DEPARTMENT OF EDUCATION AND TRAINING
Annual Report 2010–2011 © Northern Territory Government 2011
Northern Territory Department of Education and Training GPO Box 4821 Darwin NT 0801 www.det.nt.gov.au
Published by the Department of Education and Training
Reproduction of this work in whole or in part for educational purposes within an educational institution and on condition that it is not offered for sale is permitted by the Northern Territory Department of Education and Training.
ISSN 1448-0174
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ii DET ANNUAL REPORT 2010–11
DEPARTMENT OF EDUCATION AND TRAINING
Office of the Chief Executive Level 14, Mitchell Centre 55–59 Mitchell Street, Darwin
Postal address GPO Box 4821 DARWIN NT 0801 Tel (08) 899 95857 Fax (08) 899 93537 [email protected] The Hon Chris Burns MLA Minister for Education and Training Parliament House DARWIN NT 0800
Dear Minister
RE: Department of Education and Training 2010–11 Annual Report
I am pleased to present this report on the Northern Territory Department of Education and Training’s activities from 1 July 2010 to 30 June 2011 in line with section 28 of the Public Sector Employment and Management Act and section 10 of the Education Act.
To the best of my knowledge and belief as Accountable Officer, pursuant to section 13 of the Financial Management Act, the system of internal control and audit provides reasonable assurance that:
proper records of all transactions affecting the agency are kept and that the department’s employees observe the provisions of the Financial Management Act, the Financial Management Regulations and Treasurer’s Directions
department procedures provide proper internal control and a current description of those procedures is recorded in the Accounting and Property Manual, which has been prepared in accordance with the requirements of the Financial Management Act
no indication of fraud, malpractice, major breach of legislation or delegation, major error in or omission from the accounts and records exists
in accordance with the requirements of section 15 of the Financial Management Act, the internal audit capacity available to the department is adequate and the results of internal audits have been reported
the financial statements in this annual report have been prepared from proper accounts and records and are in accordance with the Treasurer’s Directions
in accordance with the requirements of section 18 of the Public Sector Employment and Management Act, all Employment Instructions issued by the Commissioner for Public Employment have been satisfied and reported for 2010–11
procedures within the department complied with the requirements of the Information Act.
Yours sincerely
Gary Barnes Chief Executive
29 September 2011
iii PURPOSE OF THE REPORT AND TARGET AUDIENCE The primary purpose of this report is to inform the Minister for Education and Training and the Legislative Assembly about the Northern Territory (NT) Department of Education and Training’s activities and achievements for 2010–11. It allows the Chief Executive to account for the department’s expenditure and gives an overview of the scope of programs and their strategic intent.
Pursuant to section 28 of the Public Sector Employment and Management Act, section 10 of the Education Act and section 13 of the Financial Management Act, the report contains information about the department’s:
primary functions and responsibilities
unique education context and challenges, legislative and organisational governance, strategic intent and workforce
specific activities undertaken during the year against budgeted outputs, significant achievements and outcomes
financial management and performance relative to the Budget.
Although its primary audiences are the Minister for Education and Training and the Legislative Assembly, this report is also prepared for Territorians and the wider public.
iv DET ANNUAL REPORT 2010–11
TABLE OF CONTENTS
Letter of transmittal ...... iii Purpose of the report and target audience ...... iv
OVERVIEW Chief Executive’s foreword ...... 1 Who we are and what we do ...... 4 Highlights ...... 5 Looking ahead ...... 12 2010–11 major capital works ...... 15 Northern Territory education context ...... 20
PERFORMANCE REPORTING Outputs and performance ...... 36 Output performance reporting ...... 37 Output group: Government Education ...... 39 Early years ...... 39 Preschool education ...... 41 Primary education ...... 42 Middle years education ...... 44 Senior years education ...... 47 International education ...... 53 Tertiary education ...... 54 Output group: Non-government Education ...... 55 Primary education ...... 55 Middle years education ...... 56 Senior years education ...... 57 Output group: Training ...... 62 Progress against Department of Education and Training Strategic Plan ...... 65 Systemic targets by 2012...... 81 Performance of NT students: National Assessment Program, Literacy and Numeracy 2010 ...... 96
v CORPORATE GOVERNANCE Corporate governance ...... 121 Our organisation ...... 122 2010–11 senior management team ...... 124 The Department of Education and Training Strategic Plan ...... 126 Our people...... 127 Our schools...... 132 Equity and diversity ...... 133 Occupational health and safety ...... 136 Human Resource Development ...... 137 Standing committees ...... 140 Advisory boards, councils and committees ...... 141 Legislative framework ...... 144 Compliance with the Information Act ...... 145 Risk management ...... 146 Insurance...... 147 Audits Undertaken in 2010–11...... 149 Communication ...... 150
FINANCIAL REPORT Financial statement overview...... 152 Certifi cation of fi nancial statements...... 157 Comprehensive operating statement ...... 158 Balance sheet ...... 159 Statement of changes in equity ...... 160 Cash fl ow statements...... 161 Notes to fi nancial statements...... 162
APPENDICES Appendix 1: All staff by classifi cation ...... 188 Appendix 2: Compliance with the Carers Recognition Act ...... 190 Appendix 3: How to contact us ...... 191 Appendix 4: Acronyms ...... 194 Appendix 5: List of Territory 2030 education and related targets ...... 196 Feedback form ...... 198
vi DET ANNUAL REPORT 2010–11
CHIEF EXECUTIVE’S FOREWORD
Welcome to the Northern Territory (NT) Department of Education and Training’s 2010–11 Annual Report. The following pages outline the gains and improvements of the past financial year and highlight our directions for the next 12 months.
All of the department’s achievements and priorities are strongly aligned with the Territory 2030 Strategic Plan. These links have been made explicit throughout this report, for example: [T2030:ED2.1] identified a link to Education objective 2, target 1, which relates to preschool participation. A full list of relevant targets is available in Appendix 5.
We have used our 2010 performance data and targets to inform our strategic and regional operational planning and implementation of initiatives in 2011. We are beginning to build real momentum and demonstrate observable change through these initiatives.
Many of these initiatives, especially in the area of Indigenous education, have attracted attention from other jurisdictions; with this expertise and experience being sought after and valued — we are setting the pace and leading the way in areas where once before we were followers.
We introduced major legislative reform with the implementation of the Every Child, Every Day strategy that allows the department to work better with families and children to help them re-engage with education and/ or training. Compulsory conferences, attendance agreements and infringement notices were introduced as additional tools and the overall strategy has showed small but significant signs of improved attendance and enrolment. [T2030:ED2.2]
We established three Strong Start Bright Future colleges in remote regions with strong community involvement. The colleges support a child’s development from birth through to jobs. The results to date are positive, with families and communities re-engaging with schools, strong participation of families in early years strategies, improved attendance and clear pathways to real jobs in the secondary years. [T2030:ED3.6]
Ensuring stronger community and industry ties was a focus for 2010–11 with school community partnership agreements signed and active at eight sites, with nine agreements in draft and another 38 under negotiation. We continued to work with the industry and business sector to produce more on-the-job training and make more young Territorians job ready.
The NT has led the way nationally in introducing a vocational education and training (VET) component in the middle years, called VET in the Middle. The scheme puts very remote students on a vocational pathway much earlier and was firmly cemented in 2010–11, with 77 students in eight very remote communities taking part in VET in the Middle. [T2030:ED1.3; 3.5]
The 2010–11 year saw a record number of VET students and apprentices in training and we are well on track to meet our target of 10 000 apprenticeship commencements in four years. [T2030:ED2.8]
To continue our focus on getting our students job ready, the department formed a peak industry group to better align training with industry needs. An inter-agency taskforce for the resources sector was also established.
We also established Centres for Excellence, with 42 students attending Darwin High School which has a focus on maths, science and engineering, and another 29 students attending Casuarina Senior College’s Centre for Health Sciences. [T2030:ED3.5]
1 The department was equally focused on those important early years where good learning foundations are set. The 2010–11 year saw the continued rollout of Families as First Teachers (FaFT) hubs to all regions. This initiative recognises the importance of having families involved in education from an early age. [T2030:ED1.1; ED2]
Work to establish two of five integrated child and family centres planned for the NT continued in 2010–11. The centres will bring together a range of early learning, health, childcare, parenting and family support services to improve the overall development and wellbeing of children and provide support for their families. Early signs showed preschool enrolments up by nine per cent. [T2030:ED2.1]
To further support NT students, the implementation of the T-9 Literacy and Numeracy Continua net got underway in remote schools, with the aim of mapping students’ literacy and numeracy levels to inform appropriate learning programs.
The National Assessment Program, Literacy and Numeracy (NAPLAN) showed positive outcomes with cohort gains for some students, tested in 2008 and again in 2010, among the strongest in Australia and above average national gains in 11 of 15 testing areas. [T2030:ED1.2]
Our people are an important aspect of the department’s philosophy and a new teacher screening and induction program was implemented for very remote schools with promising results – a 20 per cent plus improvement in teacher retention rates in the first half of 2011 compared with the first half of 2010. [T2030:ED3.3]
To ensure our school leaders and teachers have strong professional growth opportunities, a new Centre for School Leadership, Learning and Development was set up in partnership with Charles Darwin University (CDU). The aim of the centre is to build the leadership capability of current and aspiring school leaders and improve teachers’ capability to deliver strong educational outcomes. [T2030:ED3.3]
The 2010–11 year saw implementation of a regional delivery model, including agreed resourcing and performance targets. The decentralising of selected operations and functions to regional settings aims to provide a better and closer service to schools. [T2030]
Celebrating the innovative, inspiring and excellent programs and strategies in our public schools was a priority in 2010. This included the inaugural Smart Schools Awards. It was the first time our schools, teachers and communities were recognised by the whole department for the work they are involved in every day to help grow educated and skilled Territorians.
