

ASEAN Training and Education Services Pty Ltd

$10,332.00

Ash Pty Ltd $2,416.00

Asia Pacific Learning Centre Pty Ltd $467,457.86

Austraining (NSW) Pty Ltd $55,139.00

Australian Business Limited $1,440,063.47

Australian Cable and Telephony Pty Ltd $42,924.80

Australian Electronic Manufacturing Services Pty Ltd

$54,468.00

Australian Electrotechnology Industry $634,624.18

Australian English and Business College $87,573.82

Australian Industry Group Training Services Pty Ltd

$10,835.50

Australian Institute of Technology Pty Ltd $191,915.46

Australian Institute of Workplace Learning Pty Ltd

$478,532.10

Australian Open Learning Institute $877,772.16

Australian Training and Education Network $41,481.00

Australian Training Company Ltd $208,838.00

Australian Vocational Training $217.25

Aviva Holdings Pty Ltd $3,376.00

Appendices


Appendices


AVS Protection and Training Pty Ltd $63,352.80

Baffy Pty Ltd $273,145.63

Ballina Skills Development Centre Inc $78,327.65

Bannister Technical Pty Ltd $43,668.00

Barraba Community Learning Association $3,000.00

Barrington Group of Companies Pty Ltd $167,412.90

Benchmark Resources Pty Ltd $294,575.67

Bensons Group Training Association Ltd $86,579.90

Black Stump Enterprises Pty Ltd The $37,750.00

Boe, S.L. and Vassilacos, D. $3,683.32

Brick Industry Training School Pty Ltd $68,182.90

Bruce Callaghan and Associate Pty Ltd $78,669.42

Bunge Meat Industries Ltd $17,526.65

Cable and Wireless Optus $253,892.92

Calavrias C&G $64,730.86

Camden Haven Adult and Community Education

$11,350.00

Canterbury-Hurlstone Park RSL Club Ltd $3,990.00

Cass Training Pty Limited $1,000.00


Central Coast Group Training Ltd $78,685.00


Central West Group Apprentices Ltd $147,793.00

Century Group Pty Ltd $233,793.55

Cessnock Community Training Centre $64,283.65

Childcare Trainers Australia Pty Ltd $15,052.88

Choice Training and Consulting Services $20,374.75

Chrysalis Scientific Pty Ltd $74,720.49

Chubb Security $48,676.10

Civil Contractors Federation $165,045.37

Coles Supermarkets Australia Pty Ltd $65,290.00

College of Warehousing (Australia) Pty Ltd $106,124.50

Comet Training Pty Ltd $35,942.25

Compass Training Australia Pty Ltd $6,433.00

Contour Systems Pty Ltd $1,650.00

Corpfit Holdings Pty Ltd $322,929.69

Corporate Training Australia Pty Ltd $1,500.00

Cottonsoft Software Pty Ltd $6,050.00

Crampton Consulting Group Pty Ltd $30,125.00

Cynray Pty Ltd $4,000.00

Dillon Whitelaw and Associates Pty Ltd $5,750.00

Direct Training and Human Development Pty Ltd

$12,890.45

Directions (Australia) Pty Ltd $79,436.00

Eastlake Skills Centre Ltd $850.00

Educational Living Pty Ltd $2,989.61

Employment Transactions Australia Inc $98,655.75

Enterprise and Training Co of Coffs Harbour Ltd

$39,371.00

Equalis $31,500.00

Equals International Pty Ltd $254,780.50

Esset Consulting Pty Ltd $1,125.00


Fletcher International Exports Pty Ltd $65,500.00

Focal Holdings Pty Ltd $67,727.34

Forbes Employment Training Service $5,666.00

Forstaff Australia Pty Ltd $19,692.00

Foundation for Education and Training Ltd $2,631.62

Furnishing Industry Association of Aust $338,579.75

Futurestaff Ltd $143,277.53

Gen’sis Solutions Pty Ltd $10,393.55

Gloucester Community Training Inc $5,000.00

Gow Learning International Pty Ltd $531,109.72

Graincorp Operations $5,000.00

Gray Family Trust $15,302.79

Griffith Skills Training Centre Inc $75,663.00

HGT Australia Ltd $1,055,004.70

Hopwood and Associates Pty Ltd $16,603.00

Hopwood Integrated Training $80,778.25

Hospitality Dimensions Pty Ltd $644,023.73

Hostec - IDR Pty Ltd $103,607.00

HRD Consulting Pty Ltd $9,400.00

Hungry Jacks Pty Ltd $155,484.20

Hunter Plant Operator Training School Ltd $247,294.61

Hunter Valley Training Company Pty Ltd $103,590.50

Hurstville Enterprise Association for People Services Inc

$1,000.00

Illawarra Area Child Care Ltd $395,894.13

Illawarra Retirement Trust $120,894.01

Impact Training Institute Pty Ltd $136,434.59

Impact Training Pty Ltd $6,787.50

Individual Solutions Australia Pty Ltd $81,402.50

Inner Eastern Group Training Inc $73,820.58

Inner West Skills Centre Inc $24,283.00

Insight International Consultancy Pty Ltd $1,500.00

Institute of Financial Services $44,305.60

Intercept Group Pty Ltd $109,773.45

International Sports Sciences Association Pty Ltd

$9,196.25

Into Training Australia Pty Ltd $261,187.59

Invisage Australia Pty Ltd $2,625.00

JCE Positive Outcomes Pty Ltd $248,691.61

Jobs Australia Ltd $206,327.09

John Fairfax Publications Pty Ltd $10,099.00

Ken Raye Training Services Pty Ltd $312,383.00

Kogarah Rockdale Training Scheme Inc $163,918.75

Lady Gowrie Child Centre $41,856.43

Learning Lab Pty Ltd $1,750.00

Learning Logistics Pty Ltd $22,250.00

Leonie Green and Associates $8,800.00

Logistics Training International $30,832.00

Lontask Pty Ltd $144,907.00

M J Denstaff Training Pty Ltd $81,480.00

Macarthur Group Training Ltd $302,177.90

Appendices


App

endi

ces


Macleay Valley Workplace Learning Centre $62,754.25

Macquarie Commercial College Ltd $29,432.52

Maddisson Employment Pty Ltd $65,244.60

Mamre Plains Ltd $868.42

Marrickville Community Training Centre $5,250.00

Maxnetwork Pty Ltd $17,600.00

Maxwells Services Pty Ltd $10,850.00

Mazda Australia Pty Ltd $61,328.00

McDonalds Australia Limited $137,750.00

McGaw Corporation Pty Ltd $71,696.18

McKinnon Training Services Pty Ltd $3,515.00

McMillan Staff Development Pty Ltd $47,868.00

Meat Industry Services Pty Ltd $114,132.00

Melbourne East Group Training Ltd $23,500.00

Melbourne Workplace Training Pty Ltd $285,521.65

Mission Australia $78,456.58

Motor Traders Association of NSW $26,325.00

Murray Mallee Training Company Ltd $242,986.15

My Freight Career Pty Ltd $37,255.52

National Council of Young Men’s Christian Association of Australia

$11,250.00

National Insurance Brokers Association $39,604.60

National Training Organisation Pty Ltd $174,588.11

Nationwide Training Pty Ltd $19,455.00

New England and North West Business Skills and Advisory Centre Ltd

$30,369.00

Newabon Pty Ltd $4,901.00

Newtrain Incorporated - Tamworth $5,636.00

Newtrain Northern Rivers Inc $121,302.40

Nike Australia Pty Ltd $16,875.00

Northern Group Training Pty Ltd $165,169.13

Northern Training Services $16,230.25

NRG Online Training Pty Ltd $500.00

NSW Road Transport Association Inc $226,029.82

Oasis Pre-Employment Network Inc $51,581.33

OCTEC Inc $370,838.66

On Time Resources Pty Ltd $57,236.00

Options Community Enterprises Ltd $79,741.78

Options Training Services Ltd $29,209.00

Orana Education and Training Co-Operative $13,081.00

Pan Pacific Training Company The $18,145.00

Partec Pty Ltd $13,650.00

Penrith Skills for Jobs Ltd $356,978.76

Performance Edge Systems Pty Ltd $148,699.43

Pharmacy Guild of Australia $394,798.92

Planpower Training Solutions Pty Ltd $103,554.18

Power Business Institute Pty Ltd $193,892.60

Prime Solutions $25,821.00

PSJ Pty Ltd $159,382.58

QAF Meat Industries Pty Ltd $54,193.29

Quality Training Company Pty Ltd $225,819.24


Quantica Training (Australia) Pty Ltd $75,729.91

Quest Group Pty Limited The $6,000.00

R and W Training and Development $750.00

Ready Workforce Pty Ltd $76,436.00

Real Estate Institute of NSW Ltd $10,572.88

Restaurant and Catering Association of NSW $84,432.19

Retail Training Solutions Pty Ltd $8,366.61

Right Management and Training Services $160,227.20


Riverina Wool Combing Pty Ltd $14,500.00

Salesforce Australia Pty Ltd $42,500.00

Sanitarium Health Food Company $9,812.50

Scientific Management Associates (Aust) $169,837.34

Searl, M.J. and Smith, L.J. $13,734.86

Sempcom Training Victoria Pty Ltd $51,632.00

SERTEC Ltd $65,982.00

Shoalhaven Employment and Training Ltd $54,516.33

Skills Training Employment Program Inc $74,389.33

Skillswest Training Co Pty Ltd $494,901.93


Southern Edge Training Pty Ltd $370,977.11

STA Travel Pty Ltd $109,500.00

Stanborough Wemyss Contracting Pty Ltd $1,689,515.05

Stantons Pro-Active Training Pty Ltd $6,250.00

Statewide Business Training $16,840.76

Strategic Training Solutions Pty Ltd $4,197.36

Strathfield Regional Community College $441,029.32

Strive Pty Ltd $508,391.63

Study Group Australia Pty Ltd $143,445.00

Sureway Consultants Pty Ltd $111,332.47

Sydney Opera House Trust $12,750.00

Tandem Hospitality College $30,325.95


Terry Rogan Enterprises Pty Ltd $6,397.41

Texskill Limited $9,493.00

Today Corp Pty Ltd $3,330.00


Trade Union Training Australia Inc $29,111.50

Training Beyond 2000 Pty Ltd $72,317.00

Training Education and Management Services $341,253.75

Training Express Pty Ltd $17,374.00

Training Synergies Australia Pty Ltd $256,871.10

Transport Education and Training Australia $4,465.00

Transport Industries Skills Centre $30,265.31

Transqual Pty Limited $74,125.13

Tricon Restaurants Australia Pty Ltd $18,500.00

Trustees of the Roman Catholic Church for the Diocese of Parramatta

$56,480.00


Tursa Employment and Training Inc $186,324.15

Tweed Training and Enterprise Company Ltd $64,615.94

Appendices


Appendices


UNE Partnerships Pty Ltd $66,661.64

Uniting Church In Australia Property Trust (NSW)

