Annual Report 2007–08

Department of Education Annual Report 2007–08

Department of Education David Bartlett MP Premier of Tasmania Minister for Education and Skills Parliament House HOBART Tasmania 7000

Dear Minister In accordance with the requirements of section 36 of the Tasmanian State Service Act 2000 and section 27 of the Financial Management and Audit Act 1990, I am pleased to submit to you this report of the activities of the Department of Education for the financial year 2007–08. This year has been an exciting and challenging period for education, skills development and the Community Knowledge Network. Major initiatives include the ground-breaking post-Year 10 strategy—Tasmania Tomorrow. Our key focus has been on providing learners of all ages with quality educational opportunities, investing heavily in the early years, literacy and numeracy, student retention, training and lifelong learning. The Student at the Centre plan is now fully implemented and has successfully realised the government’s commitment to allocate more money through the school gate. Principals and school communities use their resources to focus on the needs of students and lead school improvement according to the needs of their schools. Following the Tasmanian Literacy Summit, schools have been supported to develop a literacy plan to ensure the individual learning needs of all students are understood and met as we strive to improve their literacy skills. We want fast results, but we also want them to be sustainable for the long-term. We are investing in teachers and schools to deliver ongoing improvements. As part of our commitment to the community and our promise of transparent reporting, we released Tasmania’s Education Performance Report 2007 – Government Schools in June 2008. This provides the Tasmanian community with valid and reliable information across a range of measures directly linked to the government’s priorities of the early years, literacy and numeracy, student retention, school improvement and equity. Over time, this will show the rate of improvement in our schools and the significant efforts that they are making. With the commencement of Skills Tasmania and the strategic developments of the Qualifications and Skills for Tasmania Tomorrow initiative, post-Year 10 education, and training and skills development have also been at the forefront of our actions. By reforming our education system now, we’ll build a framework for a stronger community, one with a more highly skilled workforce, ultimately delivering higher productivity and sustaining our quality lifestyle. Tasmania Tomorrow will help improve our retention rates beyond Year 10 by providing more options for our young people. The Community Knowledge Network strategy has brought together the services of the State Library of Tasmania, Archives Office of Tasmania, online access centres and Adult Education and continues to improve public access to information and community learning opportunities, whilst preserving historically important documents for the future. This year again we supported the local economy by encouraging Tasmanian businesses to compete for government contracts. A detailed account of contracts awarded is included in this report. Many positive contributions are being made across all parts of the department and this report highlights how we are endeavouring to meet the education, training and information needs of all Tasmanians. I would like to thank all those who have contributed to the work and initiatives this report describes.

John Smyth Secretary October 2008 Contents About this Report 2 Required Reporting 34 Department at a Glance 3 Employment 35 Occupational Health and Safety 41 Strategic Focus 4 Public Access to the Department 41 Services 5 Legislation Administered, Enacted and Amended 43 Organisation 7 Statutory and Non-statutory Bodies 44 Clients 8 Other Annual Reports 46 Workforce 10 Tasmanian Library Advisory Board 46 Finances 13 State Library and Archives Trust 49 Facilities 13 Allport Library and Museum of Fine Arts 51 Tasmanian Home Education Advisory Council 55 Direction 14 Schools Registration Board 59 Asset Management/Risk Management 62 Pre-compulsory and Climate Change 63 Compulsory Education 15 Pricing Policies/Administered Payments 64 Early Years 16 Loss and Damage/Debts Written Off 65 Direction 16 Major Capital Projects 66 Initiatives 16 Contracts and Tenders 68 Performance 17 Progress 18 Child Care 19 Financial Statements 77 Direction 19 Income Statement 78 Initiatives 19 Balance Sheet 79 Performance 19 Cash Flow Statement 80 Progress 20 Statement of Recognised Income and Expense 81 Literacy and Numeracy 21 Notes to the Financial Statements 82 Direction 21 Superannuation Certificate 122 Initiatives 21 Certification of Financial Statements 123 Performance 22 Auditor-General’s Report 124 Progress 25 Skills Development 26 Direction 26 Appendices 126 Initiatives 26 Other Performance Measures 127 Performance 28 Tasmania Together Benchmark Summary 129 Progress 28 Tasmania Together Activity Report 130 Community Knowledge Network 29 Abbreviations and Acronyms 144 Direction 29 Publications 145 Initiatives 29 Contact Details 146 Performance 30 Index 147 Progress 32 Photograph Acknowledgements 149

1 About this Report

This report not only meets the department’s legislative reporting obligations, but also provides information for all Tasmanians with an interest in education, training and information services. The report provides an overview of the operations, major initiatives and performance of the department during the 2007–08 year. Information on the department’s activities and achievements that contributed to the successes of education, training and information services in Tasmania is included. The report also provides information on major activities contributing to the achievement of Tasmania Together benchmark targets. How the report is structured The report is presented in sections to meet the different information needs of a range of readers. 1 Department at a Glance 4 Financial Statements The introductory pages provide an overall picture This section provides the financial statements of the of the department: services, structure, clients, department for the 2007–08 financial year. workforce and finances. Feedback or enquiries regarding this report are welcome. They should be directed to Sharyn 2 Direction Lidster, Manager, Educational Performance Services This section highlights the achievements and at [email protected]. progress made towards the department’s This report, and further information, is available on strategic priorities. our website at www.education.tas.gov.au. 3 Required Reporting This section provides information on the financial, administrative and human resource management aspects of the department.

2 About this Report F Department at a Glance Strategic Focus The Department of Education’s activities are aimed Our intensive focus on literacy and numeracy at achieving a better future for all Tasmanians. The initiatives to increase student performance at all major strategic initiatives, Student at the Centre, stages of schooling, and the resources provided Qualifications and Skills for Tasmania Tomorrow, to assist schools develop and implement literacy and Community Knowledge Network guide plans, are already indicating improvement. With our Department of Education staff towards achieving commitment to maintain the provision of support the Tasmanian Government’s vision for education, and resources, we expect continued progress to training and information services. be made in student performance in literacy and numeracy. Tasmania’s future depends on information, knowledge, and connected and kind communities Retaining students in education after Year 10 is that embrace lifelong learning. We strive to provide a major focus of the department. In the past 12 months, we have developed the Tasmania Tomorrow quality learning opportunities for all Tasmanians at strategy ready for implementation in 2009. every stage of their life. Improving retention rates through this approach To achieve this, we focus on four strategic priorities: will have direct economic and social benefits for the state. The state government recognises the link • ensuring all children in their early years have between high standards of education and a strong every opportunity to arrive at school as a economy. We are creating educational organisations learner which focus on the needs of students and foster flexibility, innovation and holistic approaches. • improving the literacy and numeracy Tasmanian industry and business have worked performance of our students alongside us to ensure that employees of the • lifting the retention of our students to Year 12 future have the skills and qualifications to underpin or equivalent and skilling Tasmanians to meet the profitability and productivity. needs of enterprise and industry Improving access to academic and applied learning • building a knowledge-based society and forging pathways for youth and adults in regional and stronger links between information and rural Tasmania has been a focus of the work of community. the Community Knowledge Network this year. Developing partnerships with combined schools, These priorities are reflected in the organisation of local skill centres and other education providers our department where services are provided through has created stepping stones to employment. Adult the Early Years, Learning Services and schools, Skills literacy is a focus of the state government and Tasmania, and the Community Knowledge Network. the Community Knowledge Network has been These organisational units are supported by a core instrumental in developing new and collaborative of central business units responsible for corporate ways to address community learning and literacy. support, policy development, regulation, and To support the Premier’s commitment to reporting on educational performance. accountable and transparent government, the The Student at the Centre plan steers the direction department released Tasmania’s Education Performance Report 2007. This report provides comprehensive of pre-compulsory and compulsory education. data on the government’s priority areas referenced, By redirecting resources back to schools and where possible, against national and state baselines. communities, we are ensuring that all children This is the first phase of transparent and responsible are supported to start school ready to learn, reporting, and will be followed by individual school reach their full potential, and leave school with performance reports that will, over time, clearly an appropriate career pathway and with the show parents and the community the rate of year- enthusiasm to continue learning. on-year improvement in our schools. It is important to recognise that early care and Providing the best opportunities for all members education are inseparable. Learning that occurs of our community, characterised by creativity, during the early years has a lasting impact on health, innovation and original ideas remains our most future learning and life success. The Launching important task. The work we have undertaken and into Learning initiative, which is now underway in will continue to embrace provides a sound basis 102 schools and provides programs that cater for the Tasmanian community to pursue the goal of specifically for children, birth to four, is already being a clever, kind and connected society. having a positive effect on young children starting school.

4 Department at a Glance – Strategic Focus Services Individual outputs of the Department of Education communities, and supports activity undertaken are provided under the following output groups: as part of the Whole of Government Early Years Framework for Action. • Pre-compulsory and Compulsory Education Located within the Early Years, the Child Care • Skills Development Unit licenses and regulates child care in Tasmania. • Community Knowledge Network The unit is responsible for the administration of the * Child Care Act 2001 and supports and monitors the Learning Services work with a network of schools: development of high quality child care programs and • 139 primary schools services in Tasmania. • 31 secondary schools Skills Tasmania provides policy and resourcing • 27 combined schools elements of service delivery underpinning post- compulsory education and training, including • 9 special schools vocational education and training. It is also Senior secondary education is provided by eight responsible for developing policy advice and for the senior secondary colleges. growth, development, regulation and administration of the training system in Tasmania. Education services for students who are unable to attend a school are provided by Distance Additionally, Skills Tasmania supports the Tasmanian Education Tasmania. Training Agreements Committee and committees associated with the legislative role of Skills Tasmania. Learning Services support schools in each of It is responsible for the funding and provision of the North, North-West, South and South-East vocational education and training services through areas of the state. In providing support, Learning TAFE Tasmania and other training providers, Services work collaboratively with schools and including the administration of apprenticeships through a School Improvement Board appointed and traineeships. As a statutory authority, Skills by the Minister for Education and Skills. Support Tasmania reports separately. includes professional learning in teaching, curriculum and assessment, and operational human resource, Tasmanian Qualifications Authority (TQA) finance, and facilities support. Learning Services have is responsible for consolidated statements of a key role in facilitating the sharing of resources, qualifications and accreditation and registration knowledge, innovation and learning between in the senior secondary, vocational education schools and across the state, and respond to and training, and higher education sectors. As a schools on the basis of their improvement needs. statutory authority, the TQA reports separately. Learning Services carry a statewide program area The Community Knowledge Network responsibility: integrates the programs and services of the State Library of Tasmania, the state’s network of • North – students online access centres, Adult Education and the • North-West – school communities Archives Office of Tasmania. This enables access for all Tasmanians to information and • South – personalised learning education through a statewide network of service • South-East – curriculum points. Early Years is responsible for the promotion of The Community Knowledge Network includes a early years learning and care for young children. The statewide library network of seven city libraries, unit provides support for schools, child care services 39 branch libraries, five reference and specialist and their communities in the implementation of collections, 66 online access centres and nine Adult high quality programs and effective practices that Education facilities in all regions. The Archives support learning from birth to eight years. There Office of Tasmania and State Library Heritage is a strong focus on strategies that assist early Services collectively preserve and manage the literacy development and school readiness. The cultural memory and documentary record of unit facilitates development and implementation Tasmania, including the legal framework for of the Launching into Learning initiative to support government recordkeeping. families and young children in Tasmanian school

Department at a Glance – Services 5 Central Support Information and Technology Services (ITS) provides timely and high quality information and The department service areas are supported by the communications technology related services and following business units responsible for corporate support to the schools, colleges, libraries and support, policy development, resource allocation corporate units within the department. and accountability. Many of our business units contribute to more than one service area. These services include the provision and maintenance of information technology infrastructure hardware and Strategic Policy and Performance works network services, the identification of opportunities collaboratively with the Learning Services and for business improvement through technology, and schools to support school improvement by the development and maintenance of standards and coordinating policy development for the provision processes for information technology issues across of education services from the early years the department. The unit is also responsible for through to Year 10, which reflects government information and document management systems and direction, national initiatives, international trends processes including archiving and disposal schedules. and achievements, and inter-agency service improvement opportunities. Strategic Policy and Ministerial and Co-ordination Unit (MCU) is Performance develops and implements data and the primary point of contact between the department information systems about school and student and the office of the Minister for Education and performance that improve school leadership Skills, and is responsible for managing the flow of capability and overall education performance. information, advice and documents between the two. The unit is also responsible for overseeing the The unit also assists with policy and administrative development and implementation of an agency- matters for the department. wide performance and accountability framework that focuses on system, school and business unit The Communication Services Unit manages performance, and seeks to support sustained internal and external communication for the improvement of school and business unit services. department. It provides media and communication services, and promotes the department and Educational Performance Services (EPS) public education to the community. The unit also provides an accurate and timely information and coordinates the department’s publishing activities reporting service to its clients—Learning Services including the management of its websites. and schools, as well as the state and Australian governments. It provides statewide programs for Internal Audit provides the Secretary with reports monitoring and measuring student performance and on the administrative effectiveness and efficiency of achievement in literacy, numeracy, assessment and programs conducted by the department and conducts certification for students in the compulsory years special investigations as required. of schooling. It is also responsible for corporate reporting and facilitating the collection, storage and New Arrangements utilisation of student and school data for school Changes made to the department’s service areas and improvement purposes. reporting structures in 2007–08 reflect a refined performance, skills and community network focus. Finance, Facilities and Business Support (FFBS) ensures that the department has a Major features of the changes: strong financial and resource management focus • Strategic Policy and Performance replaced some of and infrastructure to enable the appropriate the functions previously performed by the School and effective delivery of education, skills and Education Division, and incorporates Early Years community knowledge network services across the and Educational Performance Services. state. The unit provides leadership and fosters an environment which supports strong financial and • The Office of Post-Compulsory Education and asset management within the department, whilst Training became Skills Tasmania. enabling innovation and improvements to resource • Library and Information Services became management across all areas of the department. Community Knowledge Network, additionally Human Resources Management Branch incorporating the Archives Office of Tasmania and (HRMB) provides support and services on human Adult Education. resources and people management issues to all • The Qualifications and Skills for Tasmania Tomorrow areas of the department. This includes providing strategy is proposed for implementation in 2009. HR policy development, implementation and advice, Directors and chairs were appointed to three processing of payroll and employee benefits, staffing interim boards established to oversee the and establishment services, employee health and implementation of the Tasmanian Academy, the rehabilitation, workplace consultancy, and legal and Tasmanian Polytechnic, and Training Tasmania industrial advice. (interim title).

6 Department at a Glance – Services Department at a Glance – Organisation Organisation as at 30 June 2008

Learning Services General Managers Schools and Liz Banks (North) Colleges Malcolm Wells (North-West) All Principals Brendan Kelly (South) Lynden Leppard (South-East)

Strategic Policy Early Years and Educational and Performance Child Care Performance Services General Manager Director Manager Jenny Gale Judy Hebblethwaite Sharyn Lidster

Corporate Services Human Finance, Information and Deputy Secretary Resources Facilities and Technology Greg Glass Management Business Support Services Director Director Director Kerrie Moss Andrew Finch Trevor Hill Secretary Minister for Department Ministerial and Communication Education and Skills of Education Co-ordination Unit Services Unit David Bartlett John Smyth Manager Manager Sue Kennedy Irena Blissenden

Community State Library Tasmanian Archive Adult and Knowledge Network of Tasmania and Heritage Of ce Community Director Director Manager Learning Services Siobhan Gaskell Siobhan Gaskell Ruth McArdle Manager Andrew Norris

Internal Audit Manager Matthew Moore

TAFE Tasmania Skills Tasmania Chief Executive General Manager Of cer Mark Sayer Malcolm White

Tasmanian Quali cations Authority Department of Education Chief Executive business units Of cer Reg Allen Statutory authorities and boards

Department at a Glance – Organisation 7 Clients Licensed child care services Category Number 0–5 year-olds 86 5–12 year-olds 110 0–12 year-olds 71 Family day care schemes 11 Total 278

North Primary 9,987 Secondary 4,614 North-West North College 1,930 Combined 2,763 North-West Special 197 Primary 8,274 Secondary 4,200 College 1,456 Combined 1,655 Special 151 South-East

South-East Primary 7,006 Secondary 2,418 College 1,180 South Combined 2,251 Primary 8,950 South Special 0 Secondary 4,721 College 2,918 Combined 578 Special 302

School and college students (August census 2007) Class sizes 2005–06 2006–07 2007–08 Sector FTE Number (average number of students) Primary 32,191.3 34,217 Kindergarten 18.9 18.9 19.0 Secondary 15,900.2 15,953 Primary 24.4 24.2 24.2 1 College 6,892.3 7,484 Secondary 24.1 23.4 23.5 Combined 6,976.9 7,247 Special 322.3 650 1 As secondary school students are not organised into classes which exclusively undertake a complete education program, the department has adopted English class size as a proxy Total 62,283.0 65,551 measure.

8 Department at a Glance – Clients Department at a Glance – Clients Active registered library users Region Number South 71,839 North 37,174 North-West 33,004 Total 142,017

Age of active registered library users 30,000

25,000

20,000

15,000

10,000

5,000

0 Under 10 10–19 20–29 30–39 40–49 50–59 60–69 70 & over Unknown

Archives Office clients Number Government clients 2,296 Public clients 11, 228 Total 13,524

New registered users of online access centres 2 Region Number South 2,166 North 1,709 North-West 2 , 311 Total 6,186

Class sizes Adult Education enrolments 2007 (average number of students) 2005–06 2006–07 2007–08 Region Female Male Number Kindergarten 18.9 18.9 19.0 South 13,075 5,174 18,249 Primary 24.4 24.2 24.2 North 5,541 2,193 7,734 Secondary 1 24.1 23.4 23.5 North-West 2,716 1,074 3,790 Total 21,332 8,441 29,773

2 Data do not include the following online access centres which are integrated with libraries, as users are not required to register: Launceston, Glenorchy, Bridgewater and Huon LINC.

Department at a Glance – Clients 9 Workforce

Whole of Services FTE Number department Learning Services Special schools 154.69 222 Primary schools 3,224.98 4,264 Combined schools 883.23 1,099 Secondary schools 1,805.62 2,090 Colleges 787.87 954 Student support 173.36 211 Inclusive learning 32.48 49 ESL 25.79 27 Learning Services – Learning 21.85 26 Learning Services – Programs 136.15 150 Learning Services staff 134.13 152 Strategic Policy and Performance Early Years and Child Care 17.14 19 Strategy 3.60 4 Educational Performance Services 23.40 24 Community Knowledge Network State Library 193.55 237 Adult and Community Learning Services 95.79 175 Tasmanian Archive and Heritage Office 33.26 34 Central Support Office of the Secretary 2.00 2 Corporate Services 2.00 2 Human Resources Management 63.70 69 Finance, Facilities and Business Support 89.50 94 Information and Technology Services 81.61 88 Ministerial and Co-ordination Unit 5.00 5 Communication Services Unit 9.60 10 Internal Audit 7.00 7 Tasmania Tomorrow 3.90 4 Statutory Authorities and Boards Skills Tasmania 63.40 68 Tasmanian Qualifications Authority 21.23 23 Teachers Registration Board 6.00 8 Overall Total 8,101.84 10,117

10 Department at a Glance – Workforce School employees

Special schools 3% Colleges 11%

Primary schools 49% Secondary schools 24% Combined schools 13% Indigenous Australians employed At 30 June 2008, 95 individuals identifying as Indigenous Australians were employed by the department, representing 0.93 per cent of the total workforce.

Teachers employed Teaching Position FTE Number workforce Base grade teachers 3,865.39 4,597 Advanced skills teachers 559.20 578 Principals and assistant principals 446.85 452 Total 4,871.44 5,627

Appointment of permanent base grade teachers Position 2005 2006 2007 New graduates appointed through scholarship program 28 21 13 Appointments through merit selection 94 73 54 Conversions to permanent status 260 151 116

Average age of teachers Position Female Male Base grade teachers 43.4 43.3 Advanced skills teachers 46.7 46.7 Principals and assistant principals 50.0 49.7

Department at a Glance – Workforce 11 Age of principals and assistant principals

180

160

140

120

100

0 25–29 30–34 35–39 40–44 45–49 50–54 55–59 60–64 65–69

Gender balance in promoted positions 3 400

350

300

250

200

150

100 2005 2006 2007 2008

Advanced skills teachers – female

Advanced skills teachers – male 3 From 2007–08, the number of staff employed may appear to have increased in certain areas, such as Principals and assistant principals – female senior teachers, as reporting is on actual staff in the role/area (including those on unpaid absence) not just Principals and assistant principals – male staff who own the position at this level.

12 Department at a Glance – Workforce Finances

Expenditure ($’000) 4 Pre-compulsory and compulsory education 627,765 2007–08 Skills development 176,554 Community Knowledge Network 36,687 Administered payments 183,775 Capital investment program 5 7,998 Total 1,032,779

Facilities The Department of Education provides its services through:

• 206 schools * 139 primary schools 31 secondary schools 27 combined schools 9 special schools

• 8 senior secondary colleges

• 9 Adult Education centres

• 51 public libraries 7 city libraries 39 branch libraries 5 reference/specialist collections

• 66 online access centres

• The Archives Office of Tasmania

• Skills provided through TAFE Tasmania and private providers

Schools are expected and encouraged to support community activities through enabling access to existing

5.1.2 public facilities for community education and recreation pursuits. In 2007, there were 108,361 hours of community use of public education facilities, an increase of 1,861 hours from 2006.

* The primary school and combined school figures differ from that reported in 4221.0 – Schools, Australia, 2007 (140 and 26 respectively) because Bruny Island District School has no secondary enrolment, but is still categorised as a combined school by the department. 4 Expenditure figures are accrual based as reported in the department’s financial statements. 5 Actual expenditure $17.7m – adjustment made for capitalisation of building works ($9.7m) to the Income Statement and school payment eliminations.

Department at a Glance – Finances and Facilities 13 F Direction Pre-Compulsory and Compulsory Education

Direction The Student at the Centre plan seeks to link the School Improvement Boards monitor the support full expertise and resources of the Department that Learning Services give to their schools. Boards of Education with its schools and students. The evaluate school and statewide data to assess how plan supports Tasmanian public schools to further well resources are utilised and to assist the Learning improve both the educational experiences and Services to reflect on what they are doing well and the results of students. The plan, focused on what areas can be targeted for improvement. building a culture of continuous improvement, has been carried over to 2008–09 through the During the pre-compulsory and compulsory years implementation of the $8 million per annum Raising of schooling the Student at the Centre plan targeted the Bar and Closing the Gap initiative. the early years, literacy and numeracy (across all stages of schooling) and retention. Over the last 18 months, the implementation of the Student at the Centre plan, has laid the foundation There is an identified need for preparing children necessary to achieve its objectives to build greater for transition to school through strong community capability in schools. Government school principals and parent relationships. In recognition of the were supported to strengthen their autonomy over, importance of the early years to successful learning, and responsibility for, education programs and other the Whole of Government Early Years Framework aspects of school operations. for Action was developed. 2007–08 marked the second year of the Launching into Learning initiative. Committed practising educators have focused Early learning and licensing child care services was heavily on school and student improvement. also a priority, most importantly to build quality Devolution of funding, particularly to support and access. improvement in literacy outcomes, has enabled schools more choice about the types of resources Schools, supported by the Learning Services, have acquired. This process has been based on building a responsibility for the improvement of student better organisational networks to support literacy and numeracy performance. Not only communication and learning. is academic ability in these areas important to each individual for confidence, self-esteem and to The four Learning Services, established on a regional improve life chances, but it is also a goal of Tasmania basis but networked with each other, built strong Together to raise the state’s performance level to relationships with schools and school communities equal the national average. by responding to, and working with them closely. Individual Learning Services provided support to Through the Guaranteeing Futures initiative to school leaders for key program responsibilities, support student retention, Year 10 students in including curriculum, student support, personalised 2008 will have received three years of support from learning and working with school communities. pathway planning officers and the benefit of this should be seen as they move into post-compulsory Teachers’ professional learning is most effective pathways in 2009. when it is delivered in the school and classroom. Central resources were moved into the Learning Services, where they are closer and more relevant to school needs, and their use is accountable to the School Improvement Boards.

Direction – Pre-Compulsory and Compulsory Education 15 Early Years Direction In the early years the focus is on schools developing Launching into Learning is now in the second year of a strong relationships with parents and community four year, $12.6 million commitment to families and services including strategies and programs that young children aged from birth to four years. promote and support the importance of the early years for children’s successful learning and development. Initiatives Let’s Read is the early childhood component of the development (4 months, 12 months, 18 months and Let’s Read ‘Read for Life’ strategy launched in September 2007. 3 and a half years). Materials and resources are also available at these age points. Let’s Read is a national, evidence-based program that has been developed following a literature review, The Statewide Community Liaison Officer and a community consultations, focus groups and a trainer work with local communities to establish feasibility study. It is a comprehensive early literacy a local steering committee for the management of initiative that promotes and supports parents training, delivery of packs, follow up, and community to read aloud to young children from birth. It is events. Professionals, including child health nurses, being delivered by the Smith Family in partnership child care practitioners, librarians and teachers who with the Centre for Community Child Health in already work in each community are being trained, Melbourne. The aim of the strategy is to make and in an ongoing way will support and encourage contact with families at four points during a child’s parents to read with their child/children.

Let’s Read funding

2007 2008 2009 Total $416,500 $138,250 $120,250 $675,000

Launching into Learning aims to give Tasmania’s Launching into Learning supports principals to create Launching into 3.1.1 youngest children the best possible start in a school culture that values learning in the early Learning life. The philosophy of Launching into Learning years, lead the design of appropriate strategies is to intentionally support parents as their child’s and programs and facilitate the coordination and first, ongoing and often most influential teachers. integration of relevant services in their school It recognises, values and builds on the initiatives community. Developing models that respond to the that had previously been developed in some school learning needs of young children in each community communities. with a focus on working with parents, partnerships with other services, early literacy and school Its purpose is to support families by working in readiness, and working with families with young partnership with parents before children begin children who find it hardest to access services are Kindergarten. There is evidence that this is likely to keys to the success of the Launching into Learning be effective in achieving success in a wider range of initiative. outcomes than any interventions that occur later in life.

Launching into Learning funding

2006–07 2007–08 2008–09 2009–10 Total $1.578m $2.802m $4.026m $4.250m $12.656m

16 Direction – Early Years Performance Launching into Learning participating schools as at June 2008 Launching into Learning Hub schools Network schools New schools Learning Service 2006–07 2006–07 2007–08 North 5 15 18 North-West 3 5 20 South 2 4 8 South-East 2 6 14 Total 12 30 60

In the Brighton municipality, including Herdsmans and young children. ‘Out and about’ is an extension Examples of Cove, Bridgewater, Green Point and Brighton of the school’s early years strategies. This initiative good practice Primary Schools, there is a strong focus on aims to build families’ confidence to access developing integrated services to meet the needs of many local services and resources in the wider the community. The coordinator for this area has a Launceston area. pivotal role in bringing together all groups, services and agencies to ensure links are made, common In the Wesley Vale community, a partnership has goals developed and that there is understanding of been formed with an existing playgroup. This has all the resources available in the community. enabled the playgroup’s program to be extended, placing a strong emphasis on children’s learning Learning Services South and South-East and schools and development. As 80 per cent of the school’s are developing a partnership with Child Health population live in the Port Sorell/Shearwater/ and Parenting Services (Department of Health and Hawley area, sessions are run twice a week in Human Services). The partnership aims to develop the Port Sorell Hall. A strong management group collaborative work practices to better understand includes: the teacher, teacher assistant, principal and each others’ work and promote the sharing of interested parents; and meets each term to discuss information to streamline and improve the delivery issues and forward plan. The program runs all year of services to families. The focus of this initiative is in including school holidays. The child health nurse the Bridgewater, Rokeby, Chigwell and Abbotsfield attends monthly, providing a strong link to families communities but many of the processes will be that find it difficult to attend regularly. A parent- adopted across the state. buddy system has been established to support all families to attend. Mayfield Primary School is being developed as a community hub for a range of services, including child health nurses, to meet the needs of families

Tasmania Key performance measure 2005 2006 2007 Together Benchmark Percentage of Kindergarten students 1 72.7% 74.7% 74.4% achieving expected outcomes 3.1.1

Percentage of Prep students achieving 81.6% 82.9% 83.3% expected literacy outcomes 3.2.2 Percentage of Prep students achieving 80.9% 83.2% 83.9% expected numeracy outcomes 3.2.2

1 Tasmania Together benchmark 3.1.1 target for 2010 is 76 per cent.

Direction – Early Years 17 Progress Ten local government communities are already Planning is at various stages in nine others— Let’s Read delivering Let’s Read—Waratah/Wynyard, Burnie, Glenorchy, Flinders, Kentish, Latrobe, Dorset, Devonport, Central Coast, Launceston, Central Kingborough, Northern Midlands, Sorell, and Highlands, Southern Midlands, Brighton, Meander George Town. Information sessions have been Valley, Derwent Valley and Brighton. booked in other communities.

In the first year of the implementation of With improved support and services to young Launching into 3.1.1 Launching into Learning, $1.578 million was children and families as the goal, the range of Learning allocated to 42 schools across the state. professional partnerships being formed is increasing. In this second year, a further $2.802 million was Launching into Learning schools are determining distributed to the four Learning Services and their local need and working closely with, or subsequently allocated to support the existing using resources to secure social workers, child schools and another 60 schools. In keeping with the health nurses, family support workers, child care planning principles underlying Launching into Learning, professionals, as well as teacher assistants to work the majority of these school communities have a alongside early childhood teachers. Some are also high proportion of families living in disadvantaged seeking specialist speech, language and occupational and challenging circumstances. therapy services. Launching into Learning is led and managed in Across the state, participation has exceeded each Learning Service by a management group expectations. Data collected from all schools with support from the Principal Project Officer, indicate that 1,800 parents and carers and 2,200 Early Years. Twelve of the initial 42 schools were children are participating on a regular basis in the identified as hub schools and have continued in diverse range of programs offered by schools. The this role in the second year of implementation. majority of the resource is being expended to Hub schools have taken a key leadership role in employ almost 34 full-time equivalent staff. developing strong learning networks across their respective Learning Services and ensuring that the Kindergarten Development Check (KDC) and planning principles and accountability measures of Performance Indicators in Primary Schools Launching into Learning are met. (PIPS) assessments in the early years classes of Kindergarten and Prep, reflect the impact that the The Launching into Learning model is based on Launching into Learning initiatives are having across schools building strong networks, sharing practice, the state. Targeted intervention strategies are learning together and from each other. This model provided at the school level for students who don’t has facilitated professional growth and has fostered achieve expected developmental outcomes in either leadership potential and capacity building within their KDC or PIPS assessment. schools. Networks in and across Learning Services have enabled sharing of practical resources and common professional learning.

18 Direction – Early Years Child Care The Child Care Unit (CCU), located within the The Australian Government requires that long Early Years section is responsible for licensing and day care, family day care and outside school hours supporting centre-based and home-based child care are quality assured and accredited through the care services to ensure quality early learning and National Childcare Accreditation Council. During development for children. These services also assist 2007–08, the CCU met the state’s responsibility for parents who are working or undertaking training or licensing and standards. further education. Direction The CCU is integral to maintaining the provision The most significant issues affecting the child care of quality child care in Tasmania. Staff seek sector at this time are the difficulties associated with opportunities to work collaboratively with the child the recruitment and retention of child care staff, care community while maintaining the unit’s core particularly qualified staff. The CCU is working with functions of providing: the sector and the Ministerial Child Care Advisory Council, and has facilitated and developed a number • a system of licensing, including developing, of strategies to assist in easing the crisis. implementing and reviewing licensing standards • support and advice to services and the wider community in regard to licensing • funding through specific programs. Initiatives The Skills to Care initiative supports and funds Skills to Care funding

Skills to Care 1.2.1 training to assist new graduates in leadership positions and other child care professionals to 2006–07 2007–08 2008–09 2009–10 take on management roles, aiming to reduce the $35,000 $35,000 $35,000 $35,000 turnover of staff in child care services across the state. $140,000 over four years has been allocated to the initiative, which commenced in 2006–07. Performance 2 Key performance measure 2005–06 2006–07 2007–08 Licensed child care services: 3 0–5 year-olds 4 95 5 94 86 5–12 year-olds 6 83 5 102 110 0–12 year-olds 58 5 64 71 Family day care schemes 11 12 11 Total 247 272 288 Licensed centre-based child care places: Long day care 4,941 5,284 5,405 Occasional care 737 795 750 After school care 3,473 4,207 4,669 Before school care 1,000 1,223 1,850 Vacation care 3,114 3,623 4,341 Total 13,265 15,132 17,015

2 These measures support the achievement of Tasmania Together benchmark 1.2.1. 3 DoE target for 2008–09 is 305. 4 Long day care and occasional care centres only. 5 Some services transferred from holding both ‘0–5 years’ and ‘5–12 years’ licences to a single ‘0–12 years’ licence. 6 After school, before school and vacation care centres only.

Direction – Child Care 19 Other performance measure 2005–06 2006–07 2007–08 Child care service types located on all school sites: 7 Long day care: Government 8 25 24 19 Non-government 10 6 9 Occasional care: Government 6 7 6 Non-government 3 2 4 After school care: Government 54 64 70 Non-government 18 23 27 Before school care: Government 15 19 25 Non-government 6 10 16 Vacation care: Government 25 35 42 Non-government 13 16 23

7 Some school sites may have more than one service type. 8 Some service types have been described differently between the two years. Only one long day care service closed.

Progress In 2007–08 there was a significant increase During 2007–08, the following programs were Licensed Child Care 1.2.1 from 2006–07 in the number of licensed child delivered through the Skills to Care initiative: Places care places, for long day care, after school care, before school care and vacation care. Only • Diploma Enrichment Program for new graduates occasional care places decreased across the state, in leadership positions – TAFE Tasmania North by 45 places. The most significant increase was in and South before school care places where there was a 51 per • Building Capacity for Leadership for child care cent increase. professionals aspiring to management positions – Lady Gowrie.

In 2007–08, further funds were allocated to TAFE to recognise and consolidate their skills, and draw Diploma Tasmania to develop the Diploma Enrichment on the knowledge of graduates of the Workplace Enrichment Program. TAFE Tasmania North and South are Coaches Network program held over the past couple Program working together to deliver this program. The of years in the north and the south of the state. one-on-one coaching sessions enable participants

In late 2007, the Minister’s Child Care Advisory MCCAC sees recognition as an effective tool to Minister’s Child Council (MCCAC) identified recruitment and build on and complement the Child Care Scholarships Care Advisory retention of suitable staff as its main priority and program, the Skills to Care initiative, and the Skills Council developed a successful budget bid to establish for Growth (the TAFE Tasmania Recognition Centre) the recognition process as a significant, ongoing initiative. qualification pathway to help resolve the qualifications crisis. One million dollars will be available over four years, commencing in 2008–09.