The coming year will be a year of further consolidation as we embed and expand upon initiatives in our updated Department of Education and Training (DET) Strategic Plan 2011–14, including:
increasing universal access to preschool programs working with industry to implement the National Quality Framework for Early Childhood Education and Care partnering with government and non-government agencies to implement a NT wide Early Childhood Plan expanding investment and effort to ‘grow our own’ Indigenous teachers and paraprofessionals in both early childhood and schooling settings working with Professor Geoff Masters at the Australian Council for Educational Research to further enhance school improvement and literacy and numeracy outcomes
2 DET ANNUAL REPORT 2010–11
further developing and refining our data to provide evidence based approaches developing a whole-of-government approach that tackles youth disadvantage extending our Beyond School Guarantee to ensure students a pathway to training, work or further study enhancing implementation of our School and Corporate Accountability and Performance Improvement Frameworks using integrated web based systems implementing the first phase of the Australian Curriculum continuing to build formal and informal partnerships with community and industry
The 2011–12 year is set to be significant, as we build on initiatives established over the past two years. It will be an exciting time and one that all staff in the department should be proud to be part of. I would especially like to thank staff for the hard work and dedication shown this year. It is evident in the buzz we have created and the early positive outcomes being demonstrated that we can deliver a Smart Territory for all students.
Gary Barnes Chief Executive 29 September 2011
3 OVERVIEW
WHO WE ARE AND WHAT WE DO
The role of the department is to improve educational and training outcomes and options for Territorians from their early years to adulthood.
We are responsible for:
ensuring quality early learning and development programs delivering high quality education services through government and non-government schools to maximise student learning providing pathways for school aged students aligned with their further education and work or career aspirations providing an Australian standard VET system that allows Territorians to gain and retain employment and build lifelong skills capacity supporting NT institutions delivering tertiary education.
4 DET ANNUAL REPORT 2010–11
HIGHLIGHTS
NATIONAL EDUCATION AND TRAINING REFORM
Throughout 2010–11 the NT continued to contribute to the development of national reforms and their implementation through embedding national directions in legislation, regulation and policy. This included the ongoing implementation of reforms and initiatives to achieve outcomes under several National Partnerships with the Australian Government.
Specifically, the department’s focus on implementing the national education and training reform agenda included:
attracting, developing and retaining a strong, effective remote workforce [T2030:ED3.3] building schools’ capability to implement targeted place based whole school improvement approaches, with a particular focus on literacy and numeracy [T2030:ED1.2] providing teachers with access to professional learning and coaching support to implement evidence based approaches that target specific students’ learning needs [T2030:ED3.3] building strong partnerships with families, community, business and industry to ensure readiness for school in the early years and continued engagement through to the senior years of schooling to equip students with the skills and learning to enter further education, training or work [T2030:ED21.1;1.3] developing flexible and innovative solutions to increase school attendance and support remote students to engage more fully with education and ensure their effective transition to post schooling pathways [T2030:ED2.2] increasing the educational engagement and attainment of young people and to improve their transition to post school education, training and employment. [T2030:ED1.3]
Attracting, retaining and developing teachers continued to be a particular challenge. During 2010–11 a focus for the department was better preparation, support and incentives for teachers in remote contexts, and building the capacity of the Indigenous workforce to increase the number of qualified local recruits in schools. Improved workforce data systems also helped the department monitor and report more effectively, and helped to enhance evidence based decision making about the suitability and effectiveness of strategies and programs. [T2030:ED3.3]
FAMILIES AS FIRST TEACHERS PROGRAM GOES MOBILE Mobile FaFT programs have started in Central Australia and the Barkly region to provide access to early learning and parenting support for smaller communities. Mobile FaFT are working with Wallace Rockhole, Areyonga, Titjikala and Finke communities to deliver programs, while Barkly Mobile FaFT consulted with community stakeholders in Epenarra, Canteen Creek, Murray Downs, Neutral Junction and Stirling about establishing services in these areas. There has been great community enthusiasm about establishing the mobile program and its benefits for remote families. [T2030:ED1.1;2.1]
5 OVERVIEW
SHEPHERDSON COLLEGE EMBRACES STRONG START, BRIGHT FUTURE Shepherdson College, located in Galiwin’ku on Elcho Island off the coast of Arnhem Land, is one of the Strong Start, Bright Future pilot sites. Under the Strong Start, Bright Future model, the college is implementing a 3pm–9pm program that enables the extended use of school facilities to deliver extra-curricular learning for children and adults. The program aims to improve local awareness and commitment to learning. For older learners, the program builds adult skills to create a stronger local economy.
In the first term of the 3pm–9pm program 154 participants regularly attended across a number of courses including cultural awareness, literacy, numeracy, nutrition and hygiene, sewing, Yolngu Matha language, basketball, basket weaving and vehicle driver licensing. [T2030:ED3.6]
STRONG START, BRIGHT FUTURE [T2030:ED3.6]
The Strong Start Bright Future service delivery model was developed to support the NT Government’s Working Future initiative. The model aims to improve governance, enhance leadership and integrate service delivery in the early years (0–8 years). It will also improve VET delivery, leading to real jobs for school leavers and improve outcomes for Indigenous students in the 20 Territory Growth Towns and surrounding areas.
In 2010–11 the Strong Start Bright Future service delivery model was implemented in the communities of Jabiru/Gunbalanya, Yirrkala, Galiwin’ku and Groote Eylandt. Funding of $10.565 million has been provided to extend the model to other communities including Ntaria and the Warlpiri Triangle from 2011–12.
A key element of the Strong Start Bright Future model is strong local or place based governance through meaningful engagement with communities. Major initiatives under Strong Start Bright Future include developing integrated child and family service delivery, VET, the 3pm–9pm program, engagement programs, flexible service delivery and an extended school year for some remote and very remote schools. Strong Start Bright Future colleges will be established in six communities under the leadership of a college director who will implement place based responses to whole-of-government policy and initiatives such as Remote Whole School Reform.
6 DET ANNUAL REPORT 2010–11
EVERY CHILD, EVERY DAY [T2030:ED2.2;2.1]
The department launched the Every Child, Every Day strategy in late 2010. The strategy aims to improve enrolment, attendance and participation of young Territorians by implementing new and innovative strategies in five priority action areas to help parents, schools and communities overcome barriers to success.
Schools, regions and corporate areas within the department worked with parents, communities, peak bodies and other agencies to implement a set of initiatives designed to improve the enrolment, attendance and participation of young Territorians. These included:
developing an extended service delivery model to allow flexible timing of school programs implementing legislation, processes and family and community partnerships to address student absenteeism expanding the Value of Schooling communication and media campaign promoting education as a critical factor in gaining equity implementing an integrated child and family services model to improve service delivery and coordination of children’s services increasing access to vocational pathways and implementing programs to help make students work-ready supporting local assistant teachers to upgrade their qualifications expanding leadership and engagement programs.
An Interagency Reference Group was established to support ongoing implementation of the Every Child, Every Day strategy.
SATURDAY SCHOOLING Angurugu School has introduced Saturday schooling to improve attendance and engagement of their students as part of the Strong Start, Bright Future initiative. The program started in 2010 when teacher Paul O’Hallahan became concerned about attendance, particularly of boys in the middle years. Offered initially as a reward for students with good attendance on week days, Saturday schooling at Angurugu aims to increase engagement and encourage regular school attendance. Students not only receive additional literacy and numeracy focused learning, but they are also taught basic life skills through learning activities such as making their own meals. Extra-curricular learning activities such as bush outings, swimming, fishing and camps are also a part of the program. Kristie Lloyd, Principal at Angurugu School, says Saturday schooling has provided an opportunity for students to be engaged in a positive way on the weekend. Since its introduction, there has been a noticeable increase in school attendance on weekdays and improved behaviour at school. [T2030:ED2.2]
7 OVERVIEW
NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION ACTION PLAN
The National Aboriginal and Torres Strait Islander Education Action Plan is informed by the review of Australian Directions in Indigenous Education 2005–08, and the Council of Australian Governments schooling targets to halve the gap in Indigenous education outcomes. Implementation of the plan in the NT brings together existing commitments made through key reforms including the National Indigenous Reform Agreement and the Smarter Schools National Partnerships with the Australian Government.
Under the National Aboriginal and Torres Strait Islander Education Action Plan, focus schools in each state and territory have been identified to implement specific actions in addition to actions being implemented in all schools with Indigenous student enrolments. A total of 61 schools are identified as focus schools in the NT, 55 of which are NT Government schools. The requirements in the plan align closely with many of the strategies and initiatives already underway in the NT and are organised in six priority domains: readiness for school; engagement and connections; attendance; literacy and numeracy; leadership, quality teaching and workforce development; and pathways to real post school options.
In 2010–11 the department continued to implement its commitments under the plan through major strategies, initiatives and programs including:
the Every Child, Every Day strategy [T2030:ED2.2] Strong Start, Bright Future [T2030:ED3.6] the Australian Early Development Index [T2030:ED1.1] Families as First Teachers [T2030:ED1.1;2.1] universal access to preschool [T2030:ED2.1] VET in Schools [T2030:ED2.4;2.6;3.5] school community partnership agreements a range of leadership development programs for high potential school leaders and aspiring school leaders. [T2030:ED3.3]
READ LIKE A DEMON Students at Alekarenge School became the first in the NT to participate in the Melbourne Football Club’s Read like a Demon literacy program in June 2011. Students participated in a reading workshop, including a Skype hook-up with players Neville Jetta and Colin Garland live from the Melbourne Cricket Ground. The next component of the program will include a visit to Alekarenge School by well-known NT author and teacher Rosemary Sullivan.