$146,986.26

Upper Hunter Business Enterprise Centre $3,750.00

Vast Academy (Aust) Pty Ltd $3,750.00

Vertical Learning Curve Pty Ltd $284,401.80

Victorian Employers Chamber of Commerce $1,000.00

Walsh Group $18,194.00

Wesley Gardens Aged Care $26,826.92

Westlakes Community Training Services $103,537.19

Wetherill Park Training Centre Pty Ltd $108,753.00

Wollongong City Employment Training Inc $50,081.00

Wool Industry Training Australia Pty Ltd $13,752.50

Woolworths Ltd $39,456.00

Work Directions Australia Pty Ltd $7,225.53

Work Directions Workforce Development $2,250.00

Workplace Connect Ltd $208,994.79

Workplace Training and Assessment (Cleaning Industry) Pty Ltd

$154,277.46

Worksmart Interactive Training and Personnel $10,125.00

Worktrain Pty Ltd $1,164,387.12

Workventures Ltd $99,863.68

Worldmark Pty Ltd $49,500.00

WSROC Group Apprentices $42,840.00

Wyong Adult and Community Education $1,500.00

Yamuloong Incorporated $12,160.00

Yawley Pty Ltd $1,998.00

Yolarno Pty Ltd $141,070.00

Yum Restaurants Australia Pty Ltd $174,367.00

YWCA of Sydney $69,532.88

Total $31,287,335.64

ArtStart - NSW youth arts and skills festival grants

Arts North West Inc $25,000.00

Arts Outwest $25,000.00

Blue Mountains City Council $30,000.00

Campbelltown City Council $45,000.00

Kiama Council $50,000.00

MTC Work Solutions $20,000.00

Newcastle Community Arts Centre $25,000.00

Outback Arts $25,000.00

Parramatta City Council $20,000.00

Regional Arts NSW $25,000.00

Regional Youth Support Services Inc $15,000.00

South West Arts Inc $25,000.00

St George Youth Workers Network Inc $22,950.00

Warringah Council $45,000.00

Woollahra Municipal Council $20,000.00

Total $417,950.00

Basic information technology skills development grants


Bellingen ACE Adult and Community Education

$12,920.00


New England and North West Business Skills $9,880.00




Yamuloong Group Initiatives Ltd $9,880.00

Total $112,220.00

Building equipment and childcare grants



$7,621.00






Camden Haven Community College Inc $7,849.00





$5,579.00



Forster-Tuncurry Adult Education Inc. $3,000.00








$3,000.00















$10,000.00

Appendices


App

endi

ces

Building equipment and childcare grants


Sydney Community College $10,000.00












Total $404,343.00

Community languages grants

20 Temmuz Turkish Cypriot School Inc $660.00

Afghan Australian Noor Association $5,700.00

Al-Aqsa Incorporated $1,920.00

Alfaisal Islamic and Arabic School Auburn $26,640.00

Alhabib Arabic School Inc $10,560.00

Alminia Charitable Association Limited $3,480.00

Ambassadors Multicultural Mission (International) Association Limited

$58,920.00

Amistad Lattina School of Spanish Inc $1,320.00

Andisheh Persian School Inc $7,680.00

Anglican Church Diocese of Sydney $3,840.00

Arabic Ethnic Education Society $2,940.00

Ariana Language School Inc $2,640.00

Armenian General Benevolent Union Limited $3,720.00

Ashabul Kahfi Language School Inc $14,760.00

Association For Brazilian Bilingual Children’s Development

$1,140.00

Association of Bhanin El-Minieh Australian Arabic Community Welfare Centre Inc

$6,000.00

Association of Illawarra Community Languages Schools Inc

$65,045.90

Association of Serbian Community Languages School in Australia Inc

$13,020.00

Assyrian Australian Association $14,470.00

Assyrian’s Nation Association Inc $4,680.00

Auburn Arabic School Inc $13,660.00

Auburn Ataturk Primary School Inc $15,000.00

Australia Korean School Inc $7,200.00

Australian Association of All Nationalities of China Inc

$7,740.00

Australian Beirut Charitable Association Inc $12,120.00

Australian Catholic Chinese Community Inc $21,660.00

Australian Chinese and Descendants Mutual Association Inc

$21,240.00

Australian Chinese Community Association of NSW Inc

$16,140.00

Australian Chinese School Inc $6,600.00


Australian Confucius Mencius Morality Society Inc

$3,900.00

Australian Hindu Multicultural Association Inc $3,780.00

Australian Institute of Hindi Language $1,000.00

Australian Serbian Illawarra Welfare $4,800.00

Australian Sikh Association Inc $4,080.00

Australian Taiwanese Friendship Assn Inc $20,520.00

Balar Malar Tamil Educational Assoc Inc $7,800.00

Bangladesh Association of NSW Inc $2,760.00

Bankstown Area Multicultural Network Inc $5,020.00

Bethesda Presbyterian Church Inc $3,600.00

Bexley Chinese Congregational Church Language School Inc

$10,080.00

Bexley Ethnic Arabic School Inc $4,800.00

Blacktown Anglican Church Pei Ji Chinese Community Language School

$1,000.00

Bodhi Vietnamese Language School Inc $15,120.00

Cabramatta Saturday Turkish School Inc $2,640.00

Cabramatta West Spanish School Inc $2,160.00

Canterbury Bankstown Muslim Ass Inc $20,700.00

Caodaist Association of Australia Inc $2,820.00

Carlingford Chinese Language School Inc $3,840.00

Central Council Croatian Ethnic Schools of NSW Inc

$7,800.00

Chanh Phap Vietnamese Buddist Youth Association

$2,820.00

Charitable Islamic Association of Beirut City Inc

$2,460.00

Cheng Gong School $2,160.00

Cherrybrook Chinese Community Association Inc

$7,620.00

Chinese Australian Services Society Co-operative Limited

$17,820.00

Chinese Catholic Community Inc $28,440.00

Chinese Christian Church Language School $2,340.00

Chinese Language Education Council of NSW

$2,000.00

Christian Pei Li Chinese School Pty Ltd $7,380.00

Clemton Park School Chinese Language and Culture Association

$1,860.00

Co-As-It Italian Association of Assistance $40,080.00

Congregational Christian Church in Samoa Department of Schools

$2,370.00

Coptic Orthodox Church (NSW) Property Trust

$3,420.00

Datong Chinese School Granville Inc $6,054.55

Datong Chinese School Inc $4,980.00

Der-Huy Chinese School Inc $20,363.64

Deutscher Schulverein Sydney/German Saturday School Inc

$3,120.00

Dundas Chinese School Inc $10,080.00

Eastern Suburbs Russian School Inc $4,620.00

Eastlakes Saturday Turkish School Inc $3,420.00

Eastwood Tamil Study Centre Inc $4,080.00

Appendices


Appendices


Escola Etnica Portuguesa De Stanmore Inc $1,140.00

Escuela Latinoamericana Central Oeste (Latin American School of the Inner West Inc)

$1,020.00

Fairfield Heights Vietnamese Parent Committee Inc

$5,340.00

Fraternal Society of The Tripoli and Mena Districts Associated

$11,460.00

Free Serbian Orthodox Church St George Cabramatta

$4,740.00

Grace Chinese Christian Church Limited $24,420.00

Greek Community of Lugarno District Inc $660.00

Greek Community of Mascot and Districts Inc

$3,540.00

Greek Orthodox Archdiocese of Australia Consolidated Trust

$14,700.00

Greek Orthodox Church and Society of the City of Greater Wollongong

$3,780.00

Greek Orthodox Church and Community of Bankstown and District St Euphemia Limited

$7,860.00

Greek Orthodox Community of Merrylands and Districts Inc

$1,380.00

Greek Orthodox Community of NSW Limited

$34,020.00

Greek Orthodox Community of St Marys and District Limited

$4,920.00

Greek Orthodox Parish and Community of Belmore and Districts All Saints Limited

$3,720.00

Greek Orthodox Parish and Community of Kogarah and District Resurrection of Christ Limited

$27,600.00

Greek Orthodox Parish and Community of Burwood and District Saint Nectarios Limited

$13,200.00

Greek Orthodox Parish of Northern and Western Suburbs

$4,680.00

Greek Orthodox Parish of South East Sydney $4,920.00

Greek Orthodox Parish of St George Rose Bay Sydney

$2,880.00

Greek Orthodox Parish of St Nicholas Marrickville

$4,020.00

Greek Sunday School of Canterbury and Surrounding Districts Inc

$1,560.00

Hamazkaine Armenian Educational and Cultural Society ‘Shant’ Chapter Inc

$13,500.00

Harb Charity Association Inc $18,120.00

Hellenic Orthodox Community of Kingsgrove Bexley North Beverly Hills and Districts Limited