20 Direction – Child Care Literacy and Numeracy Direction The department’s literacy and numeracy strategy Literacy and numeracy skill development is is directed at improving the literacy and numeracy supported in schools by the four regional Learning skills of students at all stages of schooling, by Services. Learning Services have a key role in building on learning in the pre-compulsory years. sharing resources, knowledge, innovation and Good literacy and numeracy skills are of critical learning between schools and across the state, importance to all students. Literacy teaching and responding to schools on the basis of their develops students’ capacity to speak, listen, read, improvement needs. Recognising that all teachers view and write with purpose, effect and confidence. are literacy teachers means supporting them Literacy and numeracy skills are necessary for to receive appropriate ongoing professional individual’s quality of life and for productivity: they development and the sharing of best practice. are skills for each student’s future. More than $19 million was invested in literacy School-developed literacy plans detail those and numeracy initiatives in 2007, and included strategies necessary to improve the literacy supporting schools to implement their School performance of all students at an individual level Improvement Plans. The emphasis on improving and achieve state literacy targets. literacy will further increase in 2008–09 through the implementation of the $8 million per annum The skills, knowledge and understanding acquired Raising the Bar and Closing the Gap initiative. Money in mathematics are central to the learning and has also been invested in the Read for Life and development of students and impact on learning Launching into Learning programs which provide in all curriculum areas. Developing proficiency in pre-school children with early literacy experiences numeracy enables students to take their place necessary for them to be school-ready. in society as confident problem solvers, critical thinkers and effective communicators. Initiatives From 2008, schools have started to school and the student. The Tasmanian Curriculum Tasmanian 3.2.2 implement the new Tasmanian Curriculum for was developed in consultation with teachers. The Curriculum students from Kindergarten to Year 10. syllabus and support materials for English–literacy Students in Years 1 to 10 are assessed against and Mathematics–numeracy were provided to all and given reports on the key learning areas of teachers in June 2007. In line with their plan, schools English–literacy, and Mathematics–numeracy. They are in the process of implementing all aspects of are also provided with assessments and reports the curriculum. on other learning areas as appropriate to the

Schools, in conjunction with Learning In addition, the government has a new partnership Literacy and Services, are directly funded to tailor literacy agreement with the University of Tasmania to numeracy 3.2.2 and numeracy learning initiatives to their better prepare beginning teachers and to improve learning initiatives students’ needs. There are many strategies professional learning for experienced teachers. supported by research which operate in schools and are aimed at students, teaching staff and In 2008, the results from the 2007 literacy and support staff. These include the nationally-funded numeracy monitoring testing and schools’ own programs An Even Start, National Tuition Program and assessments were used to tailor support to help School Grants, giving extra tuition to those students each child lift their performance. who achieve results below the national testing Educational Performance Services provided schools, benchmarks. the system, and the community with clarity on what Research indicates that high quality teaching has the is being achieved. Learning Services and Educational greatest impact on student performance. Schools Performance Services provide support alongside are supported to improve teaching approaches and and directly in schools, with a much stronger use a range of strategies rather than off-the-shelf emphasis on teaching, assessing, monitoring programs, to support improved outcomes for and accountability. students.

Direction – Literacy and Numeracy 21 The provision of additional teaching staff, literacy them. Schools use a range of approaches to teach leaders, a strong curriculum and expectations, literacy. Some government schools are working and resources have been key priorities across with Carol Christensen, including Riana and Penguin Learning Services to support students at risk. Primary Schools, and Burnie and Penguin High This includes the Reading Recovery early literacy Schools. Indigenous tutors are also being trained in intervention strategy for Year 1 students with elements of Christensen’s whole of school literacy low level literacy skills, the First Steps resources model. and the Flying Start program, which are part of a whole-school approach including additional staff and The Premier’s Reading Challenge was initiated in April resources. There are also initiatives that families are and urged students in Years 1 to 6 to read 20 books encouraged to participate in, for both early years over 20 weeks. It was open to students from the pre-reading skill development, and to motivate government and non-government sectors, including readers already at school. The Reading Together home schooled children. Not only did 92 per cent initiative supports family literacy by encouraging of students register to take part, but their schools parents to read with their children. also earned money for each student registered Following the Tasmanian Literacy Summit in June to be spent on new books, generating $350,000. 2007, every school has developed an explicit literacy Approximately 90 schools had all their eligible plan, so that each child has a strategy tailored for students registered for the challenge.

Many schools have implemented initiatives The Aboriginal Early Years Program supports parents Literacy and 3.2.2 aimed at improving the literacy and numeracy and carers to help with their child’s early literacy numeracy learning skills of Indigenous Tasmanian students. development and encourages participation in early initiatives for The Indigenous Tutorial Assistance Scheme childhood learning at school. Acton School’s Walking Indigenous students provides schools with additional teaching resources Together, Flinders Island District High School’s to deliver in-class or specialised tutoring of students Inspired and Ready to Learn and the department’s The who have not yet reached literacy or numeracy Learning in the Early Years – It Starts With You initiatives benchmarks, or are identified as being at risk. Some are great examples which also engage community programs take a whole-of-school approach, and members and support parents and family groups. commence with the early years (birth to four years There are also several homework centres across of age) and continue through to the compulsory the state, which provide a supervised and supportive years of schooling with peer mentoring, Aboriginal environment in which Indigenous students study teacher assistant support and tutoring assistance. and complete homework. The homework centres contribute to improving literacy and numeracy skills and homework completion rates.

Performance Tasmania Key performance measure 2005 2006 2007 Together Benchmark Percentage gap in Indigenous students 10.8% 10.1% 9.7% achieving expected outcomes 3.2.2

22 Direction – Literacy and Numeracy Literacy and numeracy benchmarks 9

Tasmania Key performance measure 2005–06 2006–07 2007–08 Together Target 2010 Students above the national reading benchmark (error margins included) Year 3 94.9%±1.5% 94.1%±1.3% 95.6%±1.3% 98% Year 5 92.8%±1.1% 94.1%±1.0% 95.1%±1.0% 95% Year 7 88.3%±0.9% 86.5%±1.1% 85.7%±1.3% 90.5% Students above the national writing benchmark (error margins included) Year 3 91.9%±1.4% 90.8%±1.6% 89.6%±1.6% 98% Year 5 90.1%±1.4% 87.5%±1.8% 86.2%±2.2% 95% Year 7 83.6%±2.2% 81.7%±2.0% 81.9%±1.9% 90.5% Students above the national numeracy benchmark (error margins included) Year 3 91.2%±2.0% 88.5%±1.8% 91.1%±2.1% 98% Year 5 89.1%±1.5% 88.7%±1.5% 89.4%±1.5% 98% Year 7 80.5%±1.2% 80.4%±1.2% 79.8%±1.3% 90.5%

9 These measures support the achievement of Tasmania Together benchmark 3.2.2.

Direction – Literacy and Numeracy 23 Year 3 students above the 100% national reading, writing and numeracy benchmarks 90%

80%

70%

60%

50%

2003–04 2004–05 2005–06 2006–07 2007–08 Reading Writing Numeracy

Year 5 students above the 100% national reading, writing and numeracy benchmarks 90%

80%

70%

60%

50%

2003–04 2004–05 2005–06 2006–07 2007–08 Reading Writing Numeracy

Year 7 students above the 100% national reading, writing and numeracy benchmarks 90%

80%

70%

60%

50%

2003–04 2004–05 2005–06 2006–07 2007–08 Reading Writing Numeracy

24 Direction – Literacy and Numeracy Progress Improving the literacy and numeracy standards School Improvement Boards ensure that Learning of all students is one of the department’s highest Services are responsive to the improvement needs priorities. of schools. The four regional Learning Services support schools and colleges to further improve both the educational experience and the results of students.

A number of literacy initiatives to support In May 2008, all students in Years 3, 5, 7 and 9 Literacy and 3.2.2 schools to achieve their literacy targets and across Tasmania sat the National Assessment numeracy the goals outlined by Learning Services in Program – Literacy and Numeracy tests in the learning initiatives the National Literacy and Numeracy Plan were areas of Reading, Writing, Language Conventions implemented in 2007–08. (including spelling, grammar and punctuation) and Numeracy, which will occur every year. Results These initiatives include: from these tests will be used at a school and a state • Experienced and skilled teachers working as level to evaluate the effectiveness of teaching, the literacy coaches to support schools in achieving learning initiatives and programs in place, and to get their literacy goals, working alongside teachers the direction for continued improvement. in schools and sharing resources, ideas and Schools reported to parents as required by the strategies with a specific focus on literacy Australian Government in a range of areas including improvement. proportions of Years 3, 5, 7 and 9 students • Professional learning for schools to enable meeting national benchmarks and senior secondary more effective use of both system and individual outcomes. Each school published this information to student monitoring data to plan intervention its community. strategies. Tasmania’s Education Performance Report 2007, • Accessing literacy experts external to the released publicly in June 2008, detailed a range department, either for a sustained period to of educational measures and, for the first time, work in schools, or as a stimulus to professional provided the Tasmanian community with valid and learning. reliable data about school performance. The report can be viewed at: www.education.tas.gov.au.

Many Indigenous students in Tasmania gap. These include: in-class tuition, personalised Literacy and 3.2.2 experience a range of cultural, social and mentoring and tutoring, as well as support for numeracy learning economic influences that reduce their speech, hearing and other impediments that hinder initiatives for educational success compared to their non- progress. Specialised professional learning for tutors Indigenous students Indigenous peers. A range of targeted strategies that focuses on quality teaching programs and to improve outcomes are assisting in closing this cultural awareness is also provided.

Direction – Literacy and Numeracy 25 Skills Development Direction Currently 86 per cent of jobs in Australia require a more highly skilled workforce, ultimately delivering post-school qualification—in Tasmania only 47 per higher productivity and sustaining quality lifestyles. cent of the workforce has that level of qualification. The shortage of skilled labour is the biggest hurdle The state government’s Tasmania Tomorrow reforms facing Tasmania in sustaining strong economic will address Tasmania’s retention and post-school growth. Addressing the major issues facing students, qualification rates by revitalising post-Year 10 including skills shortages, youth disengagement and education and training. Improving the qualifications productivity is crucial. To tackle skills shortages and skills of Tasmanians will significantly improve the department must think long-term and retain outcomes for individuals and ultimately, direct students at school as well as involving industry and economic benefits for the state. business stakeholders. This initiative will mean more options for all It is vital for Tasmania to realise its potential in a Tasmanians. For the first time, Year 10 leavers globalised, creative and innovation-based economy, together with older students will have access to therefore improving the retention and qualification a huge range of vocational options in a supported rates of students beyond Year 10 is a major focus of environment that will enable them to achieve the department. qualifications meaningful to employers. Tasmanians will be able to undertake courses to reskill and even Tasmania: A State of Learning, Guaranteeing Futures gain credit toward university degrees. Employers will addresses the learning needs of young Tasmanians have access to quality training for their employees by providing programs and activities that support including apprentices and trainees. them in making a successful transition from compulsory schooling to further education, training During 2008, three interim boards were established or employment. to direct the new post-Year 10 organisations, the Tasmanian Polytechnic, the Tasmanian Academy and Post-Year 10 education reform has the potential to Training Tasmania (interim title). Skills Tasmania and dramatically improve Tasmania’s long-term social and the Skills Tasmania Board have developed strategies economic future and the department is committed to improve training in areas important to Tasmanian to making it a success. By reforming education and business and industry. This will add to the investment training systems now, the department is building a in education. framework for a stronger community, one with a Initiatives The Tasmania Tomorrow initiative is focused and their parents with general information about Tasmania 3.3.1 on improving training in areas important to education and training options for 2009. Tomorrow Tasmanian business and industry. Working groups were established to develop specific Your Guide to 09 was subsequently released and aspects of the initiative. The majority of working distributed to Years 10 and 11 students and all of groups have now completed their work and made those in the education and training sector with a recommendations to the steering committee. role in supporting students identify their pathways. Your Guide to 09 contains much more detailed An information booklet, Beyond Year 10 – It’s Your information about the new organisation including Future, It’s Your Choice, was disseminated to all exemplar pathways. Handbooks for each of the new government high schools for distribution to current organisations will be published to support student Year 10 students. The booklet provided students enrolments for 2009.

Tasmania: A State of Learning is an integrated • enable second-chance learning opportunities for Tasmania: A State 3.3.1 strategy with numerous initiatives that people of all ages of Learning provides a long-term strategic framework • create communities that value lifelong learning. for post-Year 10 education and training to: • improve young people’s participation in education Long-term initiatives include Guaranteeing Futures, and training beyond compulsory schooling, Ensuring Essential Literacies and Enhancing Adult leading to increases in retention rates Learning. • build a skilled workforce with the capabilty to support business and industry in a growing economy

26 Direction – Skills Development More than 100 extra accommodation places Tomorrow will help improve retention rates, but we Student Issue 18 were available from 2008 for students who also need to provide practical support for students Accommodation must live away from home to study. There from country areas. This has been an issue raised Allowance was also a 33 per cent increase in the Student by Tasmania Together, many parents, teachers and Accommodation Allowance during 2007. Tasmania students.

The youthBUILD program boosts employment Futures initiative and the Housing Industry youthBUILD 3.4.3 prospects for students at Claremont College Association’s youthBUILD Foundation which, like and Year 10 students at five high schools. the state government, is committed to increasing This national program has been developed in the number of young people in the construction conjunction with the government’s Guaranteeing industry.

Six Tasmanian high schools and colleges The Southern Tasmanian Area Taskforce is one of Southern 3.4.2 received grants worth more than $40,000 three area taskforces funded by the Department Tasmanian Area for innovative projects designed to help of Education as a Guaranteeing Futures initiative. Taskforce students further their education and training. The The Area Taskforce, which began operating this recipients received the funding under the Innovative year under the auspices of the Southern Tasmanian Transition Grants program—a key initiative of the Councils Authority, supports regional stakeholders Southern Tasmanian Area Taskforce launched in to help young people make a smooth transition November 2007. from school to further education, training or work.

Parklands and Burnie High Schools worked 2007 or early in 2008. Attending TAFE Tasmania Traineeship and 3.4.3 together to offer two Traineeship and and completing a work placement gave the boys a Apprenticeship Apprenticeship (TAP) into TAFE programs. One unique opportunity to experience ‘work life’. (TAP) into TAFE of the programs focused on the trades of wood and metals, while the other, concentrated on the service The TAP class improved school attendance rates by sectors of hospitality, hairdressing and business giving the boys something significant to focus on and administration. This program allows students in the indirectly made school a more relevant experience. North-West to make better connections between At Burnie High School, 24 students participated in school and work by attending school for two days, the program and the outcomes included improved having a further two days study at TAFE Tasmania literacy standards by an approximate average of 25 and one day of work placement with a range of per cent, improvement in working habits, behaviour employers in the community. and general conduct and demeanour. Eight boys At Parklands High School, 13 boys formed the gained apprenticeships, two girls gained traineeships, TAP class, out of which approximately a third whilst nearly all of the other students have gone on either secured an apprenticeship at the end of to either TAFE Tasmania or Hellyer College.

The Kingston High School cluster project, Futures professional learning for parents, teachers and Futures House House, is focused on developing transition and employers at a community level. The Futures employability skills and empowering students House provides an excellent venue for teacher, to make positive future decisions. The careers parent, student, and community interaction in an team work with students on their pathway plans environment conducive to careers education. and provide a centre for ongoing careers advice in the form of lectures, digital presentations and

Direction – Skills Development 27 Performance Tasmania Tasmania Key performance measure 2005–06 2006–07 2007–08 Together Together Benchmark Target 2010 Direct retention from Year 10 to Year 11 61.5% 61.2% 59.1% Best performing Retention from Year 10 to Year 12 6 7 . 8 % 65.0% 65.3% 3.3.1 state Percentage of 15 to 19 year-olds not 9.6% 8.6% 9.6% 7% employed or in education 5.5.1 Participation in post-secondary 15.8% 16.9% 18.1% 18% education and training 3.4.2 Number of Tasmanians commencing 1,200 1,300 1,500 800 apprenticeships 3.4.3 Number of Tasmanians commencing 6,900 6,100 6,300 7,900 traineeships 3.4.3

Skills Tasmania is a Statutory Body and will report their own performance measures.

Participation in post-secondary education Number of Tasmanians commencing and training apprenticeships/traineeships

20% 10,000 18%

16% 8,000 14%

12% 6,000 10%

8% 4,000 6%

4% 2,000 2% 0% 0 2003–04 2004–05 2005–06 2006–07 2007–08 2003–04 2004–05 2005–06 2006–07 2007–08

Number of Tasmanians commencing traineeships Number of Tasmanians commencing apprenticeships Progress $7.9 million was provided in 2007–08 to fund and strategy, Tasmania: A State of Learning. implement the post-Year 10 education and training Funding will increase to $9.5 million in 2008–09.

The established Guaranteeing Futures initiatives Skills Tasmania and the Skills Tasmania Board Guaranteeing 3.3.1 focus on improving retention and participation continue to develop strategies to improve training in Futures for young people. These initiatives areas important to Tasmanian business and industry. continue to be monitored to ensure they deliver the Educators, school communities and industry have best results for young Tasmanians. Starting in the been working together to merge education and compulsory years, young Tasmanians are provided skills development for the benefit of individuals, with pathway planning and transition support as well industry and the community. as extensive career, work and enterprise education.

The Skills for Growth initiative builds workforce tourism, information and communication Skills for Growth 3.4.3 capacity in the trades and other growth technology, building and construction. This, together industries and provides skill development, with Vocational Education and Training (VET) upskilling and broadening of skills in industries where in Schools programs, school-based traineeships, there are substantial work and career opportunities. and ongoing programs and initiatives such as Skills Major skill development has recently taken for Growth, addressed the skill requirements for place in industry areas such as business, energy, Tasmania’s industry sector.

28 Direction – Skills Development Community Knowledge Network Direction The Community Knowledge Network integrates to maximise life chances; equip them for work libraries, online access centres, archives and adult and enterprise; and increase personal health and education to provide enhanced information and wellbeing. It enables communities to build and community learning services for all Tasmanians. sustain a knowledge and skills base that meets local needs by improving community safety, health and This provides greater opportunities for individuals wellbeing; fostering informed and active citizenship; to engage in rich and fulfilling learning experiences and strengthening community capacity to respond that encourage participation in lifelong learning; positively to change. build on existing knowledge and skills in order Initiatives Libraries, online access centres and adult education technology and access services online, particularly Learning are ‘stepping stones’ to employment. These older citizens, people who have been out of the informal settings often help individuals to build workforce whilst raising children, and people who the basic confidence and skills to embark on have been unemployed. The extensive network formal education programs provided through of online access centres partnering with adult Number of Tasmanians commencing colleges, TAFE and university. Online access education allows for extended community learning apprenticeships/traineeships centres have been particularly successful in giving opportunities. Tasmanians the confidence to comfortably use

Ensuring that Tasmanians have the opportunity families and individuals. Online access centres, adult Literacy to acquire and maintain essential literacy skills education and libraries working together with these is not solely the responsibility of education and various partners give added capacity to support a training providers, but is inherent in the interests of literacy agenda. The network of over 100 service governments, business and industry, communities, outlets ensures access statewide.

Technology has had a significant impact on libraries • create a Virtual Library which will give access- Library of the and their role within communities. The Library of on-demand to online information resources and 21st Century the 21st Century aims to: services • put information into the hands of all Tasmanians • support all Tasmanians in participating in the when and where they want it world of information, through literacy, including • open up the state’s unique holdings of Tasmanian information literacy, and lifelong learning publications for access online programs which help all Tasmanians access and use the library.

By combining the resources and expertise integrating access so that the diverse collections Tasmania’s cultural 6.5.3 of the State Library and the Archives Office, can be searched as one. An expanded digitisation memory improved management of the millions of program will increasingly allow local and global items in the combined collections will enable communities to access original and unique material the evolving and ever increasing information needs from the Tasmanian Heritage and Archival of Tasmanians to be met. Emphasis is placed on collections.

The network of libraries and online access centres skill Tasmanians to participate, and libraries provide Democratic provide our communities with a social space. These access to information to support informed debate. and connected supportive environments foster new connections A public network of over 100 service outlets ensure communities between individuals within communities and provide that all Tasmanians can participate in a democratic opportunities for community involvement. Online society. access centres and community education together

Direction – Community Knowledge Network 29 Performance Tasmania DoE Key performance measure 2005–06 2006–07 2007–08 Together Target Benchmark 2008–09 Information enquiries 721,666 679,713 649,646 605,000 Library items borrowed 4,565,061 4,666,366 4,917,095 4,800,000 Usage of key State Library of Tasmania 1,568,792 1,554,000 1,543,515 1,800,000 web resources Number of Tasmanian publications 112 ,60 0 64,548 57,944 15,000 added to the state record 10 Percentage of significant items 11 67.5% 70% 70% 70% conserved 6.5.2 Number of heritage documents and artefacts publicly available in digital 17,482 22,515 33,787 170,000 format 12 6.5.3 Number of new registered users of 76,878 5,859 6,186 online access centres 13 Number of Adult Education 32,429 30,148 27,575 28,800 enrolments

10 The 2007–08 and 2008–09 DoE targets have decreased reflecting the plateau of registration of Tasmanian publications. Combined figures for the Archives Office of Tasmania and the State Library of Tasmania. 11 Tasmania Together target for 2010 is 75 per cent (this figure includes the percentage of significant items preserved at TMAG and QVMAG as well as DoE sites). 12 The 2008–09 DoE target for the number of heritage documents and artefacts publicly available in digital format has increased because digitisation is a priority activity and resources have been allocated to expand the program during this reporting period. Tasmania Together target for 2010 is 600,000 (this figure includes the number of heritage documents and artefacts publicly available in digital format at TMAG and QVMAG as well as DoE sites). 13 Data are for new registered users from 2006–07 onwards, not total as in previous annual reports. Data do not include the following online access centres which are integrated with libraries, as users are not required to register: Launceston, Glenorchy, Bridgewater and Huon LINC.

Additional performance measure 2005–06 2006–07 2007–08 In-person visits to libraries 2,690,426 2,743,213 2,904,426 Loans per lending library item held 7.2 7.4 7.3 Records retrieved by Archives Office for the public 18,869 27,519 26,894 Use of Archives Office internet site 4,946,372 13,197,754 17,521,300 Percentage of people aged over 16 undertaking Adult 4.7% 4.2% 4.0% Education Active users of libraries and information services 157,346 140,852 142,017 Active library borrowers (percentage of the population) 32.0% 29.0% 29.0% Library items available for loan or research 964,707 958,246 1,008,029 Library items held in city and branch libraries per head 1.43 1.40 1.48 of population Written enquiries from public dealt with by Archives 2,822 2,894 2,834 Office staff Deposits of private archival records in the Archives 64 40 58 Office Archival items accessioned into the Archives Office 102,003 52,292 44,916 Archival Office holdings of records (linear metres) 17,449 17,487 17,580

30 Direction – Community Knowledge Network Additional performance measure 2005–06 2006–07 2007–08 Records disposal authorisations issued by 54 27 26 the Archives Office Formal courses provided at online access 1,793 3,017 2,043 centres People formally trained at online access 5,285 8,559 7,135 centres Online access centres volunteers 842 849 824 Hours volunteered at online access 84,526 94,016 97,188 centres

Library items borrowed

5,000,000

4,900,000 4,800,000 4,700,000 4,600,000 4,500,000 4,400,000

4,300,000 4,200,000 4,100,000 2003–04 2004–05 2005–06 2006–07 2007–08

Hours volunteered at online access centres

120,000 100,000 80,000

60,000 40,000 20,000 2003–04 2004–05 2005–06 2006–07 2007–08

Direction – Community Knowledge Network 31 Progress The changes to structural arrangements necessary The ‘Network Service Vision’ which articulates to more closely align the programs and services the proposed service model for the Community of libraries, online access centres, archives, and Knowledge Network and ‘Our Vision, Our Values, adult education are now gaining momentum as Our Goals and Strategic Priorities’ statement were transitional management structures are in place, and developed during the year and will be used as the planning for changed service delivery is proceeding. basis for business planning for the Community Knowledge Network in 2008–11. Tasmanian Communities Online received one The Huon LINC is an outstanding success and Learning of eight Australian Government Community continues to develop a successful community hub Engagement grants to further extend the use of for the delivery of information, adult education and study circles in supporting rural e-learners. This literacy services. Increased retention of students in project was showcased at the Adult Learning Years 11 and 12, and well-utilised adult and family Australia National Conference at Cairns in literacy programs along with strong uptake of late 2007. innovative and tailored programs designed to build basic skills and confidence of those returning to A successful partnership between the Department work are some key indicators of the effectiveness of of Primary Industry and Water, TAFE Tasmania this service delivery model. and the Tasmanian Communities Online network, Farmpoint, resulted in over 100 farmers receiving Work has progressed during the year on the re- basic computer skills training at their local online establishment and revitalisation of a library service/ access centre. On completion each participant LINC at Risdon Prison to provide improved library, received a refurbished computer to support their information and learning services to prisoners. farming business.

Reading Together is now available in 18 shown a very high level of interest with most taking Literacy 3.2.1 locations across the state including up the offer of a librarycard for their new baby. Bridgewater, Clarendon Vale, Devonport, A weekly Rock and Rhyme session has also been Dodges Ferry, East Devonport, George Town, established at the Bridgewater Library to cater for Glenorchy, Huonville, Kingston, Longford, Mayfield, this new group of members. New Norfolk, Queenstown, Scottsdale, Smithton, Springfield Gardens (Moonah), St Helens and St Several strategies to improve access to adult literacy support were implemented during Marys. As a result of the synergies from co-location 3.2.1 of services at the Huon LINC some Reading Together the year. Lexia software designed programs at Huonville are offered by the literacy to provide graduated support was installed in all 66 teacher. This allows the teacher to engage with online access centres. A literacy coordinator has literacy issues that parents or carers may have. been appointed to the Huon LINC to develop and implement appropriate, flexible and innovative adult The State Library and local child health literacy support programs in collaboration with

3.2.2 professionals at Bridgewater are working in online access centres and other community and partnership to deliver Bookstart, a pilot government agencies in the region. program targeting families with babies. Parents have

The Virtual Library was established in April 2008. The Virtual Library also provides seamless access Library of the This is an important milestone for the Library of to the new TALISPlus catalogue, promotes 21st Century the 21st Century component of the Community and improves access to our subscription online Knowledge Network strategy. databases and showcases our collections. Over time, Tasmania’s Memory, which stores historical, Equivalent to a physical library, the Virtual Library is archival and contemporary Tasmanian information, the library for online clients either within the library images and more, will evolve to include integrated or externally. As a service delivery channel for the searching across databases of the State Library and State Library, the Virtual Library provides access other organisations, access to online exhibitions, to a range of services and resources which focus and newly digitised resources. A new round of on the needs of the client including recreational planning has begun to ensure that our virtual reading, reference and information services and services continue to meet the needs of our clients. cultural heritage. It is now easier for clients to see Staff and resources are being reallocated from the range of resources available and to find the physical to virtual services as the demand for online information they are seeking. services grows.

32 Direction – Community Knowledge Network The use of library resources has increased during The State Library has been investigating the 2007–08. Loans of library materials have increased establishment of a single telephone number to by 5.37 per cent in comparison with the previous deal with routine client calls about opening hours, year. Clearly, the additional funding allocated for placing holds, return dates, and extension of loans. the purchase of library materials in the 2003–04, It is anticipated that a single number together with 2004–05 and 2005–06 State Budgets and the 24/7 access would enable an estimated 50 per cent ‘Floating Collection’ are continuing to have a positive of all the current incoming calls to public libraries effect on loans. The ‘Floating Collection’ strategy to be dealt with at a single point. A report and enables items from the statewide lending collection recommendations are being finalised. to move between libraries for use by clients without returning to their ‘home library’.

The merger of the Archives Office of Tasmania and services in one place, and it has also provided an Tasmania’s cultural the Heritage Collections of the State Library into opportunity to improve existing spaces and services. memory a combined service is now well advanced. A new The new reference centre is planned to be open to organisational structure has been finalised and will the public in late 2008. be fully implemented in October 2008. The interim Heritage and Tasmanian Information Service name Expansion of the digitisation program also continues. Six pilot projects have been is being reviewed from a marketing and stakeholder 6.5.3 perspective and a new name will be announced in completed and are being used to inform 2008–09. the development of appropriate standards and procedures, the equipment required, and a The opportunity to physically integrate the budget and resources model for the various Archives Office of Tasmania and the Heritage formats requiring digitisation. The digital images Collections of the State Library arose in October produced will be available online in 2008–09. The 2007, with planning commencing in November implementation and completion of these pilot 2007. The Murray Street Redevelopment Project projects is enabling us to confirm the standards associated with bringing these services together required for future digitisation and to establish with the State Reference Service is well underway. a comprehensive digitisation strategy for the The redevelopment will offer the public access Community Knowledge Network. to reference, archive and heritage collections and

The Huon LINC is an excellent example of a local community is provided with a single point Democratic Community Knowledge Network service model for a range of services. This is enabling a cohesive and connected in a regional community. By bringing together approach to the delivery of a range of linked communities a number of key government and community services for the benefit of the community. In organisations including the Library + Online addition, the Huon LINC is a community hub Access Centre, TAFE Tasmania, Hobart College, where individuals can meet and connect with Centrelink, Service Tasmania, the Magistrates others, and it brings diverse groups together in Court and the Business Enterprise Centre the many different ways.

Direction – Community Knowledge Network 33 F Required Reporting F

Employment

The Department of Education employs a team of The Human Resources Management Branch Workforce in over 12,000 full-time, part-time and casual staff who provides quality human resource consultancy summary perform a wide range of roles. Our workforce is services and develops initiatives and systems that diverse, talented and highly skilled. enable employees and managers to achieve the department’s outcomes. With employees located throughout Tasmania, the department provides high quality, flexible employment opportunities and offers permanent, fixed-term and casual appointments.

Employment Full-time equivalents (FTE) Number status Employment status Female Male Total Female Male Total Full-time fixed term 356.00 249.00 605.00 356 249 605 Full-time permanent 3,000.00 1,638.00 4,638.00 3,000 1,638 4,638 Part-time fixed term 686.00 149.11 835.11 1,337 285 1,622 Part-time permanent 1,782.48 241.25 2,023.73 2,903 349 3,252 Total 5,824.48 2,277.36 8,101.84 7,596 2,521 10,117

Employment status of employees

Full-time Full-time xed term 6% permanent 46%

Part-time permanent 33%

Part-time xed term 15%

Required Reporting – Employment 35 Staff employed Services FTE Number Learning Services Special schools 154.69 222 Primary schools 3,224.98 4,264 Combined schools 883.23 1,099 Secondary schools 1,805.62 2,090 Colleges 787.87 954 Student support 173.36 211 Inclusive learning 32.48 49 ESL 25.79 27 Learning Services – Learning 21.85 26 Learning Services – Programs 136.15 150 Learning Services staff 134.13 152 Strategic Policy and Performance Early Years and Child Care 17.14 19 Strategy 3.60 4 Educational Performance Services 23.40 24 Community Knowledge Network State Library 193.55 237 Adult and Community Learning Services 95.79 175 Tasmanian Archive and Heritage Office 33.26 34 Central Support Office of the Secretary 2.00 2 Corporate Services 2.00 2 Human Resources Management 63.70 69 Finance, Facilities and Business Support 89.50 94 Information and Technology Services 81.61 88 Ministerial and Co-ordination Unit 5.00 5 Communication Services Unit 9.60 10 Internal Audit 7.00 7 Tasmania Tomorrow 3.90 4 Statutory Authorities and Boards Skills Tasmania 63.40 68 Tasmanian Qualifications Authority 21.23 23 Teachers Registration Board 6.00 8 Overall Total 8,101.84 10,117

36 Required Reporting – Employment Teachers

Teachers Position FTE Number employed Base grade teachers 3,865.39 4,597 Advanced skills teachers 559.20 578 Principals and assistant principals 446.85 452 Total 4,871.44 5,627

Employment Employment status Average age Number status of Female teachers Full-time fixed term 30.78 212 Full-time permanent 44.79 2,226 Part-time fixed term 39.82 262 Part-time permanent 45.60 1,436 All female 44.04 4,136 Male Full-time fixed term 34.71 99 Full-time permanent 45.39 1,107 Part-time fixed term 43.90 98 Part-time permanent 46.37 187 All male 44.71 1,491 All teachers 44.22 5,627

Average age 2006 2007 2008 of teachers Position F M F M F M Base grade teachers 43.1 42.8 43.4 43.0 43.4 43.3 Advanced skills teachers 46.9 48.4 47.0 48.6 46.7 46.7 Principals and assistant principals 49.2 50.3 49.6 50.7 50.0 49.7

Age of Age group Number Gender balance in promoted positions 25–29 5 principals Position F M Total 30–34 9 and assistant Advanced skills teachers 359 219 578 principals 35–39 28 Principals and assistant principals 239 213 452 40–44 35 Total 598 432 1,030 45–49 108 50–54 160 55–59 81 60–64 25 65–69 1 Total 452

Required Reporting – Employment 37 General workforce recruitment

Advertising and 2005–06 2006–07 2007–08 filling of jobs Permanent jobs that were advertised 477 380 519 Permanent jobs that were advertised and filled 358 304 401 Permanent jobs that were advertised and filled by staff from within 302 253 337 the agency Permanent jobs that were advertised and filled by people outside 13 13 9 the agency but within the State Service Permanent jobs that were advertised and filled by people outside 43 38 55 the State Service

Appointment 2005–06 2006–07 2007–08 of part-time Part-time positions advertised 114 133 127 employees Full-time employees who reduced their hours to part-time 400 336 344 Part-time employees 4,695 4,807 4,874

Separations 2005–06 2006–07 2007–08 Permanent employees who resigned from jobs 93 111 117 Permanent employees who retired from jobs 148 199 250

Secondments 2005–06 2006–07 2007–08 and inter- Employees who participated in secondment 30 14 18 agency transfer Employees who participated in inter-agency transfer 20 29 21

Appointment of Calendar year New graduates Appointments Conversions to appointed through through merit permanent status permanent base scholarship program selection grade teachers 2000 11 80 124 2001 13 101 120 2002 26 75 141 2003 42 177 11 2004 37 115 15 2005 28 94 260 2006 21 73 151 2007 13 72 145 2008 (to 30 June) 11 41 67

Teaching workforce recruitment The Graduate Recruitment Program is in its 10th year Beginning teachers were supported through the and recruited 11 teacher graduates. Beginning Teacher Time Release (BeTTR) program, the Professional Experience in Rural Schools (PEIRS) Financial incentives were provided for teachers employed program and local induction programs. in a number of rural and isolated locations.