8 DET ANNUAL REPORT 2010–11
NATIONAL QUALITY AGENDA FOR EARLY CHILDHOOD EDUCATION AND CARE [T2030:ED1.1;2.1]
The National Quality Framework (NQF) for early childhood education and care was agreed to by the Council of Australian Governments in 2009. It is a single national system for the regulation, quality and assessment of early childhood education and care services. Three components of the NQF are:
national legislation, adopted by all jurisdictions to replace differing and occasionally overlapping regulatory requirements a national quality rating system and curriculum to be consistently applied throughout Australia a new governance structure with jurisdictional regulatory authorities and an overseeing national authority to ensure consistency, effective implementation and enhanced communication between jurisdictions.
The NQF will apply to long day care centres, preschools, family day care services and outside school hours care services from 1 January 2012. The NT continued to be involved in developing legislation and regulations to ensure the unique challenges confronting the NT are accommodated within the national system, including the quality assessment and rating system that will replace existing accreditation processes. NT services participated in trials of the new system during 2010–11 and field testing occurred with 11 services, including preschools. Project officers provided support to preschools and other services in remote locations to prepare for compliance with the NQF.
Services began transitioning to their new arrangements under the NQF in 2010. This transition continued in 2011, with an awareness campaign to provide information to all early childhood education and care and school aged care services about implementing the NQF. Public information sessions about the NQF and the Quality does Matter conference were held during 2010–11. These were well attended and the department received positive feedback from the sector. Professional development opportunities on the new national curriculum for children from birth to five years, known as the Early Years Learning Framework, were provided for practitioners.
NT EARLY CHILDHOOD PLAN [T2030:ED1.1;2.1]
Under the auspices of National Partnership Agreements signed by the Council of Australian Governments in 2009, it is the shared vision of all Australian state and territory governments that by 2020 all children will have the best start in life to create a better future for themselves and the nation, and that Australia’s children and young people are safe and healthy.
Through the Early Childhood Steering Committee, the department worked with several NT government departments to develop a NT wide Early Childhood Plan. The plan will ensure the current national and NT strategies and reforms for children from pre-birth to 8 years, are aligned and relevant to the NT context. It will provide the direction for building better services and programs that have improved and measurable outcomes for the NT’s children and their families. It will also address challenges across portfolios including health, education, child care and child safety and will be a mechanism for working in partnership across government and industry.
Consultations with key stakeholders were undertaken in April 2011, to ensure the plan aligns with the needs and expectations of communities, children and their families. The plan will also respond to key issues and recommendations outlined in the Board of Inquiry into the child protection system in the NT. It is expected that the plan will be finalised and released in late 2011.
9 OVERVIEW
ICT* ENRICHED TEACHING AND LEARNING [T2030:ED3.6]
The Nightcliff Technology Precinct, located at the Nightcliff Middle School campus, was launched in March 2011. The precinct incorporates the first of five Apple learning centres to be launched across Australia. The precinct provides tools, resources and professional development opportunities for teachers and students to access training in a variety of information and communication technology (ICT) to improve student learning and to pilot, test and review emerging technologies and research. As part of the precinct’s support to teachers and schools to enhance ICT capabilities and enrich teaching and learning, an iPad trial began in February 2011, when all Year 7 students at Nightcliff Middle School were issued with their own personal learning device. Students are able to take the iPad home and are undertaking a variety of learning activities at school using the device. A professional learning training calendar for teachers was developed to provide a variety of training opportunities in the use of ICT within classrooms. In collaboration with the department, the Centre for School Leadership, Learning and Development, ran its first paperless conference for school leaders in the NT. ‘Leading Technology for Learning – Time to Refresh’, was held from 6 to 8 April 2011. All conference material was digitally delivered and conference participants experimented with loan iPads to access the materials. Educational leaders were supported to experiment with social media technology throughout the conference. The aim was to provide participants with the opportunity to gain a better understanding of their students’ needs and the ever emerging technological culture, both in and out of the school environment. The conference successfully provided practical learning opportunities for school leaders to try something new and different and workshop ideas on how to introduce technology tools into today’s educational practices. Through the @school pilot, the department continued to deliver a virtual schooling service using interactive technology and blended delivery models to improve availability of course offerings for students. Materials were developed to increase access to learning programs for students who live in remote and very remote contexts, where face-to-face support is limited and students in middle and secondary years often come to vocational training with limited literacy and numeracy skills. Online resources for delivery of a Certificate I in Hospitality now: » enable access to learning for students by building industry literacy and numeracy requirements prior to starting VET courses » support teachers in delivering hospitality courses online, in the classroom and through blended delivery models by providing a targeted teaching resource » extend the quality and range of course offerings to students in remote locations.
The resources have been trialled in eight remote and very remote schools undertaking Certificate I in Hospitality. The pilot findings highlighted pre-VET literacy and numeracy requirements for students in middle and senior years. Teaching of these key skills will be embedded within senior years subjects to ensure students are ready and able to access the VET curriculum.
* Information and Communications Technology
10 DET ANNUAL REPORT 2010–11
ANGURUGU SCHOOL LINKS INTO NEW TECHNOLOGY Angurugu School has become the first school in the Groote Eylandt area to trial iPads. The devices will be used by Angurugu students for everything from keeping in touch with exchange students from Victoria to interactive numeracy and using Google Earth to study geography, music and art. Principal Kristie Lloyd said the trial was designed to see what the device could offer as an alternative learning tool. [T2030:ED3.6]
LEADING LEARNING: NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS [T2030:ED3.3]
The department contributed to development of the National Professional Standards for Teachers. In late 2010, practising teachers representing the four career dimensions – graduation, competence, accomplishment and leadership – participated in a stakeholder survey to consider the standards and provide extensive feedback in relation to:
usefulness, applicability to diverse teaching contexts in the NT evidence required to meet standards the challenges and issues that required further attention.
In 2011, the Centre for School Leadership Learning and Development convened an implementation group that consists of 16 teachers and leaders from all school sectors in the NT. This group will provide ongoing advice about implementing the standards, give updates and progress reports to stakeholders and identify any professional learning required during the transition to the standards.
11 OVERVIEW
LOOKING AHEAD
EVERY CHILD, EVERY DAY [T2030:ED2.2]
The department will strengthen focus on the 20 Territory Growth Towns to improve school attendance, enrolment and participation. This will be achieved through an unrelenting focus on understanding the reasons behind non-attendance and targeting specific strategies for improvement. Our attendance diagnostic tools, combined with the strong leadership of our principals, are allowing more precise data driven actions to be implemented in each growth town through individual attendance improvement plans.
Amendments to Part 4 of the Education Act, relating to school enrolment, attendance and participation, and association regulations, became effective from 1 June 2011. They are intended to complement the Every Child Every Day strategy and associated initiatives by providing a strengthened regulatory framework with greater capability to take enforcement action where it is needed. The amendments modernised previous provisions under the Act, and complement the department’s capacity to manage enrolment, attendance and participation issues relating to children in the NT under 17 years of age. The rollout of the new legislation occurred a full seven months earlier than scheduled, with processes for enforcing enrolment and attendance developed for application by schools together with other strategies.
RECONCILIATION ACTION PLAN [T2030:ED1.5]
The department was the first within the NT Government to sign a Statement of Commitment to develop a Reconciliation Action Plan under the Reconciliation Action Plan program. The program, launched in July 2006 by Reconciliation Australia, aims to help build positive relationships between Indigenous and non-Indigenous Australians, and to find new ways to advance an organisation’s objectives through reconciliation. Development of the plan will commence in 2011–12. The plan will provide an overarching framework to integrate the range of existing and future early childhood, literacy and numeracy, VET and employment and workforce development programs and initiatives in the area of Indigenous education.
NT EARLY CHILDHOOD WORKFORCE PLAN [T2030:ED3.3;3.1]
The NT Early Childhood Workforce Plan will be launched in late 2011, as part of a suite of events highlighting the importance of early childhood and building strong partnerships with families, government and community agencies to achieve the best possible outcomes for all children in the NT. The plan aims to position the NT to meet the workforce requirements under the early childhood reform agenda to ensure the best possible outcomes for children. The plan will also support implementation of the NT Early Childhood Plan, the overarching plan for early childhood development in the NT.
The NT Early Childhood Workforce Plan provides a vehicle for working in partnership across government, non-government and industry organisations to build a coherent workforce to support and improve health and education outcomes for children from pre-birth to eight years of age. It will inform future directions for cross-government partnerships and investment in new workforce development initiatives.
12 DET ANNUAL REPORT 2010–11
TRAINING AND VET IN SCHOOLS MASTER PLANS AND NATIONAL APPRENTICESHIPS REFORM [T2030:ED2.4;2.6;2.8]
The department will continue to work with key stakeholders to strengthen and align delivery of VET in Schools to the future employment requirements of the NT, including regional requirements. The department will continue to develop major corporate partnerships and focus training to enable students to achieve well paid futures in our rapidly expanding industrial base. Work will continue with industry associations, training providers and community organisations to develop a Training Master Plan encompassing all strategic and operational priorities to support the skilling of Territorians and develop the industry’s workforce. The Training Master Plan will inform the future allocation of funding towards industry training needs and provide the strategic direction for achieving the NT’s annual VET targets. It will also support other NT Government initiatives such as Jobs NT and Territory 2030, and will link to a VET in Schools Master Plan to be developed in 2011–12.
The NT will continue to take part in the national apprenticeship reform agenda through the Ministerial Council for Tertiary Education and Employment’s Apprentices Working Group. Reforms include agreement by states and territories to national principles to develop training plans. These principles will see greater emphasis on the relationship between the employer, apprentice and training organisation to develop and monitor a training plan that meets the needs of the parties and the outcome of the qualification.
During 2011, states, territories and the Australian Government will work to finalise national policy principles and defined roles and responsibilities for future apprenticeship support services arrangements.
Reforms are likely to focus strongly on:
pathways into an apprenticeship effective support, including mentoring and pastoral care the Australian Government financial investment in the system the status of the apprenticeship system simplifying the system.