$7,500.00

Hellenic Orthodox Community Parramatta and Districts

$1,920.00

Hellenic Orthodox Parish and Community of Blacktown and Districts Limited

$3,180.00

Hills District Punjabi Society Inc $2,160.00

Hung Dao Language School Inc $6,000.00

Hungarian School Flemington Inc $3,060.00

Hunter Parents and Teachers Association of Community Language Schools Inc

$50,848.03


Indo-Aust Bal Bharathi Vidyalaya - Hindi School Inc

$2,820.00

International Buddhist Association $6,840.00

Iranian Educational and Cultural Centre $7,840.00

Islamic Charity Projects Association Inc $40,380.00

Islamic Welfare Centre Inc $10,500.00

Jamaat Daawat Islamiah Inc $13,500.00

Japan Club of Sydney $7,260.00

Khmer Adventist Language School Inc $2,280.00

Khmer Community of NSW Inc $5,340.00

Korean Catholic Language School Inc $17,100.00

Korean Central Presbyterian Church Inc $17,640.00

Lao Australian Group Community Services $2,880.00

Lao Community Advancement NSW Co-Op Ltd

$5,460.00

Lebanese Arabic School Inc $42,420.00

Lebanese Moslem Association $86,520.00

Lidcombe Russian School Inc $840.00

Lindfield Korean School Inc $14,220.00

Maan Malay Australian Association of NSW $1,650.00

Macedonian School Council of NSW Inc $8,100.00

Macedonian School Goce Delcev-Queanbeyan and Districts

$1,440.00

Maltese Community Council of NSW Inc $4,020.00

Maroubra Chinese School Inc $4,020.00

Maroubra Russian School Inc $3,360.00

Marrickville West Turkish School Inc $1,980.00

Ming-Der Chinese School $43,380.00

Moslem Alawi Youth Movement Inc $11,100.00

Moslem Alawy Society Limited $12,300.00

Mt Pritchard Lebanese Committee $1,560.00

Nepean Turkish School Inc $3,540.00

Netforce $600.00

Newcastle Tamil Sangam Inc $540.00

Newcastle Urdu School Inc $540.00

NSW Board of Jewish Education $6,100.00

NSW Federation of Tamil Schools Inc $2,000.00

NSW Indo-China Chinese Association Inc $44,040.00

NSW Turkish Educational and Cultural Assiation Inc

$7,860.00

Padstow Christian Chinese Language School Inc

$4,740.00

Parramatta Hanguel School Inc $6,060.00

Parramatta Islamic Community After Hours School Inc

$7,620.00

Parramatta Persian Primary and High School Inc

$7,020.00

Persian Ethnic School Inc $1,800.00

Phap Bao Buddhist Youth Language School $6,000.00

Polish Association In Wollongong Inc $2,570.00

Polish Educational Society In NSW Inc $11,660.00

Polish Group Incorporated $3,720.00

Appendices


App

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ces


Portuguese Community Schools of Sydney Inc

$7,500.00

Portuguese ESAA Inc $2,100.00

Presbyterian Church (NSW) Property Trust $12,300.00

Qing Hua Chinese Language School Inc $24,060.00

Redfern Islamic Society Inc $2,220.00

Russian Orthodox Church Inc $1,000.00

Sanatan Religious and Cultural Association NSW

$4,440.00

Sekolah Indonesia Sydney Indonesian Community Language School Inc

$1,920.00

Serbian Orthodox Church St John The Baptist Inc

$1,260.00

Serbian Studies Foundation-Serbian Language School Inc

$750.00

Shree Sanatan Dharm Sabha of NSW Inc $1,920.00

Sikh Mission Centre Sydney Inc $1,800.00

Sinhalese Cultural Forum of NSW Australia Inc

$8,700.00

Somali Community of NSW Inc $2,340.00

Somang Korean Language School Inc $2,220.00

South Coast Lebanese Association Inc $2,640.00

South Coast Portuguese Association Ltd $1,200.00

St Alexander Nevsky Russian School Inc $5,100.00

St George Spanish School Inc $780.00

St Nicholas Antiochian Orthodox Church $6,960.00

St Nicholas School of Russian Association Inc $2,400.00

Sutherland Shire Chinese Language School Inc

$3,360.00

Swedish School In Sydney Inc $4,860.00

Sydney Chinese Central School Inc $3,720.00

Sydney Chinese School Inc $28,620.00

Sydney Full Gospel Church Properties Inc $22,080.00

Sydney Korean Uniting Church $3,600.00

Sydney Latvian Society Ltd $2,280.00

Sydney Sae Soon Presbyterian Church Inc $12,540.00

Sydney Saturday School of Japanese Inc $33,720.00

Sydney Yu Cai Chinese Language School $20,040.00

Sydney Suomi-Koulu Sydney Finnish School Inc

$1,620.00

Tamil Civic Centre (TCC) Inc $2,400.00

Tamil Study Centre Homebush Inc $18,424.55

Telugu Association Inc $540.00

Thai Australian Association of NSW Inc $3,540.00

Thai Education Centre of Australia $1,760.00

Thamil Study Centre Mt Druitt Inc $2,820.00

Timor Chinese Association of NSW $4,200.00

Trustees of The Lebanese Maronite Order $7,920.00

Trustees of Ukranian Catholic Church in Australia

$3,660.00

Tuethanh (Viet-Tu) Alumni Association Australia Inc

$1,000.00

Tzu-Chi Academy Australia Inc $9,060.00


United Ethnic Education Centre Inc $7,440.00

United Muslim Womens’ Association Inc $13,200.00

Uruguay School of Spanish Language Inc $2,880.00

Van Lang Vietnamese School Parents Assoc $5,040.00

Vietnamese Community In Wollongong Inc $3,900.00

Vietnamese Cultural Schools Association $127,260.00

Vietnamese Parents and Citizen Association Inc

$58,260.00

Vietnamese Parents Committee Green Valley Inc

$16,920.00

Vinh Khang Chinese School Inc $19,800.00

Waheguru Simran Society Inc $6,120.00

Wentworthville Tamil Study Centre Inc $14,400.00

Western Sydney Chinese School Inc $7,380.00

Wollongong Spanish School Inc $4,380.00

Wollongong Turkish Society Inc $3,530.00

Woo-Ri Full Gospel Church Inc $4,080.00

Total $2,037,176.67

Contracted training program grants



Active Industry Training Limited $21,636.00

Actors College of Theatre and Television Pty Ltd

$13,802.50

Arilan Corporation Pty Ltd $32,877.50

Asia Pacific Learning Centre Pty Ltd $37,315.30


Australian Drilling Industry Training Committee Ltd

$9,350.00

Australian English and Business College Pty Ltd

$18,706.25

Brucemac Pty Ltd $23,262.00

Business Enterprise Centre Northside Ltd $104,800.00

Business Starting Point Pty Ltd $12,960.00

Business Training and Management Pty Ltd $64,324.50

Busy Training and Employment Services $26,400.00

CASS Training Pty Limited $21,021.25



Co-operative for Aborigines Limited $263,943.75

Crampton Consulting Group Pty Ltd $7,715.00


Directions (Australia) Pty Ltd $32,986.25

Electrolux Home Products Pty Ltd $71,120.00

Farmcare Training Pty Ltd $26,460.00


Gabbert Judith Joan $67,042.50

GM Rural Training $17,220.00

HGT Australia Ltd $48,351.00

Hunter Plant Operator Training School $480.00

Illawarra ITEC Ltd $31,200.00

Appendices


Appendices

Contracted training program grants




JMC Pty Ltd $8,100.00


Metro Screen Ltd $52,607.25

Music Industry College Pty Ltd $4,803.75

New England and North West Business Skills $66,467.00

Nexus Learning Systems Pty Ltd $23,540.00

NSW Fishing Industry Training Committee $117,300.00



Penrith City and District Business Advisory Centre Ltd

$46,007.43


Restaurant and Catering Association of NSW $14,175.00


Salvation Army (NSW) Property Trust $110,953.25



Skillswest Training Co Pty Ltd $8,100.00










Western Sydney Training and Education Centre Inc

$77,840.00




Wyong Adult and Community Education $10,035.36



Total $2,427,728.21

Elsa Dixon Aboriginal employment and career development program grants

Arrilla - Aboriginal Training and Development $45,449.00

Booroongen Djugun Aboriginal Corporation $32,640.00

CANBAC Pty Ltd $50,000.00

Edmund Rice Business Ethics Initiative $48,290.00

GROW Employment Council Inc $22,303.00

Hay Shire Council $18,151.00


Illawarra Aboriginal Corporation $46,380.00

Kempsey Shire Council $54,224.00

Elsa Dixon Aboriginal employment and career development program grants

Lloyd Mcdermott Rugby Development Team Inc

$79,900.00

Lower Hunter Business Enterprise Centre Ltd $32,489.00

Maclean Shire Council $20,240.00

Marrickville Community Training Centre Inc $54,500.00

Newcastle City Council $36,335.00

Parkes Forbes Business Enterprise Centre $61,365.00

Pilmint Pty Ltd $50,000.00


Shoalhaven City Council $1,378.00

South Sydney City Council $41,130.00


Tablelands Community Employment and Training Inc

$33,333.00

World Vision of Australia $33,345.00

Total $894,309.00

Enterprise training program grants

Australian Broadcasting Corporation $27,272.72

Australian Electronic Manufacturing Services Pty Ltd

$28,636.36

Electrolux Home Products Pty Ltd $70,909.09

Fairhaven Services Ltd $47,529.99

Lomac Pty Ltd $32,727.27

Museum of Applied Arts and Sciences $5,454.55

MWTC Pty Ltd $2,550.00

Resmed Limited $50,136.36


Wagga Wagga City Council $7,136.37

Total $294,170.89

Equity development and training innovation program grants

Community Connections Australia $19,750.00


Total $45,750.00

Forest industry training strategy grants

Timber Trade Industrial Association $25,000.00

Training Education and Management Services Pty Ltd

$191,060.00

Total $216,060.00

Group training scheme grants


Apprentices Trainees Employment Ltd $107,925.00

Australian Training Company Ltd $177,285.51

Automotive Group Training (NSW) Ltd $331,664.87

Axis Technology Pty Ltd $13,376.00

Central Coast Group Training Ltd $43,296.68

Central West Group Apprentices Ltd $297,476.26

ECA Training Pty Limited $64,993.33

Appendices


App

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ces

Group training scheme grants

Electrotechnology Industry Group Training Co Ltd

$84,729.63

Futurestaff Ltd $8,490.00

Group Training Association of NSW $670.00

Health Industry Group Training Company $275,245.84


Hospitality Training Network of NSW Ltd $251,305.00

Hunter Valley Training Company Pty Ltd $323,675.02

Macarthur Group Training Ltd $113,059.52

Master Painters Group Training Company $55,361.66

Master Plumbers Apprentices Ltd $124,144.85

MBA Newcastle Group Training Pty Ltd $56,264.19

Mission Australia Group Training Ltd $25,044.99

Murray Mallee Training Company Ltd $82,190.00

On-Q Human Resources Ltd $134,233.35

Property Services Training $63,799.46

Riverina Group Training and Employment Ltd $63,896.65

SERTEC Ltd $36,793.53

Sydney Training and Employment Ltd $75,310.72

TABMA Training Pty Ltd $53,305.02

West State Training Ltd $36,502.61

Workventures Group Training Ltd $20,684.20


Total $3,301,479.60

Industry skills grants

Australian Paint Manufacturers Federation $17,272.73

Forest and Forest Products Employment Skills Co Ltd

$43,181.82

Group Training Association of NSW The $5,000.00

Irrigation Association of Australia $60,909.09

National Centre For Citizenship and Volunteer Management

$25,454.55

Network of Alcohol and Drug Agencies $9,090.91

NSW Forest Products Association Ltd $21,818.18

Racing Training NSW Inc $20,909.09

Surf Life Saving NSW Ltd $4,545.45

Total $208,181.82

Intervention support - Capital grants

Awabakal Newcastle Aboriginal Co-operative Limited

$915.00

Ballina Early Intervention Inc $19,823.00

Baptist Union of New South Wales - Alstonville Baptist Church

$190.00

Beacon Hill Community Kindergarten Association Limited

$3,910.00

Beresfield Community Children’s Education Centre

$2,550.00

Blacktown Anglican Child Care Centre Inc $2,550.00

Camperdown Child Care Centre Inc $360.00

Eden Preschool Kindergarten Association Inc $530.00

Intervention support - Capital grants

Forbes Preschool Kindergarten Co-operative Limited

$9,290.00

Griffith Early Intervention Service Inc $75,000.00

Gulgong Preschool Inc $2,550.00

Illawarra Children’s Services Limited $22,500.00

Inverell District Family Services Inc $9,641.00

Kempsey Children’s Services Co-operative Limited

$2,550.00

KU Children’s Services $12,825.00

Lalor Park Preschool Kingergarten Association Inc

$3,195.00

Lawson Community Preschool Association Inc $1,783.00

Lifestart Co-operative Limited $75,000.00

Lyrebird Preschool Kindergarten Nowra East Inc

$8,589.00

Moree Preschool Inc $100,000.00

Mudgee Preschool Kindergarten Co-operative Limited

$2,550.00

Muswellbrook Preschool Kindergarten Inc $20,277.00

Parklands Community Preschool and Children’s Centre Inc

$2,520.00

Pennant Hills War Memorial Children’s Centre Association Inc

$13,720.00

Possum Children’s Support Service Inc $14,900.00

Quirindi Preschool Kindergarten Inc $2,550.00

Sydney Rescue Work Society - Communicare Sydney

$2,550.00

Tumbarumba Preschool Kindergarten Inc $2,550.00

Urunga Community Preschool Inc $2,550.00

Valla Community Preschool Inc $8,914.00

Warialda Preschool Inc $680.00

Wellington Community Children’s Centre Inc $5,820.00

Yamba Preschool Kindergarten Association Inc

$2,550.00

Yass Early Childhood Centre Association Inc $17,556.00

Total $453,438.00

Intervention support grants-Children in residential care

Barnardos Australia $2,900.00

Kurrajong Waratah $4,750.00

Marist Youth Care Limited $10,000.00

Mater Dei Limited $15,750.00

Mercy Centre Lavington Limited $4,750.00

St Joseph’s Cowper Inc $3,750.00

Sydney Anglican Home Mission Society Council - Anglicare NSW

$6,925.00

Trustees of Boys’ Town Engadine NSW $7,000.00

Uniting Church in Australia Property Trust (NSW) - Uniting Care Burnside

$2,000.00

Warrah Society $1,250.00

Youth Off The Streets Limited $6,350.00

Total $65,425.00

Appendices


Appendices

Intervention support grants - Non School organisations

Autism Association of NSW $147,526.00

Northcott Society $50,405.00

Royal Blind Society of NSW $121,922.50

Royal Institute for Deaf and Blind Children $28,918.50

Shepherd Centre $29,480.00

Spastic Centre of New South Wales $136,861.50

Total $515,113.50

Intervention support grants - Young people with disabilities

Aberdare Preschool Inc $6,181.50

Adamstown Child Care Centre Inc $3,031.50

Albury City Council $2,081.50

Albury Preschool Kindergarten Inc $10,287.50

All Saints Preschool Albion Park Inc $3,032.00

Anglicare Youth and Family Services $1,500.00

Anzac Village Preschool Association Inc $14,388.50

Armidale and District Early Intervention Service Inc

$51,678.00

Armidale Church of Christ Adventureland Preschool Inc

$5,109.50

Armidale Waldorf School Limited $3,000.00

Arndu St Pauls Preschool Association Inc $6,703.50

Ashford Preschool Kindergarten Inc $1,500.00


Avalon Montessori Association $3,577.50

Awabakal Newcastle Aboriginal Co-operative Limited

$7,069.50

Bain Park Community Preschool Inc $3,033.00

Ballina Early Intervention Inc $31,336.00

Ballina Fox Street Preschool Inc $5,114.50

Ballina River Street Children’s Centre Inc $8,146.50

Balranald Preschool Centre Inc $2,016.50

Bambi Kindergarten Association Inc $3,522.00

Baptist Union of New South Wales - Alstonville Baptist Church

$4,098.50

Baptist Union of New South Wales - Grafton Baptist Church

$5,542.00

Baptist Union of New South Wales - Maitland Baptist Church

$12,338.00

Baptist Union of New South Wales - Miller Baptist Church

$3,325.67

Baptist Union of New South Wales - Mortdale Oatley Baptist Church

$7,225.50

Barnardos Australia $4,102.50

Barraba Preschool Inc $1,500.00

Basin Preschool Associaton Inc $9,094.50

Bathurst Early Childhood Intervention Service Inc

$28,642.00

Baulkham Hills Preschool Kindergarten Inc $10,226.00

Beacon Hill Community Kindergarten Association Limited

$8,239.00

Bega Preschool Kindergarten Association Inc $2,079.50

Bellbird Preschool Inc $3,000.00


Bellingen Shire Support Network Inc $12,346.50

Belmont North Preschool Inc $3,032.00

Bentley Community Preschool Inc $1,500.00

Berala Jack and Jill Preschool Kindergarten Inc $4,042.00

Beresfield Community Children’s Education Centre

$12,308.50

Berkeley Vale Preschool Kindergarten Inc $4,532.50

Bexley Jack and Jill Preschool Inc $14,358.00

Bingara Shire Council $4,096.50

Binnowee Kindergarten Co-operative Society Limited

$3,580.00

Biralee Preschool Finley Inc $9,216.50

Birrelee Multi-Functional Aboriginal Children’s Service Aboriginal Corporation

$1,500.00

Birubi Point Community Preschool Association Inc

$1,500.00

Bland Shire Council $3,580.50

Blaxland Preschool Kindergarten $1,500.00

Blue Mountains Montessori Preschool Inc $3,000.00

Bomaderry Preschool Inc $4,099.50

Boolaroo-Speers Point Community Kindergarten Inc

$1,500.00

Bourke and District Multipurpose Child Care Centre Co-operative Limited

$1,500.00

Branxton Preschool Inc $8,176.00

Brayside Community Preschool Inc $7,197.00

Brewarrina Child Care Centre Association Inc $4,095.00

Broken Hill Happy Day Preschool Kindergarten Inc

$1,500.00

Budgewoi-Halekulani Preschool Kindergarten Inc

$3,519.50

Bulahdelah Preschool Inc $3,000.00

Bundgeam Preschool Inc $1,500.00

Burrumbuttock Preschool Centre Inc $3,000.00

Byron Bay Preschool Inc $11,235.50

Byron Shire Council $1,500.00

Byron Shire Early Intervention Association Inc $23,346.50

Cabarita Mortlake Kindergarten Association Inc

$2,021.00

Calrossy School Commission $3,582.00