38 Required Reporting – Employment Employee development programs The following activities have been funded by the Learning Services worked collaboratively with schools to Australian Government Quality Teacher Program bring a renewed emphasis to sharing and support with (AGQTP). quality teaching as the focus. The Tasmanian Curriculum syllabus and support materials were written with 1. Emergent Leadership Program teachers and were delivered to all schools during 2007– • A spaced learning program for selected school 08 across each of the areas: English–literacy including leaders aspiring to school principal positions in LOTE, Mathematics–numeracy, Society and History, the future. Participants were expected to: Science, Health and wellbeing, the Arts, Vocational and Applied Learning (VAL), and cross-curricular Information o complete a 360 degree feedback instrument and Communication Technologies (ICT) framework. o undertake a leadership inquiry in their workplace negotiated with their supervisor Learning Services staff and the curriculum team provided support for schools in the implementation of the Tasmanian o participate in individual coaching sessions Curriculum through whole school professional learning, with an accredited coach. subject specific learning opportunities, establishing local/ 2. Cognitive Coaching statewide networks, coaching and mentoring, one-to- one support, employing literacy leaders, and web-based • A spaced eight-day foundation course in support. There was a renewed emphasis on responding coaching to assist reflective practice was to school needs and a strong commitment to support conducted in two blocks, in both the South teachers working together to design more personalised and North-West for principals and staff. learning opportunities to motivate students. The goal of this activity is to build leadership capacity and nurture self-directed learning. Learning Services were funded to support professional learning for relief teachers and teachers returning to 3. Tribes the workforce after extended leave and for school • A spaced four-day program for teachers administration staff and teacher aides. Relevant and designed to build safe and inclusive school responsive support programs were delivered. cultures to improve student performance. Learning Services and Human Resources Management • Twelve courses were facilitated across the Branch jointly delivered occupational health and safety state by local teachers accredited in the Tribes training for school attendants. methodology. The Managing for High Performance program for 4. Learning Services Activities providing feedback on performance was introduced in some corporate business units. Learning Services also • Learning Services provided professional supported schools to introduce the Leading for High learning opportunities for teachers which Performance Feedback program. Skills Tasmania and included the following: the Community Knowledge Network have started o integrating ICT across the curriculum to align the program with their existing performance o leading people for improved performance management systems. o small and isolated schools network Employees participated in a range of external programs including those provided by The Training Consortium o network support for numeracy teacher leaders K–8 (Department of Premier and Cabinet). o embedding Primary Connections which promotes linking the teaching of science with that of literacy to enrich the learning experience of students o improving leadership practice through coaching. Other professional learning opportunities have included coaching and leadership development for teachers and support staff: • Two one-day workshops for social workers in Learning Services North-West and speech pathologists in Learning Services North. • A number of staff were supported in their work through individual coaching provided through the School Communities program.

Required Reporting – Employment 39 Percentage of teachers and other professional 2006 2007 2008 Qualifications staff who were four- or five-year trained (based of teachers on the total number of base grade staff): 4 years 81% 81% 78% and other 5 years 13% 14% 17% professional staff

Workplace diversity is embedded in the department’s different strategic goals and often involve different Workplace practices and management systems. It is a corporate stakeholders. diversity goal and an integral component of the department’s planning and implementation activities. In addition, the department consulted with internal programs stakeholders to develop an overarching workplace Workplace diversity initiatives have been established diversity program plan drawing together front line in a variety of plans e.g. business plans, projects service delivery activities. The plan will be finalised and professional development, each of which are in 2008 and reported on in the next reporting unique with specific implementation responsibilities, period.

Work continued for the second year on the • Consultation with the community was sought. Disability department’s Disability Action Plan which will be This included calls for comment placed in regional framework for completed by October 2008. The plan is being daily newspapers and the department’s website, action developed with contributions from all sections of the and information to schools and stakeholder department. Work completed this year included: organisations. • Goals and actions for the key areas of service delivery, physical access, employment, staff awareness, communication, and consultation.

Unions and employees were represented on a • Teaching Service (Tasmanian Public Sector) Employee range of departmental consultative committees Salaries and Conditions of Employment participation and processes relating to professional, industrial Agreement 2008—15 April 2008 in industrial and operational matters. The award classification standards and structures review process commenced • An Even Start – National Tuition Program relations in accordance with the Public Sector Union Wages Conditions of Employment Agreement 2008— matters Agreement 2007. The following agreements were 15 April 2008. negotiated and approved by the Tasmanian Industrial Employees and unions were consulted regularly Commission: to ensure employees were fully informed on these • Department of Education Teacher Aides Industrial matters as they progressed. Agreement 2008—20 March 2008

Published grievance procedures were available to three cases were still being resolved. The Conduct Internal employees and clients, including parents. During and Investigations Unit managed the process of grievances 2007–08, 18 new grievance cases were submitted to good character clearances for schools and safety the Conduct and Investigations Unit of the Human screening clearances for the child care industry. procedures Resources Management Branch. As at 30 June 2008,

40 Required Reporting – Employment 2006 2007 2008 4 years 81% 81% 78% Occupational Health and Safety 5 years 13% 14% 17% The department proactively applied strategies aimed • A total of 505 compensation claims were at reducing workplace-related injuries, with a strong received, which is similar to the previous focus on rehabilitation, which included assisting staff reporting year. to return to work in the shortest possible time. • The cost of all claims payments increased by The primary focus for occupational health and $0.211 million, up from $6.193 million to $6.404 safety initiatives in 2007–08 was the continuation of million. This increase was attributed to additional further development of a new web-based incident costs associated with medical consultations, reporting system for students and staff, which hospitals and rehabilitation expenses, as well as enables immediate central response to health and increases in wages. safety events.

Key statistics for occupational health, safety and welfare, and workers’ compensation for the reporting year were as follows:

Occupational Number of claims Referrals for rehabilitation health, safety Injury type 2005–06 2006–07 2007–08 2005–06 2006–07 2007–08 and welfare Back 95 92 92 30 26 22 and workers Head 36 52 51 3 2 4 compensation Lower limbs 119 136 107 22 39 17 statistics Multiple 32 16 37 11 3 10 Neck 16 34 13 3 10 3 Shoulder 25 17 23 8 9 7 Stress 44 48 67 35 36 56 Systemic 6 10 7 0 1 3 Trunk 13 15 13 4 7 1 Upper limbs 115 86 95 24 25 20 Total 501 506 505 140 158 143 Public Access to the Department

The Communication Services Unit delivered the identified and developed by the Communication Community following services to all areas of the department: Services Unit. These included launches and awareness of • public communication and marketing advice events, feature stories and interviews showcasing departmental programs. the agency and • support to develop publications and websites its services • coordination of major public information The department’s publications during the reporting campaigns year are listed in the back of this report. • exhibits at Tasmania’s regional agricultural shows. Contact officers for activities of the department were displayed on its website and are also published Opportunities for media coverage promoting in the back of this report. education and information services were routinely

Required Reporting – Occupational Health and Safety and Public Access to the Department 41 The main objective of the Public Interest Disclosures The department’s Public Interest Disclosures Policy and Public interest Act 2002 is to encourage and facilitate disclosures Model Procedures were available on the department’s disclosures about improper conduct or detrimental action by website and available for viewing at Letitia House, public officers and public bodies. Olinda Grove, Mount Nelson, during office hours. From 1 July 2007 through to 30 June 2008, the department did not receive any public interest disclosures.

The Department of Education, in consultation with Legislation administered by the department contains Appeals against the Tasmanian State School Parents & Friends Inc, provisions for appealing against departmental decisions of the trialled a new grievance process for parents and decisions. The Conduct and Investigations Unit community members, with the aim to review this assisted employees and members of the public with agency process at the end of 2008. The process recognises grievance and appeal matters. that the resolution of conflict between schools and their community members is vital to the wellbeing Accordingly, all enquiries should be directed to: and success of students. Manager, Conduct and Investigations Department of Education GPO Box 169, Hobart, Tasmania, 7001 Ph (03) 6233 7538

During the 2007–08 year, the department received Freedom of information requests Freedom of 48 requests under the Freedom of Information Act information 1991. Granted in full 20 requests Twenty-one of the requests received related to Granted in part 14 requests for personal information. There were no Refused 1 requests to amend personal information. Withdrawn 0 Of the 48 requests received by 30 June 2008, Not decided as at 30 June 2008 12 15 were provided within the time limit of 30 days. 2007–08 saw a marked increase in the number of Total requests received in 2007–08 48* requests from politicians, including 22 from one Requests for personal information 21 member of parliament. The applications were very wide-ranging in nature and involved the collection Requests for other information 27 of large amounts of information from all parts of Requests to amend documentation 0 the agency across the whole state. A number of very complex requests for personal information *one request was transferred to another agency were also received this year. In relation to requests, five requests were made in respect of deemed refusal due to the effluxion of time. All five were Enquiries or requests under the Act should be completed prior to a determination being made. directed to: Freedom of Information Officer Department of Education GPO Box 169, Hobart, Tasmania, 7001

42 Required Reporting – Public Access to the Department Legislation Administered, Enacted and Amended

The Tasmanian Qualifications Authority Act 2003 was Significant amended to allow for the implementation of the changes to revised National Protocols for Higher Education Approval Processes that were agreed to by the legislation Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA).

Nil. Legislation enacted

• Allport Library and Museum of Fine Arts Agreement • Libraries Act 1984 Legislation Act 1966 Subordinate legislation: Libraries Regulations administered Subordinate legislation: Allport Library and 2002 Museum of Fine Arts Regulations 2002 • TAFE Tasmania Act 1997 • Archives Act 1983 Subordinate legislation: TAFE Tasmania By-laws Subordinate legislation: Archives Regulations 1998 2004 TAFE Tasmania Amendment By-laws 2005 • Building and Construction Industry Training Fund Act 1990 • Tasmanian Qualifications Authority Act 2003 Subordinate legislation: Building and Subordinate legislation: Tasmanian Qualifications Construction Industry Training Fund Authority (Fees) Regulations 2003 Regulations 2004 and Building and Construction • Teachers Registration Act 2000 Industry Training Fund Orders 1999 and 2001 Subordinate legislation: Teachers Registration • Child Care Act 2001 Regulations 2001 Subordinate legislation: Child Care (Fees) • University of Tasmania Act 1992 Regulations 2003 • Vocational Education and Training Act 1994 • Christ College Act 1926 Subordinate legislation: Vocational Education and • Education Act 1994 Training Regulations 2005 Subordinate legislation: Education Regulations • Youth Participation in Education and Training 2005 (Guaranteeing Futures) Act 2005 • Education Providers Registration (Overseas Students) Act 1991 Subordinate legislation: Education Providers Registration (Overseas Students) Regulations 2005

Required Reporting – Legislation Administered, Enacted and Amended 43 Statutory and Non-statutory Bodies

Allport Library and Museum of Fine Arts Tasmanian Library Advisory Board (TLAB) Statutory Management Committee The functions of the board are to consider and bodies The function of this committee is to administer the report on matters referred to it by the Secretary of funds and property of the Allport Library and the department and to advise the Minister on any Museum of Fine Arts and of the Allport Bequest, and issues relating to library services. It must also report to give effect to the provisions and general purpose to the Secretary of the department at the end of of the will of Henry Allport. The committee was each financial year. The board was established under established under section 19 of the Libraries Act 1984. section 11 of the Libraries Act 1984. Minister’s Child Care Advisory Council Tasmanian Qualifications Authority (TQA) The council advises and assists the Minister in the The authority advises the Minister on matters exercise of powers and the performance of functions relating to qualifications in Tasmania. It accredits under and in respect of the Child Care Act 2001. courses for senior secondary, higher education and Established under section 73 of the Act, the council vocational education and training, and registers provides advice directly to the Minister on matters providers of higher education and vocational relating to child care, including policy, concerns and education and training. It determines assessment for issues, community awareness and the status of obtaining a qualification in an accredited course, and the industry. collects, records and distributes student information relating to senior secondary education, vocational Schools Registration Board education and training, and higher education. The The board was established in 1995. Its primary authority was established under the Tasmanian function is to ensure that non-government schools Qualifications Authority Act 2003. Their annual report comply with the standards for education determined is available online at http://www.tqa.tas.gov.au/1548. by the Minister. The legislative basis for registration is contained in section 51 of the Education Act 1994. Teachers Registration Board The board is empowered under the Teachers Skills Tasmania Registration Act 2000 to administer the teacher Skills Tasmania is responsible for planning, purchasing registration system to ensure that only those people and supporting the delivery of vocational education who meet agreed standards and legislative and training services for Tasmania; the development requirements are able to teach in Tasmania. Their of policy advice for skills development; promotion of annual report is available online at http://www.trb.tas. industry investment and training; and the gov.au/information-resources.htm#Reports. development, regulation and administration of the system in Tasmania. Their annual report is available University of Tasmania Council online at http://www.skills.tas.gov.au/skillstas. Established under the University of Tasmania Act 1992, the council appoints the vice-chancellor and principal, State Library and Archives Trust who is the chief academic and executive officer of the The trust administers property acquired by gift, university. The council also appoints the deans and bequest, or device, and ensures that all applicable the heads of school, on the recommendation of the conditions are met. It was established under section vice-chancellor. An academic senate advises the 16 of the Libraries Act 1984. council on all academic matters relating to the Tasmanian Building and Construction university. Their annual report is available online at Industry Training Board http://www.utas.edu.au/universitycouncil/report_ The Building and Construction Industry Training Fund Act review/index.html. 1990 provides for the board to be principal adviser to the Minister on all matters relating to training in the building and construction industry, particularly in relation to skill requirements and training arrangements for the industry. The board maintains and administers the Building and Construction Industry Training Fund. The board was established under section 4 of the Act. An e-copy of the board’s annual report is available on request.

44 Required Reporting – Statutory and Non-statutory Bodies School Improvement Boards Tasmanian Communities Online (TCO) Non-statutory Boards were established in 2007, as part of the Advisory Board bodies Student at the Centre plan. Their function is to ensure This ministerially approved board assists the Minister that Learning Services are responding to the in formulating future strategic directions and policy improvement plans and needs of schools and that the for the TCO network and provides advice on online statewide programs they manage are meeting the access centre OAC service delivery. The 11-member needs of schools across the state. Each of the boards board has representatives from OAC committees, also provides advice in relation to its functions. The the general community, local government, the boards collectively provide advice to the Minister on department and the post-compulsory education and the improvement and development of the Tasmanian training sector. schools network, including progress to date and opportunities for further improvement. They also Tasmanian Home Education Advisory identify ways to improve the Tasmanian schools Council (THEAC) network towards a single, seamless system, to review The council assists in the management and support education system performance against Tasmania of home education in Tasmania. The role of the Together targets and develop strategies for stronger council is also to provide advice and information to school and community relationships. the Minister about home education. It is responsible for monitoring individual home education programs Tasmanian Aboriginal Education Association and provides a reference point for enquiries, Inc (TAEA) responds to community concerns, and maintains The association is an incorporated community liaison with other agencies about home education. organisation. Its purpose is to represent the views of Tasmanian Aboriginal communities on education to state and Australian governments, as well as private education providers. The association, which receives state and Australian government funding, is committed to the principle of Aboriginal self- determination.

Required Reporting – Statutory and Non-statutory Bodies 45 Other Annual Reports Tasmanian Library Advisory Board Annual Report

On behalf of the Tasmanian Library Advisory Board (TLAB), I am pleased to submit the 22nd annual report of the board as required under the Libraries Act 1984 as amended in 2000.

The statutory role of the TLAB is defined by the extended to provide a wide representation from Role and Libraries Act 1984 as being a body which advises the Tasmanian community, comprising a mix of rural structure the Minister and the Secretary of the Department and urban interests. of Education on matters relevant to the provision of public library services in Tasmania. When the The term of the previous board expired on 31 Libraries Amendment Act 2000 was passed in July March 2008. The new board was appointed for the 2000, the membership structure of the TLAB was period 1 April 2008 to 31 March 2010.

Ministerial nominees: Local Government Association of Membership Tasmania nominees: Ms Shirley Abel (reappointed chairperson) Alderman Sandra French (reappointed) Dr Mark Briggs (reappointed) Councillor Julian Bush (reappointed) Mr David Owen (reappointed) Alderman Doug Chipman Ms Leonie McNair (reappointed) Ms Lorraine Green Dr Lynn Hemmings (reappointed) Dr Dianne Snowden Nominee of the Secretary of the Department of Education: Dr Stefan Petrow Ms Siobhan Gaskell, Director, State Library Ms Beverley Jennings of Tasmania.

The board met four times during the financial year: Bridgewater on 23 August 2007, Launceston on Board meetings 22 November 2007, 21 February 2008 and Hobart on 29 May 2008.

Community Knowledge Network and Knowledge Network. The ‘Service Network Vision’ Major issues Library of the 21st Century model involves service delivery and administration considered by being consolidated to one service outlet as much The board was pleased with the progress made as possible, as opportunities arise, in larger cities. the board in aligning programs and services under the It also involves the provision of a ‘one-stop-shop’ Community Knowledge Network framework, similar to the Huon LINC bringing together which brings together libraries, archives, online community learning, libraries and technology access access centres and adult education. in larger regional centres, and where possible, Detailed strategic planning for the Community integrating online access centres and branch libraries Knowledge Network has been a major focus in in rural communities to form gateway centres such 2007–08. The board fully endorsed the ‘Service as those at Zeehan and Strahan. Network Vision’ and the ‘Our Vision, Our Values, Our Goals and Strategic Priorities’ statement which have been developed for the Community

46 Required Reporting – Other Annual Reports The board acknowledged the excellent work that Library resources is being carried out at the Huon LINC, established at Huonville in September 2005. The board Increased usage of library resources is a direct result commends the Huon LINC as an excellent service of previous investment and the board is concerned model for the Community Knowledge Network in that the quality of the lending collections and their a regional community as it brings together a number usage will decline in future years unless additional of key government and community organisations recurrent funding is allocated. One-off grants for such as the Library + Online Access Centre, TAFE the Bookvote provided in the 2003–04, 2004–05, Tasmania, Hobart College, Centrelink, Service 2005–06 State Budgets have resulted in increased Tasmania, the Magistrates Court and the Business usage of and access to contemporary collections Enterprise Centre. It benefits the local community for members of the public. However, the board by supporting the development of employability and remains concerned that contemporary library other life skills through flexibly delivered training collections cannot be sustained without additional and education programs. recurrent funding. The board was strongly supportive of the The board is also concerned about the costs redevelopment of the State Library building in associated with increasing usage of the holds service Murray Street, Hobart to enable the creation but recognises that it is part of the State Library’s of a combined facility for the State Reference core business in providing a statewide service. It Service, Heritage Collections and Archives. This would not like to see the service discontinued. The redevelopment allows the ‘Service Network State Library has introduced some measures to Vision’ to provide clients with integrated access try to minimise the cost of the holds service. The to contemporary information and Tasmania’s board supports measures which discourage the documentary heritage. The board was pleased non-collection of holds to enable the State Library with the input received from the focus groups to contain the costs of the service. that were held during the consultation phase. The Reference services combined facility is due to open in early 2008–09 and the board views this as a significant milestone The board was briefed on the ‘Big Bang: creating in progress towards the achievement of the the new library universe’ paper developed by Community Knowledge Network service model. National and State Libraries Australasia (NSLA), a body that the State Library is a member of. The In October 2007, the board noted the establishment redevelopment of reference services is an issue of the Digitisation Program as an important step in of national significance and is being progressed by the realisation of the Library of the 21st Century. NSLA. The board was very interested in how some The aim of the program is to enable people, of the concepts in the paper would affect future regardless of their location, to directly access and service delivery and training of staff in the State use collection material online and to develop a Library and will monitor progress on this vitally structured and robust program for the digitisation important national strategy. of collections and records held particularly by the Heritage and Tasmanian Information Service. Six Literacy pilot projects were identified that will, through The board was pleased to be briefed on a range their implementation, enable the development of a of new literacy programs to support literacy digitisation strategy for the Community Knowledge development across Tasmania. Network. The State Library and the Department of Justice The board is very pleased that the first phase are working in partnership on a project to develop of the Virtual Library was implemented in April a library and learning centre at Risdon Prison. The 2008 with the ‘go live’ of the new State Library of board noted that the provision of adult literacy Tasmania website. The Virtual Library is an online resources is very important within the prison library equivalent to a physical library and is a key system as many of the prison population have initiative of the Library of the 21st Century strategy. serious literacy problems. It provides increasingly seamless access to the State Library’s services and resources. There has been The board congratulated the State Library on the a significant uptake of this online library service launch of the Premier’s Reading Challenge in April which is meeting new service needs for clients and 2008. It is a fun and effective way of improving the attracting a new client base. The Virtual Library will literacy of students from Years 1 to 6. It is not a continue to be enhanced over time and the board competition, but a challenge to each student to will take a keen interest in its development. read, and read more widely.

Required Reporting – Other Annual Reports 47 At its August 2007 meeting, the board noted that It was noted that a key issue for the Archives Office the State Library is working in partnership with is storage. Currently its collection is on two sites: local child health professionals to pilot a literacy 91 Murray Street and the Berriedale Repository. program at Bridgewater targeting families with It has not been able to accept regular transfers of babies. ‘Bookstart’ packs are being given to families permanent records from government agencies for at the time of each baby’s six week check-up. There four years as the repository is almost full. The board has been a very high level of interest from new supports the Department of Education’s funding of parents with most taking up the offer of a new a feasibility study to fully scope and cost options for librarycard for their baby. The board was pleased the future storage of the Archives Office collection. to note that Bookstart is being complemented by a regular session of Rock and Rhyme at the TALIS replacement Bridgewater Library, and congratulated staff on The State Library’s computer management their creativity and efforts to increase the number system, TALIS, is being replaced. The replacement of clients to the library. It is anticipated that the trial comprises a number of software applications that will demonstrate that the concept is working and together will enhance service delivery and business allow the State Library to receive further funding to management. The board noted that the tender and expand the program elsewhere in the state. evaluation processes have been completed and four Exhibition program products have been endorsed to replace existing software or to provide a new software solution for The board was briefed on the current exhibition current business practice. The board has for some program and the review, which will determine time considered the replacement of TALIS to be future opportunities for interpretation of the essential for improved customer service delivery Heritage Collections and the Archives Office using and will continue to monitor progress of this new technologies, including online exhibitions and important project. the showcasing of digital collections. The board will take a keen interest in the outcomes of the review. Meetings with the Minister Archives Office of Tasmania The chairperson met with the Minister on a three- monthly basis, after each board meeting, to advise The board agreed that it was appropriate under the the Minister about board members’ views and to Libraries Act 1984 to include the Archives Office of discuss issues arising. Tasmania in its brief. The board will take an interest in and take up issues relating to the Archives Office and its services, as appropriate.

The board highly values the support of staff of the Tasmanian communities. The board considers that State Library of State Library of Tasmania in providing members Tasmanians are well served by our library system Tasmania and with detailed issues papers and regular summary delivered through a statewide network of public, and statistical reports for each meeting. reference and specialist libraries that meet the the board informational, lifelong learning and recreational The board believes that libraries are important needs of all Tasmanians. cultural, economic and social institutions and that they make a fundamental and vital contribution to

I would like to sincerely thank each of the Board. In particular, I would like to highlight board Commitment current and previous board members for their members’ active community involvement in of board contributions, interest and commitment to the working to ensure all Tasmanians have access to an members business of the Tasmanian Library Advisory outstanding statewide library service.

Shirley Abel Chairperson

48 Required Reporting – Other Annual Reports State Library and Archives Trust Annual Report

On behalf of the State Library and Archives Trust knowledge in Tasmania. The trust awards grants I am pleased to submit the 23rd annual report and, on occasions, travelling scholarships aimed at of the trust. In summary, the trust is required by assisting the professional development of librarians, the Libraries Act 1984 to administer any property archivists, and library and archives workers. acquired by the trust through gift, bequest or devise for the advancement of library and/or archives

Major Australian conferences and seminars The trust joined with the State Library of Tasmania Conferences attended by Tasmanian librarians, archivists and to fund a public seminar at Kingston Library with and seminars library and archives workers with support from Australian writer David Metzenthen in August 2007. the Sir John Morris Memorial Trust Fund in He provided a session which ranged across a wide 2007–08 included: spectrum of literature for children—not surprising considering the majority of his books are targeted at • Public Libraries NSW Country 2007 Conference teenagers. Feedback received from the sessions was at Merimbula, NSW in July 2007 very positive with parents, children and members • Australian Society of Archivists Annual of the public interacting with David about his Conference at Alice Springs, Northern Territory perspectives on writing and publishing for children. in August 2007 The trust also supported the visit to Tasmania of • Australian Law Librarians Conference at Sydney, international vocal sound effect storyteller Charlie NSW in September 2007 “the Noiseguy” Williams, from Seattle, USA, in November 2007. He spent a week in Tasmania • Records Management Association of Australasia performing nine public storytelling sessions at 24th National Convention at Wellington, NZ in venues across the state. The sessions were a September 2007 huge success with over 650 people attending the • Australian Library and Information Association storytime performances. Two workshops were also National Library Technicians Conference at presented for library workers, teachers and parents. Melbourne, Victoria in October 2007 Feedback given indicated that the workshops were inspiring, liberating and enjoyable for all who • Australian School Libraries Association Biennial attended. Conference at Adelaide, South Australia in October 2007 Forty-six funding allocations were made available by the Sir John Morris Memorial Trust Fund for • Victorian Automated Libraries Association 14th the 2007–08 year in accordance with the Trust Biennial Conference and Exhibition at Melbourne, Deed. The total amount of funding was $61,316.68 Victoria in February 2008 including travelling scholarships. The successful • Communities and Memories: A Global Perspective applicants prepared reports on their activities Conference at Canberra, ACT in February 2008 and also made presentations to gatherings of library and archives professionals. All reports are • Reading Critical: Developing Readers Conference at available on request from the secretary of the Melbourne, Victoria in April 2008 trust. Through this assistance, the trust has • Children’s Book Council of Australia 9th National continued to help raise the skills and knowledge Conference at Melbourne, Victoria in May 2008 of library and archives professionals and paraprofessionals throughout Tasmania. • Open Road Conference: Multilingualism and the Information Society at Melbourne, Victoria in May 2008 • Lifelong Learning 5th International Conference at Yeppoon, Queensland in June 2008.

Required Reporting – Other Annual Reports 49 The trust awarded one Sir John Morris Memorial and challenges faced by Library and Archives Canada Travelling Trust Travelling Scholarship in 2007–08 at a total in merging their archives and library institutions scholarships value of $10,000. The scholarship is awarded to including innovations in digital technologies and enable Tasmanian library and archives workers access provision. to visit Australian and/or overseas organisations that are recognised as outstanding in particular Successful scholarship awardees are required to fields of library or archives services, or that prepare reports on their activities at the conclusion provide opportunities to investigate new of their travel and also make presentations to services and programs. gatherings of library and/or archives professionals. The successful scholarship was awarded to Ms Jenny Jerome from the State Library of Tasmania to travel to Canada to gather information on the successes

The trust also administers the TM Crisp Memorial pursuits, including cricket, tennis and other notable TM Crisp Sporting Library Fund, which provides grants for the sporting works. No allocation was made in 2007– Memorial purchase of sporting books for Public and Reference 08 due to administrative difficulties. The trust will Libraries. The sum of $700 per annum has been carry the funds forward and will consider a larger Sporting made available from the fund to the State Library in allocation in 2008–09. Library Fund recent years for the purchase of books on sporting

Four meetings of the SLAT were held during the a conservative strategy with its portfolio, with Meetings reporting year; in August, November, March investments again returning a small capital increase and funds and June. in 2007–08 in spite of market fluctuations. In accordance with The Trustee Amendment I would like to express my sincere appreciation (Investment Powers) Act 1997, the trust is required to each of the members of the State Library to consider independent and impartial advice and Archives Trust, Ms Simone Bingham of the reasonably acquired for the investment of trust University of Tasmania, Mr Patrick Tierney of funds from a person who the trustee reasonably the Public Trustee, Mr Ian Pearce, State Archivist believes is competent to give advice. The Tasmanian and Ms Siobhan Gaskell, Director Library and firm Shadforths Ltd, which was appointed in 1999 Information Services for their ongoing dedication by the trust to provide financial investment advice and contribution to the success of the trust. I also and brokerage services, has continued to work with offer my sincere appreciation to Mr Ray Sakaris, the trust in allocating investments across a range Ms Maxine Turner and Ms Julie Mazengarb for their of investment managers. The trust has followed excellent administrative support to the work of the SLAT.

Shirley Abel Chairperson

50 Required Reporting – Other Annual Reports Allport Library and Museum of Fine Arts Annual Report

The mission of the Allport Library and Museum of • providing maximum access to the collection Fine Arts is to ensure that Henry Allport’s bequest within the limits of preservation and security is highly valued and enjoyed by its beneficiaries, the considerations people of Tasmania, and is recognised for its major • maintaining the highest standards in collection contribution to Australia’s heritage. development and service The values and principles which support that • encouraging the Tasmanian community to mission are: participate in the development and preservation of the collection.

A key component of the Community Knowledge The activities of the Allport Library and Museum of Heritage and Network strategy brings together the Heritage Fine Arts are defined in the following areas of the Tasmanian Collections of the State Library of Tasmania (the 2006–08 Allport Business Plan: Tasmaniana Library, the WL Crowther Library and • awareness of the collections and community Information the Allport Library and Museum of Fine Arts) and involvement Service merger the Archives Office of Tasmania (AOT) to create a new cultural knowledge service. The Heritage • access to the collections and Tasmanian Information Service (H&TIS) • conservation and preservation of heritage combines the resources and expertise of Archives materials. and Heritage to provide the public with easy and integrated access to the millions of items in their collections. Allport will continue to be the major exhibition space within the State Library.

Exhibitions and displays Skills, opened the National Museum of Australia’s Awareness of travelling exhibition Behind the Lines: the Year’s Best the collections Three major exhibitions were presented during the Cartoons. The cartoonist Jon Kudelka also spoke at year. The exhibition Bright and Beautiful: Creatures the opening with an entertaining computer-based and community Great and Small, was opened on 1 August 2007 display of his talent. The exhibition continued until involvement by Dr David Pemberton, who was, at the time, 28 June 2008. Curator of Antarctica and Southern Ocean at the Tasmanian Museum and Art Gallery. The exhibition Exhibition program review featured original lithographs illustrating the zoological and ethnographic work achieved during The exhibition program of the State Library of the first and second voyages around the world by Tasmania is currently being reviewed to assess Dumont d’Urville, the greatest French navigator of its relevance in the context of the Community the mid-nineteenth century. This popular natural Knowledge Network strategy. history exhibition closed on 24 November 2007. The review commenced in December 2007 with The summer exhibition, Tasmanian Regattas: Boats, a facilitated workshop, followed by a second Bathers, Bonnets and Beer, was open to the public workshop in March 2008. from 12 December 2007. The exhibition featured Both workshops drew on a wide range of staff high quality reproductions of photographs from the across all sectors of the organisation for their collections of the Archives Office of Tasmania as experience, knowledge, skills and interest in the well as posters and ephemera from the Heritage exhibition program. Collections recording the social history of regattas in Tasmania, in particular the Royal Hobart Regatta. The review is expected to be completed in 2008–09. On 16 May 2008, the Hon. David Bartlett, then Deputy Premier and Minister for Education and

Required Reporting – Other Annual Reports 51 On Threatened Species Day, 7 September 2007, four conference and the commencement of a more Promotion, talks were held in the Allport Library in conjunction specialised two-day seminar on useful knowledge publicity and with a display in the State Library foyer organised and vernacular literature held at the university. by the Threatened Species Unit of the Department public programs of Primary Industries and Water. A small display of The travel section of the RACT organised an thylacine images from the Allport collections and a afternoon tour led by Gordon Brown, of the ABC’s skin and skull from the Tasmanian Museum and Art Collectors, of three Hobart museums including Gallery also featured in the Allport Library. Allport on 13 December 2007. On 6 February 2008, the ABC filmed a segment in Allport on On 10 October 2007, a group of international ‘Fakes and Reproductions’ for Collectors. The delegates to the meetings of the Commission segment was shown on 9 May 2008. for the Conservation of Antarctic Marine Living Resources (CCAMLR), together with CCAMLR The Royal Hobart Regatta Association and the staff, visited Allport for a special viewing of the Bright Australian Defence Force hosted the media launch and Beautiful exhibition. of the 170th Anniversary Regatta in the Allport Gallery on 6 February 2008. The Cruising Yacht In early November 2007, the Bibliographic Society Club of Tasmania held its monthly meeting in of Australia and New Zealand held its annual Allport to view the Tasmanian Regattas exhibition on conference in Hobart. There were two related the evening of 1 April 2008. events in Allport: a reception for members of the Australian Library and Information Association As recipient of a State Library Research Fellowship and for delegates to the conference; and a lecture for 2007, Dr Arabella Teniswood-Harvey surveyed presented by Emeritus Professor Rod Thompson the papers of Henry Allport in the manuscript from the University of Tasmania, a bridging event collection (concentrating on his role as a pioneering between the end of the Bibliographic Society collector and historian of Tasmanian art).

There were 7,542 visitors in 2007–08, compared Loans Access to with 9,073 in 2006–07 (a decrease of 17 per cent) collection items and 6,978 in 2005–06. The unusually high figure The Historic Houses Trust of New South Wales in 2006–07 was the result of the extraordinary borrowed a bound volume containing ten rare popularity of the Alice at the Allport exhibition during pamphlets by George Peter Holford on matters the Ten Days on the Island festival in 2007. relating to convicts and transportation, published in the 1820s. Two of the pamphlets—each one on Staff responded to 423 enquiries (315 reference show for twelve months—were displayed in the and 108 directional) from members of the public, Convict Hulks: Life on the Prison Ships exhibition at tourists, academics and other researchers—a the Hyde Park Barracks Museum, which opened decrease of 7 per cent on the previous year. on 9 August 2007. Researchers used 174 collection items—books, pamphlets, manuscripts, photographs and works of art. Staff provided talks and other services to a wide range of special-interest groups such as Lindisfarne and Kingston Schools for Seniors and Probus Clubs. Schools, which visited the collection included students from Claremont and Hobart Colleges, Mount Carmel College and Fairview Primary School. There were requests for copies of 321 collection items, most as digital files. While some were for private research and enjoyment, 239 of these images were requested for reproduction by 111 institutions and individuals in books, reports, theses, brochures, signs, exhibitions, television and film documentaries and websites.