NATIONAL ALLIANCE FOR REMOTE INDIGENOUS SCHOOLS [T2030:ED3.6]
Through the department’s Remote Teaching Service (RTS), the NT is leading the National Alliance for Remote Indigenous Schools (NARIS) initiative which involves over 170 remote and very remote schools located in Indigenous communities across the NT, Queensland (Qld), New South Wales (NSW), South Australia (SA) and Western Australia (WA). The NARIS recently received official recognition from the Australian Government and $5 million will be invested over the next two years to develop and implement programs such as the Teach Remote initiative. Teach Remote aims to develop and implement national approaches to recruiting, training, supporting and rewarding teachers and leaders in NARIS schools.
In 2011–12, NARIS will host the first national remote teachers’ conference in Alice Springs, to:
celebrate and support quality teachers from remote communities provide teachers with access to quality and relevant professional development generate new ideas and partnerships and share best practice promote teacher resilience, wellbeing, health and fitness.
13 OVERVIEW
200 INDIGENOUS TEACHERS [T2030:ED3.1;3.3]
Building and learning from past successes, the 200 Indigenous Teachers initiative provides potential for a significant step forward in closing the educational gap between Indigenous and non-Indigenous Australians. The 200 Indigenous Teachers initiative aims to see an additional 200 Indigenous Territorians being awarded a Bachelor of Teaching and Learning qualification and more than 5000 school students being taught by a quality Indigenous teacher from 2018. This initiative will provide positive role models to both Indigenous and non-Indigenous students alike. Target participants will include:
assistant teachers other departmental employees (including focus on Aboriginal and Islander education workers, school council employees, home liaison officers, inclusion support officers, and Indigenous tertiary assistant employees) current school aged students (with emphasis on those completing Year 12) recent school leavers current university students studying towards non-teaching qualifications university graduates who have gained non-teaching qualifications the wider public.
The department will work with tertiary institutions such as CDU, Batchelor Institute for Indigenous Tertiary Education (BIITE) and the Australian Centre for Indigenous Knowledge and Education to recruit the first participants to start their course in 2011–12. As part of this initiative the department is exploring options for financial and academic assistance and flexible learning delivery.
FIRST SCHOOL-BASED APPRENTICESHIP SIGNED AT GROOTE EYLANDT COLLEGE The first two students have signed up to do school-based apprenticeships at the Groote Eylandt Bickerton Island Enterprise (GEBIE) civil construction site. Angurugu students Trent Mamarika and Jarenzo Davis Mamarika, were at the signing with their proud families, together with Groote Eylandt College staff, the Anindilyakwa Land Council chief executive, Apprenticeships Australia and GEBIE staff. Trent and Jarenzo completed work experience with GEBIE as part of their Stage 1 Personal Learning Plan subject. Groote Eylandt College Director Mark Monaghan said it was an example of successful partnerships between industry and education. He congratulated the boys on their hard work and the role they will play as future leaders and role models. [T2030:ED2.4;2.6]
14 DET ANNUAL REPORT 2010–11
2010–11 MAJOR CAPITAL WORKS
WORKS CARRIED OVER AND COMPLETED IN 2010–11
WORKING FUTURE (FORMERLY CLOSING THE GAP — HOMELAND CENTRE UPGRADES):
Homeland learning centre upgrade — clinic. Completed September 2010. $0.122 million
Homeland learning centre upgrade — Irrultja. Completed January 2011. $0.192 million
Homeland learning centre upgrade — Langarra, new student ablutions. Completed July 2010. $0.360 million
Homeland learning centre upgrade — Mulga Bore, new ablutions. Completed October 2010. $0.228 million
Homeland learning centre upgrade — Gan Gan, new student ablutions. Completed October 2010. $0.377 million
Homeland learning centre upgrade — Mamadawerre, construction of two general learning areas, store and general upgrades. Completed August 2010. $0.358 million
SCHOOL UPGRADES:
Alawa Primary School — Stage 2 upgrade of classroom facilities. Completed August 2010. $2.000 million
Acacia Hill School — Stage 1 extensions to main building including new ablutions. Completed January 2011. $0.736 million
Centralian Middle School — upgrade of Alice Springs High School and Anzac Hill High School. Completed June 2010. $4.045 million
Tennant Creek Trade Training Centre. Completed December 2010. $1.300 million
Angurugu School — refurbishment of the home economics building and fencing of school. Completed April 2011. $1.550 million
Gunbalanya School – extension and upgrade of administration area. Completed October 2010. $1.550 million
NEW SCHOOL:
Rosebery Primary and Middle School — construction of new preschool, primary and middle schools. Completed January 2011. **$56.535 million
EARLY LEARNING AND CARE CENTRES:
Palmerston Super Clinic — construction of an early learning and care centre as part of the construction of the clinic. Completed September 2010. *$2.250 million
*Australian Government funding ** Joint Northern Territory and Australian Government funding
15 OVERVIEW
WORK CARRIED OVER AND STILL IN PROGRESS IN 2010–11
SCHOOL UPGRADES:
Ross Park Primary School upgrade — Stage 4 project music room upgrade. Target completion December 2011. $2.980 million
Tennant Creek High School — construction of a new multipurpose sports facility. Target completion August 2011. $3.200 million
Shepherdson College — joint funding for gymnasium and cyclone centre with Building the Education Revolution program. Completed February 2011. Savings being used for preschool extension. Target completion December 2011. **$1.550 million
Homeland learning centre upgrade — Manmoyi, new ablutions and general upgrades. Targeted completion August 2011. $0.355 million
CHILD AND FAMILY CENTRES:
Maningrida Child and Family Centre — completion subject to land tenure approval. *$4.420 million
Ngukurr Child and Family Centre — completion subject to land tenure approval. *$4.420 million
*Australian Government funding ** Joint Northern Territory and Australian Government funding
16 DET ANNUAL REPORT 2010–11
NEW PROJECTS STARTED IN 2010–11
SCHOOL UPGRADES:
Acacia Hill School — Stage 2 construction of three new double classroom blocks and ablutions. Target completion August 2011. $3.164 million Former ANZAC Hill campus — various works. Completed July 2011. $0.565 million Centralian Middle School — upgrade blocks A and G, installation of cover over basketball courts, construction of Clontarf Building and installation of lift. Target completion August 2011. $2.065 million Nemarluk School — relocate school to Alawa. Target completion January 2012. $11.900 million Casuarina Senior College – construction of new science building containing three laboratories and preparation room. Upgrade of existing laboratories in Block C. Target completion January 2012. $5.000 million Sanderson Middle School — construction of new amphitheatre and covered outdoor learning area. Upgrade of existing music room. Target completion December 2011. $1.000 million Henbury School — school upgrade. Target completion June 2012. $1.000 million
WORKING FUTURE (FORMERLY CLOSING THE GAP – SCHOOL AND HOMELAND CENTRE UPGRADES):
Maningrida School — refurbishment of primary school block, conversion of senior block and store into large staff preparatory area, air conditioning of canteen. Target completion August 2011. $1.550 million Ntaria School — half court basketball court, upgrades to classroom blocks B and C, VET workshop and technical studies classroom. Target completion August 2011. *$1.689 million Elliott School — school upgrade. Target completion December 2012. **$1.423 million Ji-Marda Homeland Centre — upgrade classroom. Target completion November 2011. $0.165 million Wudeja Homeland Centre — upgrade classroom. Target completion December 2011. $0.285 million Mirrngatja Homeland Centre — new classroom. Target completion January 2012. $0.470 million Mumeka Homeland Centre — upgrade classroom. Target completion December 2011. $0.300 million Rurrangala Homeland Centre — new classroom. Target completion January 2012. $0.480 million Mungkarta Homeland Centre — upgrade classroom. Target completion January 2012. $0.300 million
CHILD AND FAMILY CENTRES/CHILD CARE CENTRES:
Ntaria Child Care Centre — target completion April 2012. *$2.000 million Umbakumba Child Care Centre – target completion April 2012. *$1.000 million Yuendumu Child and Family Centre – target completion April 2012. *$4.420 million Gunbalanya Child and Family Centre – completion subject to land tenure approval. *$4.420 million
*Australian Government funding ** Joint Northern Territory and Australian Government funding
17 OVERVIEW
BUILDING THE EDUCATION REVOLUTION The Australian Government Department of Education, Employment and Workplace Relations (DEEWR) is facilitating the Building the Education Revolution (BER) initiative on behalf of the Office of the Prime Minister, to provide $16.2 billion in funding for new facilities and refurbishments in Australian schools.
BER has three elements:
Primary Schools for the 21st Century (P21) Science and Language Centres for 21st Century Secondary Schools (SLC) National School Pride Program (NSP).
Education authorities across Australia were invited to apply for funding for projects for every school in accordance with the Australian Government guidelines. The education authorities were also requested to submit implementation plans including for procurement.
The department utilises the expertise and services of the NT Department of Construction and Infrastructure (DCI) for the delivery of capital works projects. Following industry consultation it was determined that the NT would leverage existing capital works capacity though DCI as an experienced and informed buyer.
Therefore procurement and project management of P21 and SLC projects was delivered through the existing government arrangements managed by DCI with the inclusion of a tier of outsourced project managers to assist with the volume and breadth of the program. As at 30 June 2011 contracts with a total value of $181 million had been committed on P21 and SLC projects, with $168.2 million expended to date.
The BER officially ended on 31 March 2011. However, the Australian Government announced that it would re-phase the BER initiative so $500 million is spent nationally in 2011–12. This represents $6.246 million for NT Government schools.
18 DET ANNUAL REPORT 2010–11
PRIMARY SCHOOLS FOR THE 21ST CENTURY
The P21 element of BER is providing $174.75 million for 135 projects across 133 NT Government schools. Of the 134 schools approved for funding, 27 projects were not complete by 31 March 2011. As at the end of June 2011, 18 projects remain incomplete, all of which are re-phased and due to be completed in the 2011–12 financial year.