Camden Preschool Kindergarten Co-operative Limited

$3,000.00

Campbelltown Community Preschool Inc $3,520.50

Carnegie Foundation Limited $7,422.00

Catherine Field Preschool Kindergarten Inc $7,164.50

Catherine Preschool East Maitland Inc $3,580.50

Centacare Catholic Community Services $171,159.00

Central Shoalhaven Mobile Preschool Unit Inc $4,096.50

Cessnock Multipurpose Children’s Centre Limited

$9,731.50

Charlestown Child Care and Early Learning Centre Inc

$1,500.00

Cherrybrook Community Preschool Inc $1,500.00

Appendices


App

endi

ces


Children First Inc $1,500.00

Christ Church Gladesville Preschool Kindergarten Inc

$12,308.50

Christ Church St Ives Preschool Inc $2,021.50

Clovelly Child Care Centre Inc $1,500.00

Cobar Preschool Centre Association Inc $1,500.00

Cobargo Preschool Inc $3,522.50

Coffs Harbour Preschool Association Inc $10,227.00

Coleambally Preschool Association Inc $2,021.50

Collaroy Plateau Community Kindergarten Inc

$5,144.00

Community Programs Inc $41,830.50

Como Preschool Kindergarten Association Inc $3,581.50

Condobolin Preschool Kindergarten Inc $2,077.50

Coolamon Preschool Association Inc $3,577.00

Cooloon Children’s Centre Inc $5,662.50

Cooma Lambie Street Preschool Association Inc

$20,509.50

Coonamble Preschool Association Inc $2,021.00

Cooranbong Valley Community Preschool Inc $4,096.50

Cootamundra Centenary Preschool Association Inc

$3,577.00

Corowa Preschool Association Inc $3,577.50

Cowra Early Childhood Services Co-operative Limited

$3,517.00

Cowra Early Intervention Group Inc $19,435.50

Cronulla Preschool Kindergarten Inc $2,017.50

Cuddlepie Early Childhood Learning Centre Inc

$3,000.00

Dalaigur Preschool and Children’s Services Association Inc

$4,374.00

Dareton Preschool Inc $1,345.36

Dawn Song Children’s Centre Inc $1,500.00

Delegate District Preschool Inc $3,522.50

Deniliquin Children’s Centre Inc $14,358.50

Denman Children’s Centre Association Inc $3,521.50

Dorrigo Preschool Association Inc $3,520.50

Drummoyne Preschool Kindergarten Inc $3,000.00

Dubbo and District Preschool Kindergarten Inc

$11,299.50

Dubbo City Council $1,500.00

Dubbo West Preschool Inc $10,288.00

Dunedoo Preschool Kindergarten Inc $3,123.00

Dunoon Preschool Inc $7,228.00

Early Education (EarlyEd) Inc $138,547.00

Early Links Inclusion Support Service Inc $33,576.00

Early Start $20,496.50

East Lismore Community Preschool Inc $9,277.50

East Maitland Preschool Kindergarten Association Inc

$4,534.00

Eastlake Community Child Care Centre Inc $5,053.50

Eden Creek-Fairymount Preschool Inc $4,099.00


Eden Preschool Kindergarten Association Inc $3,033.50

Edgeworth Community Preschool Inc $3,580.00

Engadine Church of Christ Preschool Kindergarten Inc

$9,217.00

Eungai Preschool Inc $1,500.00

Eurobodalla Shire Council $4,042.00

Evans Head Preschool Association Inc $3,000.00

Fairfield City Council $77,863.50

Federal Community Children’s Centre Inc $1,500.00

First Chance Parents and Friends of Newcastle Special Education Centre Inc

$323,568.00

Forbes Childcare Centre Inc $3,000.00

Forbes Preschool Kindergarten Co-operative Limited

$5,143.00

Frederick Street Kindergarten Co-operative Limited

$25,685.00

Friends of Woodstock Disability Services Inc $44,701.00

Galston District Preschool Association Inc $1,500.00

Gilgandra Preschool Inc $3,521.00

Girrinbai Community Preschool Inc $7,073.00

Glen Innes Municipal Council $13,449.00

Glen Innes Preschool Association Inc $4,097.50

Glenbrook Preschool Kindergarten Inc $2,541.00

Glendale Early Education Centre Inc $2,022.00

Gloucester Preschool Co-operative Limited $2,021.50

Golden Valley Children’s Learning Centre Inc $2,555.53

Goonellabah Preschool Inc $24,642.50

Gordon Preschool Centre $9,215.00

Gorokan Preschool Inc $8,143.50

Gosford Baptist Preschool Inc $6,705.00

Gosford City Council $11,269.00

Gosford Community Child Care Association Inc

$3,000.00

Gosford Preschool Inc $6,156.00

Goulburn and District Children’s Services Association Inc

$24,532.00

Goulburn Preschool Association Inc $3,517.00

Goulding Hill Preschool Inc $5,142.00

Grays Point Preschool Kindergarten Association Inc

$1,500.00

Great Lakes Children’s Centre Inc $3,582.00

Greenhills Child Care Centre Inc $2,281.00

Grenfell Preschool and Long Day Care Centre Inc

$1,500.00

Griffith Early Intervention Service Inc $67,214.50

Griffith East Preschool Inc $3,582.00

Griffith Preschool Kindergarten Inc $7,195.50

Gulargambone Preschool Inc $3,000.00

Gulgong Preschool Inc $3,518.00

Gulpa Preschool Inc $4,533.00

Gumnut Bowral Memorial Kindergarten Inc $6,156.50

Gumnut Community Preschool Inc $1,500.00

Appendices


Appendices


Gumnut Cottage Inc $7,165.50

Gunnedah Baptist Child Care Association Limited

$3,011.89

Gunnedah Family and Children’s Services Inc $6,590.00

Gunnedah Preschool Kindergarten Association Inc

$3,521.50

Guyra Preschool Inc $4,623.50

Hamilton Baptist Community Preschool Inc $2,019.00

Hamilton Child Care Centre Inc $1,500.00

Hampden Bridge Childcare Centre Early Education Centre Inc

$6,122.50

Handicapped Children’s Centre New South Wales

$26,006.00

Hastings Early Intervention Program Inc $59,318.50

Hawkesbury City Council $1,500.00

Hawkesbury Early Childhood Intervention Service Inc

$17,214.50

Hay Plains Childcare Centre Inc $2,017.50

Heathdene Community Services Inc $24,788.00

Henry Street Community Preschool Association Inc

$1,500.00

Highfields Preparatory and Kindergarten School Limited

$1,500.00

Hills Community Kindergarten Inc $9,188.00

Hobbit New England Preschool and Child Care Centre Inc

$2,914.37

Holroyd City Council $32,846.00

Horizon Early Childhood Intervention Service Inc

$50,296.50

Hornsby Shire Council $12,180.00

Hunter Prelude Early Intervention Centre Inc $248,695.50

Illawarra Area Child Care Limited $8,600.00

Illawarra Children’s Services Limited $38,971.50

Imlay Special Needs Group Inc $17,758.00

Inaburra Communications Limited $14,357.00

Infants’ Home Ashfield $24,586.00

Inverell Disability Services Inc $29,730.50

Inverell District Family Services Inc $17,846.00

Jacaranda Preschool Centre Inc $6,120.00

Jack and Jill Kindergarten $5,113.00

Jerry Bailey Preschool Association Inc $2,021.50

Jesmond Community Preschool Association Inc

$2,022.00

Jesmond Early Education Centre Inc $10,256.00

Jindera Preschool Association Inc $1,500.00

John Brotchie Memorial Nursery School Inc $7,164.00

Jumbunna Community Preschool and Early Intervention Centre Inc

$128,836.00

Jumping Jacks Community Preschool Inc $2,020.50

Junee RSL Memorial Preschool Inc $4,100.00

Kapooka Early Childhood Centre Inc $3,521.00

Karingal Preschool Nelson Bay Inc $4,042.00


Karuah Preschool Association Inc $1,500.00

Keiraville Community Preschool Kindergarten Inc

$6,183.50

Kellyville Preschool Kindergarten Inc $9,246.50

Kempsey Children’s Services Co-operative Limited

$11,262.50

Kempsey Early Intervention Program Inc $45,711.50

Kenthurst Preschool Kindergarten Inc $4,097.50

Kiama Preschool Inc $3,517.00

Killarney Vale Preschool Kindergarten Inc $9,245.00

Kinburra Preschool Inc $4,097.00

Kindamindi Co-operative Limited $1,500.00

Koala Child Care Centre - Sutherland Hospital Limited

$1,500.00

Kogarah Municipal Council $1,500.00

Koninderie Community Based Preschool Inc $8,204.50

Koorana Child and Family Centre Inc $113,020.00

KU Children’s Services $276,409.00

Kurnell Preschool Kindergarten Inc $3,123.00

Kurrajong Waratah $175,935.00

Kurri Kurri and District Preschool Kindergarten Inc

$7,134.50

Lalor Park Preschool Kingergarten Association Inc

$5,053.00

Lambing Flat Enterprises Limited $14,791.50

Lane Cove Children’s Centre $7,164.50

Lapstone Preschool Kindergarten Association Inc

$87,024.00

Lawson Community Preschool Association Inc $3,578.00

Learning Links $109,235.50

Leeton Preschool Association Inc $4,623.00

Lennox Head Community Preschool Inc $3,000.00

Lifestart Co-operative Limited $289,692.50

Lilly Pilly Community Preschool Inc $3,000.00

Lismore Parish Centre Preschool Inc $4,622.00

Lismore Preschool Kindergarten Inc $7,191.50

Lithgow Early Intervention Program Inc $21,330.00

Little Learners Early Childhood Intervention Project Inc

$20,958.00

Liverpool City Council $38,058.50

Liverpool Hospital Child Care Centre Limited $1,500.00

Long Jetty Preschool Inc $11,175.00

Lyrebird Preschool Kindergarten Nowra East Inc

$3,579.50

Macarthur Preschool Kindergarten Association Inc

$7,226.00

Macksville Preschool Childcare Centre Limited

$7,195.50

Maclean Community Preschool Inc $1,500.00

Macquarie Hills Community Preschool Inc $3,031.50

Macquarie Preschools Co-operative Limited $4,532.00

Maitland Nursery School Inc $4,103.00

Appendices


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Manilla Community Preschool Inc $3,000.00

Manly Vale Community Kindergarten Inc $9,216.50

Manning and Great Lakes Early Intervention Inc

$69,277.00

Maryland Care and Early Education Centre Inc

$8,085.00

Masada College $7,042.00

Mater Dei $36,050.00

Mayfield Central Community Preschool Kindergarten Limited

$2,018.00

McGraths Hill Children’s Centre Inc $1,500.00

Medowie Community Preschool Inc $5,110.00

Merindah Children’s Centre Inc $1,500.00

Metford Community Baptist Church Preschool Kindergarten Inc

$5,203.50

Mikayla Children’s Centre Inc $8,238.50

Miranda Kindergarten Association Inc $4,533.50


Mittagong Preschool Kindergarten Inc $9,246.00

Monaro Early Intervention Service Inc $42,187.50

Moree Preschool Inc $22,699.50

Moresby Park Preschool Inc $8,176.00

Moriah War Memorial College Association $6,124.00

Morisset and District Children’s Centre Co-operative Limited

$5,391.50

Moruya Preschool Kindergarten Inc $4,534.00

Moulamein Preschool Inc $3,000.00

Mount Druitt Church of Christ Child Care Centre Inc

$2,018.50

Mount Hutton Child Care Centre Inc $1,500.00

Mount Victoria Public School Multipurpose Children’s Centre Inc

$1,500.00

Mountain Community Children’s Centre Inc $5,407.34

Mountain Preschool Lowanna Inc $1,500.00

Mudgee Preschool Kindergarten Co-operative Limited

$11,337.00

Mudgee Shire Council $4,098.00

Mullumbimby Community Preschool Association Inc

$4,532.00

Mulwala Preschool Inc $3,000.00

Mungindi Community Preschool Inc $2,021.00

Murrumbateman Early Childhood Centre Association Inc

$1,500.00

Muswellbrook Multicare Child Centre Inc $4,532.50

Muswellbrook Preschool Kindergarten Inc $5,083.00

Nambucca Heads Preschool Playcentre Limited

$3,000.00

Nambucca Valley Children’s Group Inc $17,113.00

Nana Glen Preschool Inc $4,097.00

Narrabeen Community Kindergarten Co-operative Limited

$4,040.00

Narromine Preschool Kindergarten Inc $3,000.00

Narwee Preschool Kindergarten Inc $3,516.50


Noah’s Ark Centre of Shoalhaven Inc $62,808.50

Normanhurst West Community Preschool Inc $3,000.00

North Brighton Preschool Community Kindergarten Inc

$2,019.50

North Ryde Community Preschool Inc $9,245.00

North St Marys Neighbourhood Centre Inc $3,000.00

Northcott Society $24,737.50

Northern Nursery School Limited $1,500.00

Norwood Community Preschool Inc $5,112.00

Nurruby Children’s Services Inc $14,154.50

Oaks Preschool Kindergarten Co-operative Limited

$2,081.50

Oberon Children’s Centre Inc $1,500.00

Ocean Shores Preschool Inc $5,142.00

Orana Community Preschool Inc $7,194.00

Orana Early Childhood Intervention and Education Project Inc

$98,361.00

Orange City Council $17,560.00

Orange District Early Education Program Inc $52,372.00

Orange Preschool Kindergarten Limited $4,042.00

Pambula Preschool Kindergarten Association Inc

$6,122.00

Parkes Early Childhood Centre Inc $12,336.50

Parklands Community Preschool and Children’s Centre Inc

$6,179.50

Pathways - Early Childhood Intervention Inc $71,024.00

Peninsula Community Preschool Inc $1,500.00

Pennant Hills War Memorial Children’s Centre Association Inc

$8,204.50

Penrith City Council $12,115.00

Peter Pan Preschool Kindergarten Tamworth Inc

$1,500.00

Peter Rabbit Community Preschool Inc $3,516.50

Picton Preschool Kindergarten Limited $3,519.00

Pied Piper Preschool Association (Wallerawang) Inc

$5,662.50

Port Macquarie Community Preschool Limited

$19,497.00

Port Stephens Council $1,500.00

Possum Children’s Support Service Inc $53,896.00

Pottsville Community Preschool Inc $1,500.00

Presbyterian Church (New South Wales) Property Trust

$59,390.50

Queanbeyan and District Preschool Association Inc

$21,612.00

Queanbeyan Children’s Special Needs Group Inc

$27,968.00

Quirindi Preschool Kindergarten Inc $4,098.50

Rainbow Children’s Centre Inc $3,000.00

Rainbow Playhouse Preschool Inc $5,113.00

Rainbow Preschool Association Broken Hil Inc $13,407.00

Rainbow Street Child Care Centre Inc $1,500.00

Raymond Terrace Community Preschool Inc $6,123.00

Appendices


Appendices


Raymond Terrace Occasional Care Centre Inc $2,017.00

Regional Social Development Group Inc $8,556.50

Richmond Hill Community Preschool Inc $3,580.00

Richmond Preschool Kindergarten Association Inc

$3,000.00

Riverside Preschool Inc $2,019.50

Ross Circuit Preschool Centre Inc $9,217.00

Royal Blind Society of New South Wales $268,521.50

Royal Institute for Deaf and Blind Children $332,559.50

Salamander Child Care Centre Inc $3,034.00

Samaritans Foundation - Diocese of Newcastle

$2,020.50

Sans Souci Community Preschool Association Inc

$3,033.50

Scone and District Preschool Inc $12,420.00

SDN Children’s Services Inc $64,248.50

Seventh-Day Adventist Schools (Greater Sydney) Limited

$1,500.00

Shannon House Special Services Centre Inc $1,661.00

Shepherd Centre $149,362.50

Shoalhaven Community Preschool Inc $6,122.00

Silverlea Early Childhood Services Inc $27,944.50

Singleton Council $3,033.00

Singleton Heights Preschool Inc $4,624.00

Singleton Preschool Kindergarten Inc $11,299.00

Snowy Mountains Childcare Centre Inc $3,000.00

Snugglepot Day Care Centre Inc $14,227.50

Southern Sydney Therapy Centre $55,396.00

Spastic Centre of New South Wales $168,697.50

Special Needs Support Group Inc $90,835.00

Springwood and District Preschool Kindergarten Association Inc

$12,277.00

St Anthony’s Family Care $24,562.50

St Dominic’s Centre for Hearing Impaired Children

$14,791.50

St Dunstan’s Preschool Kindergarten Inc $10,228.00

St George Preschool (Marsfield) Inc $4,102.00

St Ives Preschool Kindergarten Association $8,238.00

St John’s Preschool Ashfield Inc $1,500.00

St Josephs Community Preschool Inc $2,018.00

St Luke’s Preschool Dapto Inc $7,194.00

St Luke’s Preschool Northmead Inc $1,500.00

St Mark’s Preschool Kindergarten Inc $3,520.00

St Peters Preschool Limited $3,000.00

St Peters Preschool Tamworth Inc $9,245.50

STAR Inclusive Early Childhood Association Inc

$18,456.50

Stepping Stones Early Learning Limited $4,162.50

Strathfield One Stop Child Care Service (SOCCS) Inc

$1,500.00

Stroud Neighbourhood Children’s Co-operative Limited

$3,000.00


Summerland Early Intervention Program Inc $81,316.50

Sutherland Shire Council $20,661.50

Sydney Rescue Work Society - Communicare Sydney

$56,849.00

Sydney Talmudical College Association $2,018.00

Tabulam and District Community Preschool Inc

$5,662.50

Tamworth Montessori Association Inc $3,000.00

Tarago Preschool Association Inc $1,500.00

Taree and District Preschool Limited $4,042.00

Tea Gardens-Hawks Nest Preschool Kindergarten Inc

$1,500.00

Temple Emanuel Woollahra Kindergarten Inc $2,022.00

Tenterfield Preschool Kindergarten Inc $3,721.50

The Entrance Preschool Kindergarten Association Inc

$3,000.00

Thurgoona Preschool Inc $7,221.50

Tocumwal Preschool Kindergarten Association Inc

$3,522.50

Toormina Preschool Kindergarten Inc $5,542.00

Toukley Preschool Kindergarten Inc $4,096.00

Toybox Centre Inc $22,910.00

Trangie Preschool Kindergarten Association Limited

$1,500.00

Trinity Preschool Kindergarten Limited $3,034.00

Trundle Children’s Centre Inc $1,500.00

Trustees of the Christian Brothers - St Gabriel’s School for Hearing Impaired Children

$20,031.00

Trustees of the Christian Brothers - Waverley College

$7,166.00

Trustees of the Roman Catholic Church for the Diocese of Lismore - Parish of Camden Haven

$4,533.50

Trustees of the Roman Catholic Church for the Diocese of Lismore - St Joseph’s Family Services

$4,099.50

Tumbarumba Preschool Kindergarten Inc $3,032.50

Tumut Preschool Co-operative Society Limited

$1,718.00

Tweed Heads Community Preschool Inc $1,500.00

Tweed Valley Early Childhood Intervention Service Inc

$81,659.00

Uniting Church in Australia Property Trust (NSW) - UnitingCare Children’s Services Forum