52 Required Reporting – Other Annual Reports Books and manuscripts: • Rotten Row by CFL Allport. 1910. Watercolour Acquisitions Sertum Anglicum seu Plantae rariores quae in hortis • Mount Wellington, Hobart by John Skinner Prout, of note juxta Londinium... by Charles-Louis l’Heritier de undated. Oil on canvas Brutelle. Paris, Didot, 1788–1792/1800. This volume contains the first scientific description and • [Versailles] by CFL Allport, undated. Watercolour illustration of the eucalyptus, from a specimen • Old Tasmanian Doorway by Joseph Goodhart, 1933. collected on Bruny Island in 1777 during Cook’s Etching third voyage. • [Red and white billardieras] by Nell Frankcombe, ‘Ten years in exile, comprising a True and Faithful 1986. Watercolour Narrative of My illegal arrest, imprisonment, trial, condemnation and Exile without Judge, or jury, • View of Mount Wellington from Risdon, 1875. Oil on Justice or law, together with Eighty-two American canvas. citizens...’ by William Gates, c.1849. This is the Decorative arts and objects: most substantial surviving original manuscript by any of the so-called ‘Canadian Patriots’ who were • Ruby and crystal glass mug (souvenir of the transported to Van Diemen’s Land in 1840. Hobart Regatta 1909) Fine arts: • Glass bowl, Anglo-Irish, c.1800 • Macquarie Creek, Hobarton by John Skinner Prout, • Silver christening mug, 1859, engraved ‘Curzona [184-]. Watercolour Frances Louise’ • [European street scene] by CFL Allport, undated. • Jug, Minton, c.1849, with metal lid Watercolour • Cedar bookcase, c.1850 (donated by Mr and Mrs • [European laneway] by CFL Allport, undated. T. Murdoch). Watercolour • [House and lake] by CFL Allport, 1927. Watercolour • The Gardens at Nimes [2] by CFL Allport, [c.1900]. Watercolour

Required Reporting – Other Annual Reports 53 The management committee continues to support A total of 345 records have been completed Conservation the conservation and maintenance of the collection with details of collection, object name, maker (or and preservation by allocating up to 25 per cent of its annual income attribution), manufacture (date, place and medium), of the collection from the Endowment Fund and from interest dimensions, object details (inscriptions, description, earned for conservation treatments especially interpretation, references), acquisition (including for future for fine and decorative arts pieces for which the date and provenance), exhibition history and generations necessary expertise is accessible only through condition and conservation. Permanent storage conservators in private practice in Tasmania and locations for each object or set of objects have interstate. In 2007–08 the committee funded: been determined, as well as locations for objects on • treatments of thirteen items from the ceramics temporary and long-term display. collection by 3D Conservation Environmental control • repair of four items of furniture by the Tasmanian Museum and Art Gallery’s Heritage Furniture The control of temperature and humidity has been Restoration Unit improved by the installation of two heat pumps in public areas in Allport as well as in storage areas. • treatment of one oil painting, Lake St. Clair by These are independent of the main air-conditioning George Dinham, by the Centre for Cultural system for the remainder of the State Library. Materials Conservation at the University of Melbourne. Valuation The committee notes, however, that access to The Department of Education agreed in 2006 the services of the few freelance conservators in to support a valuation of the Allport collections. Tasmania is becoming increasingly difficult, especially The principal contractor for the valuation was Mr with the departure from Tasmania of a specialist Simon Storey. Mr Storey is a Sydney-based valuer ceramics conservator in early 2008. who has had wide and long-standing experience in valuing cultural collections including the State Ceramics database Library of New South Wales, the National Gallery The project to catalogue the ceramics collection of Australia, the National Museum of Australia, which began in October 2006 continued until 31 the Australian War Memorial and the Tasmanian December 2007. Since the time of Henry Allport’s Museum and Art Gallery. He was assisted in valuing original purchases, there have been significant the books and manuscripts by Mr Peter Tinslay, developments in the identification of ceramics who is the proprietor of the Antique Bookshop through archaeological evidence and scholarship. and Curios (Sydney). The valuation was conducted during site visits from 17 to 25 July 2007.

Management Membership of the committee is unchanged: committee • Mr John Upcher, chairperson (nominated by the • Dr Keith Adkins (appointed by the Minister for trustees of the estate of Henry Allport) Education) • Ms Amanda Wojtowicz (nominated by the • Ms Siobhan Gaskell, Director, State Library of trustees of the estate of Henry Allport) Tasmania (nominated by the Secretary of the • Dr AV Brown, Trustee of the Tasmanian Department of Education). Museum and Art Gallery (nominated by the Board of Trustees) John Upcher Chairperson

54 Required Reporting – Other Annual Reports Tasmanian Home Education Advisory Council Annual Report

The role of the Tasmanian Home Education • respond to community concerns about home Role Advisory Council (THEAC) is to: education • provide policy advice and information to the • maintain liaison with other agencies on matters Minister in relation to home education regarding home education • be responsible for adequate monitoring of home • organise ongoing support and assistance to home education and to advise on the adequacy of educators. individual programs of home education • provide a reference point for inquiries regarding home education

THEAC consists of six members appointed by the Minister (three nominated by home educators and three Membership nominated by the Minister). The 2007 membership was:

Mr Ed van Galen Home educator nominee (chairperson) 1/1/2004 Ms Anne French Ministerial appointee 31/10/2005 Mrs Sally Mineur Home educator nominee 1/1/2006 Mr Ian Henderson Ministerial appointee 1/7/2006 Mrs Sue Robb Home educator nominee 1/11/2006 Mr Peter Norton Ministerial appointee 1/1/2007

Employees THEAC employs a part-time administration officer and two part-time monitoring officers. Administration officer Office base The key function of the administration officer is to 23 Canning Street, provide administrative support and information to Launceston, Tasmania 7250. THEAC and to execute THEAC decisions. Phone/Fax: 6334 5381 Monitoring officers Email: [email protected] Website: www.theac.org.au The key function of the monitoring officers is to assist THEAC in the monitoring of home education according to established THEAC policies and practices.

Required Reporting – Other Annual Reports 55 Context • Monitoring should be unobtrusive and sensitive Charter Home education occurs when parents choose to to differing beliefs and practices, and be assume responsibility for planning, implementing and undertaken in a spirit of collaboration, support evaluating their children’s learning program from and assistance. the home base. THEAC was established by the • Home educating parents should be free to Minister to assist in the management and support of choose from a wide variety of resources, home education in Tasmania. The role of THEAC commercial programs and curriculum materials is to provide policy advice and information to the in line with their educational values and beliefs. Minister in relation to home education. • THEAC should not favour any particular home THEAC accepts responsibility for monitoring new education program or curriculum materials. and ongoing home education programs for families • THEAC should maintain its independence from who have registered for home education and have the Department of Education, and from any made themselves available for the monitoring other government agency or non-government process. In addition, it provides a reference point affiliation, and be directly responsible to the for queries, responds to community concerns, and Minister. maintains liaison with other agencies about home education. THEAC is not responsible for families Operating principles who withdraw their children from school, or do not The employees and members of THEAC operate send their children to school and have not applied according to the following principles: for home education. • closely apply the home education Charter in Beliefs and values relation to their work THEAC members believe that: • maintain a non-intrusive and professional point of reference for all home education queries • All children are entitled to receive an adequate and appropriate education, including students • ensure that all families registered with THEAC who are being home educated. are adequately monitored in a collaborative manner according to THEAC procedures • Home education is an excellent educational option for many children. • maintain accurate records of matters pertaining to THEAC’s business • Home education should continue to be recognised and supported as a legitimate option • ensure liaison with other agencies and for education in Tasmania. professionals involved with home educators • All matters relating to individual circumstances • respond quickly to inquiries raised about home of home educators should be maintained in education either in general or in relation to accordance with the requirements of privacy individual circumstances legislation. • provide accurate and timely information and policy advice to the Minister, as appropriate.

56 Required Reporting – Other Annual Reports Meetings • THEAC worked with the Tasmanian Report on THEAC conducted nine regular meetings during Qualifications Authority to develop procedures council activities the year. The main function of the meetings was to to assist home educating parents meet the for 2007 consider the monitoring reports relating to home requirements of the Youth Participation in educators’ programs and new applications for home Education and Training (Guaranteeing Futures) education. Two workshops were held to discuss the Act 2005. administration and management role and function • A need for a formal complaints process was of THEAC, and to review and update policies and identified and a review was commenced. procedures. THEAC maintained liaison with the Minister throughout the year. The Minister attended • THEAC decided that parents would be asked to the June 2007 meeting to meet council members provide relevant medical certificates/reports if and staff and to discuss issues raised by both the a child’s medical condition was reported to be Minister and THEAC. impacting on a home education program. Registration and monitoring • THEAC’s policy for a non-registered parent to During 2007, the parents of 180 children applied access copies of family monitoring reports was for registration as home educators through reviewed and amended. THEAC. Together with families with ongoing home • In light of the Education Act 1994, Part 2, 17 (4), education programs, monitoring reports for 448 (4A), (4B) and the THEAC Handbook Page 9, 4.2, children from 271 families were prepared, including THEAC confirmed that registration for 16 year- 17 self-reports. A total of 526 students from 292 old children could only be accepted from families families were registered with THEAC as at with an existing home education program for 31 December 2007. that child. Policy and procedure issues • THEAC agreed to consider staggering • The administration officer continued to maintain membership terms and succession planning for administrative procedures for THEAC and the next chair. support for home educators. • THEAC developed a new registration procedure • The monitoring officers visited families statewide to be implemented in 2008. The procedure will as requested by THEAC and presented reports involve: on these families to THEAC for consideration. o providing a new Information on Home Education THEAC members assisted with the monitoring Registration document to families following process as required. their initial enquiry about home education

• THEAC received 243 requests for its information o providing families who wish to proceed with kits during the year. registration with a new Application for Home • The Minister’s office and relevant Learning Education Registration form requiring a certified Services continued to be advised regularly of copy of their child/ren’s birth certificate/s and families who had either registered for or ceased an outline of the proposed program home education. o requesting families to provide reports prior to • All THEAC insurances were reviewed and each monitoring visit confirmed to cover all relevant requirements. o including two new sections in monitoring • The THEAC Handbook was reviewed and report forms. These are to be: (a) Planning updated at the September workshop. and research undertaken by the family and (b) Career planning. • Implementation of the Department of Education Pathway Planning for Years 8 and above was • THEAC identified a need for employing a casual discussed and a procedure put in place to administration officer in addition to the existing make available any suitable resources to home part-time administration officer. educating families.

Required Reporting – Other Annual Reports 57 Monitoring policy and procedures Support for home educating families • THEAC decided that members will attend • THEAC negotiated with the University of monitoring visits on an occasional basis, usually New South Wales for direct access by home with a monitoring officer, in order for members educators to their popular competition program. to maintain a thorough understanding of THEAC’s monitoring function. • Information from SCOPE (Southern Career Opportunities through Partnership and • Council reviewed its monitoring policy and Enterprise) was made available to home procedures and determined that family self- educating families. reporting is to be offered only in special circumstances. Due to increased monitoring • Home educating families took advantage of the requirements, the increase in load for the Worldskills Australia Try’A Trade event. monitoring officers was initially absorbed by • The THEAC Information Kit was reviewed, allocating extra officer hours. existing data updated and relevant information • THEAC investigated new mobile phones [Next added including information on Natural Learning. G] for monitoring officers as CDMA was due to • Many home educators continued to use cease in 2008. resources from the Department of Education’s Public and professional relations Distance Education Tasmania to supplement their programs. • A questionnaire was sent to 177 former home educated children. Twenty-nine completed • Forty-seven home educated students registered questionnaires were returned, with 25 returned for the Department of Education’s 2007 Literacy as ‘left address’. and Numeracy Monitoring program. • THEAC maintained liaison with various • Five newsletters were published for home government departments, in particular the educators over the year and provided on the Department of Education Learning Services, in THEAC website. These newsletters provided carrying out its support for home educators. information updates and were used to continue a supportive liaison between THEAC and home • THEAC continued to disseminate information educators. both within the community at large and the community of home educators throughout the • THEAC initiated plans for a statewide home state. educators’ get-together at Ross in National Home Education Week in 2008. • Notices about home education were placed in the Back to School Supplement in regional • THEAC Work Experience brochure was newspapers at the beginning of the year. reviewed and updated. Insurance issues were clarified. • THEAC members and staff attended both the northern and southern National Home • THEAC commenced identifying the implications Education Conference in Tasmania. THEAC also of the federal election outcome in relation to arranged for an ex-THEAC member to conduct home educating families. a workshop at both. Financial report • Home educator get-together information THEAC now utilises the services of an accountant sessions were well attended in November in to prepare relevant financial documents with both Launceston and Hobart. a THEAC member maintaining the treasurer’s • Various articles on home education in position. Triennial funding for the periods 2007– community and daily newspapers were 2008, 2008–2009 and 2009–2010 were negotiated supported by THEAC. and confirmed. An audited financial report for the period July 2006 to June 2007 has been presented to the Minister.

Ed van Galen Chairperson

58 Required Reporting – Other Annual Reports Schools Registration Board Annual Report

The Schools Registration Board (SRB) was educational standards determined by the Minister Establishment established on 1 July 1995 under Part 5 of the for Education. In addition, it must assess and and function Education Act 1994. The board is an independent determine applications for: statutory body with its composition and powers (a) the registration of new non-government schools defined under the Act and its supplementary Regulations. Its primary function is to ensure (b) the renewal of the registration of existing that non-government schools comply with the schools.

Members of the board are appointed by the Minister (Education Act 1994 section 45 (1–3)) and as of 30 June Members 2008 included:

Mr Arnold McShane Chairperson Ms Sharyn Lidster Department of Education Mr Kevin Hussey Organisations representing registered schools Mr Neil Rowcroft Organisations representing registered schools Ms Angela Briant Organisations representing teachers of registered schools Ms Gillian Unicomb Organisations representing teachers of registered schools Mr John Butterworth Catholic Education Mr Stuart Elliss Organisations representing parents of children at registered schools

The matters on which the Minister may determine (e) the kinds of students to attend a school Standards for a standard are contained at section 53(1) of the Education Act 1994 and have been revised as a result (f) the enrolment and attendance procedures of a the registration school of schools of the amendments to the Act proclaimed on 1 January 2004. (fa) the financial viability of a school The standards for registration are: (fb) the governance of a school (a) the proposed curriculum of a school (fc) the impact of a new school on other schools (b) the qualifications required of teachers at a (fd) the grievance process school (g) any other prescribed matter. (c) the facilities to be provided at a school The only ‘prescribed matter’ to date is a Code of (d) the minimum number of students to attend Conduct for employees. a school

The board met five times in 2007–08 when it policy issues. All meetings were held in Hobart. Board meetings considered matters relating to applications for new The meeting dates in 2007–08 were 3 July 2007, 28 schools, changes to registration and reviews of August 2007, 19 November 2007, 11 March 2008 existing schools, as well as other procedural and and 13 May 2008.

Required Reporting – Other Annual Reports 59 For a current list of non-government schools in The board will make determinations on the Registration Tasmania see: re-registration of these schools at its July and of schools http://www.srb.tas.gov.au/Schools/schoollist.htm. September 2008 meetings. 1. Application for a new school 3. School closures/amalgamations There were no applications for new schools in There were no closures or amalgamations 2007–08. in 2007–08. 2. Review of registered schools 4. Changes to registration In Tasmania, there are 69 registered schools. Seven Schools are required to notify the Schools of the schools have additional campuses in other Registration Board of any significant or notifiable parts of the state; of these, three have more than changes in relation to their registration details. one additional campus. In November 2003, the Schools Registration The following schools were reviewed between July Board determined that, in order to fully consider and December 2007 and January and May 2008: proposals to change registration, schools are to • Circular Head Christian School, Smithton notify the board six months before the intended change is to take place. • Eastside Lutheran College, Warrane • Geneva Christian College, Latrobe The following changes were considered by the board in 2007–08: • Giant Steps Tasmania, Deloraine • Guilford Young College, Glenorchy • Hilliard Christian School, Moonah Seabrook Application to Christian relocate Launceston approved • Immaculate Heart of Mary School, Lenah Valley School campus • Lady Gowrie Kindergarten, Battery Point • Larmenier School, St Leonards Change of ownership The Kinder – C Williams, • Launceston Prep School, Launceston approved Cottage Stepping Stones • Oakwood School, Glenorchy, Newstead, Children’s Services East Devonport Tarremah • North West Christian School, Penguin Application to offer Steiner approved • Sacred Heart College, New Town Years 9 and 10 School • Sacred Heart School, Ulverstone • St Finn Barr’s School, Invermay Application to change name to St approved On consideration of reports provided by the review Aloysius Catholic panels on the schools, the board approved the re- St Aloysius College registration of these schools for periods up to six School Application to add years. to be year levels and determined The following schools were reviewed between May campus and June 2008: • The Friends School, North Hobart • St Thomas More’s School, Newstead • Our Lady of Mercy School, Deloraine • St Patrick’s School, Latrobe • Dominic College, Glenorchy

60 Required Reporting – Other Annual Reports 1. National conference 2. Bulletin to schools Policy, A National Conference of Managers of Non- In January 2008 the chair, in a bulletin to schools, operational and Government Schools Programs was held at outlined: procedural Brisbane, in October 2007. issues The annual conference of managers provides an • the use of the Handbook as a practical tool for important forum for the discussion of developments schools being reviewed of national interest in the registration and funding of • a reminder of the requirements of the Grievance the non-government education sector. The issues Process Standard considered at the 2007 conference included: • the need to be aware of schools’ OH&S • strategies for monitoring ongoing compliance obligations with registration criteria, including school improvement planning • that all schools are now required to have a • issues around supplying feedback and documented review and development process in recommendations to schools place • issues arising from the ongoing registration of • that LOTE remains a part of the Curriculum Australian Technical Colleges Standard • governance and financial accountability • that the SRB recommends that the outcomes of • internal and external complaints processes reviews, as detailed in review reports, be shared • parameters for registering non-traditional with the school community. schooling options. Arnold McShane Chairperson

Statement of Expenditure revenue and Salary costs, including sitting fees $74,300 expenditure Meetings $381 Miscellaneous $1,655 1 July 2007 Travel $4,048 to 30 June 2008 Total expenditure $80,384 Total allocation $84,338

Janine Romaszko Registrar

Required Reporting – Other Annual Reports 61 Asset Management/Risk Management

Assets are managed within whole-of-government • progressing initiatives to identify, rank and Asset policies and guidelines. Key strategies for the mitigate risks within the context of the management effective and efficient use of assets include: government’s overall risk management strategy • optimising the use of built resources to support • progressing towards industry best practice in the provision of a range of educational programs procurement practices and full compliance with and curriculum choices at dispersed sites Treasury requirements • providing capital funding for building • maximising the responsible use of facilities, improvements, equitably and according to facilitating partnership agreements for sharing priorities, ensuring appropriate standards of facilities, and using community and shared accommodation to support best practice in facilities where appropriate service delivery • supporting the Asset Strategy Steering • optimising maintenance effort through Committee to provide strategic oversight and strategic management and managing resources direction in asset management in accordance with statutory obligations, • oversight of the Strategic Asset Management Plan occupational health and safety, optimum service (SAMP). delivery and asset retention

Risk management activities are governed by activities. Parents are required to meet such costs. Risk the department’s Risk Management and Audit Workplace learning students are also covered in management Committee. The committee includes senior respect of general liability claims brought against them. stakeholders from a cross-section of the Key risk management initiatives during the year department’s management areas and Learning included: Services and one external member. It is chaired by the Secretary. • The development and implementation of a departmental risk management strategy, which The Tasmanian Risk Management Fund (TRMF) identified key risks and outlined a risk management covers all the department’s insurable risks including framework. workers’ compensation, general liability and • The development of risk management plans to property damage. Contributions to the fund for counter threats to critical activities. 2007–08 totalled $6.58 million, including $5.39 million for workers’ compensation and $556,000 for • The provision of advisory services to raise the loss of and damage to facilities. risk management awareness throughout the department, as well as the development of a The Property Protection Scheme is a self-funded number of risk management plans in schools and ‘pool’ that covers schools and colleges’ costs for business centres. damage and loss of facilities and contents. • The ongoing development of the department’s risk Students are not insured for the cost of injuries management website. suffered in school-based activities except for • Participation in the Tasmanian Government’s students engaged in vocational education and Influenza Pandemic Management Strategy. training, workplace learning or special learning

ICT risks are managed within a whole-of- Access from outside the departmental network is ICT risk government framework, and are supported by restricted, and a range of access levels are set for management department policies and guidelines. The following staff, students and the public to ensure that access key strategies enable effective and efficient use of to information is limited to a ‘needs-only’ level. the ICT system. Risks to confidentiality, integrity and availability are Backups of all systems occur regularly to minimise identified, and mitigation strategies implemented the risks of losing data, with backups stored where appropriate. offsite. High availability options are considered for critical systems, with specific redundant hardware components in servers included as a minimum requirement. Disaster recovery plans are tested for several major systems on a rotational basis.

62 Required Reporting – Asset Management/Risk Management Climate Change The Department of Education is responding to the all corporate offices, libraries and adult education challenges associated with climate change and has centres which focus on using energy in a more developed a number of initiatives aimed at reducing efficient manner. its greenhouse gas emissions in line with the • An Environmental Management Steering Tasmanian Framework for Action on Climate Change. Committee is being established with broad Key elements of the department’s initiatives include: representation from within the Department of Education to consider the mechanisms required • Corporate buildings and associated operations for raising awareness of climate change within have already undergone a greenhouse gas the department, leading towards a ‘best practice’ emissions audit to determine the baseline carbon approach to climate change. footprint and this will now extend to schools and libraries. • In Tasmania, the Australian Sustainable Schools • An Energy Saving Guide, which focuses on Initiative (AuSSI TAS) program was piloted in 12 developing a step-by-step approach to energy Tasmanian schools, all of which are focusing on saving initiatives, was distributed to schools and developing individual sustainable Environmental workshops have been held around the state to Management Plans. assist schools in getting started with developing • The department is developing and delivering their energy saving plans. The department AuSSI TAS outcomes in collaboration with has also introduced a new ‘incentive based’ the other education sectors, the Department energy funding model which will provide better of Environment, Parks, Heritage and the Arts opportunities for schools to make long-term (DEPHA), and a significant range of other commitments to energy savings. key stakeholders from government and non- • An audit tool was developed to assist schools government sectors, and aims to extend the in completing a full assessment of their current program to a further 70 schools in 2008. energy usage and identify their carbon emissions • The department’s long-term vision is for all associated with energy usage. Tasmanian schools and their communities to be • A web-based monitoring tool was launched which sustainable with students having the opportunity allows schools to set and monitor targets for to learn and achieve the highest outcomes in a reducing consumption of energy, water and waste. personalised learning program drawn from the areas of the curriculum. • A number of information workshops highlighting the impact of climate change and focusing on • Examples of some of the initiatives developed so engaging employees to deal with climate change far in the pilot schools include: at the local level were held in Hobart, Devonport o outdoor classrooms and learnscapes and Launceston and further workshops are o composting and gardening practices planned in 2008. o rubbish free lunches and lunch boxes • The Kingston High School project is well into the planning stage with the key focus being to achieve o paper recycling practices and rethinking a 5 Star Green Star rating on the new facilities. water usage • A 5 Star Green Star rating requirement will also o energy and biodiversity programs be included in planning for new school facilities o edible gardens incorporating seed-to-plant at Bridgewater and any new school construction programs, adopt-a-patch and organic orchards. projects in the future. As the key organisation charged with educating • The current vehicle replacement/purchase our children and our community, the actions of program of non-compliant department vehicles the department have the capacity to have far will be completed within the next 12 to 18 greater impact than just reducing the department’s months. As at 30 April 2008, 75 per cent of the carbon footprint. Our goal is to engage the department’s fleet complies with the agreed wider community in programs designed to deal greenhouse ratings. with climate change at the local level and build a • The department commenced the implementation sustainable future for our children. of green procurement practices. This includes specific tenders for solar panels and low voltage lighting as well as office and computer equipment and capital works. • Energy management plans are being developed in

Required Reporting – Climate Change 63 Pricing Policies/Administered Payments The department has some limited service-delivery The department maintains a Fees and Charges Pricing policies activities that require pricing of goods and services. Manual that provides information on the fees and In accordance with the government’s policy on fees charges for which the department is responsible. and charges, the department is working towards These are subject to ongoing review. pricing models which are generally based on full cost-recovery and/or commercial rates. Fees and charges subject to the Fee Units Act 1997 were revised and gazetted in accordance with the provisions of that legislation on 31 March 2008.

Administered The department administers certain grant and Non-government schools: Grants subsidy programs, which are outlined below. The program covers the cost of grants which are payments Accommodation allowance for tertiary distributed to registered non-government schools in students accordance with Part 5, Division 3 of the Education Act An allowance is paid to eligible full-time tertiary 1994 and Part 6 of the Education Regulations 1995. students, whose parents are residents of Tasmania, Non-government schools: Special to assist with accommodation expenses when they needs funding are required to live away from their primary place of These grants are provided to enhance learning support residence to undertake their chosen course of study. for students with high and/or additional needs. In 2007–08, an allowance of $1,050 was paid to Non-government schools: Premier’s eligible students receiving Youth Allowance or Reading Challenge other equivalent Australian Government benefits, and to students approved under the special family The Premier’s Reading Challenge aims to promote provisions of the scheme. a love of reading and to engage students to read, to read more and to read more widely. The Challenge Australian Government grants to is a proven strategy that will help to promote to non-government schools young students, their parents and the community This grant program relates to Australian that literacy and reading is an essential life skill. Government funding for non-government schools. Non-government schools: Student assistance These funds are administered on behalf of the Australian Government Department of Education, These grants enable schools to support students Employment and Workplace Relations (DEEWR) in need to meet the costs of educational supplies, and, upon receipt, are forwarded to non- spectacles, and special bursaries. government schools. Australian Government Investing in Non-government schools: Capital assistance Our Schools These grants provide funding to non-government The Australian Government Investing in Our Schools schools and non-government school authorities for program provides funding for schools and school assistance with eligible capital projects in accordance associations to purchase equipment or undertake with sections 64–70 of the Education Act 1994. An projects to improve and enhance the educational additional $50,000 has been allocated to this program amenity of schools. Funding is for both government in 2008–09 with indexation based on the Building and non-government schools and the program will Price Index to apply from 2009–2010 onwards. be completed in 2008–09.

Administered payments: Expenditure Program Expenditure $ ’000 Australian Government grants to non-government schools 132,741 Non-government schools: Capital assistance 1,000 Non-government schools: Grants 39,663 Non-government schools: Special Needs Funding 390 Non-government schools: Premier’s Reading Challenge 81 Non-government schools: Student assistance 335 Australian Government Investing in Our Schools 9,565 Total 183,775

64 Required Reporting – Pricing Policies/Administered Payments Loss and Damage/Debts Written Off

The department suffered the total loss of the and motor vehicles are subject to loss and damage Loss and Bridgewater High School due to arson in October arising from many different causes. damage 2007. The department was covered against the loss by the Tasmanian Risk Management Fund, and Under the department’s asset management policy, education facilities will be re-built in the local area. responsibility for the management of facilities rests with individual site managers who are well There is always the potential for general liability positioned to identify and manage priorities in a claims arising from the department’s activities to cost-effective manner. be brought against the agency. Facilities, contents

Summary of claims lodged with the Tasmanian Risk Management Fund in 2007–08 Item Number of claims Total value of claims $ General property 3 33,312,326 General liability 7 165,089 Motor vehicle 38 73,042 Personal accident (for volunteers and students 4 11,06 4 engaged in workplace learning activities) Transit/removal 1 560 Other 0 0 Total 53 33,562,081

The department operates the Property Protection Scheme, a self-funded pool that provides financial Property assistance to schools and colleges for loss of and damage to facilities and contents. Protection Scheme Summary of claims for 2007–08 Number of claims lodged 798 Total value of claims $884,662 Highest valued claim — Campbell Town District High $50,000 School – Storm and tempest Number of schools lodging claims 119 Average cost per claim $1,109

Debts Category Number of debts Amount $ written off Minor debts up to $50 29,699 124,521.33 Minor debts between $50 and $500 274 23,187.94 Debts over $500 18 35,161.10 Sub-total 182,870.37 School debt write-offs 183,088.29 Total 365,958.66

Required Reporting – Loss and Damage/Debts Written Off 65 Major Capital Projects

Total cost Major capital Project Type projects $’000 Provision of a new transportable building Claremont Young Mothers’ completed accommodating a general learning area and children’s 389 Program during 2007–08 activity area Construction of a new general purpose room and two Forth Primary School 700 new general learning areas Glen Dhu Primary School Redevelopment of outdated general learning areas 1,302 Phase 1 of redevelopment of general learning areas as a Lansdowne Crescent response to the government’s commitment to reducing 250 Primary School class sizes Lansdowne Crescent Redevelopment of existing original classrooms, library 1,088 Primary School and resource areas Redevelopment of contemporary primary school Mayfield Primary School 3,635 facilities in Launceston’s northern suburbs Phase 1 of redevelopment of general learning areas as a Mount Stuart Primary School response to the government’s commitment to reducing 604 class sizes Construction of a new library and canteen; Mount Stuart Primary School redevelopment of existing administration area and 1,650 classrooms; construction of one additional classroom Construction of additional classrooms as a response to Brighton Primary School the government’s commitment to reducing class sizes 372 (over four years) Construction of additional classrooms as a response to Montagu Bay Primary School the government’s commitment to reducing class sizes 162 (over four years) Replacement of existing terrapin classrooms with new Spreyton Primary School 1,225 general learning areas St Helens District High School Refurbishment of outdated general learning areas 1,474 Refurbishment of existing classrooms to provide Wynyard High School general learning areas for Years 7 and 8 and provide 1,851 contemporary features Total 14,702

66 Required Reporting – Major Capital Projects Ongoing major Facility Project Estimated Estimated Estimated total cost cost to completion capital projects $’000 complete year $’000 Funding provided for the redevelopment of existing original classrooms to provide Huonville classrooms for Years 7 and 8 and 2,338 2,168 2009 High School provide contemporary features. In addition, a multi-purpose learning space will be developed to enhance the catering facilities Establishment of a new high Kingston Education school in Kingston catering for 30,000 28,005 2010 Project 700 students in Years 7 to 10 Provision of contemporary Rocherlea Primary primary school facilities in 4,080 3,769 2009 School Launceston’s northern suburbs Funding is provided for the New Norfolk redevelopment of existing 2,591 2,253 2009 Primary School learning spaces and amenities Redevelopment of early childhood building and Snug Primary School 1,916 1,375 2008 redevelopment of the administration area Establishment of a contemporary 3,585 3,107 2009 Southern Support learning centre for students with School and Inclusive disabilities and inclusive education Training Facility training facility Construction of a new general Taroona Primary purpose hall and redevelopment 1,711 1,545 2009 School of administration area Deloraine Primary Provision of a general purpose 808 500 2008 School hall Construction of new residential Northern Student accommodation at Newstead 4,300 4,000 2009 Accommodation College, Launceston Springvale Hostel Additional accommodation 1,430 1,333 2009 Total 52,759 48,055

Required Reporting – Major Capital Projects 67 Contracts and Tenders

Summary of participation by local businesses: contracts >$50,000 (ex GST) (including consultancies)

Totals Total number of contracts awarded 127 Total number of contracts awarded to Tasmanian businesses 118 Total value of contracts awarded $39,624,711 Total value of contracts awarded to Tasmanian businesses $34,046,136 Total number of tenders called and/or quotation processes run 110 Total number of bids and/or written quotations received 593 Total number of bids and/or written quotations received from Tasmanian businesses 563

Contracts >$50,000 Information and communication technology >$50,000

Period of Value of Contractor Location Description contract contract $ Supply of LAN switching PK Business Advantage Hobart, Tasmania 10/07 – 9/11 800,000 equipment PK Business Advantage Hobart, Tasmania Supply of wireless LAN equipment 10/07 – 9/11 400,000 Serials Solutions Bondi Beach, NSW Library management and 01/08 – 12/12 1,370,934 information access software – Panel of eligible contractors SirsiDynix Pty Ltd Box Hill, Victoria OCLC Footscray, Victoria Adult and community education ISH Group Pty Ltd Newtown, NSW 03/08 – 02/13 430,000 management system State Library of Tasmania – Corporate Express Hobart, Tasmania Supply and maintenance of nine 07/08 – 06/13 123,750 Australia Ltd photocopiers Total 3,124,684

68 Required Reporting – Contracts and Tenders Education content and service delivery >$50,000

Contractor Location Description Period of Value of contract contract $ TAFE Tasmania Hobart, Tasmania Tasmanian Skills Investment Program 09/07 – 03/08 80,569 (TasSkills) – Panel of eligible contractors MST Workplace Solutions Devonport, Tasmania Murdoch Children's Melbourne, Victoria Let’s Read project – Panel of eligible 09/07 – 08/10 675,000 Research Institute contractors The Smith Family Sydney, NSW TAFE Tasmania Hobart, Tasmania Tasmanian Skills Investment Program 01/08 – 12/08 975,760 (TasSkills) – Panel of eligible contractors Esset Australia Launceston, Tasmania Australian Maritime Newnham, Tasmania College Seafood Training Tasmania Battery Point, Tasmania Inc. International College of Launceston, Tasmania Skills Equip program – Panel of eligible 01/08 – 12/08 335,940 Personal Radiance Pty Ltd contractors MST Workplace Solutions Devonport, Tasmania APW Training Moonah, Tasmania TAFE Tasmania Hobart, Tasmania Western Australian Perth, Western National Assessment Program – Literacy 01/08 – 12/08 628,545 Department of Education Australia and Numeracy and Training Total 2,695,814