SCIENCE AND LANGUAGE CENTRES FOR 21ST CENTURY SECONDARY SCHOOLS
The SLC element of BER is providing $15.76 million for a total of eight NT Government schools. All of the SLC projects are complete, with enhancements including sustainability measures still in progress.
NATIONAL SCHOOL PRIDE PROGRAM
The NSP element of BER is providing $15.77 million for minor works in 150 NT Government schools to renew and refurbish their existing facilities. There were two application rounds in 2010–11. The department managed the application and administrative processes for NT Government schools.
Schools and school councils elected to manage the delivery (purchase of goods or construction) of their own projects. Overall, the NSP program has been successfully implemented with only minor delays related to the detailed processes involved in acquitting the grants to schools or delays caused by prolonged wet season conditions. There was one incomplete project at 30 June 2011.
In the interest of transparency and public accountability, the department has moved to a nationally common reporting structure with consistent definitions applied across all states, territories and sectors. The reporting structure and publishing medium was developed in conjunction with all education authorities and put in place by the Australian Government. The NT is in the process of publishing all P21 projects as they are fully acquitted. NT School specific details and actual costs for P21 projects can be viewed at www.deewr.gov.au and go to Schools and the Building the Education Revolution.
WORKING TOWARDS A BETTER FUTURE IN NTARIA The Ntaria (Hermannsburg) community has celebrated the signing of the Ntaria Local Implementation Plan outlining the future direction and growth for the town and its residents. A key aspect of the plan is a strong focus on schooling and early childhood. Highlights include the construction of a 40-place child and family centre, upgrades to Ntaria School and the construction of a trade training centre.
19 OVERVIEW
NORTHERN TERRITORY EDUCATION CONTEXT
The NT has a population of 229 8741, which is one per cent of the total Australian population (22 477 378)1. It is the third largest state or territory, with a land area of 1 346 200 km2, yet has the smallest population. For the year ended 31 December 2010, natural increase was the major component of population change in the NT (153 per cent), followed by Tasmania (Tas) (54 per cent), the Australian Capital Territory (ACT) (50 per cent) and Qld (49 per cent)3, with the greatest proportion of births being in the Indigenous population4. The NT has the highest proportion of young people (median age 31.3 compared to the national median age of 36.9)5, the highest proportion of Indigenous population (approximately 30 per cent)2, and the largest proportion of the population living in very remote locations compared with any other jurisdiction.
Figure 1: Age and gender distribution (%), NT – 30 June 2010
85+ Darwin Males 80–84 Darwin Females Northern Territory – Bal Males 75–79 Northern Territory – Bal Females 70–74 65–69 60–64 55–59 50–54 45–49 40–44 35–39 30–34 25–29 20–24 15–19 10–14 5–9 0–4
5 4 3 22110 0 3 4 5
Males (%) Females (%)
Source: Australian Bureau of Statistics (ABS) 3235.0 – Population by Age and Sex, Regions of Australia – NT 2010
1 Source: ABS 3101.0 Australian Demographic Statistics. December 2010. Table 4. Issue Released 23/06/2011 2 Source: ABS 1304.7 2011 Northern Territory at a Glance 3 Source: ABS 3101.0 Australian Demographic Statistics. December Quarter 2010. Page 8. Issue Released 23/06/2011 4 Source: ABS 3301.0 Births Australia, 2009. Table 9. Issue Released 03/11/2010 5 Source: ABS 3201.0 Population by Age and Sex, Australian States and Territories, June 2010. Issue released 21/12/2010.
20 DET ANNUAL REPORT 2010–11
Figure 2: Age distribution of the NT Indigenous and non-Indigenous population
85+ 80–84 75–79 70–74 65–69 60–64 55–59 50–54 45–49 40–44 35–39
Age Group 30–34 25–29 20–24 15–19 10–14 5–9 0–4 14 000 12 000 10 000 8000 6000 4000 2000 0 2000 4000 6000 8000 10 000 12 000 14 000 no.
Indigenous Non-Indigenous
Source: ABS 2068.0 – Indigenous Status by Age, 2006 Census
Note: Non-Indigenous includes people who have not stated their Indigenous status.
21 OVERVIEW
A YOUNG POPULATION
The NT has the youngest population in Australia with 23.1 per cent under the age of 15 years compared with the national average of 18.9 per cent.6
Figure 3: Percentage of population in each state and territory under the age of 15 years, June 2010
25% 23.1%
18.7% 18.3% 20.0% 19.4% 19.2% 18.4% 18.9% 20% 17.8%
15%
10% % of Population
5%
0% NSW Vic Qld SA WA Tas NT ACT Aus
Source: ABS 3201.0 Estimated Resident Population by single year of age, June 2010
The NT has 34 3267 children aged 5 to 14 years (14.9 per cent of the total population). The Australian Bureau of Statistics (ABS) estimates the NT had 14 6588 Indigenous children aged five to 14 years at the 2006 Census (22.9 per cent of the Indigenous population).
Figure 4: Percentage of population in each state and territory under the age of fi ve years, June 2010
9% 8.2% 8% 6.4% 6.4% 7.0% 6.7% 6.6% 6.7% 6.5% 7% 6.0% 6% 5% 4%
% of Population 3% 2% 1% 0% NSW Vic Qld SA WA Tas NT ACT Aus
Source: ABS 3201.0 Estimated Resident Population by single year of age, June 2010
The NT has 18 7757 children aged zero to four years (8.2 per cent of the total population). A total of 77748 children under the age of 5 are Indigenous (12.1 per cent of the Indigenous population).
6 Source: ABS 3201.0 Population by Age and Sex, Australian States and Territories, June 2010. Issue Released 21/12/2010 7 Source: ABS 1304.7 2010 Northern Territory at a Glance 2011 (ERP at 30 June 2010) 8 Source: ABS 1304.7 2010 Northern Territory at a Glance (Experimental ERIP at 30 June 2006)
22 DET ANNUAL REPORT 2010–11
Figure 5: School-aged (fi ve to 19 years) population, NT and Australia 2006 to 2010
90 000 4 500 000 80 000 4 000 000 4.16 4.18 4.21 4.26 4.27 70 000 3 500 000 60 000 3 000 000 49 369 50 078 50 775 51 115 51 162 50 000 2 500 000
NT
40 000 2 000 000 Australia 30 000 1 500 000 20 000 1 000 000 10 000 500 000 - - 2006 2007 2008 2009 2010
NT Australia
Source: ABS 32010.0 Estimated resident population by single year of age, June 2010, Table 7 (revised 2009 data) and Table 8 (new 2010 data)
Overall the NT population of 5 to 19 year olds has increased by 3.6 per cent (1793) since 2006.
A DIVERSE POPULATION
The NT has the largest proportion of Indigenous population with approximately 64 0059 Indigenous people, representing 30.4 per cent of the total population.
Figure 6: Indigenous population as a percentage in each state and territory 2006
35% 30.4% 30%
25%
20%
15% % of Population 10%
5% 3.5% 3.4% 3.8% 2.2% 1.8% 1.3% 2.5% 0.7% 0% NSW Vic QldSA WA Tas NT ACT Aus
Source: ABS 3238.0.55.001 - Experimental estimates of Aboriginal and Torres Strait Islander Australians, June 2006, Table 1 and Table 3. Issue released 19/08/2008.
9 Source: ABS 3238.0.55.001 – Experimental estimates of Aboriginal and Torres Strait Islander Australians, June 2006, Table 1 and Table 3. Issue released 19/08/2008.
23 OVERVIEW
Figure 7: Percentage Indigenous students (of total student cohort) by state and territory 2010
45% 40.6% 40% 35% 30% 25% 20%
% of Students 15% 10% 6.6% 6.4% 6.7% 5% 4.4% 3.7% 4.6% 1.2% 2.2% 0% NSW Vic Qld SA WA Tas NT ACT Aus
Source: ABS 4221.0 Schools, Australia — NSSC Table 43a — Full-time equivalent students — by states and territories, affiliation, sex, age, Indigenous status and years (1996–2010)
The proportion of the Indigenous population is even greater in the school-aged population, with 40.6 per cent of students enrolled in Transition to Year 12 identified as Indigenous, compared with the national average of 4.6 per cent.
Figure 8: Language background other than English (LBOTE) as a percentage of population in each state and territory
40%
35%
30%
25%
20%
15% % of Population 10%
5%
0% NSW Vic Qld WA SA Tas NT ACT Aust
LBOTE (Not Indigenous Language Speakers) LBOTE (Indigenous Language Speakers) Not Stated
Source: ABS 2068.0 b12 2006 Census Population and Housing, NT — Language spoken at home (narrow groups) by sex
As per the 2006 Census, about 44 71710 people living in the NT have a language background other than English. Just 66.0 per cent of the population speak English only, 8.0 per cent are speakers of languages from other countries, 15.1 per cent are speakers of Indigenous languages (29 192) and a further 10.8 per cent do not identify their language. Of the total number of Indigenous language speakers in Australia (55 705), 52.4 per cent are located in the NT. For many Indigenous learners studying in remote schools, English is rarely used in their communities outside of school. This means that while at school they are learning English as an additional language.
10 Source: ABS 2068.0 2006 Census Population and Housing, NT — Language spoken at home (a) by sex
24 DET ANNUAL REPORT 2010–11
A DISPERSED POPULATION
The following classes of remoteness (often referred to as geographical locations, or geolocations) have been developed using the Accessibility/Remoteness Index of Australia (ARIA). They measure remoteness based on the road distance to the nearest service centre. Remoteness affects access to goods, services and opportunities for social interaction, including increased cost associated with service delivery (including education) in remote and very remote areas.