$141,082.50

Uniting Church in Australia Property Trust (NSW) - UnitingCare Burnside

$1,500.00

Uralla Preschool Kindergarten Inc $4,532.50

Urunga Community Preschool Inc $3,000.00

UWS Hawkesbury Child Care Centre Inc $1,500.00

Valla Community Preschool Inc $3,517.50

Wagga Wagga Nursery Kindergarten Society Inc

$17,938.50

Appendices


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Walcha Council $7,118.50

Wallsend Community Preschool Inc $3,034.00

Walsingham Community Preschool Pretty Beach Inc

$1,500.00

Warialda Preschool Inc $6,155.00

Warragamba Preschool Inc $2,078.00

Warren Preschool Kindergarten Inc $4,910.00

Wauchope Preschool Kindergarten Inc $5,109.50

Wee Waa and District Preschool Association Inc

$7,166.00

Wellington Community Children’s Centre Inc $807.00

Wentworth District Preschool Playcentre Inc $1,500.00

Wentworth Falls Preschool Kindergarten Inc $3,000.00

Werris Creek and District Preschool Association Inc

$4,099.50

West Albury Preschool Centre Inc $3,000.00

West Bathurst Preschool Inc $7,132.00

West Epping Preschool Association Inc $3,579.50

Westlawn Preschool Inc $3,122.00

Wheelchair and Disabled Association of Australia

$10,440.00

Williamtown Preschool Inc $1,500.00

Willoughby Community Preschool Inc $17,447.00

Winmalee and District Preschool Kindergraten Inc

$3,000.00

Winston Mall Children’s Centre Inc $3,579.00

Wirraway Preschool Inc $3,582.50

Wollongbar Community Preschool Inc $6,156.00

Woodenbong Preschool Kindergarten Inc $921.50

Woomera Aboriginal Corporation Albury $1,500.00

Woy Woy Peninsula Community Childcare Centre Co-operative Society Limited

$8,204.50

Wunanbiri Preschool Inc $1,500.00

Wyong Preschool Kindergarten Association Inc

$9,215.00

Yalbillinga Boori Day Care Centre Aboriginal Corporation

$6,554.00

Yamba Preschool Kindergarten Association Inc

$9,151.00

Yarrabin Outreach Inc $1,500.00

Yarran Early Intervention Services Inc $174,563.00

Yass Early Childhood Centre Association Inc $4,622.00

Yass Montessori Preschool Inc $1,500.00

Yenda Preschool Kindergarten Inc $2,077.00

Yeoval Preschool Inc $1,500.00

Young Preschool Kindergarten Inc $1,500.00

Total $7,838,944.66

IT skills for older workers program


ACE Mullumbimby Inc $7,199.00

ACE North Coast Inc - Lismore $21,991.00



Alstonville Adult Learning Association $12,800.00


Australian College of Vocational Studies $10,933.00


Bellingen ACE Adult and Community Education

$31,195.00

Camden Haven Adult and Community Education

$45,329.00




Enterprise and Training Co of Coffs Harbour Ltd

$58,258.00


Gloucester Community Training Inc $17,330.00









Kogarah Rockdale Training Scheme Inc $57,721.00


Lions Club of Hunter Wallsend Inc $3,333.00

Lower Clarence Adult and Community Education

$15,202.00


Mamre Plains Ltd $25,731.00

Marrickville Community Training Centre $4,000.00




$59,320.00



OCTEC Inc $3,863.00


Options Training Services Ltd $13,866.00

Port Macquarie College of Adult Education $11,193.00







Southern Region Community College $23,331.00

St George and Sutherland Community College

$14,798.00


Appendices


Appendices


Sydney Community College $11,066.00

T and A Skill Care Services Pty Ltd $81,599.00



Tursa Employment and Training Inc $9,207.00



Uniting Church In Australia Property $51,203.00


Workers Educational Association -Hunter $6,933.00

Workers Educational Association - Illawarra $1,335.00



Wyong Workwise Inc $39,196.00



Total $1,518,932.00

Literacy program grants



$6,237.00


$8,840.00












$9,599.00




Far South Coast Community College Inc $14,899.00










Kincumber Community College Inc $4,376.00

Kogarah Community Services Inc $6,464.00

Literacy Network Manly-Warringah Inc $12,386.00

Literacy program grants





Monaro Community College Inc $5,976.00










$29,466.00













Total $1,008,845.00

Mature workers grants

Access Community Group Inc $51,563.00

Ballina Skills Development Centre Inc $54,376.00



Christian Community Aid Service Inc $89,844.00

Eastlake Skills Centre Ltd $93,750.00


Enterprise and Training Co of Coffs Harbour $150,500.00

Essential Personnel Association Inc $41,175.00


Great Lakes Community Resources Inc $87,000.00

Greater Lithgow Skills Training Inc $40,781.50

Hunter Business Chamber $41,250.00




$50,025.00

Nova Employment and Training Program Inc $29,459.00



Penrith Skills for Jobs Ltd $58,593.50

Personnel Employment Albury/Wodonga $35,525.00

Appendices


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Mature workers grants


Salvation Army Property Trust (NSW) $294,282.00

Samaritans Foundation-Diocese of Newcastle $39,860.00




$72,775.00


Uniting Church Property Trust (NSW) $350,900.00


Western Sydney Information Technology $75,000.00

Western Sydney Training and Education Centre

$45,750.00

Worksmart Community Projects Inc $47,580.00


Wyong Workwise Inc $85,938.00


Total $2,976,599.45

Migrant skills grants

Albury Wodonga Multicultural Resources $41,592.67

Blacktown Migrant Resource Centre $34,285.51

Burwood Community Welfare Services Inc $33,951.00

Cabramatta Community Centre Inc $65,716.00

Fairfield Community Resource Centre Ltd $50,361.00

Holroyd Parramatta Migrant Services $34,917.00

Immigrant Womens’ Speakout Association of NSW

$49,254.50


Liverpool Migrant Resource Centre $33,500.00

Macarthur Migrant Resource Centre Inc $33,716.00

May Murray Neighbourhood Centre Inc $42,734.00

Migrant Network Services $18,759.00

Migrant Resource Centre of Newcastle $74,902.53

Mission Employment - Campsie $52,256.94

Mission Employment - Green Valley $49,639.50

MTC Work Solutions $50,279.50

South Sydney Community Aid Co-Operative $40,914.38

St George Migrant Resource Centre $33,691.50

STARTTS $55,944.00


Total $879,229.03

Miscellaneous ACE grants

ACE Nambucca Valley Inc $8,600.00




$12,450.00


$76,070.00




Balranald Adult and Community Education Inc

$15,550.00





Bingara Adult Learning Association Inc $18,200.00







$17,780.00











Hornsby Ku-Ring-Gai Community College Inc

$21,450.00



Kincumber Adult Community College Inc $38,200.00

Local Community Services Association $64,000.00


$34,750.00










Outback Adult and Community Education Inc

$28,100.00


Quirindi Adult and Community Education Inc $18,650.00






Appendices


Appendices



$121,070.00














Total $3,206,417.00

National school drug education grants

Association of Independent Schools $17,113.00

Catholic Education Commission NSW $259,973.00

Ted Noffs Foundation Inc $160,000.00

Total $437,086.00

New careers for Aboriginal people grants

Binaal Billa Regional Enterprise Employment Training Aboriginal Inc

$86,516.00

Booroongen Djugun Aboriginal Corporation $43,492.00


Cobowra CDEP Aboriginal Corporation $44,347.00



Ngurrala Aboriginal Corporation $46,667.00


Shoalhaven Community Development Aboriginal Corporation

$46,258.00



$46,667.00


Total $624,168.00

NSW ACE program grants

ACE Nambucca Valley Inc $26,800.00




$65,295.00


Adult Leisure Education Recreation and Tuition Inc

$6,220.00



Balranald Adult and Community Education Inc

$8,550.00





Bingara Adult Learning Association Inc $11,200.00

Botany Family and Children’s Centre Inc $2,590.00




Christian Community Aid Service Inc $14,000.00


Community Colleges (NSW) Inc $86,625.00



$173,363.00



Drummoyne Community Centre Inc $3,110.00

Earlwood Adult Leisure Learning Centre Inc $3,455.00




Forster-Tuncurry Adult Education Inc. $30,050.00

Georges River Community Service Inc $5,600.00





Hornsby Ku-Ring-Gai Community College Inc

$65,350.00


Hurstville Adult Leisure Learning Centre Inc $4,413.00


Kincumber Community College Inc $31,200.00

Kogarah Adult Learning and Leisure Centre Inc

$4,670.00

Lismore Over 50’s Learning Centre Inc $10,370.00

Local Community Services Association $119,580.00


$24,350.00










Appendices


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Northern Beaches Creative Leisure and Learning Inc

$6,220.00

Outback Adult and Community Education Inc $21,100.00

Peninsula Community Centre Inc $6,220.00


Quirindi Adult and Community Education Inc $11,650.00


Riverwood Community Centre Inc $6,220.00


Rockdale Adult Leisure Learning Centre Inc $3,630.00



South East Neighbourhood Centre Inc $1,905.00

South West Education and Leisure Learning Foundation Inc

$2,754.00



$83,950.00


Sutherland Shire Adult Leisure Learning Centre Inc

$12,440.00




The Deli Women and Children’s Centre Inc $2,725.00


The Hills Community Aid and Information Service Inc

$14,000.00

The New School of Arts Neighbourhood House Inc

$10,715.00


Tilligerry Adult and Community Education Inc $9,675.00



Warragamba-Silverdale Neighbourhood Centre Inc

$2,725.00


Waverley-Woollahra Arts Centre Co-Op Ltd $2,590.00

Wesley Mission - School for Seniors, Sydney $15,030.00





Total $4,870,616.00

Other miscellaneous grants

AAA Driver Training and Assessing $1,800.00



ACEL $14,000.00

All Truck Driving School $300.00


Andrew Barton First Aid $220.00


ASEAN Training and Education Services Pty Ltd

$12,600.00

ASLA (NSW) Inc $13,196.40

Association of Catholic School Principals $20,000.00


Austcare (Australians Care For Refugees) $500.00

Australian College of Applied Psychology $7,492.00

Australian Electrotechnology Industry Training Centre

$25,121.25

Australian Institute of Credit Management $6,800.00

Australian Institute of Management $12,000.00

Australian Red Cross Blood Service $19,800.00

Australian Society For Music Education $4,550.00


Catholic Education Commission NSW $16,500.00



Childrens’ Hospital at Westmead $12,000.00

Choice Training and Consulting Services $1,680.00

Co-As-It Italian Association of Assistance $797,849.70


Dance Educators Professional Teachers Association

$10,350.00

Deniliquin Council $14,966.42

Early Childhood Education Council $7,200.00

Eastlake Skills Centre Ltd $12,050.40

Economics and Business Educators $6,000.00

Educational Drama Association of NSW Inc $20,000.00

English Teachers Association NSW $19,504.00

Essential Personnel Association Incorporated $10,080.00


Future Leaders $7,700.00

Gateway Training and Conference Centre $85.00

Heart Foundation $150,000.00


hma Blaze Pty Ltd $5,332.80

Intercept Security Training $300.00

Jam Training and Development Services $18,181.82

James Jennifer $11,181.82

Junior School Heads Association of Australia $14,090.91


Liquid Strategies $23,216.00

Marine Teachers Association of New South Wales

$2,500.00

MD and Associates Pty Ltd $8,000.00

Mission Australia $330.00

Napcan Australia $5,000.00

National Centre For Citizenship and Volunteer Management

$1,818.19

Noren Consulting $4,400.00

NRMA Insurance Limited $8,705.45

NSW Adult Migrant English Service $12,966.20

Appendices


Appendices


NSW Board of Jewish Education $7,835.45

NSW Primary Principals Association Inc $7,000.00

Octec Inc $10,132.50

Parramatta College Inc $5,688.00

Port Macquarie College of Adult Education $11,941.00

Primary English Teaching Association $14,000.00

Professional Teachers Council NSW $48,715.80

Ratio Pty Ltd $22,727.27

Relationships Australia (NSW) $7,140.00

Response Employment and Training Pty Ltd $81,818.18

Royal Agricultural Society of NSW $12,500.00

Science Teachers Association of NSW $20,000.00

Shakespeare Globe Centre Australia $20,000.00



Southern Cross Rail Training Pty Ltd $2,150.00

Spastic Centre of NSW $20,000.00

Stella Maris College Limited $17,740.00

Surf Life Saving Australia $6,570.00

Technology Educators Association $14,000.00

Ted Noffs Foundation Inc $82,000.00

The Way College Pty Ltd $3,887.00

Thinq Learning and Development Pty Ltd $280.00

Thoroughbred Racing Board, NSW $18,623.64

Tournament of Minds (NSW) Inc $999.99

Westlake $28,205.00

Wollongong City Council $113,163.08


Workers Educational Association $18,390.00

Workwise - Timeout Program $150.00

Worldskills Australia $164,700.00

Yolarno Pty Ltd $25,000.80

Total $2,626,806.67

Regional conservatorium of music grants

Central Coast Conservatorium Inc $204,972.00

Clarence Valley Conservatorium Inc $184,460.00

Coffs Harbour Regional Conservatorium Inc $160,317.00

Goulburn Regional Conservatorium Music Centre Inc

$166,954.00

Gunnedah Music Centre $20,000.00

Orana School of Music Inc trading as Macquarie Conservatorium

$154,181.00

Mitchell Conservatorium Inc $219,831.00

Murray Conservatorium Board of Management Inc

$212,465.00

New England Conservatorium of Music Ltd $188,285.00

Northern Rivers Conservatorium Arts Centre Inc

$179,511.00

Orange Regional Conservatorium Inc $194,882.00

Riverina Conservatorium of Music Inc $207,343.00

South West Music Inc $40,000.00

Regional conservatorium of music grants

Tamworth Regional Conservatorium of Music Inc

$225,000.00

Upper Hunter Conservatorium of Music Inc $166,600.00

Wollongong Conservatorium of Music Ltd $219,545.00

Young Regional School of Music Inc $200,574.00

Total $2,944,920.00

Skills gap training progarm grants

Active Industry Training Ltd $6,715.00

Arilan Corporation Pty Ltd $1,375.00

Asia Pacific Learning Centre Pty Ltd $790.40

Australian Business Ltd $1,260.00

Australian Electrotechnology Industry $12,474.00

Brucemac Pty Ltd $26,852.00

Comet Training Pty Ltd $25,688.00

Cooperative for Aborigines Ltd $90,900.00




Hunter Plant Operator Training School $10,751.95

Illawarra Institute of Technology $1,300.00

Impact Training Pty Ltd $666.40



Killalea State Park Training Centre $15,066.00

National Operations Training and Development

$600.00

NSW Fishing Industry Training Committee Ltd

$25,900.00

Premier Coast Risk Management $150.00

Rutherford Technical Services Pty Ltd $7,875.00

Singleton Community College Inc $64.42



St John Ambulance Australia (NSW) $159.31


Transport Education and Training Australia $16,401.00

Tweed Training and Enterprise Co Ltd $3,260.00



Wyong Adult and Community Education Inc $39,830.65


Total $529,156.51

Training employment and development grants

Aboriginal Dance Theatre Redfern $67,413.00

Armidale and District Business Enterprise Limited

$46,667.00

Art Education Society of NSW $970.00

ATESOL NSW Inc $462.50

Australian Guidance and Counselling Assoc $4,000.00

Australian School Library Association $4,000.00

Appendices


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Training employment and development grants

Careers Advisers Association of NSW Inc $1,500.00

Co-operative For Aborigines Limited $74,534.00

Dance Educators Professional Teachers’ Association

$1,200.00

Economics and Business Educators $1,500.00

Educational Drama Association of NSW Inc $2,000.00

English Teachers Association NSW $2,000.00

Geography Teachers Association of NSW $1,948.00

History Teachers Association of NSW $800.00


Lower Hunter Business Enterprise Centre $45,486.00

Macleay Business Enterprise Centre $46,665.00

National Aboriginal and Islander Skills Development Association

$134,672.67

NSW Computer Education Group $2,000.00

NSW PDHPE Teacher Association $1,261.50

NSW School Leadership Conference Glenfield

$20,000.00

Orff Schulwerk Association on NSW $1,600.00

Parkes Forbes Business Enterprise Centre $85,912.00

Professional Teachers Council NSW $3,180.00

Richmond Valley Business and Rural Financial Counselling Services Inc

$46,667.00

Society and Culture Association $1,760.00

Student Welfare and Personal Development $1,318.00

Technology Educators Association $2,000.00

Total $694,460.67

VET infrastructure grants

Catholic Education Office $225,400.00

Murrin Bridge Advancement Aboriginal Corporation

$3,636.36


Total $457,536.36

VET in schools consortium


Catholic Education Commission of NSW $1,405,840.00

Compass Training Australia Pty Ltd $1,500.00

Mcdonalds Australia Limited - Thornleigh $48,750.00

Tricon Restaurants Australia Pty Ltd $500.00

Total $2,231,346.00

Youth assistance strategies grants

Aboriginal Educational Council (NSW) Inc $9,000.00

Anglicare Youth and Family Services $102,403.00

Aspire Co-Operative Limited $36,874.00

Association of Bhanin El-Minieh - Australian Arabic Community Welfare Centre Inc

$45,840.00

Australian Arabic Communities Council Inc $95,688.00

Bellambi Neighbourhood Centre $38,288.00

BEST Employment Ltd $30,829.00

Blacktown Youth Services Association Inc $68,177.00


Bourke Shire Council $61,433.00

Brewarrina Shire Council $44,627.00

Bridging The Gap Sydney West Inc $77,000.00

Byron Youth Service Inc $90,533.00

Cabramatta Community Centre Inc $900.00


Cessnock Community Training Centre Inc $83,031.00

Cessnock District Learning Centre Inc $95,574.00

Coffs Harbour Neighbourhood Centre Inc $92,122.00

Community Connections North Coast Inc $86,199.00

Djigay Student Association Inc $82,125.00




Glebe Youth Service Inc $41,046.00

Granville Multicultural Community Centre Inc $99,963.00

Holroyd Parramatta Migrant Services Inc $33,564.00

Illawarra Ethnic Communities Council Inc $76,323.00


Integral Community Services $48,758.00

Khmer Community of NSW Inc $67,047.00

Liverpool Districts Neighbourhood Centres Association Inc

$108,651.00

Macarthur Migrant Resource Centre Inc $64,881.00

Maitland Youth Development Unit Inc $51,822.00


Manly Council $34,445.00

Marrickville Community Training Centre Inc $105,415.00

Marrickville Youth Resource Centre Inc $93,255.00

Miimali Aboriginal Community Association Inc

$76,991.00


Moree Family Support Inc $50,137.00

Moree Plains Shire Council $62,169.07

Moree Youth School Inc $32,083.00

Murdi Paaki Regional Enterprise Corporation Ltd

$43,524.00

Nambucca Shire Council $85,093.00

Narrandera Shire Council $164,455.00

New School of Arts Neighbourhood House Inc

$73,948.00

North St Marys Neighbourhood Centre Inc $111,444.55

Nova Employment and Training Program Inc $32,643.00

Oasis Pre-Employment Network (Open) Inc $87,418.00

OCTEC Incorporated $48,471.00

Open Family Australia Inc $67,699.00

Parkes Community Network Inc $53,099.00

Penrith Skills For Jobs Ltd $112,579.00

Police and Community Youth Clubs NSW Ltd $96,710.00


Queanbeyan City Council $83,602.00

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Raymond Terrace Neighbourhood Centre Inc $67,396.00