Required Reporting – Contracts and Tenders 69 Building and construction >$50,000

Period of Value of Contractor Location Description contract contract $ Clarendon Vale Primary School – Tiffany Renovations Pty Ltd Glenorchy, Tasmania 07/07 – 08/07 78,560 Refurbishment for offices Otis Elevator Company Clarence High School – Upgrading Hobart, Tasmania 08/07 – 11/07 121,381 Pty Ltd of lift Lower Sandy Bay, Woodbridge School – Canteen CDC Management Pty Ltd 08/07 – 09/07 121,785 Tasmania and courtyard upgrade Lower Sandy Bay, Blackmans Bay Primary School – CDC Management Pty Ltd 08/07 – 11/07 183,001 Tasmania Library and classroom expansions Moonah Primary School – DCM Builders Pty Ltd Glenorchy, Tasmania 08/07 – 10/07 87,400 Refurbishment Hellyer College – Conversion to White & McAllister North Hobart, Tasmania 09/07 – 12/07 66,610 natural gas Tascon Constructions Dodges Ferry Primary School – Moonah, Tasmania 09/07 – 11/07 102,000 Pty Ltd Kindergarten upgrade Deloraine High School – Continental Builders Pty Ltd Launceston, Tasmania 09/07 – 10/07 104,550 Alterations to library Bridgewater High School – White & McAllister North Hobart, Tasmania 09/07 – 12/07 83,740 Conversion to natural gas Prospect High School – Anstie Constructions Pty Ltd Launceston, Tasmania 09/07 – 10/07 119,765 Refurbishment of teaching kitchen Snug Primary School – Classroom Wyatt Constructions Pty Ltd Kingston, Tasmania 09/07 – 11/07 96,810 refurbishment Lansdowne Crescent Primary Maveric Builders Pty Ltd Kingston, Tasmania 10/07 – 02/08 257,982 School – New classroom Clarendon Vale Primary School – Tiffany Renovations Pty Ltd Glenorchy, Tasmania 10/07 – 12/07 60,930 Refurbishment Bridgewater High School – Sutcliffe Earthmoving Pty Ltd Brighton, Tasmania 10/07 – 12/07 1,177,781 Demolition and make good site Tasman Entertainment Centre – R J Welsh & Son Pty Ltd Moonah, Tasmania 10/07 – 11/07 76,656 Fitout New Norfolk High School – Wayston Pty Ltd Glenorchy, Tasmania 10/07 – 01/08 130,647 Drama room upgrade Bridgewater High School – Fire Tiifreno Builders Pty Ltd Glenorchy, Tasmania 11/07 – 04/08 5,520,859 remediation Warrane Primary School – Wayston Pty Ltd Glenorchy, Tasmania 11/07 – 02/08 425,854 Refurbishment Continental Builders Pty Ltd Launceston, Tasmania Ashley School – Toilets 11/07 – 12/07 58,557 Montagu Bay Primary School – R J Welsh & Son Pty Ltd Moonah, Tasmania 11/07 – 02/08 125,945 New classroom

70 Required Reporting – Contracts and Tenders Period of Value of Contractor Location Description contract contract $ Brighton Primary School – New R J Welsh & Son Pty Ltd Moonah, Tasmania 11/07 – 02/08 265,516 classrooms Glenora District High School – Music Barron & Baker Pty Ltd Glenorchy, Tasmania 11/07 – 02/08 124,353 room upgrade Lower Sandy Bay, Campbell Street Primary School – CDC Management Pty Ltd 12/07 – 01/08 110,170 Tasmania Toilet refurbishment Brent Street Primary School – Music Barron & Baker Pty Ltd Glenorchy, Tasmania 12/07 – 02/08 102,920 and drama upgrade Mount Stuart Primary School – New Geoff Anderson Pty Ltd Derwent Park, Tasmania 12/07 – 03/08 251,181 classroom Tascon Constructions Clarence High School – New lift Moonah, Tasmania 12/07 – 02/08 78,259 Pty Ltd building works De Jong & Son Constructions Spreyton Primary School – Ulverstone, Tasmania 12/07 – 06/08 802,000 Pty Ltd Replacement of general learning areas St Helens District High School – R & S Rosier Constructions St Leonards, Tasmania Construction of four new general 12/07 – 04/08 764,510 Pty Ltd learning areas Wynyard High School – Stubbs Constructions Pty Ltd Wivenhoe, Tasmania Redevelopment of general 12/07 – 06/08 1,319,020 learning areas Bridgewater High School – Roofing Just Roofing Glenorchy, Tasmania 12/07 – 02/08 128,666 construction Bridgewater High School – Security Spectran Pty Ltd Moonah, Tasmania 12/07 – 04/08 101,471 and waste removal Geilston Bay High School – Cunic Constructions Pty Ltd North Hobart, Tasmania 12/07 – 02/08 313,400 Refurbishment Ausco Building Services Dandenong, Victoria Portable demountable buildings – 12/07 – 02/08 913,784 Bridgewater High School and Green Point Primary School – Panel of eligible contractors Eco-Duro Limited Glenorchy, Tasmania Tasbuilt Manufactured Deloraine, Tasmania Homes & Cabins Pty Ltd Claremont Primary School – Franchise Fitouts Mornington, Tasmania 12/07 – 02/08 61,037 Refurbishment of school library Lower Sandy Bay, New Town High School – New glazed CDC Management Pty Ltd 01/08 – 02/08 79,499 Tasmania cafeteria roof Kings Meadows High School – Air HM Bamford Heating Launceston, Tasmania 01/08 – 02/08 102,385 conditioning

Required Reporting – Contracts and Tenders 71 Period of Value of Contractor Location Description contract contract $ Mount Stuart Primary School – Wyatt Constructions Pty Ltd Kingston, Tasmania Redevelopment including a new 01/08 – 07/08 941,795 Kindergarten Lansdowne Crescent Primary School – Wyatt Constructions Pty Ltd Kingston, Tasmania Redevelopment of general learning 01/08 – 06/08 502,869 areas, library and staff resource area LHS Constructions (TAS) St Leonards Primary School – Prospect, Tasmania 01/08 – 03/08 221,800 Pty Ltd Multipurpose room Relocation of a terrapin classroom Geoff Anderson Pty Ltd Derwent Park, Tasmania building from Forth Primary School to 01/08 – 02/08 90,090 Kingston Primary School

State Library – Supply and installation of Brownbuilt Pty Ltd Derwent Park, Tasmania 01/08 – 02/08 library compactus 144,500 Corporate Express Australia Hobart, Tasmania Supply of school furniture 01/08 – 03/08 102,723 Limited SPS Supply Derwent Park, Tasmania Supply of school furniture 01/08 – 03/08 52,331 Woods Furniture Pty Ltd Prospect, Tasmania Supply of school furniture 01/08 – 03/08 66,288 Programmed Maintenance Riverside High School – Provision of Newstead, Tasmania 01/08 – 12/12 52,680 Services interior painting services Riverside High School – Alterations to Anstie Constructions Pty Ltd Launceston, Tasmania 01/08 – 03/08 104,248 classrooms Green Point Primary School – Car park Sutcliffe Earthmoving Pty Ltd Brighton, Tasmania 01/08 – 02/08 121,258 upgrade De Jong & Son Constructions Moriarty Primary School – New Ulverstone, Tasmania 02/08 – 07/08 112 ,761 Pty Ltd classroom Ouse District High School – IW & CL King New Norfolk, Tasmania Community facility additions and 02/08 – 03/08 70,000 alterations Tascon Constructions 73 Murray Street, Hobart – Refurbishment Moonah, Tasmania 03/08 – 04/08 88,300 Pty Ltd of office accommodation Lower Sandy Bay, CDC Management Pty Ltd Hobart College – Refurbishment 03/08 – 04/08 234,851 Tasmania Margate Primary School – New Maveric Builders Pty Ltd Kingston, Tasmania 03/08 – 06/08 179,050 community centre Tascon Constructions 99 Bathurst Street, Hobart – Refurbishment Moonah, Tasmania 03/08 – 04/08 157,500 Pty Ltd of office accommodation Glen Huon Primary School – R J Welsh & Son Pty Ltd West Moonah, Tasmania 03/08 – 04/08 52,830 Classroom and wet area upgrade Deloraine Primary School – General Continental Builders Pty Ltd Launceston, Tasmania purpose hall and refurbishment of 04/08 – 07/08 643,060 classroom State Reference Library and Archives R J Welsh & Son Pty Ltd West Moonah, Tasmania 04/08 – 07/08 1,348,437 Office of Tasmania – Reburbishment New Norfolk High School – Cunic Constructions Pty Ltd North Hobart, Tasmania 04/08 – 12/08 515,590 Accessibility upgrade

72 Required Reporting – Contracts and Tenders Period of Value of Contractor Location Description contract contract $ Wilkins Constructions Snug Primary School – Sandy Bay, Tasmania 05/08 – 11/08 1,299,704 Pty Ltd Redevelopment CDC Development (Tas) Blackmans Bay, Tasmania Hobart College – Refurbishment 05/08 – 08/08 62,915 Pty Ltd Sheridan Construction & Latrobe Primary School – New Devonport, Tasmania 05/08 – 08/08 61,450 Renovations toilets Taroona Primary School – RJ Welsh & Son Pty Ltd West Moonah, Tasmania Construction of a new general 05/08 – 01/09 1,109,849 purpose hall Claremont College – Replacement of Tiifreno Builders Pty Ltd Glenorchy, Tasmania 06/08 – 06/08 73,898 glass roofing Industrial Pumping Solutions Glen Huon Primary School – Waste Launceston, Tasmania 06/08 – 08/08 97,896 Australia Pty Ltd water treatment upgrade Green Point Primary School – Staff DCM Builders Pty Ltd Glenorchy, Tasmania 06/08 – 10/08 124,000 room Wayston Pty Ltd Glenorchy, Tasmania Sorell School – Skill centre upgrade 06/08 – 08/08 197,927 Tascon Constructions Moonah, Tasmania Sorell School – Classroom upgrade 06/08 – 09/08 55,589 Pty Ltd Hobart Lending Library – New R J Welsh & Son Pty Ltd West Moonah, Tasmania 06/08 – 07/08 89,926 service counters Lindisfarne North Primary School – Tascon Constructions Pty Ltd Moonah, Tasmania 06/08 – 09/08 99,050 Library refurbishment CDC Development (Tas) Hobart College – Fire stairs and Blackmans Bay, Tasmania 06/08 – 10/08 69,915 Pty Ltd waterproofing remediation Tasman District High School – Skill Barron & Baker Pty Ltd Glenorchy, Tasmania 07/08 – 10/08 96,410 centre upgrade Total 23,760,474

Required Reporting – Contracts and Tenders 73 Other >$50,000

Contractor Location Description Period of Value of Contract contract $ Barwick’s Landscape Supplies Granton, Tasmania Playground safety surfacing (softfall) – 10/09 – 09/12 900,000 Panel of eligible contractors Island Recreation Pty Ltd Rosny, Tasmania KJ Padgett & Co Scottsdale, Tasmania Australian Association of Rokeby, Tasmania Provision of therapy services to 01/08 – 12/09 1,057,132 Special Education school students with disabilities – Panel of eligible contractors St Giles Society Inc Launceston, Tasmania Australian Association of Rokeby, Tasmania Provision of equipment and 01/08 – 12/09 717,068 Special Education technology support to school students with disabilities – Panel of eligible contractors Cerebral Palsy Tasmania New Town, Tasmania Royal Guide Dogs for the Launceston, Tasmania Blind Association TNT Express Pty Ltd Montrose, Tasmania Provision of cartage services for 12/07 – 11/12 1,203,965 library materials Griffin Security/Mekina Derwent Park, Tasmania Security – Glenorchy/Claremont 08/07 – 08/12 144,500 Technologies Pty Ltd FourTec Pty Ltd Moonah, Tasmania Electrical equipment – Testing and 01/08 – 12/12 942,000 tagging Manpower Services Pty Ltd Hobart, Tasmania Relief teacher program 01/08 – 12/09 360,000 Business Technologies North Hobart, Tasmania TQA – Supply and installation of 11/07 – 11/07 57,874 Pty Ltd printer copier Tascot Templeton Carpets East Devonport, Tasmania Devonport and Rosny Libraries – 12/08 294,422 Pty Ltd Supply of carpet Total 5,676,961

74 Required Reporting – Contracts and Tenders Contracts for consultancies >$50,000

Building and construction >$50,000

Consultant Location Description Period of Value of consultancy contract $ IDW Architecture Hobart, Tasmania Warrane Primary School – 07/07 – 02/09 50,745 and Interiors Learning Services South-East office accommodation Gilby Vollus Architects Hobart, Tasmania Mount Stuart Primary School – 08/07 – 06/09 82,785 Pty Ltd Redevelopment Aukland Architecture Sandy Bay, Tasmania Snug Primary School – 08/07 – 07/09 112 ,020 Redevelopment Bullock Consulting Riverside, Tasmania Spreyton Primary School – New 08/07 – 06/09 79,050 general learning areas Artas Architects Launceston, Tasmania St Helens District High School – 08/07 – 06/09 113, 262 and Planners Refurbishment of general learning areas Philp Lighton Architects Hobart, Tasmania Wynyard High School – 08/07 – 06/09 126,640 Refurbishment of existing classrooms Gilby Vollus Architects Hobart, Tasmania Taroona Primary School – 08/07 – 07/09 94,857 Redevelopment Ganley Pope Johnson Hobart, Tasmania New Norfolk High School – 09/07 – 12/09 176,357 Architects Redevelopment Jacob Allom Wade Pty Ltd Battery Point, Tasmania Rocherlea Primary School – New 09/07 – 12/10 249,600 primary school on Brooks High School site Tasmania Assessing Services West Moonah, Tasmania Loss Adjuster Services following 10/07 – 10/08 115,778 Pty Ltd Bridgewater High School fire SEMF Hobart, Tasmania Engineering services for 10/07 – 04/08 75,602 Bridgewater High School and Green Point Primary School redevelopments Forward Brianese + Partners Hobart, Tasmania Huonville High School – 11/07 – 02/09 177,625 Redevelopment of general learning areas Gilby Vollus Architects Hobart, Tasmania Bridgewater High School and 11/07 – 04/08 66,085 Green Point Primary School – Redevelopments Glenn Smith Associates Launceston, Tasmania Student accommodation 12/07 – 12/09 193,415 Hassell Melbourne, Victoria Kingston High School— 01/08 – 11/11 2,013,490 Development – Panel of eligible contractors Jacob Allom Wade Pty Ltd Battery Point, Tasmania Joint Venture

Required Reporting – Contracts and Tenders 75 Building and construction >$50,000

Consultant Location Description Period of Value of consultancy contract $ Artas Architects and Launceston, Tasmania Deloraine Primary School – 02/08 – 12/09 58,987 Planners General purpose hall and refurbishment of classrooms Forward Brianese + Partners Hobart, Tasmania Bridgewater High School – 04/08 – 12/09 71,910 Material design centre Forward Brianese + Partners Hobart, Tasmania Ogilvie High School – 05/08 – 12/10 288,635 Redevelopment of student centre and general learning areas Artas Architects Launceston, Tasmania Invermay Primary School – 05/08 – 12/10 129,655 and Planners Refurbishment of general learning areas Michael Cooper Hobart, Tasmania Springvale Hostel – Student 06/08 – 12/09 90,280 and Associates accommodation Total 4,366,778

Summary of total costs of contracts awarded >$50,000

Item Total cost $ Information and communications technology 3,124,684 Educational content and service delivery 2,695,814 Building and construction 28,127,252 Other 5,676,961 Total 39,624,711

76 Required Reporting – Contracts and Tenders Financial Statements Contents Income Statement 78 Balance Sheet 79 Cash Flow Statement 80 Statement of Recognised Income and Expense 81 Notes to and forming part of the Financial Statements 82 Superannuation Certificate 122 Certification of Financial Statements 123 Auditor-General’s Report 124 Income Statement

For the year ended 2008 2008 2007 30 June 2008 Note Budget Actual Actual $’000 $’000 $’000 Income and other revenue Appropriation revenue – recurrent 2.10(a), 6.1 751,504 759,702 720,490 Appropriation revenue – capital 2.10(a), 6.1 26,904 19,752 13,546 Revenue from special capital investment funds 6.2 – – 6,209 Grants 2.10(b), 6.3 1,459 5,113 3,300 Sales of goods and services 2.10(c), 6.4 36,076 27,784 27,510 Fees and fines 2.10(d), 6.5 320 346 338 Interest revenue 2.12(a) 1,590 2,847 2,325 Gain/(loss) on sale of non-financial assets 2.10(e), 6.6 – 116 (185) Resources received free of charge 2.10(f), 6.7 30 187 294 Other revenue 2.10(g), 6.8 5,314 30,243 53,259 Total income and other revenue 823,197 846,090 827,086 Expenses Employee benefits 2.11(a), 7.1 539,256 531,919 509,651 Depreciation and amortisation 2.11(b), 7.2 26,566 31,204 28,629 Supplies and consumables 7.3 136,796 142,429 131,824 Grants and subsidies 2.11(c), 7.4 101,465 99,202 93,276 Write down of assets measured at fair value 2.11(g), 7.5 – 5,483 – Other expenses 2.11(i), 7.6 38,796 38,767 37,959 Total expenses 842,879 849,004 801,339 Net surplus (deficit) attributable to the state (19,682) (2,914) 25,747

The above Income Statement should be read in conjunction with the accompanying notes. Budget information refers to original estimates and has not been subject to audit. Explanations of material variances between budget and actual outcomes are provided in note 4 of the accompanying notes. In order to enhance the useability of the financial statements, the budget information for vocational education and training programs paid to TAFE Tasmania within output group 2 has been reconstructed to match the categorisation of expenditure. The budget papers categorise this predominately as salaries and wages and the remainder as supplies and consumables where in the financial statements it is classified as grants and payments. This process has been reviewed and changes to reflect this have been made in the 2008–09 Budget.

78 Financial Statements – Income Statement Balance Sheet

As at 30 June 2008 2008 2008 2007 Note Budget Actual Actual $’000 $’000 $’000 Assets Financial assets Cash and deposits 2.12(a), 8.1 42,352 72,975 61,069 Receivables 2.12(b), 8.2 10,010 10,452 8,393 Non-financial assets Assets held for sale 2.12(c), 8.3 8,139 3,479 1,122 Plant and equipment 2.12(d), 8.4 7,027 5,937 5,686 Land and buildings 2.12(d), 8.4 830,687 857,137 815,183 Library book stock 2.12(d), 8.4 12,049 14,325 13,952 Heritage 2.12(d), 8.4 13,043 44,995 42,458 Other assets 2.12(h), 8.5 1,197 1,443 1,644 Total assets 924,504 1,010,743 949,507 Liabilities Financial liabilities Payables 2.13(a), 9.1 6,243 7,024 5,464 Non-financial liabilities Employee benefits 2.13(d), 9.2 106,144 102,199 98,339 Other liabilities 2.13(f), 9.3 10,347 17,888 14,083 Total liabilities 122,734 127,111 117,886 Net assets 801,770 883,632 831,621 Equity Reserves 99,288 130,139 74,593 Accumulated surplus 702,482 753,493 757,028 Total equity 11.1 801,770 883,632 831,621

The above Balance Sheet should be read in conjunction with the accompanying notes. Budget information refers to original estimates and has not been subject to audit. Explanations of material variances between budget and actual outcomes are provided in note 4 of the accompanying notes.

Financial Statements – Balance Sheet 79 Cash Flow Statement

For the year ended 2008 2008 2007 30 June 2008 Note Budget Actual Actual $’000 $’000 $’000 Cash flows from operating activities Cash inflows Appropriation receipts – recurrent 750,804 759,002 721,190 Appropriation receipts – capital 24,704 23,857 16,237 Receipts from special capital investment funds – – 6,209 Grants 1,459 5,113 3,300 Sales of goods and services 35,150 25,529 27,755 Fees and fines 320 346 338 GST receipts 29,000 20,156 22,573 Interest received 1,590 2,847 2,325 Other cash receipts 5,032 22,327 24,011 Total cash inflows 848,059 859,177 823,938 Cash outflows Employee benefits 543,133 527,980 509,159 GST payments 29,000 21,258 20,591 Grants and subsidies 13,824 99,202 93,276 Other cash payments 246,360 177,814 171,168 Total cash outflows 832,317 826,254 794,194 Net cash from (used by) operating activities 12.2 15,742 32,923 29,744 Cash flows from investing activities Cash inflows Proceeds from the disposal of assets – 46 82 Total cash inflows – 46 82 Cash outflows Payments for acquisition of non-financial assets 22,591 21,063 17,074 Total cash outflows 22,591 21,063 17,074 Net cash from (used by) investing activities (22,591) (21,017) (16,992) Net increase (decrease) in cash held (6,849) 11,906 12,752 Cash at the beginning of the reporting period 49,201 61,069 48,317 Cash at the end of the reporting period 12.1 42,352 72,975 61,069

The above Cash Flow Statement should be read in conjunction with the accompanying notes. Budget information refers to original estimates and has not been subject to audit. Explanations of material variances between budget and actual outcomes are provided in note 4 of the accompanying notes.

80 Financial Statements – Cash Flow Statement Statement of Recognised Income and Expense For the year ended 2008 2007 30 June 2008 Note Actual Actual $’000 $’000 Income and expenses recognised directly in equity Increase in asset revaluation reserve 11.1 55,546 39,889 Other revenues, expenses and valuation adjustments recognised directly in equity 11.1 (621) (2,095) Net income recognised directly in equity 54,925 37,794 Net surplus (deficit) for the period (2,914) 25,747 Total recognised income and expense for the period 52 ,011 63,541

The above Statement of Recognised Income and Expense should be read in conjunction with the accompanying notes.

Financial Statements – Statement of Recognised Income and Expense 81 Note Description Page No. Notes 1 Administered financial statements 84 1.1 Schedule of administered income and expenses 84 1.2 Schedule of administered assets and liabilities 84 Notes to and forming part of the financial statements 1.3 Schedule of administered cash flows 85 for the year ended 1.4 Schedule of recognised administered income and expenses 85 30 June 2008 2 Significant accounting policies 86 2.1 Objectives and funding 86 2.2 Basis of accounting 89 2.3 Reporting entity 89 2.4 Functional and presentation currency 89 2.5 Fair presentation 89 2.6 Changes in accounting policies 89 2.7 Administered transactions and balances 91 2.8 Activities undertaken under a trustee or agency relationship 91 2.9 Transactions by the government as owner – 91 restructuring of administrative arrangements 2.10 Income 91 2 .11 Expenses 92 2.12 Assets 93 2.13 Liabilities 95 2.14 Leases 95 2.15 Unrecognised financial instruments 96 2.16 Judgements and assumptions 96 2.17 Foreign currency 96 2.18 Comparative figures 96 2.19 Budget information 96 2.20 Rounding 96 2.21 Departmental taxation 96 3 Departmental output schedules 97 3.1 Output group information 97 3.2 Administered output schedule 100 4 Explanations of material variances between budget 100 and actual outcomes 4.1 Income Statement 100 4.2 Balance Sheet 101 4.3 Cash Flow Statement 101 5 Events occurring after balance date 102 6 Income 102 6.1 Appropriation revenue 102 6.2 Revenue from special capital investment funds 102 6.3 Grants 102 6.4 Sales of goods and services 103 6.5 Fees and fines 103 6.6 Gains (losses) on sale of non-financial assets 103 6.7 Resources received free of charge 103 6.8 Other revenues 103

82 Financial Statements – Notes Note Description Page No. 7 Expenses 104 7.1 Employee benefits 104 7.2 Depreciation and amortisation 104 7.3 Supplies and consumables 104 7.4 Grants and subsidies 105 7.5 Write down of assets 105 7.6 Other expenses 105 8 Assets 106 8.1 Cash and deposits 106 8.2 Receivables 106 8.3 Assets held for sale 107 8.4 Property, plant and equipment, library book stock and heritage 107 8.5 Other assets 109 9 Liabilities 109 9.1 Payables 109 9.2 Employee benefits 109 9.3 Other liabilities 109 10 Commitments and contingencies 110 10.1 Schedule of commitments 110 10.2 Contingent assets and liabilities 110 11 Equity and movements in equity 111 11.1 Reconciliation of equity 111 11.2 Asset revaluation reserve by class of asset 111 12 Cash flow reconciliation 112 12.1 Cash and cash equivalents 112 12.2 Reconciliation of operating surplus to net cash from operating activities 112 12.3 Acquittal of capital investment and special capital investment funds 112 12.4 Financing facilities 114 13 Financial instruments 114 13.1 Risk exposures 114 13.2 Reclassifications of financial assets 116 13.3 Net fair values of financial assets and liabilities 116 14 Details of consolidated entities 117 14.1 List of entities 117 15 Notes to administered statements 117 15.1 Explanations of material variances between budget and actual outcomes 117 15.2 Administered appropriation revenue 117 15.3 Administered grants 118 15.4 Administered sales of goods and services 118 15.5 Administered fees and fines 118 15.6 Other administered revenues 118 15.7 Administered grants and subsidies expenses 118 15.8 Administered supplies and consumables 119 15.9 Administered cash and deposits 119 15.10 Reconciliation of administered equity 119 15.11 Administered cash and cash equivalents 120 15.12 Reconciliation of administered operating surplus 119 to net cash from administered operating activities 15.13 Financial instruments (administered) 120 15.14 Net fair values of financial assets and liabilities 120 16 Transactions and balances relating to a trustee or agency agreement 121

Financial Statements – Notes 83 Note 1: Administered financial statements

1.1 2008 2008 2007 Note Budget Actual Actual Schedule of $’000 $’000 $’000 administered Income and other revenue income and Appropriation revenue – recurrent 2.10(a), 15.2 41,935 41,468 40,944 expenses Grants 2.10(b), 15.3 230,852 245,029 231,487 Sales of goods and services 2.10(c), 15.4 490 271 339 Fees and fines 2.10(d), 15.5 – 29 25 Other revenue from ordinary activities 2.10(g), 15.6 5,900 77 88 Total income and other revenue 279,177 286,874 272,883 Expenses Grants and subsidies 2.11(c), 15.7 170,164 174,263 163,889 Supplies and consumables 15.8 6,515 9,512 13,408 Transfers to the Consolidated Fund 103,113 105,886 101,400 Total expenses 279,792 289,661 278,697 Net surplus (deficit) attributable to the state (615) (2,787) (5,814)

The above schedule of administered income and expenses should be read in conjunction with the accompanying notes. Budget information refers to original estimates and has not been subject to audit. Explanations of material variances between budget and actual outcomes are provided in note 15.1 of the accompanying notes.

1.2 Assets Schedule of Financial assets administered Cash and deposits 2.12(a), 15.11 4,699 1,863 4,650 assets and Total assets 4,699 1,863 4,650 liabilities Net assets 4,699 1,863 4,650 Equity Accumulated surplus 4,699 1,863 4,650 Total equity 4,699 1,863 4,650

The above schedule of administered assets and liabilities should be read in conjunction with the accompanying notes. Budget information refers to original estimates and has not been subject to audit. Explanations of material variances between budget and actual outcomes are provided in note 15.1 of the accompanying notes.

84 Financial Statements – Notes 1.3 2008 2008 2007 Note Budget Actual Actual Schedule of $’000 $’000 $’000 administered Cash flows from operating activities cash flows Cash inflows Appropriation receipts – recurrent 41,935 41,468 40,944 Grants 230,852 245,029 231,487 Sales of goods and services 490 271 339 Fees and fines – 29 25 Other cash receipts 5,900 77 88 Total cash inflows 279,177 286,874 272,883 Cash outflows Grants and subsidies 170,164 174,263 163,889 Supplies and consumables 6,515 9,512 13,408 Transfers to Consolidated Fund 103,113 105,886 101,400 Total cash outflows 279,792 289,661 278,697 Net cash from (used by) operating activities 15.12 (615) (2,787) (5,814) Net increase (decrease) in cash held (615) (2,787) (5,814) Cash at the beginning of the reporting period 5,314 4,650 10,464 Cash at the end of the reporting period 15.9 4,699 1,863 4,650

The above schedule of administered cash flows should be read in conjunction with the accompanying notes. Budget information refers to original estimates and has not been subject to audit. Explanations of material variances between budget and actual outcomes are provided in note 15.1 of the accompanying notes.

2008 2007 1.4 Note Actual Actual Schedule of $’000 $’000 recognised Net surplus (deficit) for the period (2,787) (5,814) administered Total recognised income and expense for the period 15.10 (2,787) (5,814) income and expenses The above schedule of recognised administered income and expenses should be read in conjunction with the accompanying notes.

Financial Statements – Notes 85 Note 2: Significant accounting policies

The Department of Education is responsible Community Knowledge Network 2.1 to the Minister for Education and Skills. The Objectives and department provides services through the following The Community Knowledge Network (CKN) organisational units: integrates the programs and services of the State funding Library of Tasmania, the network of online access Learning Services centres, Adult Education and the Archives Office of Tasmania to provide enhanced access for all Learning Services support schools in each of the Tasmanians to information and education through a North, North-West, South and South-East areas statewide network of service points. of the state. In providing support, Learning Services work collaboratively with schools and through The Community Knowledge Network includes a a School Improvement Board appointed by the statewide library network of seven city libraries, Minister for Education and Skills. 39 branch libraries, five reference and specialist collections, 66 online access centres and nine Support includes professional learning across Adult Education facilities in all regions. In addition teaching, curriculum and assessment, and to the State Library, two organisational units have operational human resource, finance and facilities been formed under the Information Services and support. Learning Services have a key role in Community Learning (ISCL) banner. These are facilitating the sharing of resources, knowledge, the Heritage and Tasmanian Information Service innovation and learning between schools and across which includes the Archives Office of Tasmania and the state and respond to schools on the basis of Adult and Community Learning Services combining their improvement needs. Each Learning Service has the online access centre, branch library and Adult a responsibility for a statewide program area. Education service delivery networks. Learning Services work with a network of eight Child Care senior secondary colleges and 206 schools * – 139 primary schools, 31 secondary schools, 27 As part of the Early Years, the Child Care Unit is combined schools and nine special schools. responsible for licensing and monitoring all child care services under the Child Care Act 2001. Skills Tasmania Organisational support units Skills Tasmania provides advice to the Minister in relation to the allocation of resources for vocational The services provided by the department are education and training (VET), development and supported by the following major organisational management of plans, programs and activities units: Strategic Policy and Performance, Educational for the purchase of VET to implement specific Performance Services, the Tasmanian Qualifications government initiatives. Authority (TQA), Finance, Facilities and Business Support (FFBS), Human Resources Management It provides planning and policy advice to the Branch (HRMB), and Information and Technology Minister on state and national initiatives for VET and Services (ITS). provides services and support to registered training providers, apprentices and trainees, industry, and Outputs of the department government training advisory bodies including the regulation of VET. The individual outputs of the Department of Education are provided under the following Skills Tasmania also provides policy advice, develops output groups: and implements policy and strategies for skills dvelopment and provides support for improved Output group 1: personal, social and economic outcomes for people Pre-compulsory and compulsory education from equity groups. Output group 2: Skills development Output group 3: Information services and community learning

86 Financial Statements – Notes Output group 1: The department’s outcomes to which this output Pre-compulsory and compulsory education group contributes are: Description • all students in Tasmanian schools and colleges The purpose of this output group is to provide a receive quality teaching leading to effective range of educational services that will help students learning develop intellectually, socially, morally, emotionally • all students participate fully in schooling and and physically in a stimulating, inclusive and complete schooling until the end of Year 12, supportive environment. These services are focused or a training course leading to a Certificate III on the delivery of education to students in schools outcome enrolled in classes up to Year 10. • students perform at nationally comparable The department’s outcomes to which this output achievement levels group contributes are: • all students in Tasmanian government schools • all students in Tasmanian government schools continue to receive teaching that appropriately receive high quality teaching focused on the utilises information and communication achievement of high standards technology leading to more effective learning • student progress being assessed, monitored and • fair and just distribution of the benefits of reported against standards that are consistent schooling across all students and minimal across schools difference in measurable outcomes between • a fair and just distribution of the benefits of identified student groups schooling across all students, leading to minimal • parents of students continue to participate in the difference in measurable outcomes between schooling of their children and the community identified student groups and the general public continue to be well • all students in Tasmanian government schools informed on educational matters and involved in receive teaching that appropriately utilises their school communities information and communication technology to • provision of a quality assurance and regulatory provide more effective learning framework for vocational education and training, • all students participate fully in schooling and involving: complete schooling until the end of Year 12 or • registration of training providers the equivalent • accreditation of courses • students perform at nationally comparable • recognition of overseas qualifications achievement levels • approval and monitoring of apprentice and • parents of students participating in the schooling trainee training contracts of their children, and the community and the general public continue to be well informed on • management of the purchase of vocational educational matters and involved in their school education and training from registered training communities organisations to ensure that: • improved access to child care services that meet • the number of Tasmanians who participate state licensing guidelines and national standards in post-compulsory education and training for all parents, carers and families. increases • partnership arrangements are developed Output group 2: between schools, colleges and TAFE Tasmania Skills development • training provision is aligned to Tasmania’s Description Industry Development Plan and industry identified needs. The purpose of this output group is to facilitate the provision of formally recognised VET by registered Output group 3: training providers, including schools. Information services and community learning The outputs in this group directly address the long- term vision and goals set out in Tasmania Together, Description Tasmania: A State of Learning, as well as Tasmania’s Industry Development Plan and agreed national The purpose of this output group is to provide strategies for vocational education and training. statewide library and information services and archival services in accordance with the goals of Tasmania Together.

Financial Statements – Notes 87 The department’s outcomes to which this output • the Tasmanian Academy will focus on academic group contributes are: learning, with a curriculum and academic pathway • an informed, empowered and technologically for Years 11 and 12 students seeking university literate community of lifelong users of entrance information and information technology • the Tasmanian Polytechnic will focus on practical • an improved quality of life for all Tasmanians and learning, with a vocational pathway, supported by a culturally rich community academic courses as well, for both Years 11 and • sustained economic development in the 12, and mature-age students seeking employment information age through community and outcomes or university articulation individual innovation • Training Tasmania (interim title) will focus on skills • equity of access to information and to resources development for employees in enterprises, in line for innovation with their enterprise’s skills needs. • a community which values knowledge and ideas In addition, some assets and liabilities held by and learning for life the department will be transferred to the new organisations as at the proposed implementation • the enhanced capacity and increased opportunity date of 1 January 2009. for the community to have access to and use the cultural memory and documentary record of These organisations will become separate reporting Tasmania entities following passage of the relevant legislation • ensuring that government accountability is able during 2008–09. to be monitored and assessed by the Tasmanian Other community through access to the evidence of the activities of the government. Departmental activities are classified as either controlled or administered. Output group restructure Controlled activities involve the use of assets, During 2009, the department will be undertaking liabilities, revenues and expenses controlled or a restructure of its outputs. The restructure is incurred by the department in its own right. associated with the implementation of the Tasmania Administered activities involve the management Tomorrow initiative which commences from January or oversight by the department on behalf of the 2009. Under this initiative, three new statutory government of items controlled or incurred by the organisations will be created, initially from four government. of the department’s existing colleges and TAFE Tasmania. Over the following years, the remaining The department is predominantly funded through four senior secondary colleges will also transition parliamentary appropriations. It also provides into these new organisations. Each of the new services on a fee for service basis, as outlined in organisations will focus on a specific role: note 6.4. The financial report encompasses all funds through which the department controls resources to carry on its functions.