Table 1: Percentage of population by remoteness classifi cation
Major cities of Inner regional Outer regional Remote Very remote Jurisdiction Australia Australia Australia Australia Australia NSW 73.0% 20.2% 6.3% 0.5% 0.1% Vic 75.2% 20.0% 4.7% 0.1% 0.0% Qld 59.8% 22.0% 15.2% 1.9% 1.1% SA 72.8% 12.3% 11.3% 2.8% 0.9% WA 71.2% 13.4% 9.0% 4.3% 2.2% Tas 0.0% 64.8% 33.2% 1.5% 0.5% NT 0.0% 0.0% 56.0% 21.2% 22.8% ACT 99.8% 0.2% 0.0% 0.0% 0.0% Australia 68.7% 19.7% 9.3% 1.5% 0.8%
Source: ABS 3218.0 Regional Population Growth, Australia, 2009–10
This table shows that the entire NT population is located in the three most remote categories, with 44.0 per cent in remote and very remote areas.
25 OVERVIEW
SOCIO-ECONOMIC STATUS
Socio-economic Indexes for Areas (SEIFA) is a suite of four measures created from Census information. The measures summarise different aspects of socio-economic conditions in an area and are appropriate for distinguishing between relatively disadvantaged areas. The Index of Relative Socio-economic Disadvantage (IRSD) measures the proportion of:
low income households in an area people who do not speak English well households that pay low rent people with no post school qualifications.
Areas within Australia are then ordered from the lowest to highest scores. The lowest 10 per cent of areas are given a decile number of one and so on, up to the highest 10 per cent of areas which are given a decile number of 10. This means that areas are divided into 10 groups, depending on their score.
The NT has over 57 per cent of its government schools in the bottom 10 per cent of the SEIFA-IRSD range.
Figure 9: Percentage of NT Government schools in each IRSD decile 2010
60% 57.2%
50%
40%
30%
% of Schools 20%
10% 7.2% 8.6% 5.3% 4.6% 6.6% 4.6% 3.3% 2.6% 0% 0.0% 12345678910
Source: ABS 2033.0.55.001 – Census of Population and Housing: SEIFA, Australia – Data only, 2006 and DET Performance and Data Management Age Grade Census
Over 28 per cent of NT students attend schools in the bottom (most socio-economically disadvantaged) decile.
26 DET ANNUAL REPORT 2010–11
Figure 10: Percentage of NT Government school enrolments by IRSD decile 2010
35% 28.7% 30%
25%
20% 15.0% 15% 12.6%
% of Enrolments 9.4% 8.6% 10% 7.4% 7.7% 6.2% 4.4% 5%
0% 0.0% 12345678910
Source: ABS 2033.0.55.001 — Census of Population and Housing: SEIFA, Australia — Data only 2006 and DET Performance and Data Management Age Grade Census
THE COST OF EDUCATING OUR STUDENTS
Due to the large proportion of NT schools in remote, isolated and very remote communities, the cost of delivering educational services to students is significantly greater than in any other state or territory in Australia.
Remoteness increases the additional infrastructure costs associated with staffing, housing, transport and relocation of staff.
Figure 11: Real Australian, state and territory government recurrent expenditure per full-time equivalent student in government schools 2008–09 including user cost of capital ($ per full-time equivalent student)
$25 000
$20 000
$15 000
$10 000
$5 000 $ per Full-time Equivalent Student $0 NSW Vic QldWA SA TasACT NT Aust
In school primary In school secondary Out of school
Source: Table 4A.8 Report on Government Services (ROGS) 2011
For the same reasons, the cost of delivering children’s services is greater in the NT than in any other Australian jurisdiction.
27 OVERVIEW
Figure 12: Total state and territory government real expenditure on children’s services per child in the community aged zero to 12 years (2009–10 $ per child)
$800 $751 $700
$600 $489 $496 $488 $500
$400 $341
$ per Child $300 $219 $249 $185 $200 $123 $100
$0 NSW Vic Qld WA SA TasACT NT Aust
Source: Table 3A.37 ROGS 2011
Figure 13: Percentage of children aged zero to fi ve years using Australian Government approved, plus state and territory government funded or provided child care 2009–10
60% 53.6% 50% 42.5% 41.4% 37.8% 39.4% 40.5% 40% 33.5% 26.7% 30% 22.4%
% of Children 20%
10%
0% NSW Vic QldWA SA TasACT NT Aust
Source: Table 3A.11 ROGS 2011
The Productivity Commission’s 2011 Report on Government Services shows that nationally during 2009–10 the proportion of children aged zero to five years using Australian Government approved and state and territory government funded or provided child care was 41.4 per cent.
Approximately 50.0 per cent of the NT’s zero to five year old population lives in remote or very remote areas. The majority of early childhood services in remote communities are Australian Government funded crèches (referred to as budget based funded services) which are non-mainstream child care services. Budget based funded services are currently not licensed under the Care and Protection of Children Act and the Care and Protection of Children (Children’s Services) Regulations. It is estimated that there are 38 budget based funded services providing non-mainstream child care services located mainly in regional, remote and Indigenous communities. These services account for approximately 33.0 per cent of child care centres in the NT.
28 DET ANNUAL REPORT 2010–11
The NT was recorded as having 22.4 per cent of its zero to five year old population utilising Australian Government approved child care, the lowest in Australia. However, this definition only includes services eligible to provide a Child Care Benefit (CCB) to families. Budget based services and three year old kindies are not eligible to provide CCB and are therefore not included in the Productivity Commission’s utilisation figures. NSW does not differentiate between child care and preschool attendance and this makes its proportion of zero to five year olds utilising Australian Government approved child care (53.6 per cent) appear to be the highest in Australia, with Qld second at 42.5 per cent.
NUMBER OF SCHOOLS BY SECTOR
Table 2: Number of schools by sector 2006 to 2010
2006 2007 2008 2009 2010 Government 151 150 1511 1522 1523 Non-government 35 36 36 36 364 Total 186 186 187 188 188
Homeland learning centres 51 46 45 46 405
Source: DET Performance and Data Management Age Grade Census
1 Darwin Middle School opened in January 2008. 2 Arlparra High School opened in July 2009. 3 Alice Springs High and Anzac Hill High closed and merged to become Centralian Middle School. Baniyala Garrangali School also opened in January 2010 (previously Yilpara Homeland Learning Centre). 4 Australian Technical College closed at the end of 2009. Maparu Christian School opened in July 2010 (but operated as Maparu Homeland Learning Centre early 2010 and included in 2010 HLC numbers ) 5 The homeland learning centres (HLCs) consist of 38 government homelands and 2 non government homelands (Pungajurruwu of Murrupurtiyanuwu Catholic School and Wudikapildiyerr of St Francis Xaviers)
Of the 188 government and non-government schools in the NT, 85 schools have nearly 100 per cent Indigenous enrolment. Ninety-five schools have Indigenous enrolments of over 80 per cent, which accounts for about 23 per cent of all students.
Education services are also delivered to approximately 40 Homeland Learning Centres (HLCs). HLCs are small remote sites delivering education services to small groups of students who are unable to attend the central school in their area. They are administered by the designated central school, that sends teachers to visit the HLCs on a regular basis. Due to the mobile nature of families living in homelands, the number of HLCs fluctuates.
29 OVERVIEW
Figure 14: Number of Government Schools by Region 2010–11
DARWIN (INC DARWIN CITY AND NORTHERN SUBURBS) (27) PALMERSTON ARNHEM (17) & RURAL (30)
KATHERINE (23)
BARKLY (18)
ALICE SPRINGS (37)
Source: DET Performance and Data Management Age Grade Census
Of all the NT students enrolled in government schools, 51.5 per cent are enrolled in one of the 41 schools in provincial areas (including Darwin and Palmerston). A total of 29.0 per cent of the student population is enrolled in one of 80 schools in very remote areas of the NT (parts of the Palmerston and Rural, Arnhem, Katherine, Barkly and Alice Springs regions). Schools in very remote locations tend to have much smaller student populations but are required to ensure access to education for the entire dispersed NT population. Students attending distance education schools, such as the NT Open Education Centre (NTOEC), Alice Springs School of the Air, and Katherine School of the Air, make up 3.1 per cent of the student population. Although classified as remote, the physical location of the students can be anywhere from provincial to very remote.
30 DET ANNUAL REPORT 2010–11
ENROLMENTS BY SECTOR
Figure 15: Enrolments by sector 2006 to 2010
45 000
40 000 42 28942 670 42 645 42 767 43 494 35 000
30 000 32 921 32 98632 582 32 594 32 978 25 000
Enrolments 20 000
15 000
10 000
5 000 93689684 10 063 10 173 10 516
0 2006 20072008 2009 2010
Government Non-Government Total
Source: DET Performance and Data Management Age Grade Census
There has been a gradual increase in the total student enrolments from 2006 to 2010. In 2008 there was a decrease in government school enrolments (-1.2 per cent) offset by a corresponding increase in non-government school enrolments. From 2009 to 2010 both government and non-government enrolments increased by a total of 1.7 per cent.
31 OVERVIEW
ENROLMENTS BY REGION [T2030:ED2.2;2.3]
Table 3: Proportion of enrolments by region in government schools 2010
Region Number of schools Enrolments % of Enrolments Darwin 27 11 060 33.5% Palmerston and Rural 30 8 017 24.3% Alice Springs 37 4513 13.7% Arnhem 17 4172 12.7% Katherine 23 3327 10.1% Barkly 18 1889 5.7% Total NT 152 32 978 100.0%
Source: DET Performance and Data Management Age Grade Census
Figure 16: Percentage of enrolments by sector and geolocation 2010
100% 90% 4.1% 26.6% 38.1% 24.2% 80% 70% 60% 50% 40% 73.4% 61.9% 95.9% 75.8%
% of Enrolments 30% 20% 10% 0% Provincial Remote Very Remote Total NT
Northern Territory Government Non-Government
Source: DET Performance and Data Management Age Grade Census
Almost one quarter of students in the NT attend non-government schools (10 516 students). This proportion is greatest in remote Australia as there are a greater proportion of students in non-government schools in and around Alice Springs that are classified as remote, compared to the Darwin/Top End area and very remote communities.