Riverwood Community Centre Inc $138,631.00


Rosemount Youth and Family Services Inc $46,467.00

SaintsCare Limited $56,218.00

Salvation Army (New South Wales) Property Trust

$236,229.00

Shire Wide Youth Services Inc $43,594.00


South Sydney Youth Services Inc $166,061.00

Southern Skills Inc $18,764.00

Southern Youth and Family Services Assoc $34,526.00

St George Youth Workers Network Inc $32,500.00

Sydney University Settlement $62,687.00


Uniting Care Burnside $130,448.00

Vietnamese Community in Australia - NSW Chapter

$30,985.00


Western Sydney Training and Education Centre Inc

$220,716.00

Wollongong City Council $82,852.00

Workers Educational Association - Hunter Limited

$134,788.00

Workwise Central Coast Inc $408,992.00

YWCA NSW $233,987.00

Total $6,571,223.62

Appendix 32: Code of ConductThe Department of Education and Training’s Code of Conduct was revised to include all departmental staff in one Code of Conduct. It was implemented on 15 June 2004.

Introduction

1. Abstract

1.1 This Code of Conduct clarifies the standards of behaviour that are expected of staff of the Department of Education and Training (DET) in the performance of their duties. It gives guidance in areas where staff need to make personal and ethical decisions.

1.2 The Code does this by providing an ethical framework to guide actions, but also by highlighting the existing requirements for staff behaviour so that staff are aware of the standards expected of them.

2. Applicability of the Code

2.1 The use of “DET” or “Department” in this Code indicates that the material applies to

all parts of the Department of Education and Training, including schools, TAFE, AMES, State Training Centres and State office directorates. Where “staff ” is used without a qualifier, “DET staff ” is implied.

2.2 The use of the terms “school” or “TAFE” in this Code indicates that the material applies to only those sectors.

2.3 This Code applies to all DET staff. In this context “staff ” includes all persons employed by the Department and by TAFE NSW, as well as their fully owned subsidiaries. “Employed” includes staff employed on a permanent, temporary or casual, full time or part time basis, as trainees, or as secondees from other State or Federal agencies.

2.4 This Code should also guide the behaviour of contract staff, volunteers, and employees of other organisations with which the Department or TAFE NSW has contracts or agreements. Where the contract or agreement refers to this Code then the arrangement in the contract or agreement applies. Sections 27, 55 and 63 of the Code provide additional guidance for casual or contract staff in recognition of their other interests or employment.

2.5 This Code does not apply to staff employed by bodies that are only partially funded by DET (e.g. Adult and Community Education (ACE) colleges and registered training organisations).

2.6 This Code applies to members of the Senior Executive Service (SES). SES staff are also to comply with the current “Code of Conduct and Ethics for Public Sector Executives” (issued by the Premier’s Department).

3. Superseded documents

3.1 This Code replaces:

• Department of School Education Revised Code of Conduct issued on 21 August 1997 97/230 (S.211)

• TAFE NSW Code of Conduct – TAFE Gazette No.07 of 26 February 1997 (97.07.G1)

• NSW AMES Code of Conduct, December 1998.

3.2 The DTEC Code of Conduct, 1995 was replaced by the DSE Code of Conduct in December, 1997.

4. Context

4.1 The Department is committed to the highest standards of conduct in public education, training and administration. To meet this commitment, the Department has issued this single Code of Conduct to cover all departmental sectors

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and to more closely align staff conduct with the organisational values and ethics which underpin the Department’s policies and procedures.

5. Policy statement

5.1 Much of this Code is derived from legislation and other departmental policies and procedures. The Code of Conduct is a policy of the Department of Education and Training.

6. Rights of staff

6.1 Public employment carries with it an obligation to serve the public interest, however staff should not be subject to unnecessary restrictions unrelated to the public interest. Staff have all of the normal rights and obligations of employees under common and statute law.

6.2 Staff should comply with a lawful direction given by an authorised officer. Staff however have a right to question any instruction which they think may be unlawful or unethical.

7. Responsibility of staff

7.1 All staff have a responsibility to comply with legislation, departmental policy, procedures and this Code, perform their duties effectively and provide impartial and accurate advice.

8. Awareness of requirements

8.1 Staff should be aware of the policies, procedures and delegations that are applicable to their actions. Principals and managers should make relevant information available to staff. Staff are required to read and understand policy documents issued to them or circulated to them. Staff who are uncertain about the scope or content of policies with which they must comply should seek advice from supervisors or specialists in the matter in question and examine the relevant departmental documents.

8.2 Staff are advised to be familiar with the legislation under which they are employed as this may specify requirements with which they need to comply.

• Teaching Services Act 1980

• Education (Ancillary Staff) Act 1987

• Technical and Further Education Commission Act 1990

• Public Sector Employment Management Act 2002

For example, staff are required to notify the Director General of Education and Training/Managing Director of TAFE NSW if they are charged or convicted of a serious criminal offence. A serious criminal offence is an indictable

offence that is punishable by imprisonment for life or for a term of five years or more.

9. Clarification of the Code

9.1 If there is any conflict between this Code and legislation, the provision of the legislation will prevail. If staff are in doubt about the interpretation of the Code then the matter should be discussed with a more senior officer, a staff member who is a specialist in the issue, or the Assistant Director of Audit.

10. Breaches of the Code

10.1 Serious breaches of this Code by staff will be deemed misconduct and may lead to disciplinary action. Breaches by contractors, volunteers and others may lead to a review of their engagement.

11. Review of the Code

11.1 To maintain the currency and value of this Code it will be reviewed and updated as necessary. Staff are invited to submit suggestions to the Assistant Director of Audit.

General Principles

12. Responsibility to the government of the day

12.1 Staff are to implement in an impartial manner the policies and decisions of the government of the day that are relevant to their work. Staff are also to participate in the development and implementation of the departmental objectives and initiatives that flow from those policies. Staff behaviour should align with the values underlying government or departmental policy.

13. Serving the public interest

13.1 Staff should serve the public interest and act in a manner which promotes confidence in the integrity of public administration.

13.2 The public must be assured that where there is a potential conflict of interest, staff in public employment put the public interest above their own private interests. (See sections 22-27 on conflicts of interest.) Staff should not take advantage of their position to influence other staff in the performance of their duties in order to gain undue or improper advantage for themselves or any person or organisation.

13.3 Serving the public interest also means performing duties objectively, making decisions according to established criteria and considering all relevant criteria and only relevant criteria. It involves serving all sections of society according to their need or rights with

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respect to government policy, and not favouring those sections with which the staff member feels a personal affinity or could gain favour.

14. Duty of care to students

14.1 Staff have a duty of care to protect the well being of DET school, TAFE and AMES students and foster their interests. The standard of care that is required (for example, the extent of supervision that should be provided) needs to be commensurate with the maturity and self reliance of the students in question. Risks associated with the activity being undertaken need to be assessed and addressed before the activity is undertaken.

14.2 The effective management of identified risks will require closer supervision and increased care for younger and less mature students. Adequate training and instruction of staff are key factors in controlling and managing risks.

14.3 Staff should effectively implement departmental policies and programs for child protection and student welfare.

15. Involvement of the community and industry

15.1 The Department acknowledges that many individuals, business, community and industry groups have a legitimate interest in education and training services. Staff should provide opportunities for their participation in the development of policies, where appropriate.

16. Professional and appropriate behaviour

16.1 The Department acknowledges and welcomes the fact that many staff, as well as being public officials subject to this Code, are professionals who exercise best technical and professional judgment and adhere to the ethical codes of their profession. Should any conflict arise between this Code and such a professional standard, then the matter should be referred to a supervisor or senior manager for resolution.

16.2 The striving for effectiveness, sound judgment and quality of service are the standards sought by and required of staff. Similarly, staff should seek to, and are required to, develop their competence and that of the staff they supervise.

16.3 Staff should be aware of and implement the goals and priorities of the Department as communicated to staff, and collaborate in the development of plans, policies and programs for their implementation.

16.4 Staff have an obligation in the context of their

employment to support and promote public education.

16.5 Teaching staff in particular have a responsibility to ensure that students gain the knowledge and skills they require to become effective learners and ultimately effective and responsible citizens by an awareness of and compliance with current DET policies relating to the professional responsibilities of teachers and in particular:

• devising and supporting effective learning programs and evaluation mechanisms;

• meeting the individual learning needs of students and assisting each student to maximise his or her learning outcomes;

• undertaking appropriate ongoing professional development to promote competence in curriculum development, delivery and evaluation, classroom management and teaching skills.

16.6 Senior staff should assist their staff in implementing this Code by helping to foster the professionalism of all staff within an atmosphere conducive to the promotion of integrity, appropriate behaviour and mutual respect in the workplace.

16.7 It is also acknowledged that staff wish to ensure that the systems and procedures which they use in their work are effective. Staff are encouraged to take responsibility for systems improvement and for acting on the suggestions for improvements which they develop or receive.

16.8 Staff are to dress and behave in a manner which demonstrates professionalism, shows respect for others and models appropriate standards for students.

16.9 Staff should be aware that unlawful or unprofessional conduct, even in a private capacity, which damages the reputation of the Department, may require disciplinary action by the Department.

17. Respect for people and property

17.1 Staff are to treat members of the public, their colleagues and students with respect, fairness and consistency. Staff are to be courteous and sensitive to the needs of others and provide all necessary and appropriate assistance practicable.

17.2 Consultative decision making practices should be used. Decisions are to be made and conveyed promptly to those with a right to know. Information provided should be clear to the intended audience, accurate, current and complete.

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17.3 Staff, irrespective of status or position, are to conduct themselves in a manner which will promote cooperation and harmonious relations among colleagues. A co-operative, collaborative atmosphere conducive to the promotion of integrity in the workplace will assist staff in the implementation of this Code.

17.4 Staff are to respect and care for departmental property.

18. Fairness and equity

18.1 Decisions involving individuals should be made on the basis of factual information. Decisions should be made in accordance with established procedures, fairly (that is without bias based on personal or other grounds), with honesty and integrity, objectively and in conformity with the principles of procedural fairness (including the right to be heard and the right to an impartial decision). The principle of procedural fairness is also known as natural justice.

18.2 All students are to be treated equitably and in accordance with current special needs students and equity programs, guidelines and relevant legislation and policies.

18.3 When dealing with other staff or members of the public, staff are to identify themselves and provide information sufficient to enable follow up action.

19. Effectiveness, economy and fraudulent misappropriation

19.1 Staff are to ensure that their work is carried out effectively. Staff should keep up to date with advances and changes in their area of responsibility, and seek ways of improving their performance. Managers should ensure that their staff have access to appropriate training in relation to technological and workplace changes.

19.2 In using resources of the Department, staff should strive for economy and efficiency. (See sections 56-59 on the use of official facilities and equipment.)

19.3 The theft, misuse or fraudulent misappropriation of resources is not tolerated and will be acted upon. Staff are required to apply the systems and controls designed to prevent and detect such behaviour. (See also sections 64-65 on reporting suspected wrongdoing.)

20. Signatures and personal references

20.1 Staff should review carefully any document they are asked to sign. Staff should not sign any document which they know is not true and correct.

20.2 Staff must only sign their own name and must never permit or encourage anyone to sign a name other than their own.

20.3 Staff should only use their own name (e.g. when sending emails) and should not give the impression that they have the authority of another person without their permission.

20.4 Managers/Supervisors must not coerce staff to sign any document.

20.5 Staff are not to provide written personal references for any current or former staff member on departmental letterhead nor use their title and position for this purpose. Staff should refer to current departmental policies relating to the provision of personal references before providing them.

Ethical Decision Making

21. Guide to ethical decision making

21.1 Staff need to recognise the professional and ethical dimensions of their work and give proper attention to the values which should guide their decisions and actions.

21.2 When faced with a difficult question ask yourself:

• Who needs to be consulted in making this decision?

• Is the decision or conduct lawful?

• Is the decision or conduct in line with the Department’s principles as set out in policy, including this Code of Conduct?

• What will be the outcome for the staff involved, work colleagues, the Department and its stakeholders?

• Do these outcomes raise a conflict of interest or lead to private gain at public expense?

• Can the decision or conduct be justified in terms of the interests of the Department or its clients?

• Would the action or decision withstand public scrutiny?

21.3 The following sections give guidance with respect to particular issues.

Conflict of Interest22. Note to TAFE staff22.1 TAFE staff should also refer to the TAFE NSW

policy on Ethical Practice and Conflict of Interest in Assessment.

23. Definition of conflict of interest23.1 Real or perceived conflicts of interest exist when

it is likely that a staff member could be influenced

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or could be perceived to be influenced by a personal interest when performing their official function. Conflicts of interest may lead to biased decision making, which may constitute corrupt conduct.

23.2 Some situations which may give rise to a conflict of interest affecting performance of official duties include:

• financial interests (of the staff member, a friend or relative) that could influence the impartiality of the performance of duties

• personal beliefs or attitudes not relevant to the situation that influence the impartiality of the advice given

• party political activities or membership of politically active groups if it impedes the staff member serving the government of the day

• personal relationships with other staff, applicants for positions, students or business customers

• dealings with a friend, a relative or colleague who is also a student or parent (e.g. seeking enrolment in a high demand course or school)

• representational duties where a staff member who is representing the interests of the Department is also asked to represent the interests of a community group

• private employment which may conflict with departmental duties

• approval of expenditure which will benefit yourself, a friend, a relative or an organisation with which you identify.

23.3 A person may create a conflict of interest for another person. For example, if a person with a conflict of interest passes the decision making responsibility to a subordinate, then a conflict of interest may be created for the subordinate (i.e. should they try to please the supervisor or make a fair decision).