88 Financial Statements – Notes The financial statements are a general purpose Compliance with the Australian Accounting 2.2 financial report and have been prepared in Standards (AASBs and AASs) may not result in Basis of accordance with: compliance with International Financial Reporting accounting • Australian Accounting Standards issued by Standards (IFRS) as the AASBs and AASs include the Australian Accounting Standards Board. requirements and options available to not-for-profit In particular, AAS 29 ‘Financial reporting by organisations that are inconsistent with IFRS. Government Departments’ has been applied The financial statements have been prepared on • the Treasurer’s Instructions issued under the an accrual basis and, except where stated, are in provisions of the Financial Management and Audit accordance with the historical cost convention. The Act 1990. accounting policies are generally consistent with the previous year except for those changes outlined in The financial statements were signed by the note 2.6 below. Secretary on 10 October 2008.

The financial statements include all the controlled Act 1997. Accordingly, it has been determined 2.3 activities of the department. The financial that TAFE Tasmania is a separate reporting entity Reporting statements consolidate material transactions and and its transactions are not consolidated into the balances of the department and entities included Department of Education’s Financial Statements. entity in its output groups. Material transactions and balances between the department and such entities The Tasmanian Qualifications Authority and have been eliminated. Teachers Registration Board transactions and balances are included in these financial statements. The department, through a purchaser-provider model predominately funds the operations of TAFE See note 2.1 in relation to changes under the Tasmania. However, it operates as a statutory Tasmania Tomorrow initiative. authority under the provisions of the TAFE Tasmania

The financial statements are presented in Australian 2.4 dollars, which is the department’s functional Functional and currency. presentation currency

No departure from Australian Accounting 2.5 Standards has been made in the preparation of Fair these financial statements. presentation

a) Impact of new accounting standards Consolidation. AASB 2007-4 makes amendments 2.6 to a number of Australian Accounting Standards In the current year, the department has adopted to introduce various accounting policy options, Changes in all of the new and revised standards and delete various disclosures presently required and interpretations issued by the Australian Accounting accounting to make a number of editorial amendments. policies Standards Board (AASB) that are relevant to its operations and effective for the current annual The department has not intended to change any reporting period. These include: of its current accounting policies on adoption of AASB 2007-4, accordingly, there has been no • AASB 7 Financial Instruments: Disclosures replaces financial impact to these financial statements. the presentation requirements of financial However, in the financial statements, certain instruments in AASB 132 and introduces new information is no longer required to be disclosed, financial instrument disclosure requirements. or has been disclosed in an alternative manner, There has been no financial impact on financial due to amendments made by AASB 2007-4 statements. to the disclosure requirements of various • AASB 2007-4 Amendments to Australian Accounting accounting standards. Standards arising from Exposure Draft 151 and Other Amendments and Erratum: Proportionate

Financial Statements – Notes 89 • AASB 2007-5 Amendments to Australian Accounting • AASB 2007-9 Amendments to Australian Accounting Standard – Inventories Held for Distribution by Not- Standards arising from the Review of AASs 27, for-Profit Entities amends AASB 102 Inventories 29 and 31 – amending standard to be applied to require inventories held for distribution by on or after 1 July 2008. The primary focus of not-for-profit entities to be measured at cost, this standard has been on relocating, where adjusted when applicable for any loss of service necessary, the requirements in AASs 27, 29 potential. This change had no financial impact on and 31, substantively unamended (with some the department. exceptions), into topic-based standards. The • AASB 2007-7 Amendments to Australian Accounting standard will not have a material financial impact Standards makes editorial amendments to on the financial statements. six standards. The key change removes the • AASB 2008-3 Amendments to Accounting encouragement in AASB 107 Cash Flow Standards arising from AASB 3 and AASB 127 Statements to adopt a particular format for the – revised standard to be applied to annual cash flow statement. The department did not reporting periods beginning on or after 1 July intend to change any of its current accounting 2009. The focus of the standard is to reduce policies on adoption of AASB 2007-7, accordingly, alternatives in accounting for subsidiaries there has been no financial impact to these in consolidated financial statements and in financial statements. accounting for investments in the separate financial statements of a parent. The standard b) Impact of new accounting standards yet will not have a material financial impact on the to be applied financial statements. The following new standards have been issued by • AASB Interpretation 14 AASB 119 – The the AASB and are yet to be applied: Limit on a Defined Benefit Asset, Minimum • AASB 2007-6 Amendments to Australian Funding Requirements and their Interaction – this Accounting Standards Arising from AASB 123 – interpretation is applicable to annual reporting revised standard to be applied in reporting periods beginning on or after 1 January 2008. periods on or after 1 January 2009. Eliminates The interpretation clarifies when refunds or the option of expensing borrowing costs reductions in future contributions in relation directly attributable to the construction or to defined benefit assets should be regarded as production of qualifying assets, instead requiring available and provides guidance on the impact of capitalisation. The transitional provisions apply minimum funding requirements (MFR) on such for prospective application as a result there will assets. It also gives guidance on when a MFR be no retrospective financial impact on the 2009 might give rise to a liability. The department has financial statements. not yet determined the potential effect of the interpretation. • AASB 2007-8 Amendments to Australian Accounting Standards Arising from AASB 101 – revised c) Voluntary changes in accounting policy standard to be applied in reporting periods on or after 1 January 2009. The standard will not have The department has not adopted any new a financial impact on the financial statements but accounting policies. will require a number of changes in disclosures.

90 Financial Statements – Notes The department administers, but does not control, Administered assets, liabilities, expenses and 2.7 certain resources on behalf of the government revenues are disclosed in the notes to the financial Administered as a whole. It is accountable for the transactions statements. involving such administered resources, but does transactions not have the discretion to deploy resources for the The administered items are disclosed on the same and balances achievement of the department’s objectives. basis as is described for the financial statements of the department.

Transactions relating to activities undertaken by the through an agency arrangement are recognised as 2.8 department in a trust or fiduciary (agency) capacity controlled transactions. Activities do not form part of the department’s activities. Trustee and agency arrangements, and transactions/ Transactions and balances relating to trustee undertaken balances relating to those activities, are neither or an agency arrangement are not recognised in a trustee controlled nor administered. as departmental revenues, expenses, assets or liabilities in these financial statements. Details of or agency Fees, commissions earned and expenses incurred these transactions are provided in note 15. relationship in the course of rendering services as a trustee or

Net assets received under a restructuring of transferred are initially recognised at the amounts 2.9 administrative arrangements are designated as at which they were recognised by the transferring Transactions by contributions by owners and adjusted directly agency immediately prior to the transfer. against equity. Net assets relinquished are the government designated as distributions to owners. Net assets as owner – restructuring of administrative arrangements

Income is recognised in the Income Statement when and title has passed. Revenue from the provision of 2.10 an increase in future economic benefits related to services is recognised when the service has been Income an increase in an asset or a decrease in a liability has provided. arisen that can be measured reliably. d) Fees and fines a) Appropriation revenue Revenue from fees and fines is recognised upon the Appropriations, whether recurrent or capital, time the obligation to pay arises, pursuant to the are recognised as revenues in the period in which issue of a notice or invoice. the department gains control of the appropriated funds. Except for any amounts identified as carried The collectability of debts is assessed at balance date forward in notes 6.1 and 15.2, control arises in the and specific provision is made for doubtful debts. period of appropriation. e) Gain (loss) from the sale of non-financial b) Grants assets Grants payable by the Australian Government are Gains or losses from the sale of non-financial assets recognised as revenue when the department gains are recognised when control of the asset has passed control of the underlying assets. Where grants are to the buyer. reciprocal, revenue is recognised as performance f) Resources received free of charge occurs under the grant. Non-reciprocal grants are recognised as revenue when the grant is received or Services received free of charge by the department, receivable. Conditional grants may be reciprocal or are recognised as income when a fair value can be non-reciprocal depending on the terms of the grant. reliably determined and at the time the services would have been purchased if they had not been c) Sales of goods and services donated. Use of those resources is recognised as an Amounts earned in exchange for the provision of expense. goods are recognised when the good is provided

Financial Statements – Notes 91 Contributions of assets at no cost of acquisition or g) Other revenue for nominal consideration are recognised at their fair value when the department obtains control Revenue from other sources, including revenue of the asset, it is probable that future economic generated from school activities and also benefits comprising the contribution will flow to school levies, is recognised as revenue when the department and the amount can be measured the department obtains control over the assets reliably. However, where the contribution comprising the contributions. Control is normally received is from another government agency as obtained upon their receipt. a consequence of restructuring of administrative arrangements, they are recognised as contributions by owners directly within equity. In these circumstances, book values from the transfer or agency have been used.

Expenses are recognised in the Income Statement The department undertook a revaluation of its land, 2.11 when a decrease in future economic benefits buildings and heritage assets during 2004–05. As Expenses related to a decrease in asset or an increase of a part of this revaluation exercise the department liability has arisen that can be measured reliably. reviewed and amended the useful lives of its building and related assets, as per the lives in the above list. a) Employee benefits These amendments were made based on advice Employee benefits include benefits to wages and from the valuers, Liquid Pacific Holdings Pty Ltd. salaries, annual leave, sick leave, long service leave, In 2006–07, these assets were indexed with values superannuation and other post-employment provided by Liquid Pacific. benefits. c) Grants and subsidies b) Depreciation and amortisation Grants are recognised to the extent that All non-current assets having a limited useful life • the services required to be performed by the are systematically depreciated over their useful grantee have been performed; or lives in a manner which reflects the consumption of their service potential. Land, being an asset with • the grant eligibility criteria have been satisfied. an unlimited useful life, is not depreciated. Heritage A liability is recorded when the department has a assets are also not depreciated as their value does binding agreement to make grants but services have not diminish. not been performed or criteria satisfied. Where Depreciation is provided for on a straight-line basis, grant monies are paid in advance of performance or using rates which are reviewed annually. Major eligibility, a prepayment is recognised. depreciation periods are: d) Borrowing costs Plant and equipment 3–30 years All borrowing costs are expensed as incurred using the effective interest method. Borrowing costs Buildings (masonry) 60 years include: Buildings (timber framed) 40 years • interest on bank overdrafts and short-term and Buildings (steel framed) 40 years long-term borrowings. Sundry structures 30 years e) Impairment – financial assets Infrastructure 80 years Financial assets are assessed at each reporting Library book stock 10–25 years date to determine whether there is any objective evidence that there are any financial assets that Heritage Not depreciated are impaired. A financial asset is considered to Major amortisation rates are: be impaired if objective evidence indicates that Computer software 20% one or more events have had a negative affect on the estimated future cash flows of that asset. An impairment loss, in respect of a financial asset

92 Financial Statements – Notes measured at amortised cost, is calculated as the has decreased or no longer exists. An impairment difference between its carrying amount, and the loss is reversed if there has been a change in the present value of the estimated future cash flows estimates used to determine the recoverable discounted at the original effective interest rate. amount. An impairment loss is reversed only to the extent that the asset’s carrying amount does not All impairment losses are recognised in profit or exceed the carrying amount that would have been loss. determined, net of depreciation or amortisation, if An impairment loss is reversed if the reversal can no impairment loss had been recognised. be related objectively to an event occurring after g) Write down of assets the impairment loss was recognised. For financial assets measured at amortised cost and available- A revaluation decrement is recognised as an for-sale financial assets that are debt securities, the expense in the Income Statement except to the reversal is recognised in profit or loss. For available- extent that the decrement reverses a revaluation for-sale financial assets that are equity securities, increment previously credited to, and still included the reversal is recognised directly in equity. in the balance of, an asset revaluation reserve in respect of that same class of asset. In this case, it is f) Impairment – non-financial assets debited directly to that revaluation reserve. All non-financial assets are assessed to determine Where an increment reverses a revaluation whether any impairment exists. Impairment exists decrement previously recognised as an expense in when the recoverable amount of an asset is less the Income Statement, in respect of that same class than its carrying amount. Recoverable amount is of non-current assets, the revaluation increment is the higher of fair value less costs to sell and value in recognised as revenue. use. The department’s assets are not used for the purpose of generating cash flows; therefore value h) Resources provided free of charge in use is based on depreciated replacement cost Services provided free of charge by the department, where the asset would be replaced if deprived of it. to another entity, are recognised as an expense All impairment losses are recognised in profit when fair value can be reliably determined. or loss. i) Other expenses An impairment loss in respect of goodwill is not Other expenses are recognised when the reversed. In respect of other assets, impairment associated service and supply has been provided. losses recognised in prior periods are assessed at each reporting date for any indications that the loss

Assets are recognised in the Balance Sheet when it c) Assets held for sale 2.12 is probable that the future economic benefits will Assets flow to the entity and the asset has a cost or value Assets held for sale that are expected to be that can be measured reliably. recovered primarily through sale rather than continuing use are classified as held for sale. a) Cash and deposits Immediately before classification as held for sale, the assets are remeasured in accordance with Cash means notes, coins and deposits held at the department’s accounting policies. Thereafter call with a bank or financial institution, for the the assets are measured at the lower of carrying department and schools, as well as funds held in amount and fair value less costs to sell. the Special Deposits and Trust Fund. Deposits are recognised at their nominal amounts. Interest is credited to revenue as it accrues using the effective interest rate method. b) Receivables Receivables are recognised at amortised cost, less any impairment losses, however, due to the short settlement period, receivables are not discounted back to their present value.

Financial Statements – Notes 93 d) Property, plant and equipment, library The department’s land, buildings and heritage asset book stock and heritage classes were independently valued during 2004–05 with an effective date of 1 July 2004 by Liquid Pacific (i) Valuation basis Holdings Pty Ltd. The revaluation of these assets Land and Buildings: land is valued at fair value. was on a fair value basis in accordance with relevant Buildings (including sundry structures and accounting standards and Treasurer’s Instructions. infrastructure assets) have been valued on a fair In 2007–08, these assets were indexed using indices value basis, being market value or where a market provided by Liquid Pacific. does not exist on a written down current cost During 2007, Mr Simon Storey (MA VAA) of Simon (WDCC) basis. Storey Valuers, valued the collection of the Allport Work in progress: work in progress is valued at Library and Museum of Fine Arts to fair value, as historic cost. at 30 June 2007. The collection had not previously been valued. The valuation as at 30 June 2007 of Plant and equipment: plant and equipment assets are $29.503 million was recognised as income in the valued at cost. Income Statement for the 2007–08 financial year. Library book stock: the department’s library book e) Intangibles stocks are valued at cost. An intangible asset is recognised where: Heritage: the department’s heritage assets are valued at fair value. • it is probable that an expected future benefit attributable to the asset will flow to the (ii) Subsequent costs department The cost of replacing part of an item of property, • the cost of the asset can be reliably measured. plant and equipment is recognised in the carrying Intangible assets held by the department are valued amount of the item if it is probable that future at fair value where an active market exists and economic benefits embodied within the part are amortised on a straight-line basis over their will flow to the department and its costs can be estimated useful life. Where no active market exists, measured reliably. The carrying amount of the intangibles are valued at cost. replaced part is derecognised. The costs of day-to- day servicing of property, plant and equipment are f) Investment property recognised in profit or loss as incurred. Investment property is property held either to earn (iii) Asset recognition threshold rental income or for capital appreciation or for both. The asset capitalisation threshold adopted by the Investment property is recorded at fair value with department is $150,000 for intangible assets and any changes in the fair value being recorded as major capital works, and $10,000 for all other income or expenses in the Income Statement. assets. Assets valued at less than these thresholds Investment property is not depreciated. are charged to the Income Statement in the year of purchase (other than where they form part of a The department currently has no investment group of similar items which are significant in total). properties. (iv) Revaluations g) Impairment The department revalues applicable assets on a All assets are assessed to determine whether any rolling program of five years. In accordance, with impairment exists. Impairment exists when the AASB 116 Property, Plant and Equipment, in years recoverable amount of an asset is less than its between valuations, indices supplied by qualified carrying amount. Recoverable amount is the higher valuers are used to establish fair value. of fair value less costs to sell and value in use. The department’s assets are not used for the purpose of Assets are grouped on the basis of having a generating cash flows; therefore value in use is based similar nature or function in the operations of the on depreciated replacement cost where the asset department. would be replaced if deprived of it. Those assets that are restricted by legislation and/or h) Other assets government directives are disclosed in the Balance Sheet as administered assets. The department recognises some other small assets such as prepayments of expenditure and GST input tax credits received.

94 Financial Statements – Notes Liabilities are recognised in the Balance Sheet to be realised within 12 months are measured as 2.13 when it is probable that an outflow of resources the amount expected to be paid. Other employee Liabilities embodying economic benefits will result from the benefits are measured as the present value of settlement of a present obligation and the amount the benefit at 30 June 2008, where the impact of at which the settlement will take place can be discounting is material, and at the amount expected measured reliably. to be paid if discounting is not material. a) Payables A liability for long service leave is recognised, and is measured as the present value of expected Payables, including goods received and services future payments to be made in respect of services incurred but not yet invoiced, are recognised at the provided by employees up to the reporting date. amortised cost which, due to the short settlement period, equates to face value, when the department e) Superannuation becomes obliged to make future payments as a result of a purchase of assets or services. (i) Defined contribution plans b) Interest bearing liabilities A defined contribution plan is a post-employment benefit plan under which an entity pays fixed Bank loans and other loans are initially measured contributions into a separate entity and will have at fair value, net of transaction costs. Bank loans no legal or constructive obligation to pay further and other loans are subsequently measured at amounts. Obligations for contributions to defined amortised cost using the effective interest rate contribution plans are recognised as an expense method, with interest expense recognised on an when they fall due. effective yield basis. (ii) Defined benefit plans The effective interest rate method is a method of calculating the amortised cost of a financial liability A defined benefit plan is a post-employment benefit and allocating interest expense over the relevant plan other than a defined contribution plan. period. The effective interest rate is the rate that The department does not recognise a liability exactly discounts estimated future cash payments for the accruing superannuation benefits of through the expected life of the financial liability or departmental employees. This liability is held where appropriate, a shorter period. centrally and recognised within the Finance-General c) Provisions Division of the Department of Treasury and Finance. A provision arises if, as a result of a past event, the department has a present legal or constructive f) Other liabilities obligation that can be estimated reliably, and it is Other liabilities, includes revenue received in probable that an outflow of economic benefits advance, where the department has received funds will be required to settle the obligation. Provisions for which goods or services have not yet been are determined by discounting the expected provided or where specific conditions have not future cash flows at a rate that reflects current been met. The revenue will be recognised in the market assessments of the time-value of money following financial year when the department gains and the risks specific to the liability. Any right control of the funds when the goods or services to reimbursement relating to some or all of the have been provided or when specific conditions provision is recognised as an asset when it is have been met. virtually certain that the reimbursement will be received. d) Employee benefits Liabilities for wages and salaries and annual leave are recognised when the employee becomes entitled to receive the benefit. Those liabilities expected

The department has entered into a number of term, as this is representative of the pattern of 2.14 operating lease agreements for property, plant and benefits to be derived from the leased property. Leases equipment, where the lessors effectively retain all of the risks and benefits incidental to ownership of the The department is prohibited under Treasurer’s items leased. Equal instalments of lease payments Instruction 502 Leases from holding finance leases. are charged to the Income Statement over the lease

Financial Statements – Notes 95 The department has no unrecognised financial 2.15 instruments. Unrecognised financial instruments

In the application of Australian Accounting accounting estimates are recognised in the period in 2.16 Standards, the department is required to make which the estimate is revised if the revision affects Judgements and judgements, estimates and assumptions about only that period, or in the period of the revision and carrying values of assets and liabilities that are not future periods if the revision affects both current assumptions readily apparent from other sources. The estimates and future periods. and associated assumptions are based on historical experience and various other factors that are Judgements made by the department that have believed to be reasonable under the circumstances, significant effects on the financial statements are the results of which form the basis of making the disclosed in the relevant notes to the financial judgements. Actual results may differ from these statements. estimates. The department has made no assumptions The estimates and underlying assumptions are concerning the future that may cause a material reviewed on an ongoing basis. Revisions to adjustment to the carrying amounts of assets and liabilities within the next reporting period.

Transactions denominated in a foreign currency 2.17 are converted at the exchange rate at the date Foreign of the transaction. Foreign currency receivables and payables are translated at the exchange rates currency current as at balance date.

Comparative figures have been adjusted to reflect Restructures of outputs within the department 2.18 any changes in accounting policy or the adoption of (internal restructures) that do not affect the results Comparative new standards. Details of the impact of changes in shown on the face of the financial statements are accounting policy on comparative figures are at reflected in the comparatives in the output schedule figures note 2.6. at notes 3.1 and 3.2. Where amounts have been reclassified within the The comparatives for external administrative financial statements, the comparative statements restructures are not reflected in the financial have been restated. statements.

Budget information refers to original estimates as 2.19 disclosed in the 2007–08 Budget Papers and is not Budget subject to audit. information

All amounts in the financial statements have been result in an amount of zero, the financial statement 2.20 rounded to the nearest thousand dollars unless will contain a note expressing the amount to the Rounding otherwise stated. Where the result of expressing nearest whole dollar. amounts to the nearest thousand dollars would

The department is exempt from all forms of of cash flows arising from operating, investing 2.21 taxation except fringe benefits tax, payroll tax and or financing activities which is recoverable from, Departmental the goods and services tax (GST). or payable to, the Australian Taxation Office is, in accordance with the Australian Accounting taxation In the Cash Flow Statement, the GST component Standards, classified as operating cash flows.

96 Financial Statements – Notes Note 3: Departmental output schedules

3.1 2008 2008 2007 Budget Actual Actual Output group $’000 $’000 $’000 information Revenue Output Revenue from appropriation 542,449 556,031 518,248 group 1 Interest revenue 1,590 2,808 2,300 Pre-compulsory Grants 441 2,824 1,807 and compulsory Sales of goods and services 28,729 20,821 20,451 education Other revenue 4,555 28,399 21,986 Total 577,764 610,883 564,792 Expenses Employee benefits 403,021 400,304 374,947 Superannuation 40,822 40,209 40,502 Depreciation and amortisation 24,190 24,087 21,899 Grants and transfer payments 7,379 7,175 1,427 Loss on write-off of asset – 5,483 – Supplies and consumables Travel and transport 2,789 4,411 4,440 Communications 3,854 1,848 1,992 Consultancies 754 1,190 1,245 Information and technology 16,915 12,767 11,799 Other supplies and consumables 54,332 55,938 44,518 Maintenance and property services 28,689 42,551 44,890 Other expenses 31,602 31,802 30,840 Total 614,347 627,765 578,499 Net result (36,583) (16,882) (13,707) Expense by output 1.1 In-school education 1,2 584,062 597,918 555,888 1.2 Learning Services 1 20,824 17,011 15,690 1.3 Educational Performance Services 1 878 1,604 4,237 1.4 Early Years 1 1,217 1,400 1,157 1.5 Grants and financial assistance 3 7,366 9,832 1,527 Total 614,347 627,765 578,499

Comparative information has not been restated for external administrative restructures. Budget information refers to original estimates and has not been subject to audit.

1. The variance between actual expenditure and budget reflects the reclassification of expenses between outputs 1.1, 1.2, 1.3 and 1.4 as part of the Student at the Centre plan. 2. Actual expenditure exceeds the budget estimate due to a number of new initiatives by the government, further supplementation funding from the Australian Government, reclassification of expenditure between this output and ouput 2.3, and allocation of additional resources towards the delivery of education services within this output. In addition, the write-off of Bridgewater High School as a result of a fire has been expended against this output. 3. The variance between actual expenditure and the budget estimate reflects the reclassification of accommodation allowances for tertiary students from administered to controlled.

Financial Statements – Notes 97 Output 2008 2008 2007 Budget Actual Actual group 2 $’000 $’000 $’000 Skills Revenue development Revenue from appropriation 180,994 175,508 173,670 Grants 1,334 2,286 1,492 Sales of goods and services 3,036 3,284 5,464 Other revenue 568 765 1,045 Total 185,932 181,843 181,671 Expenses Employee benefits 67,304 61,192 65,541 Superannuation 6,795 7,598 5,334 Depreciation and amortisation 27 3,576 3,327 Grants and transfer payments 89,931 91,244 91,298 Supplies and consumables Consultants 113 394 319 Maintenance and property services 5,060 1,953 3,031 Communications 309 250 106 Information technology 1,796 86 1,475 Travel and transport 450 892 918 Other supplies and consumables 11,143 3,820 3,592 Other expenses 5,568 5,549 4,730 Total 188,496 176,554 179,671 Net result (2,564) 5,289 2,000 Expense by output 2.1 Skills development TAFE Tasmania 66,131 65,980 62,970 2.2 Skills development contestable funding 25,080 24,679 23,074 2.3 Post-compulsory in school education 1 83,255 72,456 80,006 2.4 Skills Tasmania 8,195 8,048 7,258 2.5 Tasmanian Qualifications Authority 3,545 3,422 3,119 2.6 Grants and financial assistance 2,290 1,969 3,244 Total 188,496 176,554 179,671

In order to enhance the useability of the financial statements, the budget information for vocational education and training programs paid to TAFE Tasmania within output group 2 has been reconstructed to match the categorisation of expenditure. The Budget Papers categorise this predominately as salaries and wages and the remainder as supplies and consumables where in the financial statements it is classified as grants and payments. This process has been reviewed and changes to reflect this have been made in the 2008–09 Budget.

1. The variance between actual expenditure and budget reflects the reclassification of expenses between this output and output 1.1 as part of the Student at the Centre plan.

98 Financial Statements – Notes 2008 2008 2007 Output Budget Actual Actual group 3 $’000 $’000 $’000 Information Revenue services and Revenue from appropriation 28,061 28,163 28,572 Interest revenue – 16 – community Grants 4 2 – learning Sales of goods and services 4,341 3,709 1,595 Other revenue 511 1,722 30,700 Total 32,917 33,612 60,867 Expenses Employee benefits 19,223 20,616 18,345 Superannuation 2,091 2,026 1,925 Depreciation and amortisation 2,349 3,541 3,399 Grants and transfer payments 905 783 552 Supplies and consumables Travel and transport 259 317 365 Communications 459 210 248 Consultancies 8 84 110 Maintenance and property services 2,342 2,788 1,673 Information technology 1,280 804 1,108 Other supplies and consumables 5,394 4,096 3,421 Other expenses 1,626 1,422 1,313 Total 35,936 36,687 32,459 Net result (3,019) (3,075) 28,408 Expense by output 3.1 Public library and information services 1 23,370 21,768 23,269 3.2 Archival and records management services 2,732 2,682 1,952 3.3 Adult and community learning services 1, 2 9,834 12,237 7,238 Total 35,936 36,687 32,459 1. The variance between actual expenditure and budget reflects the reclassification of expenses between outputs 3.1 and 3.3 as part of the Student at the Centre plan. 2. The actual expenditure for 2007 against this output has been recast to reflect the output restructure where the previous output 2.6 Adult and Community Education was moved to this output.

Total net result from output groups (42,166) (14,668) 16,701

2008 2008 2007 Capital Budget Budget Budget investment $’000 $’000 $’000 program and Revenue infrastructure Revenue from appropriation 26,904 19,752 13,546 funds Revenue from special capital investment funds – – 6,209 Total 26,904 19,752 19,755 Expenses Capital investment program 4,420 7,998 4,553 Economic and social infrastructure fund – – 6,156 Total 4,420 7,998 10,709 Net result 22,484 11,754 9,046 Net surplus (deficit) (19,682) (2,914) 25,747

Financial Statements – Notes 99 3.2 2008 2008 2007 Budget Actual Actual Administered $’000 $’000 $’000 output schedule Revenue Revenue from appropriation 41,935 41,468 40,944 Other revenue 236,922 245,406 231,939 Total 278,857 286,874 272,883 Expenses Accommodation allowances for tertiary students 1 1,445 – 1,126 Australian Government: grants to non-government schools 127,909 132,741 122,922 Australian Government Investing In Our Schools 6,515 9,565 13,753 Non-government schools: Grants 39,104 40,134 38,169 Non-government schools: Capital assistance 1,000 1,000 1,000 Non-government schools: Student assistance 386 335 327 Transfers to Consolidated Fund 103,113 105,886 101,400 Total 279,472 289,661 278,697 Net deficit (615) (2,787) (5,814)

Budget information refers to original estimates and has not been subject to audit.

1. The variance between actual expenditure and budget estimate reflects the reclassification of accommodation allowances for tertiary students from administered to controlled. Note 4: Explanations of material variances between budget and actual outcomes The following are brief explanations of material variances between budget estimates and actual outcomes. 4.1 Variances are considered material where the variance exceeds the greater of 10 per cent of budget estimate Income and $4.565 million. Statement Note Budget Actual Variance Variance $’000 $’000 $’000 % Sales of good and services 1 36,076 27,784 (8,292) (23) Other revenue 1, 2 5,314 30,243 24,929 469 Depreciation and amortisation 3 26,566 31,204 4,638 17 Write down of assets measured at fair value 4 – 5,483 5,483 –

Notes to Income Statement variances 1. Sales of goods and services, and other revenue budget figures include all school-based revenue against sales of goods and services whereas the financial statements split revenue between sales of goods and services and other revenue. This issue has been addressed in the 2008–09 Budget. 2. An amount of $7.9m has been recognised as revenue to reflect the contribution of the Tasmanian Risk Management Fund to the redevelopment of the former Bridgewater Primary School site and upgrading of Green Point Primary School. 3. Depreciation and amortisation variance is due to the previous growth in land and building values which has resulted in a higher asset base and, in turn, has increased the actual depreciation charge. This issue has been addressed in the 2008–09 Budget. 4. Write down of assets measured at fair value is the result of the total destruction of the Bridgewater High School in a fire in October 2007.

100 Financial Statements – Notes 4.2 Note Budget Actual Variance Variance $’000 $’000 $’000 % Balance Sheet Cash and deposits 1 42,352 72,975 30,623 72 Assets held for sale 2 8,139 3,479 (4,660) (57) Heritage assets 3 13,043 44,995 31,952 244 Other liabilities 4 10,347 17,888 7,541 73

Notes to Balance Sheet variances 1. Cash and deposits variance is a result of the higher than expected balance of school bank accounts. The department’s operating account is higher than expected due to section 8A carry forwards held in this account. 2. Assets held for sale variance is the result of the budget estimate being based upon a 2006–07 estimate which was unrealistic and resulted in a number of assets being reclassified back to land and buildings. The 2008–09 Budget has been adjusted to better align the budget with expected actuals. 3. Heritage asset variance is due to the budget estimate not including the value of the Allport Library and Museum of Fine Arts collections. The 2008–09 Budget estimate has now been updated to include this collection. 4. Other liabilities variance is the result of increased revenue received in advance due to the section 8A carry forwards.

4.3 Note Budget Actual Variance Variance $’000 $’000 $’000 % Cash Flow Sales of goods and services 1 35,150 25,529 (9,621) (27) Statement GST receipts 2 29,000 20,156 8,844 30 Other revenue 1, 2, 3 5,032 22,327 17,295 344 GST payments 4 29,000 21,258 (7,742) (27) Grants and subsidies 5 13,824 99,202 85,378 (618) Other cash payments 5 246,360 177,814 68,546 (28)

Notes to Cash Flow Statement variances 1. Sales of goods and services budget figures include all school-based revenue against sales of goods and services whereas the financial statements split revenue between sales of goods and services and other revenue. This issue has been addressed in the 2008–09 Budget. 2. GST receipts variance is due to lower than expected receipts. 3. An amount of $7.9m has been recognised as revenue to reflect the contribution of the Tasmanian Risk Management Fund to the redevelopment of the former Bridgewater Primary School site and upgrading of Green Point Primary School. 4. GST payments variance is due to lower than expected payments. 5. Grants and subsidies variance, and other cash payments is due to classification of expenditure in the budget being different to that presented in the financial statements. In order to enhance the usability of the financial statements, the budget information has been recast to match the category of expenditure. The budget and actual classifications have been further aligned during the 2008–09 Budget.

Financial Statements – Notes 101 Note 5: Events occurring after balance date

There have been no material events which have occurred after the reporting date.

Note 6: Income

Revenue from appropriations includes revenue from appropriations, appropriations carried forward under 6.1 section 8A of the Public Account Act 1986. Appropriation revenue Budget 2008 2007 $’000 $’000 $’000 Recurrent appropriation 750,804 759,002 720,490 Works and services appropriation 24,704 17,756 12,851 Appropriation carried forward under section 8A of the Public 2,900 2,696 695 Account Act 1986 taken up as revenue in the current year Total revenue from government 778,408 779,454 734,036

Section 8A of the Public Account Act 1986 allows for an unexpended balance of an appropriation to be transferred to an Account in the Special Deposits and Trust Fund for such purposes and conditions as approved by the Treasurer. In the initial year, the carry forward is recognised as a liability, revenue received in advance. The carry forward from the initial year is recognised as revenue in the reporting year, assuming that the conditions of the carry forward are met and the funds are expended.

Funding for major infrastructure projects is provided through special capital investment funds managed by 6.2 the Department of Treasury and Finance. The department is allocated funding for specific projects from the Revenue from special capital investment funds as part of the budget process. special capital investment funds Economic and social infrastructure funds – 6,209 Total – 6,209

Details of total special capital investment funds revenues and expenses are provided as part of note 3 departmental output schedules. Details of total cash flows for each project are at note 12.3.

6.3 Grants from the Australian Government Grants Specific grants 5,113 3,300 Total 5,113 3,300

102 Financial Statements – Notes 2008 2007 6.4 $’000 $’000 Sales of goods Goods and services School supplies 5,014 4,689 Other – 6 Services Overseas students 3,458 3,187 Adult Education fees 2,399 2,513 School levies 8,816 9,180 Other student collections 5,055 4,869 Teachers’ registration fees 959 813 Other 2,083 2,253 Total 27,784 27,510

6.5 Library fines 346 338 Fees and fines Total 346 338

6.6 Plant and equipment Gains (losses) Proceeds from sale 15 19 on sale of non- Written down value of disposed assets (13) (27) financial assets Gain (loss) on sale 2 (8) Land and buildings Proceeds from sale 621 2,674 Written down value of disposed assets (538) (2,914) Gain (loss) on sale 83 (240) Library book stock Proceeds from sale 31 63 Written down value of disposed assets – – Gain on sale 31 63 Net gain (loss) on sale of non-financial assets 116 (185)

6.7 Fair value of library books donated 187 294 Resources Total 187 294 received free of charge

6.8 Grants 452 322 Other revenues Workers’ compensation refunds 2,951 2,229 Tasmanian Risk Management Fund – Bridgewater High School fire 7,362 – Recognition of Allport Library and Museum of Fine Arts collection 552 29,503 Other 18,926 21,205 Total 30,243 53,259

Financial Statements – Notes 103 Note 7: Expenses

7.1 2008 2007 Employee $’000 $’000 benefits Wages and salaries (including fringe benefits and non-monetary components) 455,878 440,696 Annual leave 13,892 9,662 Long service leave 12,035 10,948 Superannuation – contribution scheme 20,402 19,639 Superannuation – defined benefit scheme 29,423 28,398 Other employee expenses 289 308 Total 531,919 509,651

Superannuation expenses relating to defined benefits schemes relate to payments into the Superannuation Provision Account (SPA) held centrally and recognised within the Finance-General Division of the Department of Treasury and Finance. The amount of the payment is based on an employer contribution rate determined by the Treasurer, on the advice of the State Actuary. The current employer contribution is 11 per cent of salary. Superannuation expenses relating to the contribution scheme are paid directly to the superannuation fund at a rate of nine per cent of salary. In addition, departments are also required to pay into the SPA a ‘gap’ payment equivalent to two per cent of salary in respect of employees who are members of the contribution scheme.