32 DET ANNUAL REPORT 2010–11
ENROLMENTS BY LEVEL OF SCHOOLING [T2030:ED2.1;2.2;2.3]
Figure 17: Enrolments by level in NT Government schools 2006 to 2010
35 000
30 000 9708 5165 4881 5416 5212
4090 6172 25 000 5867 6012 20 000 19 941 20 445 18488 18 198 18 492 15 000 Enrolments 10 000
5 000 3272 3286 3041 3113 3262
2006 2007 2008 2009 2010
Preschool Primary Secondary Middle Senior
Source: DET Performance and Data Management Age Grade Census *Includes NTOEC Enrolments
The NT moved to a system of middle years education:
Year 10s moved from junior secondary to senior years in 2007 Year 7s moved from primary to middle years in 2008.
Primary education now consists of Transition to Year 6. Middle years consist of Years 7 to 9 and senior years consist of Years 10 to 12.
33 OVERVIEW
ENROLMENTS BY INDIGENOUS STATUS [T2030:ED2.1;2.2;2.3;2.4;2.6]
Figure 18: Enrolments by Indigenous status in NT Government schools 2006 to 2010
35 000
30 000 32 921 32 986 32 582 32 594 32 978
25 000 18 914 18 278 18 442 20 000 18 651 18 295
15 000 Enrolments 14 287 14 152 14 700 10 000 14 007 14 335
5 000
0 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
Although overall total enrolment numbers in government schools remain constant, Indigenous student numbers decreased slightly between 2007 and 2009, and increased significantly in 2010 (being the main contributor to the overall enrolment increase). Non-Indigenous student numbers have generally decreased since 2006.
In 2006, 42.5 per cent of NT government school student enrolments were identified as Indigenous. In 2010, this proportion increased to 44.6 per cent.
Figure 19: Number of VET students 2006 to 2010
16 000 13 800 14 242 14 000 11 600 12 400 12 200 12 000
10 000 10 400 10 300 10 000 9800 8 000 9800
6 000 VET Students 4 000
2 000
0 2006 2007 2008 2009 2010
Indigenous Non-Indigenous
Source: DET Training and Higher Education Division, using National Centre for Vocational Education Research Publication Scope
After a decline in non-Indigenous VET student numbers in 2008, numbers increased significantly in 2009 and to a lesser degree in 2010. The number of VET students rose by 16.7 per cent from 2008 to 2010. There was no change in the number of Indigenous VET student numbers from 2009 to 2010.
34 DET ANNUAL REPORT 2010–11
STUDENT ATTENDANCE
Figure 20: Average attendance by Indigenous status in NT Government schools 2006 to 2010
100% 90.6% 90.5% 90.7% 90.8% 90.7% 95% 90% 85% 80% 82.0% 82.2% 81.4% 81.4% 80.4% 75% 70% 70.3% 71.3% 65% 69.8% 69.7% 67.8% 60% Average Attendance Rate 55% 50% 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management, enrolment and attendance data 2006 to 2010
Student mobility is high and continuity in learning programs is a major issue. Irregular attendance or chronic under-attendance also impact on student outcomes. Where non-Indigenous attendance rates have remained stable at about 90 per cent since 2006, Indigenous attendance rates are on average, about 70 per cent. Indigenous attendance rates are volatile and often follow seasonal trends. The drop in attendance rate from 2009 (69.7 per cent) to 2010 (67.8 per cent) is coupled with a corresponding increase in enrolment numbers (+548). The combined effect of average enrolment numbers and attendance rates seen in 2010 indicate that approximately 100 more Indigenous students attended school each day compared to 2009.
Figure 21: Average attendance rate by Indigenous status and geolocation 2010
100% 95% 90.5% 91.7% 89.8% 90% 81.2% 85% 79.9% 80% 75% 70% 65% 58.3% 60% Average Attendance Rate 55% 50% Indigenous Non-Indigenous Indigenous Non-Indigenous Indigenous Non-Indigenous
Provincial Remote Very Remote Source: DET Performance and Data Management, enrolment and attendance data 2010
The average attendance rate in provincial and remote schools is over 85.0 per cent, however the average attendance rate for Indigenous students in very remote schools is 58.3 per cent. A range of initiatives under the Every Child, Every Day strategy are being implemented to address the issue of absenteeism, particularly in very remote schools.
35 PERFORMANCE REPORTING
OUTPUTS AND PERFORMANCE
To improve the educational and training outcomes and To improve the educational and training outcomes and options options for Territorians from their early years through OBJECTIVE for Territorians from their early years through to adulthood. to adulthood
Outcomes
Improved educational outcomes for students, Choice in quality Maximised Choice in quality education Maximised training particularly Indigenous education alternatives training opportunities alternatives for NT students. opportunities for Territorians. students,students, in inall all key for Territory students for Territorians keylearning learning areas. areas
Output groupsGroups
Government education Non-government education Training
Outputs
Early Yearsyears Primary Educationeducation Training
Preschool Educationeducation Middle Yearsyears Educationeducation
Primary Educationeducation Senior Yearsyears Educationeducation
Middle Yearsyears Educationeducation
Senior Yearsyears Educationeducation
International Educationeducation
Tertiary Educationeducation
36 DET ANNUAL REPORT 2010–11
OUTPUT PERFORMANCE REPORTING
This section describes the department’s performance against planned outcomes for 2010–11. It also includes performance measures to demonstrate efficiency and effectiveness in achieving those outcomes. Reporting of performance is against outputs identified in Budget Paper 3.
Performance data available within the department informed strategic and operational planning at the system, regional and school levels. Regions and schools set explicit targets around priority areas of writing and numeracy, focusing regional resources on supporting schools to achieve these outcomes, and embedding strategies in school operational plans. The Every Child Every Day strategy introduced in October 2010 and amendments to Part 4 of the Education Act (effective from 1 June 2011) are complementary initiatives introduced to address the issues of volatile and low attendance, enrolment and participation in NT Schools. Supported by strong systems showing reasons for non-attendance, allowing targeted strategies for improvement, early signs indicate promising improvement in these priority areas.
Progress against key strategies and initiatives in the DET Strategic Plan 2009–12 is also included in this report. Links with the Territory 2030 Strategic Plan have been made explicit throughout this report. For example: [T2030:ED2.1] identifies a link to Territory 2030 Education Objective 2, Target 1, which relates to preschool participation.
Reporting of workforce development and professional learning activity aligned to the department’s strategic priorities is integrated into the progress report against the DET Strategic Plan 2011–14 at page 65. Other training and development activity undertaken by the department is also reported in the Our People section of this report, at page 127.
Reporting of achievements in relation to the Carer’s Recognition Act is in the Appendices.
In 2010–11 the department operated to a budget of $924.114 million across all output groups. The budget increased by $38.5 million from the original published figure of $885.642 million, the increased resourcing of the department’s budget was due to:
$20 million for additional funding from the Australian Government including additional funds for the BER initiative and the Community Development Employment program $6.8 million of additional funding from the NT Government primarily to meet additional expenses relating to the new NT Public Sector Teacher and Educator 2010–13 Enterprise Agreement $10.6 million to acquit outstanding Australian Government commitments from the 2009–10 financial year $1.3 million additional fee for service revenue and inter-agency transfers.
The department’s reported expenses for the financial year of $925.574 million is within $1.4 million or 0.2% of the budget target. The department has been faced with significant challenges in managing its externally funded programs that are generally delivered over a calendar year, whilst funding agreements are tied to financial years. The department has managed resources at the agency level, however the timing of some of these significant tied funding agreements have led to a varied result when analysing performance of the individual output groups. Delays have been experienced in delivering tied programs within the Training and Government Education output groups, this has been offset by accelerated grant funded programs in the Non-Government Education output group. Adjustments for these timing differences will be made to the 2011–12 Budget to ensure all programs are acquitted in terms of the relevant funding agreements.
37 PERFORMANCE REPORTING
Overall, the department has managed resources to budgeted targets and has sufficient cash reserves and budget capacity to fund its outstanding obligations in the 2011–12 financial year. The budget movement and expense data for 2010–11 for all of the department’s output groups is listed in the following table.
Table 4: 2010–11 expenditure by output group
2010–11 % change published 2010–11 fi nal 2010–11 to fi nal Output budget estimate % change expense estimate Government education 636 481 000 658 953 626 3.5% 654 872 164 -0.6% Early years 12 003 000 14 236 614 12 430 126 Preschool education 34 524 000 38 006 294 35 733 099 Primary education 340 465 000 359 545 522 358 015 107 Middle years 126 358 000 123 313 869 123 719 324 Secondary education 109 932 000 110 299 654 112 709 187 International education 584 000 760 691 383 886 Tertiary education 12 615 000 12 790 982 11 881 435
Non-Government education 152 307 000 166 883 826 9.6% 177 306 815 6.2% Primary education 94 866 000 104 349 295 112 470 170 Middle years 39 461 000 42 603 201 44 769 157 Secondary education 17 980 000 19 931 330 20 067 488
Training 96 854 000 98 276 549 1.5% 93 395 858 -5.0% Training 96 854 000 98 276 549 93 395 858
Total output budget 885 642 000 924 114 001 4.3% 925 574 837 0.2%
38 DET ANNUAL REPORT 2010–11
OUTPUT GROUP: GOVERNMENT EDUCATION
The department provides and delivers quality educational programs to early years, preschool, primary, middle, senior and VET students in government schools.
The department also provides funding to CDU.
OUTCOME Improved educational outcomes for students, particularly Indigenous students, in all key learning areas.