23.4 If one were able to approve a privilege or benefit to oneself (such as leave, allowances, travel, training, private use of resources and private employment) it would create a conflict of interest and so is not allowed.

23.5 If a teacher were to coach his or her own students it could be perceived to be in the financial interests of the teacher to create a situation where the students require, or believe they require, coaching. It also creates an impression that if teachers coach their own students, what teachers do in class is not good enough. Therefore coaching of students over whom the teacher has influence at work should only be

approved where there is no alternative source of coaching and the conflict of interest can be managed.

24. Duties of staff with respect to conflict of interest

24.1 Staff are required to:

• avoid conflicts of interest if possible, and avoid creating conflicts for others

• disclose in writing to their supervisor any perceived or actual conflict of interest as soon as they become aware that there is or may be a potential conflict, and where there is a change of supervisor, to notify that person of the conflict and the means being used to manage it

• (with their supervisor) resolve or otherwise manage the conflict and document how this was achieved (see section 25)

• disclose to the convenor of a selection panel and/or other person appointing them to the panel if as a member of that panel, they have a conflict of interest arising from the work of the panel.

25. Resolution of conflicts of interest

25.1 To resolve or manage a conflict of interest which occurs or could occur, a range of options is available depending on the significance of the conflict. These include:

• the supervisor recording the details of the conflict and taking no further action in relation to the conflict because the potential for conflict is minimal or can be eliminated by disclosure or effective supervision

• the supervisor removing the staff member from the particular activity or decision where the conflict arises and documenting this

• the staff member transferring from the area of work or particular task where the conflict arises without disadvantage

• the supervisor of the staff member with the conflict checking and endorsing (if appropriate) all departmental action with respect to the matter creating the conflict

• the supervisor referring the decision to a senior staff member who is expert in the issue and independent of the situation

• the staff member relinquishing the personal interest

• the staff member restricting their personal interest so that it does not impinge on the workplace.

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26. Gifts, benefits and the risk of compromise

26.1 The receipt of gifts and benefits can compromise staff in that they may be perceived to be unable to make unbiased decisions in the future with respect to the person or organisation that was the source of the gift or benefit.

26.2 Staff must not solicit or accept for themselves or for another individual, a gift or benefit that is intended to, or is likely to, or could be perceived to cause them to be biased in the course of their duties.

26.3 Staff may accept a personal gift of little value ($50 or less) of a type generally used by the donor for promotional purposes, or moderate acts of hospitality, only if there is no additional cost to the Department.

26.4 Gifts of a value greater than $50 must not become personal property. They should either be politely refused or become the property of the Department and the donor advised accordingly. Where the gift has been accepted, the staff member should refer the gift to their principal or manager for appropriate recording and determination how the gift will be treated. Depending on the nature and value of the gift, it may be appropriate to record the gift in the asset register as a donation or other such record established for that purpose.

26.5 Staff sometimes win prizes of monetary value from other organisations in the course of their work. Such prizes are usually the property of the Department. Staff winning prizes should notify their principal or manager who will determine how the prize will be treated. Again, inclusion in the asset register should be considered, depending on the nature of the prize.

26.6 Staff who are offered hospitality that is immoderate ($50 or more) have several options. These include refusing the offer, paying their own way (e.g. at a restaurant), seeking less lavish hospitality, or if that is not feasible and attendance is in the interests of the Department, attending but notifying their supervisor of the occasion and the risk of being perceived to be compromised.

26.7 If a staff member is offered a bribe (i.e. anything given in order to persuade a person to act improperly) they must refuse it, explain why it is not appropriate, and immediately report the matter to a senior line manager. Any attempt to bribe a staff member, or the acceptance of a bribe, is an act of corrupt conduct and must be reported to the Director of Audit. In certain circumstances it might also be a crime. (See section 64.4)

26.8 All senior executives as well as staff who are making or may make decisions affecting individuals or companies (including staff selection, tender selection or disciplinary processes) or who have access to sensitive information, should be particularly aware of improper attempts to influence them. Offers of gifts, benefits or unnecessary hospitality from individuals or companies who are bidding for work, who have existing contracts or who are likely to seek new contracts, should be refused with an explanation that acceptance is contrary to this Code and could jeopardise their future dealings with the Department.

26.9 Staff should take care not to offer gifts or benefits of more than little nominal value to public officials as this could be perceived as an attempt to improperly influence them.

26.10 From time to time commercial organisations offer to departmental staff, gratis or subsidised invitations to attend intrastate, interstate and overseas conferences, seminars and other promotional activities. Such offers would need to be discussed with the recipient’s supervisor and the following probity issues addressed:

• What does the commercial organisation hope to achieve by the offer?

• Would acceptance of the offer imply some actual or perceived obligation on the part of DET towards that organisation?

• Would attendance be justified if DET had to meet the cost? and

• Could the invitation be perceived by commercial competitors as providing the inviter with an unfair commercial advantage?

26.11 The DET approval delegate will need to decide whether acceptance of the invitation is justified in terms of the public interest to obtain firsthand information about a current or potential supplier’s goods and services. If the delegate decides that attendance is justified, it is preferable that the costs be met by the Department. If the expenditure is not justified by the potential benefits of attendance, the fact that someone else is offering to pay will not create the justification.

27. Additional advice for casual and part time staff and contractors

27.1 Casual or part time staff and contractors are likely to have other employment. In some situations this could create a conflict of interest. This real or potential conflict should be discussed with the supervisor or person entering into the contract on behalf of DET and steps taken to resolve or

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manage it. (See also sections 51-55 on private and secondary employment.)

27.2 Contractors owe their first allegiance to their own company and its profitability. Therefore they are not to be placed in positions where they would be expected to safeguard DET’s interest at the expense of the interests of their company. For example, it would be unreasonable to expect a contractor to undertake an activity which could have a negative impact on another client of their own company.

27.3 Contractors cannot be given delegated authority to incur expenses. They can recommend that expenditure be incurred, but only permanent staff can be delegated authority to approve and authorise the expenditure. This includes all expenditure decisions relating to purchasing, leasing, recruiting and contracting.

Relationships between Staff and Students

28. General principle

28.1 Staff are expected to always behave in ways that promote the safety, welfare and wellbeing of students.

28.2 Staff need to be aware of and comply with relevant child protection legislation and related DET policies.

28.3 DET staff must not have sexual relationships with any school student at any school. It is irrelevant whether the relationship is homosexual or heterosexual, consensual or non consensual or condoned by parents or caregivers. The age of the school student or staff member involved is also irrelevant.

28.4 DET staff are reminded of:

• the law prohibiting sexual relations with a person under the age of consent (16 years)

• the law prohibiting sexual relations between a teacher and their student under the age of 18 years

• the law prohibiting child pornography.

28.5 DET staff members must not engage in sexual misconduct in relation to any student. Sexual misconduct describes a range of behaviours or a pattern of behaviour aimed at the involvement of children in sexual acts. Some of these behaviours may include:

• Inappropriate conversations of a sexual nature

• Comments that express a desire to act in a sexual manner

• Unwarranted and inappropriate touching

• Sexual exhibitionism

• Personal correspondence (including electronic communication) with a child or young person in respect of the adult’s sexual feelings for a child or young person

• Deliberate exposure of children and young people to sexual behaviour of others including display of pornography

• Possession of child pornography in the workplace.

Sexual misconduct can include ‘grooming behaviour’.

Grooming behaviour is a process whereby sexual offenders ‘condition’ and build rapport with children or young persons in order to reduce their resistance to, and increase compliance with, sexual abuse. The grooming process can include such aspects as:

• Misleading children or young persons by pretending to them they are trustworthy – spending inappropriate special time with the child, inappropriately giving gifts, showing special favours to them but not with other children or young people, allowing the children or young persons to overstep the rules, etc

• Testing of boundaries – undressing in front of children or young persons, allowing the children or young persons to sit on the lap, talking about sex, ‘accidental’ touching of genitals, etc.

Such behaviours may not be indicative of grooming if occurring in isolation.

28.6 Where a personal relationship (such as family relationship or close friendship) exists between a staff member and a student attending the staff member’s place of work, the staff member must report the potential conflict of interest to their supervisor and it must be fully managed (see section 25).

28.7 Wherever practical, staff should avoid teaching or being involved in educational decisions relating to family members or close personal friends. Where it is not practical to avoid such situations completely, significant decisions relating to the results awarded to the student are to be made by another staff member and/or endorsed by a supervisor.

28.8 Staff should develop professional relationships with students that cannot be misinterpreted as a personal, as opposed to a professional, interest in a student.

28.9 Staff are required to conduct any already established personal relationships with students

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in a manner that does not compromise the student, themselves or the Department.

29. Physical contact with students

29.1 Staff must not engage in conduct that could assault a child, young person or student. Assault generally involves either hostile or reckless application of force or the threat of some force, regardless of whether harm to the child, young person or student has been established.

29.2 Physical contact which is an inevitable part of everyday life does not amount to assault. For example, there may be occasions where it is appropriate to intervene in order to protect students. Reasonable action, in these circumstances would not be deemed to be assault.

30. Neglect

30.1 Staff must not neglect child (ren) or young person(s), in their care. Neglect occurs when a child or young person is harmed by the failure of a person who has care responsibilities towards a child, to provide basic physical and emotional necessities of life, including failure of such a person to provide or arrange for the provision of adequate and proper food, nursing, clothing, medical attention or lodging for a child or young person in that person’s care.

31. Psychological harm of students

31.1 Staff must not engage in unreasonable conduct that could cause psychological harm to a child, young person or student. Examples include:

• Targeted and sustained criticism, belittling or teasing

• Excessive or unreasonable demands

• Persistent hostility and severe verbal abuse, rejection and scapegoating

• Using inappropriate locations or social isolation as punishment.

Drugs, Alcohol and Tobacco

32. General

32.1 Permanent or temporary staff experiencing difficulties in relation to alcohol, tobacco or other drugs are encouraged to access the Employee Assistance Program, staff welfare officers or other personnel staff for assistance.

33. Drugs

33.1 Staff must not give or provide students or other staff with drugs that are illegal to possess or distribute nor encourage or condone the use of

such drugs.

33.2 Staff must not be under the influence of or in possession of drugs that are illegal to possess or distribute while at work. In the context of this Code, “under the influence” is defined as an obvious State of disturbance to one’s physical and/or mental faculties that impairs their performance.

33.3 Staff may administer or supervise the administration of prescribed medications to students in compliance with current departmental guidelines, Administration of Prescribed Medications and Health Care Procedures in Schools.

33.4 Staff must not supply or administer prescription drugs to students except in accordance with an appropriate prescription and in compliance with departmental guidelines.

34. Alcohol

34.1 Staff must not give or provide school students or any student under the age of 18 years with alcohol. Staff must not encourage or condone the use of alcohol by students during educational activities unless prescribed by the curriculum (such as TAFE hospitality courses).

34.2 Staff must not consume alcohol in any circumstances where they are responsible for students. In the context of this Code, a member of staff is ‘on duty’ whenever the member of staff has a responsibility to supervise students. This could include outside school hours supervision of students on a field trip or excursion.

34.3 Being on duty while under the influence of alcohol or drugs that are illegal to possess or distribute could create safety and other risks and would be grounds for disciplinary action. See section 33.2 for the definition of ‘under the influence’.

34.4 Alcohol must not be consumed on or brought to school premises during school hours. In the case of cross-sectoral sites (e.g. joint school/TAFE sites), a decision regarding the extent of “school premises” will need to be made in the local context.

34.5 Consumption of alcohol is not permitted at any school function (including those conducted outside of school premises) at any time when school students, from any school, are present.

34.6 Guidelines on Community Use of School Facilities contain information on the consumption of alcohol on school premises by community groups.

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35. Tobacco

35.1 Staff must not give or provide school students or students under the age of 18 years with tobacco or tobacco products, or encourage the use of tobacco by such students.

35.2 Staff must not smoke or permit smoking in any DET building, enclosed area or on any school grounds. In the case of cross-sectoral sites, a decision regarding the extent of “school grounds” will need to be made in the local context (Refer Smoke Free Environment Act 2000). Care should also be taken to ensure that tobacco smoke does not enter DET buildings.

Discrimination, Harassment, and Workplace Safety

36. Prevention of unlawful discrimination and harassment

36.1 Supervisors must take appropriate steps to ensure that the workplace is free from all forms of harassment and unlawful discrimination. They should ensure that staff are informed of the principles of equal opportunity.

36.2 Staff should also take steps to prevent harassment or unlawful discrimination of students or visitors on departmental premises or during educational activities. This includes harassment or unlawful discrimination by students.

36.3 Complaints about workplace harassment and discrimination are to be dealt with in accordance with DET policy Responding to Suggestions, Complaints and Allegations (Refer section 66).

37. Discrimination and harassment

37.1 Staff must not harass or discriminate against any person on the grounds of race, sex, marital status, disability, homosexuality, age, transgender or carer’s responsibilities. Such harassment or discrimination may constitute an offence under the Anti-Discrimination Act 1977. In addition, staff must not harass or discriminate on the grounds of political or religious conviction.

38. Workplace safety

38.1 The Department, as an employer, has an obligation under the Occupational Health and Safety Act 2000 to provide a safe and healthy working environment. Staff have an obligation to take steps to protect their own health and safety and that of their colleagues, students and visitors.

38.2 Staff must observe, and supervisors must ensure that staff observe risk management, health, safety, security and personal protective equipment procedures and requirements. Staff

must identify and report hazards promptly and supervisors must ensure risks are eliminated or controlled.

Information Protection and Public Comment

39. Information normally provided to the public

39.1 Staff, especially principals, directors and managers, need to maintain open communications with their relevant communities. Successful management requires that communities are kept fully informed of matters relating to the role, function and operations of the Department.

39.2 Within their area of responsibility, staff should be aware of the information published by the Department or normally made available to members of the public on request. Staff may provide such information on request, but if unsure, must refer the request to a more senior or specialist officer.

39.3 The Department has procedures for dealing with the media and for the release of information under Freedom of Information legislation. If staff are unsure of the procedures they should refer to those policies or obtain specialist advice.

40. Personal information

40.1 Staff need to be aware of and comply with the Privacy and Personal Information Protection Act 1998 and the DET Privacy Code of Practice. Particular care must be taken with the collection, storage, use and disclosure of personal information in order to protect individuals’ privacy. In general, staff must not use or disclose personal information for a purpose other than that for which it was collected, unless consent for other uses or disclosure is obtained from the person to whom the information relates.

40.2 Personal information collected or held by staff of the Department must be held securely to avoid loss; unauthorised access, use, modification or disclosure; and all other misuse.

40.3 The Privacy Act contains criminal sanctions for the unauthorised use and disclosure of personal information by staff.

41. Other information

41.1 Staff must maintain the security of all other official information and documents which are not published or normally made available to the public.

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41.2 Staff may only disclose information not normally provided to the public:

• if it is required as part of their duties

• proper authority has been given to them to do so

• when required, or authorised, to do so by law, or

• when called to give evidence in court.

41.3 In these cases staff should confine their comments to factual information unless required (e.g. by a court or parliamentary committee) to provide an opinion.