7.2 Depreciation Depreciation Plant and equipment 1,270 1,331 and Buildings 27,974 25,399 amortisation Library book stock 1,960 1,899 Total 31,204 28,629

7.3 Consultants 1,708 1,675 Supplies and Property services 36,536 32,481 consumables Maintenance 18,742 21,218 Communications 2,312 4,062 Information technology 13,658 15,100 Travel and transport 5,619 5,801 Advertising and promotion 719 826 Other supplies and consumables 63,135 50,661 Total 142,429 131,824

104 Financial Statements – Notes 7.4 2008 2007 Grants and $’000 $’000 subsidies Apprentice and trainee subsidies 1,421 1,443 Child care 896 880 Group training and ITAB state funding 852 529 Online access centre grants – 516 Sundry grants, fees and scholarships 1,082 651 VET delivery 88,927 84,469 Student assistance 573 – Accommodation allowance for tertiary students 1,011 – Other grant payments 4,440 4,788 Total 99,202 93,276

7.5 Non-financial assets Write down Destruction of Bridgewater High School 5,483 – of assets Total 5,483 –

7.6 Payroll tax 31,863 30,686 Other expenses Workers’ compensation premiums 6,558 6,919 Audit expenses 118 118 Doubtful debts expense 228 236 Total 38,767 37,959

Financial Statements – Notes 105 Note 8: Assets

Cash and deposits includes the balance of the Special Deposits and Trust Fund held by the department, and 8.1 other cash held, excluding those accounts which are administered or held in a trustee capacity or agency Cash and arrangement. deposits 2008 2007 $’000 $’000 Cash held in the Special Deposits and Trust Fund T511 – Department of Education Operating Account 18,123 15,158 T648 – Library Fines Account 405 151 Total 18,528 15,309 Other cash held School bank accounts 51,548 45,130 Other bank accounts 2,821 552 Cash floats 78 78 Total 54,447 45,760 Total cash and cash equivalents 72,975 61,069

8.2 Central office receivables 6,312 4,789 Receivables Less: Provision for impairment (30) (30) Total 6,282 4,759 School receivables 4,310 3,774 Less: Provision for impairment (140) (140) Total 4,170 3,634 Sales of goods and services 7,487 6,530 Tax assets 2,965 1,863 Total 10,452 8,393 Settled within 12 months 10,452 8,393 Total 10,452 8,393 Reconciliation of movement in provisions for impairment of receivables Carrying amount at 1 July 2007 170 150 Amounts written off during the year (229) (236) Amounts recovered during the year 0 0 Increase (decrease) in provision recognised in profit or loss 229 256 Carrying amount at 30 June 2008 170 170

106 Financial Statements – Notes 2008 2007 8.3 $’000 $’000 Assets held Land and buildings 3,479 1,122 for sale Total 3,479 1,122 Settled within 12 months 3,479 1,122 Total 3,479 1,122

The assets held for sale consists of land and some buildings which have become surplus to the department’s requirements. It is intended that these be disposed – either by way of sale or through appropriate property swaps. Steps have been taken for this purpose and it is likely that the disposals could occur within the next 12 months.

(a) Carrying amount 8.4 Property, plant 2007 2006 and equipment, $’000 $’000 library book Land stock and At fair value 330,062 307,528 heritage Total land 330,062 307,528 Buildings At fair value 544,903 530,823 Less: Accumulated depreciation 28,699 25,585 516,204 505,238 Building works in progress at cost 10,871 2,417 Total buildings 527,075 507,655 Total land and buildings 857,137 815,183 Plant and equipment At cost 26,780 25,345 Less: Accumulated depreciation 20,843 19,659 Total plant and equipment 5,937 5,686 Library book stock At cost 28,823 28 ,115 Less: Accumulated depreciation 14,498 14,163 Total library book stock 14,325 13,952 Heritage At valuation 44,995 42,458 Total heritage 44,995 42,458 Total property, plant and equipment, library book stock and heritage 922,394 877,279

The department’s land, buildings and heritage asset classes were independently valued during 2004–05 with an effective date of 1 July 2004 by Liquid Pacific Holdings Pty Ltd. The revaluation of these assets was on a fair value basis in accordance with relevant accounting standards and Treasurer’s Instructions. In 2007–08, these assets were indexed using indices provided by Liquid Pacific.

During 2007, Mr Simon Storey (MA VAA) of Simon Storey Valuers, valued the collections of the Allport Library and Museum of Fine Arts to fair value, as at 30 June 2007. The collection had not previously been valued.

Financial Statements – Notes 107 (b) Reconciliation of movements Reconciliations of the carrying amounts of each class of property, plant and equipment at the beginning and end of the current and previous financial years are set out below. Carrying value means the net amount after deducting accumulated depreciation.

Land Buildings Work in Plant Library Heritage Total $’000 $’000 progress and book $’000 $’000 $’000 equipment stock $’000 $’000 2008 Carrying value at 1 July 307,528 505,238 2,417 5,686 13,952 42,458 877,279 Additions – – 24,693 1,533 2,146 49 28,421 Disposals (carrying value) (173) (5,483) – (12) – – (5,668) Revaluations increments 25,011 28,599 – – – 1,936 55,546 Recognition of Allport Library and – – – – – 552 552 Museum of Fine Arts collection Assets held for sale (2,304) (415) – – – – (2,719) Transfers from held for sale – – – – – – – Net transfers free of charge – – – – 187 – 187 Depreciation and amortisation expense – (27,974) – (1,270) (1,960) – (31,204) Capitalised works to building assets – 16,239 (16,239) – – – 0 Carrying value at 30 June 330,062 516,204 10,871 5,937 14,325 44,995 922,394

Land Buildings Work in Plant Library Heritage Total $’000 $’000 progress and book $’000 $’000 $’000 equipment stock $’000 $’000 2007 Carrying value at 1 July 283,324 480,117 19,065 5,864 13,714 12,664 814,748 Additions 400 11, 824 1,803 1,180 1,843 25 17,075 Disposals (carrying value) (683) (291) – (27) – – (1,001) Revaluations increments 19,577 20,047 – – – 266 39,890 Recognition of Allport Library and – – – – – 29,503 29,503 Museum of Fine Arts collection Assets held for sale (340) (102) – – – – (442) Transfers from held for sale 5,250 591 – – – – 5,841 Net transfers free of charge – – – – 294 – 294 Depreciation and amortisation expense – (25,399) – (1,331) (1,899) – (28,629) Capitalised works to building assets – 18,451 (18,451) – – – 0 Carrying value at 30 June 307,528 505,238 2,417 5,686 13,952 42,458 877,279

108 Financial Statements – Notes 8.5 2008 2007 Other assets $’000 $’000 Other current assets Prepayments 1,443 1,644 Total 1,443 1,644 Settled within 12 months 1,443 1,644 Total 1,443 1,644

Note 9: Liabilities

9.1 2008 2007 Payables $’000 $’000 Creditors 5,037 3,662 Accrued expenses 1,883 1,777 Trace suspense accounts 104 25 Total 7,024 5,464 Due within 12 months 7,024 5,464 Total 7,024 5,464

9.2 Accrued salaries 6,022 4,109 Employee Annual leave 8,183 7,570 benefits Long service leave 87,258 86,029 State Service Accumulated Leave Scheme 736 631 Total 102,199 98,339 Due within 12 months 26,305 23,679 Due in more than 12 months 75,894 74,660 Total 102,199 98,339

9.3 Revenue received in advance 9,387 5,824 Other liabilities Employee benefits – on-costs 8,501 8,259 Total 17,888 14,083 Due within 12 months 13,303 9,567 Due in more than 12 months 4,585 4,516 Total 17,888 14,083

Financial Statements – Notes 109 Note 10:Commitments and contingencies

10.1 2008 2007 Schedule of $’000 $’000 commitments Capital commitments as at 30 June 2008 Land and buildings 6,166 3,160 Total capital commitments 6,166 3,160 Operating lease commitments Operating leases 10,698 12,865 Total operating lease commitments 10,698 12,865 By maturity Capital commitments One year or less 6,166 3,160 Total capital commitments 6,166 3,160 Operating lease commitments One year or less 5,946 5,865 From one to five years 4,726 6,986 Over five years 26 14 Total operating lease commitments 10,698 12,865 Total 16,864 16,025

NB: Commitments are GST inclusive where relevant. The department leases property under operating leases expiring from one to ten years. Leases generally provide the department with a right of renewal at which time all terms are re-negotiated. Lease payments comprise a base amount plus an incremental contingent rental. Contingent rentals are based on either movements in the Consumer Price Index or operating criteria.

As at 30 June 2008, the department had a number of capital commitments of which $2 million is for the design for a new Kingston High School and $1.631 million for the redevelopment of Taroona Primary School, and the rest split across three minor projects.

Contingent assets and liabilities are not recognised in the Balance Sheet due to uncertainty regarding the 10.2 amount or timing of the underlying claim or obligation. Contingent (a) Unquantifiable contingencies assets and At 30 June 2008, the department had a number of legal claims against it generally relating to personal liabilities injury arising from accidents on departmental premises. The Crown Solicitor has advised the department that he estimates the department’s personal injury liability to be $348,000. As this estimate is subject to many factors that can impact on the final outcome, it has been decided not to include this figure in the commitments table. The department has a number of leases on property it occupies. Some of these leases contain a ‘make good provision’. A liability for these provisions has not been recognised in the Balance Sheet as the value of these provisions cannot be reliably measured. The majority of leases cover a five to ten year period and are generally renewed.

110 Financial Statements – Notes Note 11: Equity and movements in equity

11.1 Accumulated Asset revaluation Total equity Reconciliation results reserves of equity 2008 2007 2008 2007 2008 2007 $’000 $’000 $’000 $’000 $’000 $’000 Balance at 1 July 757,028 733,376 74,593 34,704 831,621 768,080 Net surplus (deficit) (2,914) 25,747 – – (2,914) 25,747 Decrease in equity associated with *CLAF (621) (2,674) – – (621) (2,674) proceeds Revaluation increments Land and buildings – – 53,610 39,623 53,610 39,623 Heritage – – 1,936 266 1,936 266 Prior year corrections – 294 – – – 294 Recognition of Allport Library and Museum of – 285 – – – 285 Fine Arts bank account Balance as at 30 June 753,493 757,028 130,139 74,593 883,632 831,621 *CLAF = Crown Lands Administration Fund (a) Nature and purpose of reserves Asset revaluation reserve The asset revaluation reserve is used to record increments and decrements on the revaluation of non- current assets, as described in accounting policy note 2.12.

The balance within the asset revaluation reserve for the following class of assets is: 11.2 Asset 2008 2007 revaluation $’000 $’000 reserve by class Land and buildings 126,430 72,820 of asset Heritage 3,709 1,773 Total 130,139 74,593

Financial Statements – Notes 111 Note 12: Cash flow reconciliation

12.1 2008 2007 Cash and cash $’000 $’000 equivalents Cash and deposits (as per Balance Sheet) 72,975 61,069 Total cash and cash equivalent 72,975 61,069

The definition of cash can be found at note 2.12(a). Refer to note 8.1 for details of cash and deposits.

12.2 Net operating surplus (deficit) (2,914) 25,747 Reconciliation Depreciation and amortisation 31,204 28,629 of operating Loss (gain) from sale of non-financial assets (116) (185) surplus to net Recognition of Allport Library and Museum of Fine Arts assets (551) (29,503) cash from Write-off of Bridgewater High School 5,483 – operating Bridgewater High School capital improvements (7,362) – activities Decrease (increase) in receivables (957) 444 Decrease (increase) in other assets (1,089) 896 Increase (decrease) in employee benefits 3,939 515 Increase (decrease) in payables 1,481 (327) Increase (decrease) in other liabilities 3,805 3,367 Other non-cash movements – (209) Net cash provided (used) by operating activities 32,923 29,744

The department received works and services appropriation funding and revenues from the Economic and 12.3 Social Infrastructure Fund to fund specific projects. Acquittal Cash outflows relating to these projects are listed below by category. of capital investment and (a) Project expenditure special capital 2008 2008 2007 investment Budget Actual Actual funds $’000 $’000 $’000 Capital investment program New projects Deloraine Primary School 450 256 – Lansdowne Crescent Primary School 1,088 769 – Mount Stuart Primary School 1,650 1,344 – New Norfolk Primary School 1,000 338 – St Helens District High School 1,474 1,474 – Snug Primary School 1,562 213 – Spreyton Primary School 1,225 844 – TAFE Tasmania – Burnie Campus 955 955 –

Budget information refers to original estimates and has not been subject to audit.

112 Financial Statements – Notes 2008 2008 2007 Budget Actual Actual $’000 $’000 $’000 TAFE Tasmania – IT infrastructure – Multi-sites (stage 2) 550 550 – TAFE Tasmania – Statewide multi-sites 550 550 – Taroona Primary School 1,711 166 – Wynyard High School 1,851 1,659 – City Library – Multi-sites project – 294 – Disabled Access Initiative – 286 – Huonville High School – 171 – Ogilvie High School – 200 – Continuing projects Bridgewater High School – – 477 Claremont Young Mothers’ Program – – 300 Forth Primary School – 56 594 Glen Dhu Primary School 701 1,081 221 Kingston High School 1,800 1,780 190 Lansdowne Crescent Primary School – 144 195 Launceston Northern Suburbs 5,211 3,328 262 Montagu Bay Primary School – – 297 Mount Stuart Primary School – 145 138 North-West Support School and Inclusive – – 949 Education Training Facility Norwood Primary School – – 450 Reducing class sizes – 450 450 Riverside High School – – 1,395 Rokeby High School – – 730 Scottsdale High School – – 774 Sorell School – – 600 Southern Branch Support School and Inclusive 2,761 77 58 Education Training Facility Supporting school farms – 100 100 TAFE Tasmania – Alanvale Campus and Thynes Building 1,215 1,215 385 TAFE Tasmania – Alanvale Campus 300 300 1,500 TAFE Tasmania – Claremont Centre – – 760 TAFE Tasmania – Hobart Campus – – 150 TAFE Tasmania – Infrastructure support 850 850 850 TAFE Tasmania – IT infrastructure – – 500 Timsbury Road School – – 326 Yolla District High School – – 895 Total 26,904 19,595 13,546 Special capital investment funds Economic and social infrastructure fund Information and communication technology – – 6,059 strategy in schools Students with higher needs – – 90 Total – – 6,149

Financial Statements – Notes 113 (b) Classification of cash flows The project expenditure above is reflected in the Cash Flow Statement as follows:

2008 2007 $’000 $’000 Cash outflows Other cash payments Wages and salaries 178 2,809 Superannuation 21 277 Other expenses 15 201 Grants – 335 Buildings and infrastructure maintenance 16,594 14,785 Information technology – 632 Supplies and consumables – 595 Consultants 2,779 – Travel and transport 6 54 Communications 2 7 Total cash outflows 19,595 19,695

The department has a total of $2.341 million in financing facilities in relation to 550 issued Tasmanian 12.4 Government Credit Cards (TGCC), compared with $2.07 million in financing facilities in relation to 530 Financing issued TGCCs in 2006–07. The total undrawn balance in relation to the TGCC facility as at 30 June 2008 was $2.249 million (30 June 2007 – $1.9 million). The use of cards under the TGCC within the department facilities is in accordance with Treasurer’s Instruction 705. Note 13: Financial instruments (a) Risk management policies 13.1 The department has exposure to the following risks from its use of financial instruments: Risk exposures • credit risk • liquidity risk • market risk The Head of Agency has overall responsibility for the establishment and oversight of the department’s risk management framework. Risk management policies are established to identify and analyse risks faced by the department, to set appropriate risk limits and controls, and to monitor risks and adherence to limits. (b) Credit risk exposures Credit risk is risk of financial loss to the department if a customer or counterparty to a financial instrument fails its contractual obligation. Collectability of debts is reviewed on a monthly basis. Provisions are made when collection of the debt is judged to be less rather than more likely. The following tables analyse financial assets that are past due but not impaired.

Analysis of financial assets that are past due at 30 June 2008 but not impaired Past due Past due Past due 30–59 60–89 90 days or Total days days greater $’000 $’000 $’000 $’000 Receivables 581 363 1,282 2,226

114 Financial Statements – Notes Analysis of financial assets that are past due at 30 June 2007 but not impaired

Past due Past due Past due 30–59 60–89 90 days or Total days days greater $’000 $’000 $’000 $’000 Receivables 376 57 1,190 1,623 (c) Liquidity risk Liquidity risk is the risk that the department will not be able to meet its financial obligations as they fall due. The department’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its liabilities when they fall due. The department regularly reviews budgeted cash outflows to ensure that there is sufficient cash to meet all obligations. The following tables detail the undiscounted cash flows payable by the department by remaining contractual maturity for its financial liabilities. It should be noted that as these are undiscounted, totals may not reconcile to the carrying amounts presented in the Balance Sheet. Maturity analysis for financial liabilities 2008 More than Undiscounted Carrying Financial 1 year 2 years 3 years 4 years 5 years 5 years total amount liabilities $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 Payables 6,921 – – – – – 6,921 6,921 Other financial 9,272 116 – – – – 9,388 9,388 liabilities Total 16,193 116 – – – – 16,309 16,309

Maturity analysis for financial liabilities 2007 More than Undiscounted Carrying Financial 1 year 2 years 3 years 4 years 5 years 5 years total amount liabilities $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 Payables 5,439 – – – – – 5,439 5,439 Other financial 5,768 56 – – – – 5,824 5,824 liabilities Total 11,207 56 – – – – 11,263 11,263

(d) Market risk Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in market prices. The primary market risk that the department is exposed to is interest rate risk. The department currently has the majority of its financial assets in variable interest rates to take advantage of interest rate rises.

2008 2007 $’000 $’000 Variable rate instruments Financial assets 55,173 48,343 Total 55,173 48,343

The department does not hold any financial instruments available for sale which would directly affect equity as a result of changes in interest rates. Changes in variable rates of 100 basis points at reporting date would have the following effect on the department’s profit or loss:

Financial Statements – Notes 115 Proft or loss Equity 100 basis points 100 basis points 100 basis points 100 basis points increase decrease increase decrease $’000 $’000 $’000 $’000 30 June 2008 Financial assets 552 (552) 552 (552) Net sensitivity 552 (552) 552 (552)

30 June 2007 Financial assets 483 (483) 483 (483) Net sensitivity 483 (483) 483 (483)

This analysis assumes all other variables remain constant. The analysis was performed on the same basis for 2007.

13.2 The department has made no reclassifications of any financial assets held for the financial year. Reclassifications of financial assets

13.3 Net fair 2008 2007 values of financial Total carrying Net fair value Total carrying Net fair value amount $’000 amount $’000 assets and $’000 $’000 liabilities Financial assets Cash at bank 52,991 52,991 45,760 45,760 Cash in Special Deposit and 18,528 18,528 15,309 15,309 Trust Fund Receivables 9,113 8,943 6,700 6,530 Total financial assets 80,632 80,462 67,679 67,599

Financial liabilities (Recognised) Trade creditors 6,920 6,920 5,439 5,439 Other financial liabilties Other – revenue received in 9,387 9,387 5,824 5,824 advance Total financial liabilities 16,307 16,307 11,263 11,263 (Recognised)

Financial assets The net fair values of cash and non-interest bearing monetary financial assets approximate their carrying amounts. The net fair values of receivables are based on the carrying amount less the value recognised as potentially impaired. Financial liabilities The net fair values of trade creditors are approximated by their carrying amounts. The net fair values of revenue received in advance are approximated by their carrying amounts.

116 Financial Statements – Notes Note 14: Details of consolidated entities

14.1 The following entities have been consolidated by the department: List of entities • Tasmanian Qualifications Authority • Teachers Registration Board

Note 15: Notes to administered statements

The following are brief explanations of material variances between budget estimates and actual outcomes. 15.1 Variances are considered material where the variance exceeds the greater of 10 per cent of budget estimate Explanations and $4.565 million. of material variances Schedule of administered income and expenses between budget Budget Actual Variance Variance and actual Note outcomes $’000 $’000 $’000 % Other revenue from ordinary activities 1 5,900 77 (5,823) (99)

Notes to Income Statement variances 1. Other revenue from ordinary activities variance are due to classification of revenue in the budget being different to that presented in the financial statements. This issue has been corrected in the 2008–09 Budget.

Schedule of Administered Cash Flows

Budget Actual Variance Variance Note $’000 $’000 $’000 % Other revenue from ordinary activities 1 5,900 77 (5,823) (99)

Notes to Cash Flow Statement variances 1. Other revenue from ordinary activities variance are due to classification of revenue in the budget being different to that presented in the financial statements. This issue has been corrected in the 2008–09 Budget.

Revenue from appropriations includes revenue from appropriations, appropriations carried forward under 15.2 section 8A of the Public Account Act 1986. Administered The budget information is based on original estimates and has not been subject to audit. appropriation revenue Budget 2008 2007 $’000 $’000 $’000 Recurrent appropriation 41,935 41,468 40,944 Total administered revenue from government 41,935 41,468 40,944

Financial Statements – Notes 117 2008 2007 15.3 $’000 $’000 Administered General grants grants Australian Government: recurrent receipts (schools) 64,410 61,166 Australian Government: recurrent receipts (TAFE Tasmania) 27,925 27,054 Australian Government: capital receipts (schools) 8,528 8,070 Australian Government: capital receipts (TAFE Tasmania) 4,420 4,420 Australian Government: capital receipts (child care) 234 249 Subtotal general grants 105,517 100,959 Specific grants Australian Government: grants to non-government schools 132,787 122,998 Australian Government Investing in Our Schools 6,725 7,530 Subtotal specific grants 139,512 130,528 Total 245,029 231,487

15.4 2008 2007 Administered $’000 $’000 sales of goods Archives services 37 34 and services Curriculum services 86 129 Computer services 41 42 State Library services 105 115 Other 2 19 Total 271 339

15.5 2008 2007 Administered $’000 $’000 fees and fines Group Assurance Commission 29 25 Total 29 25

15.6 2008 2007 Other $’000 $’000 administered Other revenue from ordinary activities 77 88 revenues Total 77 88

2008 2007 15.7 $’000 $’000 Administered Accommodation allowances for tertiary students – 1,126 grants and Non-government schools: Grants by Australian Government 132,741 122,922 subsidies Non-government schools: Grants by state government 40,134 38,169 expenses Non-government schools: Capital assistance 1,000 1,000 Non-government schools: Student assistance 335 327 Non-government schools Investing in Our Schools 53 345 Total 174,263 163,889

118 Financial Statements – Notes 15.8 2008 2007 Administered $’000 $’000 supplies and Other supplies and consumables 9,512 13,408 consumables Total 9,512 13,408

Administered cash and deposits include the balance of the special deposits and trust fund accounts held 15.9 by the department, and other cash held, which are administered or held in a trustee capacity or agency Administered arrangement. cash and deposits 2008 2007 $’000 $’000 T511 – Department of Education Operating Account 1,863 4,650 Total 1,863 4,650

Accumulated Equity Total equity 15.10 surplus Reconciliation 2008 2007 2008 2007 of administered $’000 $’000 $’000 $’000 equity Balance at 1 July 4,650 10,464 4,650 10,464 Net surplus (deficit) (2,787) (5,814) (2,787) (5,814) Balance as at 30 June 1,863 4,650 1,863 4,650

15.11 2008 2007 Administered $’000 $’000 cash and cash Cash and deposits (as per Balance Sheet) 1,863 4,650 equivalents Cash and cash equivalents in Cash Flow Statement 1,863 4,650

15.12 Reconciliation of administered operating surplus Reconciliation to net cash provided by administered operating activities of administered Net surplus (deficit) (2,787) (5,814) operating Net cash provided (used) by operating activities (2,787) (5,814) surplus to net cash from administered operating activities

Financial Statements – Notes 119 (a) Risk management policies 15.13 Financial instrument The department has exposure to the following risks from its use of financial instruments: • credit risk (administered) • liquidity risk • market risk

The Head of Agency has overall responsibility for the establishment and oversight of the department’s risk management framework. Risk management policies are established to identify and analyse risks faced by the department, to set appropriate risk limits and controls, and to monitor risks and adherence to limits.

(b) Credit risk exposures

Credit risk is risk of financial loss to the department if a customer or counterparty to a financial instrument fails its contractual obligation. The department does not currently hold any receivables on its administered items.

Liquidity risk is the risk that the department will not be able to meet its financial obligations as they fall due, the department’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its liabilities when they fall due.

As at 30 June 2008, the department had no administered financial liabilities.

As at 30 June 2008, there is no interest rate exposure on administered activities, as all financial instruments are non-interest bearing.

15.14 Net 2008 2007 Total Total fair values of Net fair Net fair carrying carrying value value financial assets amount amount $’000 $’000 and liabilities $’000 $’000 Financial assets Cash in Special Deposits and Trust Fund 1,863 1,863 4,650 4,650 Total financial assets 1,863 1,863 4,650 4,650

Financial assets The net fair values of cash and non-interest bearing monetary financial assets approximate their carrying amounts.

120 Financial Statements – Notes Note 16: Transactions and balances relating to a trustee or agency agreement

Net Opening Closing transactions Account name balance balance 30 during 1 July 2007 $ June 2008 $ 2007–08 $ Critchley Parker Junior Student Loan Fund 15,671 320 15,991 Sir John Morris Memorial Fund 1,064,523 (46,775) 1,017,748 TM Crisp Memorial Sporting Library 15,957 821 16,778

The department acts under a trustee arrangement in the administration of certain library and student funds. These funds are neither administered nor controlled. Accordingly they are not recognised in the financial statements. However, disclosure is made in aggregate the amount collected and distributed to external parties during the reporting period and any amount undistributed at 30 June 2008.

Financial Statements – Notes 121 Superannuation Certificate

Superannuation Certificate

“I, John Smyth, hereby certify that the Department of Education has met its obligations under the Superannuation Guarantee (Administration) Act 1992 of the Commonwealth in respect of any employee who is a member of a complying superannuation scheme to which the Department of Education contributes.”

John Smyth SECRETARY

122 Financial Statements – Superannuation Certificate Certification of Financial Statements

Department of Education

Financial Statements – Certification of Financial Statements 123 Auditor-General’s Report

124 Financial Statements – Auditor-General’s Report Financial Statements – Auditor-General’s Report 125 F Appendices F

Other Performance Measures School and College Education Performance measure 2005–06 2006–07 2007–08 Absentee rate (daily average) 7.89% 8.04% 8.31% Parent opinion Overall, I am satisfied with the education my child 90.0% 85.4% 90.8% receives from their school/college My child’s report gives me a good understanding of N/A N/A 78.9% how my child is progressing at school/college 1 My child’s school/college encourages parents to have N/A N/A 86.4% a say in planning for the future 1 Children who attended government Kindergartens 4,850 4,514 4,510 Students enrolled in out-of-area primary schools 30.5% 30.6% 29.9% Students participating in home education 500 520 557 Students enrolled in distance education: Number 1,678 1,528 1,353 Full-time equivalents 1,075.5 983.9 884.0 Class sizes (average number of students): 2 Kindergartens: Kindergarten-only classes 18.9 18.9 19.0 Kindergarten in combined classes 17.3 17.7 17.1 Primary schools: Preparatory 22.0 21.7 21.9 Year 1 23.2 23.1 23.4 Year 2 23.4 23.5 23.7 Year 3 24.3 24.1 24.1 Year 4 24.8 24.5 24.4 Year 5 25.0 25.0 24.7 Year 6 25.0 25.0 24.8 P–6 overall 24.4 24.2 24.2 Secondary schools by school type: 3 Secondary 24.3 23.9 23.8 Combined 23.1 20.4 22.1 All secondary 24.1 23.4 23.5 Ratio of students to teaching staff in Tasmanian government schools: Primary students per member of teaching staff 15.9 15.8 15.6 Secondary students per member of teaching staff 13.2 13.2 13.1 All students per member of teaching staff 14.6 14.7 14.4

1 New measures from the 2007–08 Parent Opinion Survey. 2 Election commitment—to reduce class sizes in Years 2–6 to 25 students or less, in line with current practice for Kindergarten to Year 1. 3 As secondary school students are not organised into classes which exclusively undertake a complete education program, the department has adopted English class size as a proxy measure.

Appendices – Other Performance Measures 127 Performance measure 2005–06 2006–07 2007–08 Students with disabilities in special and regular education and early special education: Students attending early Special Education Centres: Number 447 423 488 Full-time equivalents 151.8 141.9 162.4 Students with the highest support needs (Register for Students with Severe Disabilities) in special schools: Number 125 127 133 Full-time equivalents 125.0 121.8 126.2 Students with the highest support needs (Register for Students with Severe Disabilities) in regular schools: Number 481 522 549 Full-time equivalents 474.4 506.15 536.2

Corporate Services Performance measure 2005–06 2006–07 2007–08 Unplanned staff absences 3.0% 2.8% 3.0% Separation rates for staff aged under 55 years: Administration/clerical 5.0% 1.2% 2.5% Operational 2.2% 2.0% 1.3% Professional 3.5% 1.7% 2.0% Teaching services 1.1% 1.0% 0.7% Technical 1.6% 0% 0.8% Average 2.3% 1.1% 1.3% Access to internet-connected computers in classrooms (number of students per computer): Primary schools 4.6 5.0 3.8 Secondary schools 3.4 3.5 2.9 Combined schools 3.2 3.5 2.8 Colleges 3.3 3.8 3.0 Special schools 2.7 2.7 4.5 Average across all sectors 3.9 3.8 3.3 Real government expenditure ($) per student (FTE) in 11, 361 11, 835 N/A 5 government schools. 4

4 Includes notional user cost of capital and payroll tax. Excludes capital investing cost. 5 This figure was unavailable at the time of publication.

128 Appendices – Other Performance Measures Goal 1 A reasonable lifestyle and standard of Standard 5.6 Foster an inclusive society that living for all Tasmanians acknowledges and respects our multicultural heritage, values diversity and treats everyone with Standard 1.2 Improve access to accredited care compassion and respect services for dependants Indicator Indicator 5.6.3 Teacher training in discrimination 1.2.1 Child care availability: number of licensed places (a) Percentage of teachers who have received professional development training in racial, gender and disability related discrimination and harassment issues over the past Goal 3 High quality education and training As at 30 June 2008, the three years for lifelong learning and a skilled workforce (b) Percentage of teachers who have received Department of Education professional development training in sexual and identity had the coordinating Standard 3.1 Support pre-school children for an related discrimination and harassment issues over the past agency responsibility for equal start three years the following Tasmania Indicator Together benchmarks 3.1.1 Proportion of children meeting the Kindergarten Goal 6 Dynamic, creative and internationally Development Check recognised arts community and culture Standard 3.2 Support improved levels of Standard 6.3 Promote awareness of Tasmania’s community literacy multicultural past and present Indicators Indicator 3.2.1 Proportion of persons (15–74) who are considered to be 6.3.2 Number of schools integrating multicultural perspectives functionally literate in the curriculum 3.2.2 Student performance against national literacy and numeracy benchmarks Standard 6.5 Identify, conserve and present significant representations of the built and movable Standard 3.3 Access to and participation in heritage and cultural landscapes lifelong learning that is responsive to individual and community needs Indicators 6.5.1 Number of enrolments in cultural heritage courses Indicator 6.5.2 Percentage of significant items conserved 3.3.1 Retention from Years 10 to 12 6.5.3 Number of heritage documents and artefacts publicly available in digital format Standard 3.4 Ensure education and training provides our workforce with the skills to support our business and industry Goal 7 Acknowledgment of the right of Aboriginal people to own and preserve Indicators their culture, and share with non-Aboriginal 3.4.1 Proportion of Tasmanians with high level people the richness and value of that culture skills/qualifications (Certificate III+) 3.4.2 Participation in post-secondary education and training Standard 7.1 Recognise, promote, share 3.4.3 Number of Tasmanians commencing apprenticeships and and celebrate Aboriginal culture and heritage, traineeships encouraging mutual recognition and respect between Aboriginal and non-Aboriginal people Goal 5 Vibrant, inclusive and growing Indicators 7.1.1 Percentage of teaching staff who have received communities where people feel valued and professional development specifically related to their role connected as teachers of Indigenous studies 7.1.2 Percentage of schools integrating Aboriginal perspectives Standard 5.1 Tasmania has inclusive and throughout all relevant areas of the curriculum supportive communities Indicator 5.1.2 Hours of community usage of public education facilities Goal 8 Open and accountable government that listens and plans for a shared future Standard 5.4 Access and utilisation of communications technology Standard 8.2 Support the participation of young people in decision-making Indicator Indicator 5.4.1 Public access to internet services 8.2.2 Performance of students against national benchmarks for Standard 5.5 A valued role in community life for civics and citizenship Tasmania’s young people now and in the future Indicator 5.5.1 Percentage of 15 to 19 year-olds not employed or in education

Appendices – Tasmania Together Benchmark Summary 129 Tasmania Together Activity Report

GOAL 1: A reasonable lifestyle and standard of living for all Tasmanians

1.2.1 Child care availability: number of licensed places

Child Care Licensing and Accreditation The number of child care places is determined by market forces. Target figures for future years are established annually on advice about new services or the expansion of existing services. The Australian Government requires that long day care, family day care and outside school hours care are quality assured and accredited through the National Childcare Accreditation Council. During 2007–08, the Child Care Unit met the state’s responsibility for licensing and standards. In May 2008, the number of licensed child care services was 278. The number of places in licensed, centre- based services was 17,015.

Contribution towards the benchmark The government is committed to processes that enable families to access places in high quality child care services. Data gathered for 2007–08 indicated an increase of 1,883 places (12 per cent) from 2006–07 in the number of licensed child care places, for long day care, after school care, before school care and vacation care. Only occasional care places decreased, by 45 places. The most significant increase (51 per cent) was in before school care places—627.