41.4 Staff must not make private use of official information. Misuse of official information, whether or not for monetary gain, may be corrupt conduct and subject to disciplinary action. Approval may be given, however, for staff to make use of official documents in defence of defamation and associated legal actions.

42. Records management

42.1 Staff need to be aware of and comply with the State Records Act 1998 and the DET records management policy.

42.2 All staff have a responsibility to create and maintain full and accurate records of their activities, decisions and other business transactions, to capture records into official records systems, and not to destroy records without appropriate authority. Supervisors have a responsibility to ensure that the staff reporting to them comply with their records management obligations.

43. Information security

43.1 Staff are to ensure that information in any form (e.g. printed or electronic) cannot be accessed by unauthorised persons and that sensitive information is only discussed with persons (inside or outside of the Department) who are authorised to have access to it.

43.2 Managers and principals are responsible for seeing that premises are secure, and that suitable arrangements are in place to maintain security of confidential and sensitive documents, including transferring these by hand.

44. Public comment

44.1 “Public comment” includes public speaking engagements, comments on radio or television, to journalists or reporters, in letters to newspapers, in books, journals or notices, on Internet sites or broadcast by electronic means, or in any other circumstance where it could be expected that the comments will be spread to the community at large.

44.2 In the course of their official duties some senior staff will be called on to make public comment. When speaking in their official capacity, these staff should be aware of the current DET Media Policy – Working with the Media. They should wherever possible, make comment which is positive and supportive of their colleagues and staff, and enhances the image of public education.

44.3 Staff, as parents of students and members of the community, have the right to make public comment and enter into public debate on political and social issues. They must, however, observe the restrictions on the release of official information (see section 40 and 41) and must make it clear that their comments are made in a private capacity and do not represent the official view of the Department.

45. Union delegates and office holders

45.1 A staff member who is an elected or nominated spokesperson for a professional association or a union is entitled to make public comments in relation to education and training matters in so far as it is clear that those comments represent the association or union views, and not necessarily those of the Department. Staff making such statements should clearly acknowledge the capacity in which they are expressing their views.

Participation in External Organisations

46. General principle

46.1 Staff have a right to participate in political, religious or community organisations provided any conflict of interest that arises is adequately recognised and managed. (See sections 22-27 on conflicts of interest.)

47. Political participation

47.1 Staff participating in party political activities must ensure that in the context of their employment they fulfil their primary duty as a public employee serving the government of the day in an impartial and objective manner.

48. Parliamentary candidates

48.1 Special arrangements apply to public employees who are contesting State or Federal elections. Staff nominating as parliamentary candidates at Federal elections must comply with the provisions of the Public Service Commonwealth Elections Act 1943 and resign from their position at the time of their nomination. Staff contesting State elections must comply with section 102 of the

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Public Sector Employment and Management Act 2002, section 13B of the Constitution Act 1902 and section 98 of the Teaching Services Act 1980, as applicable.

48.2 When a DET staff member is standing for election to State Parliament, he or she is not required to resign until declared elected. Such staff should, however, consider appropriate leave arrangements to cover the election period.

48.3 The previous requirements do not apply to staff who stand for local government election.

49. Organisations funded by DET

49.1 Where a DET staff member is also a member of an external organisation which is funded by or might seek funding from DET, the following conditions apply:

• the staff member must not disclose any official DET information to the members of the external organisation which might provide or be seen to provide an unfair advantage to that organisation, and if they have such information the staff member is advised to remove themselves from the application process

• the staff member must not be a signatory to an application for funds or agreement between DET and the other organisation (on behalf of either party)

• the staff member must not have a role in the allocation or processing of funds for which the external organisation has applied

• the conflict of interest must be disclosed and managed.

50. Voluntary and professional associations

50.1 Staff are free to fully participate as volunteers in community organisations, charities and in professional associations providing they observe the requirements of the Code (see sections 22-27 on conflicts of interest, and 56-59 on use of official resources).

Private and Secondary Employment

51. Note re new policy

51.1 The new DET policy Private and Secondary Employment Policy has been issued. It replaces the previous TAFE NSW policy on Private Employment and should be consulted in conjunction with this Code.

52. Definition of private and secondary employment

52.1 Private paid employment (also known as “outside employment”) includes:

• any employment for an employer other than DET, even when on leave

• self-employment

• the private practice of any profession, occupation or trade

• engaging in or undertaking any commercial business, whether as principal, agent, partner or employee

• provision of consultancy services

• accepting or holding office, other than in DET, with any government of a State, the Australian Government or any local government

• participating as a member of an examining authority or undertaking private contract marking where fees are paid to such examiners except for HSC marking and School Certificate marking

• writing or editing of books, articles and other published documents where the work relates to the staff member’s duties or contains specialist knowledge or information obtained in the course of such duties

• lecturing, teaching and tutoring in universities, recognised professional associations and other recognised educational bodies, apart from DET

• commercial activity associated with owning or participating in the ownership of a primary producing property where the commercial activity is related to the staff member’s duties

• any position with a corporation, company or firm, and

• furthering the aims, objectives or interests of any of the above for actual or prospective gain.

52.2 Secondary employment means any paid work or position within DET which is in addition to a staff member’s principal full time employment in DET, such as:

• undertaking commercial or contract work with TAFE Global or in the case of TAFE Institute staff, work with another TAFE Institute

• entering into a contract with DET for work such as curriculum or educational resource development, contract marking (except

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HSC marking, Basic Skills Test marking or marking of other DET assessment activities) or educational research, and

• part time (casual) teaching in a TAFE NSW Institute, including OTEN, or casual teaching with AMES, National Art School, Saturday School of Community Languages, or schools.

52.3 All staff (except those categories of staff excluded by the policy) seeking to engage in private or secondary employment must obtain written approval for such employment in accordance with the policy.

52.4 Approvals can only be given for periods of up to 12 months. Staff who seek to renew an existing approval for private or secondary employment must do so in writing at least four weeks prior to the anniversary date or expiration date ( whichever is the sooner) of the approval.

52.5 Whilst unpaid work does not require approval, if it creates a perceived conflict of interest then the procedures set out in sections 22-27 on conflict of interest apply. Restrictions on use of official resources also apply (see sections 56-59).

53. Conditions of private and secondary employment

53.1 Staff engagement in private and secondary employment can create both advantages and problems. The advantages include the experience and expertise gained or maintained by the staff member and the benefit to the community. The problems include the potential for conflict of interest, the risk of release of confidential information, the misuse of the employer’s resources (including time, staff, students, intellectual property, equipment and communication devices), neglect of official duties, and bias in the performance of duties.

53.2 Consequently, the Department is willing to approve private and secondary employment so long as the following conditions are met. These are:

• activity is not in competition with DET

• work will not damage the reputation of DET

• the staff member’s services to DET take precedence during contracted working hours

• work will not create a conflict of interest

• where a conflict of interest arises during the private employment it must be referred to the delegate immediately, and if it cannot be managed then approval for private employment should be withdrawn

• no departmental time, staff, students, intellectual property (see sections 56-59), facilities, or equipment are to be used in connection with private employment

• the private or secondary employment must not interfere with the proper and efficient performance of usual duties

• the staff member will fully comply with DET’s copyright guidelines

• staff members must not use their official positions for personal advantage in pursuit of private income.

54. Private and secondary employment records

54.1 The delegate must maintain a record of all applications for private and secondary employment and their outcome and meet the monitoring, evaluation and reporting requirements of the policy.

54.2 The completed original application form will be kept on the staff member’s personal file for secure record keeping. The applicant should also retain a copy of the written approval for inspection when required.

55. Additional advice for casual, part time staff and contractors

55.1 Casual staff, contractors and part time staff are not required to gain approval for other employment provided that:

• the work is undertaken during the period that the person is not required to discharge duties for DET, and

• that the discharge of their duties for DET is not adversely affected.

55.2 The supervisor or signatory is then required to review the continued engagement of the casual, part time staff member or contractor or review the continuation of the private or secondary employment.

55.3 Casual or part time staff and contractors must comply with the other requirements of this Code with respect to private and secondary employment.

Use of Official Resources

56. Note to TAFE staff

56.1 TAFE staff should also refer to TAFE NSW policy on Use of Equipment for additional information.

57. General principles

57.1 Staff are to be efficient and economical in the use and management of public resources. Staff must

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not create a risk or liability for the Department by their use of facilities or equipment (e.g. by breaching software copyright).

58. Private use

58.1 Official facilities and equipment may only be used for private purposes when approval has been given by a principal or line manager, or in the case of TAFE equipment which has a purchase price of less than $500, a TAFE section head. Self approval is not permitted. Where the private use involves the removal of equipment from the workplace, a written record must be kept of the terms of the approval in a register at the workplace.

58.2 Approval should be granted only where private use would not disrupt official business, the equipment is not at risk of damage, loss or deterioration and the user meets the cost of consumables.

58.3 Stationery, letterhead and official logos must not be used for anything other than official business. Staff should not seek to make private use of the services of other staff whilst those staff are on duty. Staff who are asked to do jobs that are not work related in work time should refuse.

58.4 DET facilities and equipment must not be used for private employment or for private financial gain by staff (except where staff have been contracted to supply services to the Department in which case the use of departmental facilities should be clarified in the contract).

58.5 Where a DET software licence agreement permits staff to use software on a home computer, it must not be used in connection with private employment or commercial use.

58.6 Staff who are volunteers with community organisations may apply on behalf of the organisation to use the Department’s facilities and equipment. This may be approved as long as there is no significant cost to the Department and no disruption to departmental services.

58.7 While the Department carries its own insurance, staff who borrow departmental property must minimise the risk of loss or damage. Items borrowed without approval may not be covered by insurance.

59. Use of communication devices

59.1 Staff need to be aware of and comply with the current DET Policy Statement – Use by Staff of Employer Communication Devices.

59.2 Limited private use of employer communication devices (e.g. computers, telephones, fax machines, email, Internet, pagers but not mobile phones – see

below) by the staff member is approved, provided the use is infrequent, brief and involves minimal cost, and does not interfere with the performance of work. Such use must not involve activities that might be questionable, controversial or offensive. This includes:

• gambling

• accessing chat lines not associated with work

• transmitting inappropriate jokes

• accessing Web sites containing pornographic material or images of nudity or sending such material by email

• the sending of frivolous programs or mail

• excessive use of the Internet

• unauthorised use of the Department’s email distribution lists

• down loading or transmitting large files (greater than 2 Mb) not associated with work

• collecting personal information not relevant to the functions of the Department.

59.3 Staff receiving inappropriate material should notify the sender that the material is unacceptable to the Department and that they do not wish to receive it. In serious cases they should also report the incident to their supervisor or line manager.

59.4 These standards apply whenever employer owned or leased facilities or communication lines are used, even if accessed from home or other non-departmental locations, and even if using a private account.

59.5 Where a member of staff makes regular, costly, or extended use of an employer communication device they should reimburse the Department for the cost. Such use must be kept to a minimum during working hours.

59.6 In the case of mobile phones, it is the responsibility of the staff member to account for such personal usage in certifying the accounts, and paying for all personal usage.

59.7 Employer communication devices should not be used for the sending of non-business related written material to any political organisation. Staff must not use employer communication devices for any private income generating purposes.

60. Intellectual property

60.1 DET controls and manages all copyright created by its staff while under the direction and control of DET.

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60.2 Where DET has requested certain material to be prepared then copyright in that material will belong to DET.

60.3 Where staff develop material in their own time or during working hours, for their employment with DET, then copyright in that material will belong to DET.

60.4 Staff should not use DET copyright material for private purposes unless permission is granted for the use of DET copyright for such purposes. The permission should be sought from the Directorate/Unit which created the copyright material.

Post Separation Employment

61. Prior to separation

61.1 Staff must not use their position to unfairly improve their prospects of future employment. They should not allow their work to be improperly influenced by plans for, or offers of, employment outside the Department. If they do, there is a conflict of interest and the integrity of the employee and the Department is at risk.

62. After separation

62.1 All staff must be careful in their dealings with former employees of the Department and make sure that they do not give them, or appear to give them, favourable treatment or access to privileged information.

62.2 All staff are encouraged to report to their supervisor or line manager all non-routine contact by their former colleagues or staff where attempted influence or lobbying is involved.

63. Additional advice for casual staff and contractors

63.1 This is clearly an area of high risk for casuals and contractors. Therefore these staff are advised to take particular care in this area as proven breaches could result in reduced likelihood of future engagement. Supervisors of casual staff and contractors should take care to explain requirements, seek confidentiality and ensure that a contractor’s pecuniary interests are declared.

Reporting Suspected Wrongdoing

64. Reporting suspected wrongdoing

64.1 Staff should report any suspected risk of harm to children or young persons to the relevant principal or Executive Officer (i.e. officer in charge of the establishment) who must report the matter to the Department of Community Services (DoCS).

64.2 When a member of staff has concerns about suspected risk of harm to children or young persons relating to the actions of another member of staff, they should report the matter to the Employee Performance and Conduct Directorate, and if appropriate in terms of policy Handling Allegations against Department of Education and Training Employees in the Area of Child Protection, also report the matter in accordance with section 64.1

64.3 All persons are required by law to report serious crimes (punishable by five or more years gaol) to the police.

64.4 Attempts by students or other members of the public to bribe or otherwise corrupt a staff member must be refused and reported immediately to a senior line manager and the Director of Audit. (See section 26.7).

64.5 Staff are encouraged to report other forms of corrupt conduct, maladministration or serious and substantial waste. A separate policy exists on the Protected Disclosures - Internal Reporting which explains how staff can report these concerns in such a way as to obtain the protection of the Protected Disclosures Act.

64.6 Staff who receive a report of suspected wrongdoing must follow the procedures contained in Responding to Suggestions, Complaints and Allegations.

65. Reprisals against staff who lodge complaints

65.1 If staff are aware that a disclosure of suspected misconduct has been made it is important that they do not take or appear to take detrimental action against the complainant in reprisal for making the disclosure. Such reprisals can attract severe penalties including imprisonment. Refer to the policy on the Internal Reporting of Protected Disclosures for more information.

Suggestion, Complaints and Allegations

66. Workplace grievances

66.1 DET policy Responding to Suggestions, Complaints and Allegations provides a framework for addressing concerns, improving service and preventing further problems.

66.2 Staff who wish to suggest procedural changes, lodge a workplace grievance and make allegations of misconduct or criminal conduct may do so in accordance with the policy.

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Further Enquiries

67. Further enquiries

67.1 For further enquiries, contact your line manager, a specialist in your school, school education area, region, Institute or the relevant State office directorate, or the Assistant Director of Audit on 02 9561 8410.

Unique Identifier: PD/2004/0020/V001© State of NSW, Department of Education and Training, Audit Directorate, 2004.Copies of this document may be made for use in connection with DET activities on the condition that copies of the material shall be made without alteration and must retain acknowledgement of the copyright. It is the resonsibility of the user to veify that this is the current version of the document, located at http://www.det.nsw.edu.au/policiesAny enquiries about alterations, or about reproduction for other purposes, including commercial purposes, should be directed to Assistant Director, Audit on 02 9561 8410 in the first instance.ISBN: 0731383257SCIS: 1170817

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