130 Appendices – Tasmania Together Activity Report – Goal 1 GOAL 3: High quality education and training for lifelong learning and a skilled workforce

3.1.1 Proportion of children meeting the Kindergarten Development Check

Kindergarten Development Check (KDC) The KDC assists teachers to identify Kindergarten students at risk of not achieving expected developmental outcomes. In 2007, 74.4 per cent of students achieved all 21 markers of the KDC. Launching into Learning Launching into Learning is an initiative to provide support and intervention before children begin Kindergarten. A four year commitment to families and young children from birth to four years has been implemented in 102 schools across the state.

Contribution towards the benchmark The government is committed to strengthening education links between a child’s early years and their later learning success. Over $2.8 million was invested into Launching into Learning during 2007–08. An additional 33.8 FTE staff have been employed, a combination of early childhood teachers, teacher aides, social workers, child health workers and family support workers. Programs provided at the school level vary according to community and family needs. Linkages with other agencies are being established. This initiative will further assist us reach our targets around the early years, in particular the target of 76 per cent of students in 2010, achieving all 21 markers of the Kindergarten Development Check.

Appendices – Tasmania Together Activity Report – Goal 3 131 3.2.1 Proportion of persons (15–74) who are considered to be functionally literate

Reading Together The Reading Together initiative supports family literacy by encouraging parents to participate in their children’s pre-reading development. Underpinning the initiative is a recognition that there will be parents and carers attending the sessions who have literacy needs themselves. The program also aims to provide appropriate opportunities to support these needs where possible.

Additional Tutorial Assistance Program Additional Tutorial Assistance provides assistance to apprentices and trainees who need support to develop their literacy and numeracy competencies.

Volunteer Literacy Tutor Training Program A nationally accredited Volunteer Literacy Tutor Training program is provided through a partnership between the Community Knowledge Network and TAFE Tasmania for volunteers associated with online access centres.

Lexia Literacy Software Installation in Online Access Centres Software designed to help adults learn to read has been installed in all online access centres in Tasmania with access promoted through the community’s networks.

Contribution towards the benchmark The state government’s Community Knowledge Network is about finding new and collaborative ways to address community learning and literacy across the state. While the lifestyle and learning opportunities provided through Adult Education are vital and will remain, the government recognises that there must be an investment in adult literacy. The Community Knowledge Network partnership between Tasmanians, libraries and online access centres helps deliver high quality information services to people aged over 50. The State Library of Tasmania’s 50+ strategic action plan details ten areas of service delivery for older Tasmanians.

132 Appendices – Tasmania Together Activity Report – Goal 3 3.2.2 Student performance against national literacy and numeracy benchmarks

National Assessment Program – Literacy and Numeracy (NAPLAN) In May 2008, all students in Years 3, 5, 7 and 9 across Australia sat common year level tests in the National Assessment Program – Literacy and Numeracy (NAPLAN). The tests were in Reading, Writing, Language Conventions (spelling, grammar and punctuation) and Numeracy, and have replaced the state-based Literacy and Numeracy Monitoring program. For the first time students and their parents will receive, in a common reporting format, information comparing individual progress in relation to the average performance of all students in their year group across Australia. Schools will use the testing results to undertake planning for the future learning needs of their students.

Contribution towards the benchmark Increasing students’ performance in literacy and numeracy is a key focus for the government and is reflected in the Department of Education’s Student at the Centre plan. Positive results from the Literacy and Numeracy Monitoring program 2007 included above national benchmarks in Years 3 and 5 Reading and Year 5 Numeracy. Challenges included improving Year 7 results. From 2008, the NAPLAN national minimum standards for Years 3, 5, 7 and 9 will replace the corresponding national benchmarks. The department works through local and national strategies to improve performance on this benchmark. English–literacy and Mathematics–numeracy should be part of every student’s learning in every year of school. Intervention strategies and approaches to further support schools to achieve the goals outlined in the National Literacy and Numeracy Plan were progressed during 2007–08.

3.3.1 Retention from Years 10 to 12

Guaranteeing Futures Legislation, Pathway Planning and Transition Support Through Guaranteeing Futures initiatives, pathway planning was provided for all government school students from Years 8 to 10. Work was completed on a pathway plan for adult learners to be used in colleges, and in the training, adult and community learning sectors. An increased number of vocational learning opportunities continued to be offered to Year 10 students through education, community, business and industry partnerships. A project to design a process for all Tasmanian schools to lodge their Year 10 students’ intentions for the following year, entitled Intention to Participate, was completed with the Tasmanian Qualifications Authority (TQA) and implemented for the first time in December 2007.

Appendices – Tasmania Together Activity Report – Goal 3 133 Tasmania Tomorrow Tasmania Tomorrow will broaden the range of post-Year 10 pathway options and bring together the educational excellence of senior secondary colleges and the vocational expertise of TAFE Tasmania. Its goals are to have more Tasmanians learning in environments that suit their learning styles, post-Year 10, and throughout life, and to increase state productivity through workforce development. Under this initiative three new organisations will be created from the colleges and TAFE Tasmania, each focused on the specific needs of their students. • The Tasmanian Academy will focus on academic learning, with a curriculum and academic pathway for Years 11 and 12 students seeking university entrance. • The Tasmanian Polytechnic will focus on practical learning, with a vocational pathway, supported by academic courses as well, for both Years 11 and 12 and mature-age students seeking employment outcomes or university articulation. • Training Tasmania (interim title) will focus on skills development for employees in enterprises, in line with their enterprise’s skills needs. These new organisations will commence from January 2009.

Contribution towards the benchmark Guaranteeing Futures addresses the learning needs of young Tasmanians by providing programs and activities that support young people in making a successful transition from compulsory schooling to further education, training or employment. From 2008, the Guaranteeing Futures legislation requires most young Tasmanians to engage in education and training beyond Year 10. A broad range of opportunities and pathways have been developed to support this increased participation in post-Year 10 education and training. Improving the retention rates of students beyond Year 10 is vital for Tasmania to realise its potential in a globalised, creative and innovation-based economy. The government is committed to turning Tasmania’s poor retention rates around so that many more Year 10 students continue with their education and training. The Tasmania Tomorrow initiative will ensure that from 2009 the needs and preferred learning style of every student in Years 11 and 12 is catered for regardless of their future path. Your Guide to 09 was released in June 2008 to provide prospective students with information about the types of courses available from 2009 and the many new pathways to consider under the new arrangements. The new organisations, the Tasmanian Academy, Tasmanian Polytechnic and Training Tasmania (interim title), will produce their own handbooks to give prospective students all the details they need to make their decisions regarding enrolment in 2009.

134 Appendices – Tasmania Together Activity Report – Goal 3 3.4.1 Proportion of Tasmanians with high level skills/qualifications (Certificate III+)

Cadetship Pilot Program In the first half of 2008, Skills Tasmania launched a Cadetship Pilot program for the Information Technology sector. This is to be followed by a second pilot program for the local government sector. These pilots will be evaluated and further programs are likely to be launched, based on the results of the evaluation. Higher level qualifications delivered under work-based arrangements can be termed cadetships. Cadets are employed by a business/organisation and at the same time are undertaking a Diploma or Advanced Diploma level qualification.

Contribution towards the benchmark Tasmania has less people with formal qualifications and fewer higher level qualifications, compared to other states and territories. Recent figures show promising improvement. The number of Tasmanians achieving a qualification in Certificate III or higher, including university courses, has risen from just under 40 per cent in 2006 to 41 per cent in 2007. The Qualifications and Skills for Tasmania Tomorrow initiative will revitalise post-Year 10 learning opportunities. The initiative will ensure that the educational excellence of our senior secondary colleges and the vocational expertise of our highly regarded TAFE Tasmania meet the needs of even more Tasmanians.

Appendices – Tasmania Together Activity Report – Goal 3 135 3.4.2 Participation in post-secondary education and training

Skills for Growth The Skills for Growth initiative aimed at tackling skills shortages, was first introduced in 2005–06. The programs include: • Trades Express – an accelerated trades recognition and training program • Supporting Enterprise Development – affordable training to targeted industries • Skills Direct – programs to meet specific industry skill requirements • Training Outcomes for Migrants and Refugees – opportunities to develop a wide range of skills and knowledge to support their participation in work and training • The extension of the Apprentices and Trainees Travel program – financial assistance to apprentices and trainees who need to travel to attend training. The Competitive Manufacturing Skills program enables Tasmanian manufacturing enterprises to access funding for training to implement contemporary manufacturing best practice. This program is designed to promote partnerships aimed at improving international competitiveness through skills and training.

Equal Partners A range of programs were funded through the Equal Partners action plan in 2007. These included targeted training opportunities for people with disabilities, promotion of employment of people with disabilities to employers, disability awareness training for Registered Training Organisation (RTO) staff and promotion of the work-experience training for students with disabilities.

oana mallacka A range of achievements were met through the oana mallacka action plan including substantial funding for Aboriginal VET programs delivered by TAFE Tasmania and other training provided by the Skills Equip program to improve employability skills for Indigenous Tasmanians.

Government Building and Construction Training Policy The Government Building and Construction Training policy requires contractors for government building construction projects with a value of $250,000 or more to employ apprentices/trainees for a minimum of 20 per cent of labour hours. A high level of compliance with the policy’s provisions was achieved in 2007–08.

TAFE Fee Cap for Young Apprentices In 2007, a fee cap of $300 for all 16 to 19 year olds in apprenticeships, traineeships and identified pre-employment trade courses assisted young people to obtain apprenticeships and traineeships.

Competency-Based Completion of Apprenticeships and Traineeships Following a decision of the Council of Australian Governments (COAG), the Tasmanian Training Agreements Committee (TTAC) agreed that apprentices and trainees could complete their training contracts once they were deemed to be competent, without having to serve a set time or make special application for early completion. Apprentices and trainees can gain their qualifications and embark on their careers earlier. This strategy assisted with increasing the number of skilled workers in the workplace.

136 Appendices – Tasmania Together Activity Report – Goal 3 Contribution towards the benchmark Post-Year 10 education and training, and skills development have been at the forefront of the government’s policy directions. Educators, school communities and industry have been working together to merge education and skills development for the benefit of individuals, industry and the community. The Tasmania Tomorrow initiative will improve opportunities for participation in post-compulsory education and training that meets the needs of the Tasmanian people and Tasmanian businesses. Four colleges will adopt the new structure in 2009 and will have campuses of both the Tasmanian Academy and the Tasmanian Polytechnic, to enable students from all regions to access the full range of options. Skills Tasmania plays a major role in promoting education and industry working together. It provides industry leadership and advice to ensure that the skills needs of Tasmanian industry are met.

3.4.3 Number of Tasmanians commencing Apprenticeships and Traineeships

School-Based Apprenticeships and Traineeships During 2007, all industrial and other significant barriers to the take-up of school-based apprenticeships and traineeships were removed. The Tasmanian Training Agreements Committee approved the offering of school-based traineeships to Year 10 students and the committee also discontinued the requirement for individual employers to be assessed and approved as employers of school-based trainees. At the end of June 2008, there were in excess of 400 school-based traineeships registered across the state.

Apprenticeships for existing workers In November 2007, the Skills Tasmania Board agreed that existing workers wishing to undertake an apprenticeship in a traditional trade should be eligible to have their training funded by the government. This will assist in reducing the impact of skills shortages. A credit of the skills that existing workers already hold, will be considered in the development of training programs. It is envisaged that many existing workers in occupations such as trades assistants and labourers will qualify as tradespeople in relatively short periods of time.

Contribution towards the benchmark The government is committed to tackling skills shortages and encouraging people into traineeships and apprenticeships. Tasmania experienced strong growth in 2007, with considerable growth in school-based apprenticeship and traineeships. Apprenticeships, which continue to increase, and traineeships have each risen by 200 since 2006, however, training numbers are still at a level below the peak. Traditional trades are growing strongly but numbers in some of the shorter-term traineeships have dropped and reaching the target for these will be a challenge. This growth was largely driven by Australian Government employment incentives and was not sustainable in the longer-term.

Appendices – Tasmania Together Activity Report – Goal 3 137 GOAL 5: Vibrant, inclusive and growing communities where people feel valued and connected

5.1.2 Hours of community usage of public education facilities

Community Learning Centres School principals have guidelines on the hire and pricing of school facilities to community groups and a clear expectation that schools become valuable community learning centres.

Voluntary Work Initiative and Community Program To optimise voluntary parent involvement in schools, all government schools have been registered as Community Work organisations. This enables voluntary work in schools to be recognised as part of the Voluntary Work Initiative and Community program (Department of Education, Employment and Workplace Relations).

Contribution towards the benchmark The government is committed to improving parent and community involvement in school life and further connecting schools with their local communities. The Engaging our Schools Communities Taskforce (2006) identified five key areas on which to focus their recommendations to the Minister for Education: • increasing opportunities for school engagement with parents and carers • recognising and expanding the real-life student learning opportunities that are achievable through school engagement with the community • supporting school leaders in developing positive relationships with school communities • improving the effectiveness of community involvement in school governance arrangements • increasing community access to school facilities. Seventy per cent of the recommendations of the Engaging our Schools Communities Taskforce Report have been implemented.

5.4.1 Public access to internet services

Contribution towards the benchmark The government is committed to providing supportive environments that foster new connections between individuals within our communities and provide opportunities for community engagement. Online access centres and community education together can skill Tasmanians to participate, and libraries can provide access to information to support informed debate. A public network of over one-hundred service outlets ensures that all Tasmanians can participate in a democratic environment. Public access to internet services continues to rise. As at 30 June 2008, there were 220 public access internet computers in libraries and 438 public access internet computers in online access centres.

138 Appendices – Tasmania Together Activity Report – Goal 5 5.5.1 Percentage of 15 to 19 year-olds not employed or in education

Support for Youth Transitions Over $5 million was allocated to assist young Tasmanians to make successful transitions from compulsory education to further education, training and employment. Through the Guaranteeing Futures initiative, individual pathway planning and transition support was provided for Year 8 to Year 10 students and the Youth Learning Officer (YLO) network worked intensively with disengaged young people. Area taskforces coordinated and improved service delivery for young Tasmanians.

Contribution towards the benchmark The government’s Guaranteeing Futures initiative and the Skills for Growth initiative, through pre-apprenticeship training are having a positive impact on the post-compulsory indicators, as well as skill shortages. More opportunities now exist for a greater proportion of both the younger and the older population to acquire the skills they need for long-term participation in the workforce. These strategies: • impact further on the long-term Tasmania Together indicators such as the retention of students from Year 10 to Year 12 and the percentage of 15 to 19 year-olds neither employed nor in education • increase the enrolments of young people enrolling in Higher Education or VET courses • increase the number of Tasmanians with higher level qualifications.

5.6.3 Teacher training in discrimination

Pride and Prejudice Program – Gender and Sexuality Policy Support Materials The Pride and Prejudice program developed in partnership with key stakeholders, Working It Out Inc, will be shaped to the Tasmanian context and made available to schools by December 2008. Anti-Discrimination Policy Support materials on Understanding Gender and Sexual Diversity are available on the department’s website as support resources for teachers in developing better understanding of gender, identity and diversity in the school community.

Inclusive Schooling Professional Learning Individual Educational Planning for Students with Disabilities spaced learning workshops were offered to teachers in Learning Services North. The focus of these sessions was supporting the learning of students with disabilities through educational planning in primary and secondary settings.

Contribution towards the benchmark Targets for professional development training in racial, gender, sexuality and disability related discrimination and harassment issues are yet to be set and will take account of a three-yearly professional development cycle. Learning Services, with support from statewide ‘Student Programs’, will be able to support schools by providing comprehensive and quality web-based professional resources for teachers, such as the Anti-Discrimination Policy support materials http://www.education.tas.gov.au/school/health/inclusive/antidiscrimination.

Appendices – Tasmania Together Activity Report – Goal 5 139 GOAL 6: Dynamic, creative and internationally recognised arts community and culture

6.3.2 Number of schools integrating multicultural perspectives in the curriculum

Primary Implementation Program One-hundred and sixteen primary schools offered a language program in Chinese, French, German, Indonesian, Italian or Japanese. These programs had an intercultural language learning approach.

Studies of Asia Studies of Asia is integral to Asian languages programs and work continued to integrate this area across the curriculum, particularly in the area of the Arts. A number of schools have established connections with overseas sister schools, sharing aspects of arts, language and culture. Tasmania is mid-way through the 2008 phase of the Leading 21st Century Schools Engage with Asia project. Particpating principals are leading their schools to introduce Studies of Asia across the curriculum.

Agreements to Support Intercultural Approaches The department has agreements with a range of countries to support the learning and teaching of their languages and cultures in Tasmanian schools. These include the Goethe Institut, the French Embassy, the Italian Government (through Co.As.It), the Japan Foundation, the Consulate General of the Republic of Indonesia and the Chinese Consulate General.

Contribution towards the benchmark Tasmania is an increasingly diverse society, with a wide range of cultures. The department is committed to increasing respect for our multicultural heritage and promotes a number of initiatives that schools can access to further support multicultural education across Tasmania.

6.5.1 Number of enrolments in cultural heritage courses

Contribution towards the benchmark The University of Tasmania and TAFE Tasmania provided a number of cultural heritage courses during the year. Courses included short courses in library and museum technology, Diploma of Library and Information Services and Bachelor of Environmental Design. In 2007, 786 participants undertook cultural heritage courses, which was slightly above the 2006 figure. The 2010 target is 1,000. In 2007, 79 per cent of schools integrated multicultural perspectives into their curriculum, which is an increase of 4 per cent on the 2006 figure.

140 Appendices – Tasmania Together Activity Report – Goal 6 6.5.2 Percentage of significant items conserved

Contribution towards the benchmark Preventing the deterioration of cultural heritage items remains an important focus from the Tasmania Together Review. In the 2007–08 financial year, 70 per cent of significant items were preserved. A review of progress towards the benchmark is being undertaken, including the accuracy of the percentage figure reported.

6.5.3 Number of heritage documents and artefacts publicly available in digital format

Contribution towards the benchmark The number of heritage documents and artefacts that are publicly available in digital form continues to rise. In 2007–08, 33,787 heritage documents and artefacts from the State Library of Tasmania and the Archives Office of Tasmania were available to the public in digital format. Other cultural institutions outside the Department of Education also contribute to this benchmark and this cumulative figure is reflected in the Tasmania Together Progress Report.

GOAL 7: Acknowledgement of the right of Aboriginal people to own and preserve their culture, and share with non-Aboriginal people the richness and value of that culture

7.1.1 Percentage of teaching staff who have received professional development specifically related to their role as teachers of Indigenous studies

Aboriginal Cross-Cultural Awareness Courses This program is being redeveloped to a new cultural competency program and is being delivered across the state to educators in the government and non-government sectors. The program offers cross-cultural awareness of Aboriginal studies/perspectives from the Society and History curriculum and how these can be implemented through learning sequences in the classroom. In 2007–08, 115 teachers participated in these courses.

Appendices – Tasmania Together Activity Report – Goal 6 & 7 141 Aboriginal Sharers of Knowledge (ASK) Program The Aboriginal Sharers of Knowledge program focuses on increasing awareness and understanding of Tasmanian Aboriginal cultures, both historical and contemporary. Tasmanian Aboriginal people are primarily contracted as cultural ambassadors because the focus for student learning is on local culture, history and knowledge. ASK ambassadors support teachers in implementing Aboriginal perspectives as required by the Tasmanian Curriculum. In 2007–08, 102 teachers participated in the ASK program.

Aboriginal Artist in Residence The Aboriginal Artist in Residence program is a five-day program offering schools access to prominent Tasmanian Aboriginal artists to work across all year levels with particular focus on the Arts curriculum. In 2007–08, approximately 50 teachers participated in the program.

7.1.2 Percentage of schools integrating Aboriginal perspectives throughout all relevant areas of the curriculum

Proper Way Schools Program The department is currently piloting a Proper Way Schools program in selected schools. One aspect of the program is to provide year level teachers with in-depth learning sequences with Aboriginal perspectives and includes the participation of Aboriginal ambassadors.

Gumnuts to Buttons Gumnuts to Buttons is a visual and interactive simulation activity designed to introduce participants to new knowledge and awareness of important events and occurrences in Tasmanian history, particularly from an Aboriginal perspective. The resource is used in Years 5–12 to foster an understanding of, and respect for, Aboriginal traditional and contemporary cultures and is presented by ASK ambassadors.

Contribution towards the benchmark The Department of Education continues to focus on Indigenous education and increasing the integration of Aboriginal perspectives into the curriculum. Schools are supported in this by the availability of specific Tasmanian Aboriginal resources and materials through the Aboriginal Resource Centre. In 2007, 80 per cent of schools integrated Indigenous perspectives into their curriculum, which is an increase of 2 per cent on the 2006 figure.

142 Appendices – Tasmania Together Activity Report – Goal 7 GOAL 8: Open and accountable government that listens and plans for a shared future

8.2.2 Performance of students against national benchmarks for civics and citizenship

Civics and Citizenship Curriculum Provision Civics and citizenship education was incorporated into the key strands of Democratic Values and Processes and Responsible Citizenship within the Society and History curriculum area. Development of the Society and History documentation began in 2007 and was completed and implemented in 2008. The National Statements of Learning for Civics and Citizenship are embedded in the Society and History K–10 syllabus and support materials.

Active Civics and Citizenship Education A number of civics and citizenship related programs are available to schools and colleges to increase student participation and knowledge of this curriculum area. Celebrating Democracy Week is held annually and participating primary and secondary schools design and implement events and activities to celebrate the week. Tasmanian students are represented at the Every Voice Counts! student forum held in Canberra each year as part of Celebrating Democracy Week. The forum brings together students from all over Australia to debate topical civics and citizenship education issues, and to participate in an intensive three-day program. A number of Tasmanian students also represent the state at the National Schools Constitutional Convention, held at Old Parliament House in Canberra. This peak convention provides a national forum for Australia’s students to address issues arising from the Australian Constitution.

Contribution towards the benchmark The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) published a report of the results of the National Civics and Citizenship Sample Assessment which was conducted in October 2004. Results show that Tasmanian students in Years 6 and 10 performed at levels comparable with students in other Australian jurisdictions in civics and citizenship. Nationally, 50 per cent of Australian students (48.1 per cent of Tasmanian students) in the Year 6 sample achieved the Year 6 ‘proficient’ standard; and 39.3 per cent of Australian students (37.1 per cent of Tasmanian students) in the Year 10 sample achieved the Year 10 ‘proficient’ standard. To meet national curriculum obligations schools will be focusing, amongst other curriculum priorities, on Society and History at least to, and including, Year 9.

Appendices – Tasmania Together Activity Report – Goal 8 143 Abbreviations and Acronyms

AASB Australian Accounting Standards Board ASK Aboriginal Sharers of Knowledge AuSSI TAS Australian Sustainable Schools Initiative Tasmania CCU Child Care Unit CKN Community Knowledge Network Co.As.It Comitato Assistenza Italiani DoE Department of Education EPS Educational Performance Services ESL English as a Second Language FFBS Finance, Facilities and Business Support FTE full-time equivalent GST Goods and Service Tax HRMB Human Resources Management Branch ICT information and communications technologies IFRS International Financial Reporting Standards IT information technologies ITS Information and Technology Services K Kindergarten KDC Kindergarten Development Check LINC Learning and Information Network Centre LOTE Languages other than English MCCAC Minister’s Child Care Advisory Council MCU Ministerial and Co-ordination Unit MHA Member of the House of Assembly N/A not available NSLA National and State Libraries Australasia OAC online access centre PIPS Performance Indicators in Primary Schools QVMAG Queen Victoria Museum and Art Gallery SLAT State Library and Archives Trust SPA Superannuation Provision Account SRB Schools Registration Board TAFE Technical and further education TAP Traineeship and Apprenticeship TGCC Tasmanian Government Credit Cards THEAC Tasmanian Home Education Advisory Council TLAB Tasmanian Library Advisory Board TMAG Tasmanian Museum and Art Gallery TQA Tasmanian Qualifications Authority VET vocational education and training

144 Appendices – Abbreviations and Acronyms Publications Early Years Office • Animal Stories – reader development • Centre Based Care Licence Fees 2007–2008 – promotional material pamphlet • Read for Life – invitation to join the library – • Approved Registration Bodies Licence Fees brochure 2007–2008 – pamphlet • State Library of Tasmania Christmas cards • Child Care Unit Service Charter • State Library of Tasmania new merchandise • The Child Care Unit – working with you to provide bags quality care and education for your children – • New look State Library of Tasmania – parent pamphlet informational brochures • Premier’s Reading Challenge – promotional • Making Connections – schools and child care material services, partners for early learning • All for Naught – Lloyd Soktivne, Jan Lavelle, Educational Performance Services Carmel Denholm. VALA 2008 14th Bicentennial • Tasmania’s Education Performance Report 2007 Conference & Exhibition, Melbourne 5–7 February 2008 • Kindergarten Development Check – Against the • ‘Recent acquisitions’ lists published in Tasmanian Tasmanian Curriculum Framework – manual Ancestry, September and December 2007 Learning Services and March 2008, and in Tasmanian Historical • Tasmanian Curriculum Syllabuses and Support Research Association Papers and Proceedings, Materials for: March 2008 o English–literacy Archives Office of Tasmania o Mathematics–numeracy • Recordkeeping Advice – implementing better o the Arts records and information management o Health and wellbeing • Recordkeeping Advice – managing records within business systems o Science • Recordkeeping Advice – EDRMS implementation; o Society and History some tips o Vocational and Applied Learning (VAL) • Recordkeeping Advice – change management issues • K–10 Cross Curricular Framework and Support in records management implementation Materials for: • Records Retention and Disposal Schedule for source o Information and Communication records that have been digitised or copied (revised) Technologies (ICT) • Records Retention and Disposal Schedule for records of the Department of Premier and Cabinet Corporate Services • Records Retention and Disposal Schedule for • Energy Management Planning Guide records of Adult and Community Education – • Building Better Schools Department of Education • Records Retention and Disposal Schedule for • School Life – Information for parents and carers records of Child Care and Early Years – Department about Tasmanian government schools of Education Tasmania Tomorrow • Records Retention and Disposal Schedule for records of • Qualifications and Skills for Tasmania Tomorrow International Education – Department of Education • Qualifications and Skills for Tasmania Tomorrow • Records Retention and Disposal Schedule for Consultation Response records of Professional Learning – Department of • Beyond Year 10 – It’s Your Future, It’s Your Choice Education • Your Guide to 09 – It’s Your Choice • Records Retention and Disposal Schedule for records of Public Library Services – Department of State Library of Tasmania Education • ANplan – The Australian Newspaper Plan – missing • Records Retention and Disposal Schedule for newspapers promotional material records of Service Tasmania Unit – Department of • 50+ – A Partnership Between Older Tasmanians, Premier and Cabinet Libraries and Online Access Centres – invitation • Records Retention and Disposal Schedule for • Bright and Beautiful – Creatures Great and Small – records of local government elections exhibition promotional material Adult Education • Tasmanian Regattas – Boats, Bathers, Bonnets and Beer – exhibition promotional material • Seasonal course guides • Behind the Lines – The Year’s Best Cartoons – Huon LINC exhibition promotional material • The Huon LINC Story – promotional material

Appendices – Publications 145 Contact Details Learning Early Years Office Director Finance, Manager www.education.tas.gov.au Facilities and Business Reference and Services www.childcare.tas.gov.au Support Online Services www.education.tas.gov.au GPO Box 169 Ph (03) 6233 7096 Ph (03) 6233 7460 GPO Box 169 Hobart 7001 Fax (03) 6233 7010 Fax (03) 6231 0927 Hobart 7001 Director Director Manager General Manager Ph (03) 6233 5099 Information and Public Library Services Learning Services North Fax (03) 6233 6042 Technology Services Ph (03) 6233 8631 PO Box 966 Ph (03) 6233 8777 Fax (03) 6231 0927 Launceston 7250 Child Care Unit South Fax (03) 6233 6969 Ph (03) 6336 2594 GPO Box 169 Manager Fax (03) 6334 3350 Hobart 7001 Manager Ministerial and Digital Strategies Ph 1300 135 513 Co-ordination Unit Ph (03) 6233 7632 General Manager Fax (03) 6233 6042 Ph (03) 6233 6993 Fax (03) 6231 0927 Learning Services North- Fax (03) 6234 7784 West Child Care Unit North Manager PO Box 665 PO Box 1246 Manager Communication Systems Delivery Burnie 7320 Launceston 7250 Services Unit Ph (03) 6233 5023 Ph (03) 6434 6389 Ph 1300 135 513 Ph (03) 6233 4665 Fax (03) 6231 0927 Fax (03) 6431 8085 Fax (03) 6336 2171 Fax (03) 6233 6152 Tasmanian Archive and General Manager Child Care Unit North- Skills Tasmania Heritage Office Learning Services South West – Nixon Street www.education.tas.gov.au Manager 26–28 Lampton Avenue Primary School GPO Box 169 Ph (03) 6233 9046 Derwent Park 7009 Nixon Street Hobart 7001 Fax (03) 6231 0927 Ph (03) 6212 3531 Devonport 7310 Fax (03) 6233 5463 Ph 1300 135 513 General Manager State Archivist Fax (03) 6421 7761 Ph (03) 6233 4603 Ph (03) 6233 7477 Fax (03) 6233 4592 Fax (03) 6233 7471 General Manager Educational Performance Learning Services South- Tasmanian Archives Office of East Services www.education.tas.gov.au Qualifications Tasmania 213 Cambridge Road www.archives.tas.gov.au Warrane 7018 GPO Box 169 Authority Hobart 7001 77 Murray Street Ph (03) 6212 3119 www.tqa.tas.gov.au Hobart 7000 Fax (03) 6212 3111 PO Box 147 Manager Sandy Bay 7006 Strategic Ph (03) 6216 4400 Adult and Community Fax (03) 6233 7299 Learning Services Policy and Chief Executive Officer www.tco.asn.au Performance Corporate Ph (03) 6233 6020 www.adulteducation.tas.gov.au www.education.tas.gov.au Services Fax (03) 6224 0175 GPO Box 169 www.education.tas.gov.au Community Manager Hobart 7001 GPO Box 169 Ph (03) 6233 7827 Hobart 7001 Knowledge Fax (03) 6233 4955 General Manager Network Ph (03) 6233 7967 Deputy Secretary www.statelibrary.tas.gov.au Fax (03) 6234 7784 Ph (03) 6233 7061 91 Murray Street Fax (03) 6234 7784 Hobart 7000

Director Human Resource Director Management Ph (03) 6233 7527 Ph (03) 6233 7048 Fax (03) 6231 0927 Fax (03) 6233 7282

146 Appendices – Contact Details Index

A F Abbreviations and Acronyms 144 Facilities – overview 13 Aboriginal Cross Cultural Awareness courses 141 Financial Statements 77–125 Aboriginal Sharers of Knowledge program 142 Freedom of information requests 42 Additional Tutorial Assistance program 132 Finances – overview 13 Administered Payments 64 Allport Library and Museum G of Fine Arts 51–54 Grievances and investigations 40 Apprenticeships and Traineeships 136–137 Guaranteeing Futures 15, 26–28, 133, 134, 139 Archives Office of Tasmania 5, 9, 29–33, 48, Gumnuts to Buttons 142 139, 141 Asset Management 62 H Auditor-General’s Report 124–125 Heritage and archival collections 29, 33 Huon LINC 32, 33, 46–47 B Balance Sheet 79 I Income Statement 78 C Capital projects 66–67 K Cash Flow Statement 80 Key performance measures Certification of Financial Statements 123 Child Care 19–20 Child care 5, 8, 15–20, 130 Community Knowledge Network 30–31 Civics and Citizenship Education 143 Early Years 17–18 Class sizes 8, 127–128 Literacy and Numeracy 22–24 Clients – overview 8–9 Skills Development 28 Climate Change 63 Kindergarten Development Check 18, 131 Community Knowledge Network 4, 5, 6, 29–33, 46–47, 51, 86 L Consultancies 68, 75 Launching into Learning 4, 5, 15, 16–17, Contact Details 146 18, 21, 131 Contracts and Tenders 68–76 Cultural heritage 140–141 Learning Services 5, 6,15, 18, 21–22, 25, 29, 45, 86, 139 D Legislation Administered, Debts Written Off 65 Enacted and Amended 43 Department at a Glance 3–13 Let’s Read 16, 18 Direction 14 –33 Library of the 21st Century 29, 32, 46–47 Child Care 19–20 Literacy 21–25 Community Knowledge Network 29–33 Loss and Damage 65 Early Years 16–18 Literacy and Numeracy 21–25 M Pre-compulsory and Major Capital Projects 66–67 Compulsory Education 15–25 Multicultural perspectives in the curriculum 140 Skills Development 26–28 Departmental output schedules 97–100 N Disability framework for action 40 National benchmarks 23–24, 143 National Assessment Program – E Literacy and Numeracy 133 Early Years 4, 5, 16–18, 131 New Arrangements 6 Employment 35–40 Non-statutory Bodies 45 Employee development programs 39 Notes to the Financial Statements 82–121 Engaging Our School Communities Taskforce 138 Numeracy 21–25

Appendices – Index 147 O V oana mallacka 136 Vocational education and 5, 28, 44, 86, 87 Occupational Health and Safety 41 training Organisation – overview 7 Virtual Library 29, 32, 47 Other performance measures 127–128 W P Workplace diversity 40 Performance Indicators in Workforce – overview 10–12 Primary Schools 18 Photograph Acknowledgements 149 Y Pricing Policies 64 Youth Transitions 139 Property protection scheme 65 Public Access to the Department 41 Publications 145

Q Qualifications and Skills 4, 6, 135

R Reading Together 22, 32, 132 Required Reporting 34–76 Retention 4, 15, 26, 27, 28, 32, 133–134, 139 Risk Management 62

S School Improvement Boards 15, 25, 45 Schools Registration Board 44, 59–61 Services – overview 5–6 Significant accounting policies 86–96 Skills for Growth 28, 136, 139 Skills Tasmania 5, 26, 28, 44, 86, 135, 137 State Library and Archives Trust 44, 49–50 State Library of Tasmania 48, 86, 132, 141 State records guidelines 145 Statement of Recognised Income and Expense 81 Statutory Bodies 44 Student at the Centre 4, 15, 133 Superannuation Certificate 122

T TAFE Tasmania 20, 27, 88, 89, 134, 135, 140 Tasmania: A State of Learning 26, 28, 87 Tasmania Together benchmark summary 129 Tasmania Together Activity Report 130–143 Tasmania Tomorrow 4, 6, 26, 27, 88, 134, 137 Tasmanian Communities Online 32, 45 Tasmanian Home Education Advisory Council 55–58 Tasmanian Library Advisory Board 46–48 Tasmanian Qualifications Authority 5, 44, 133 Teacher training 139

148 Appendices – Index Photograph Acknowledgements Photo on page 126 courtesy of Elizabeth College. All other photography courtesy of Alastair Bett. Thank you to participating schools, libraries and online access centres.

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