EARLY YEARS The department provides policy advice, standard setting and monitoring, and financial assistance that supports and promotes children’s early learning and development as well as parenting information and education. Activities include assistance to, and regulation of, child care services and provision of resources to toy libraries, mobile services, playgroups and parenting support and information programs.
Table 5: Early years performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Subscribed child care places 4066 4458 41531 Timeliness Child care subsidy payments made on time 95% 95% 95%
Based on 2010–11 and 2011–12 budget papers and data collected by DET Early Childhood Policy and Regulations.
1 Reduction in the number of childcare places is related to closure of several licensed childcare providers in the NT.
OVERVIEW OF THE CHILDREN’S SERVICES SECTOR
The children’s services sector in the NT provides a range of care, education and recreation programs for children from birth to 12 years of age. Services operate throughout the NT, in urban, rural and remote areas. There are currently 80 licensed long day care services in the NT providing approximately 4153 childcare places.
It is estimated there are about 263 licensed and unlicensed children’s services in the NT including long day care, family day care, outside school hours care services and remote crèches. All licensed child care centres in the NT are eligible for the NT Child Care Subsidy. The subsidy aims to help operators to contain the cost of care for families and maintain child care fees at an acceptable level. In 2010–11 a total of $3.8 million was paid to licensed children’s services providers.
39 PERFORMANCE REPORTING
Table 6: Licensed and unlicensed children’s services, June 2011
Number of services Number of places Remote Urban Total Remote Urban Total Licensed Long day care 4 74 78 151 3950 4101 Three-year-old kindy nil 2 2 nil 52 52 Total 80 4153 Unlicensed Outside school hours care (OSHC) programs1 (including before school, after 622 783 140 –– – school and vacation care) Family day care providers4 nil 5 5 –– – Creche/remote child care centres5 38 38 –– Total 183 –
Source: DET Early Childhood Policy and Regulations and DEEWR. 1 OSHC services are currently not licensed under the Care and Protection of Children Act. 2 Data provided by DEEWR as at 30 June 2011. 3 Data provided by NT Outside School Hours Care Association. 4 Family day care services are currently not licensed under the Care and Protection of Children Act. 5 Data provided by DEEWR as at 30 June 2011.
Figure 22: Children aged 0–12, average attendance (hours per week) at Australian Government approved child care services, 2010
45 40.2 40 35.4 35 29.3 30 27.2 25.7 26.6 25 19.3 20
Average Hours 15 11.8 11.2 10 7.4 5 0.0 0.0 0 Centre-based Family day care Vacation care OSH care Occasional care Other care long day care NT Australia Source: Table 3A.12 ROGS 2011
40 DET ANNUAL REPORT 2010–11
PRESCHOOL EDUCATION [T2030:ED2.1] The department provides access to optional part-time or full-time schooling in government schools for children aged from four years in urban areas and from three years in remote areas.
Table 7: Preschool education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Total preschool enrolments 3113 3152 3262 Indigenous student preschool enrolments 1289 1328 1352 Quality Average attendance rates Non-Indigenous 89% 89% 89.7% Indigenous 63% 64% 64.2% Students attending over 80% Non-Indigenous 95% 95% 96.0% Indigenous 21% 23% 31.6%
Based on 2010–11 and 2011–12 budget papers and DET enrolment and attendance collections data
In 2010 total preschool student enrolments represented 9.9% of the government school cohort. School is not compulsory for children until they are six, however children turning four on or before 30 June, are eligible to enrol in a regular preschool program at the start of the school year in urban areas and, when accompanied by a responsible carer, from three years in remote areas. Children turning four after 30 June are eligible to enrol in a preschool program on or after their fourth birthday, if places are available and with the understanding that the child will access more than 12 months of preschool.
Figure 23: Preschool enrolments by Indigenous status (government schools) 2006 to 2010
3500 3000 3272 3286 3262 3041 3113 2500 1894 1914 1824 1910 2000 1791
1500
Enrolments 1378 1000 1372 1250 1289 1352 500
0 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census August 2010
Figure 23 indicates there has been a small increase (4.8 per cent) in total preschool enrolments for 2010, compared to 2009. The proportion of Indigenous children who were enrolled in and attending an early childhood education program, calculated as a share of population, was 39.5 per cent. This is an increase of 0.6 per cent above the 2009 figure11.
11 Bilateral Agreement on Achieving Universal Access to Early Childhood Education, Annual Report 2010
41 PERFORMANCE REPORTING
PRIMARY EDUCATION [T2030:ED1.2;2.2] The department provides comprehensive education programs for students in government primary schools from Transition to Year 6. This includes development and delivery of curriculum programs to develop the knowledge, attitudes, skills and processes that promote children’s learning and development and prepare them for further schooling.
Table 8: Primary education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Total primary school student enrolments 18 198 18 290 18 492 Indigenous primary student enrolments 8458 8550 8885 Schools providing primary education 135 136 138 Quality Average attendance rates1 Non-Indigenous 93% 93% 93% Indigenous 71% 72% 69% Students attending over 80% Non-Indigenous 100% 100% 97% Indigenous 32% 33% 32% Students achieving National Minimum Standard in: NAPLAN* NAPLAN* NAPLAN* Reading – Non-Indigenous students: Year 3 88% 89% 90% Year 5 86% 87% 87% Reading – Indigenous students: Year 3 44% 47% 53% Year 5 33% 36% 34% Writing – Non-Indigenous students: Year 3 91% 92% 92% Year 5 86% 87% 88% Writing – Indigenous students: Year 3 40% 43% 42% Year 5 30% 33% 32% Numeracy – Non-Indigenous students: Year 3 90% 91% 93% Year 5 91% 92% 93% Numeracy – Indigenous students: Year 3 43% 46% 51% Year 5 52% 55% 42%
Source: DET Performance and Data Management Age Grade Census, and 2010–11 and 2011–12 budget papers. 1 The drop in attendance rates from 2009 to 2010 is coupled with a corresponding increase in enrolment numbers. * National Assessment Program, Literacy and Numeracy
42 DET ANNUAL REPORT 2010–11
Figure 24: Primary enrolments by Indigenous status (government schools) 2006 to 2010
25 000
19 941 20 445 18 488 18 198 18 492 20 000
15 000 10 947 10 941 9781 9740 9607 10 000 Enrolments 8994 9504 8885 8707 8458 5000
0 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
Figure 24 shows primary enrolments by Indigenous status in government schools from 2006 to 2010. In 2008, with the move to middle years, approximately 2100 Year 7 students moved from government primary schools to government middle schools. This accounts for the large drop in primary enrolments in 2008. In 2010, Indigenous students represented 48.0 per cent of the primary students in government primary schools — an increase of 2.9 per cent since 2006.
ENGAGING URBAN STUDENTS MacFarlane Primary School in the regional town of Katherine is one primary school demonstrating success through the Engaging Urban Students (EUS) initiative. EUS activities at the school have contributed to improved attendance and community and family engagement.
The student population at MacFarlane is highly transient, with 178 students enrolled in the school in 2010 and 134 leaving in that year. As with many EUS schools, the school leadership team identified several issues related to the disadvantaged background and transience of students at the school, such as low self esteem, loss of cultural and community identity and language barriers. Through EUS the school was able to enhance their existing student support programs. [T2030:ED2.2]
43 PERFORMANCE REPORTING
MIDDLE YEARS EDUCATION [T2030:ED1.2;2.2] The department delivers quality education tailored to the specific needs of young adolescents in government schools from Year 7 to Year 9. The middle years of education transitions students from the primary to senior years of education.
Since 2008 secondary education in the NT has officially started from Year 7.
Table 9: Middle years education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Total middle years student enrolments 58671 5915 60122 Indigenous middle years student enrolments 25003 2577 26794 Schools providing middle years education 88 88 89 Quality Average attendance rates Non-Indigenous 89% 89% 89.0% Indigenous 68% 70% 64.2% Students attending over 80% Non-Indigenous 99% 99% 93% Indigenous 19% 21% 15% Students achieving National Minimum Standard in: NAPLAN* NAPLAN* NAPLAN* Reading – Non-Indigenous students: Year 7 88% 89% 91% Year 9 86% 87% 89% Reading – Indigenous students: Year 7 40% 43% 43% Year 9 35% 38% 36% Writing – Non-Indigenous students: Year 7 85% 86% 85% Year 9 79% 80% 82% Writing – Indigenous students: Year 7 30% 33% 31% Year 9 27% 30% 31% Numeracy – Non-Indigenous students: Year 7 91% 92% 92% Year 9 92% 93% 90% Numeracy – Indigenous students: Year 7 47% 50% 44% Year 9 48% 51% 39%
Source: DET Performance and Data Management Age Grade Census, and 2010–11 and 2011–12 budget papers. * National Assessment Program, Literacy and Numeracy Note: Dual enrolled students at NTOEC have been included from 2009–10 onwards. 1 Budget Paper 3 excludes NTOEC enrolments (62 total students) but they have been included in this report. 2 Budget Paper 3 excludes NTOEC enrolments (49 total students,) but they have been included in this report. 3 Budget Paper 3 excludes NTOEC enrolments (33 Indigenous students) but they have been included in this report. 4 Budget Paper 3 excludes NTOEC enrolments (26 Indigenous students) but they have been included in this report.
44 DET ANNUAL REPORT 2010–11
Figure 25: Secondary enrolments by Indigenous status (government schools) 2006 to 2010
12 000
11 224 10 000 11 053 11 283
9708 9255 8000
6000 6723 6878 6761 Enrolments 6073 5796 4000 4330 4405 4463 3635 2000 3459
20062007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
Figure 25 shows secondary enrolments by Indigenous status in government schools from 2006 to 2010. The move to middle years accounts for the large increase in secondary enrolments in 2008 which corresponds with the decline in primary enrolments. With the introduction of middle years in 2007, Year 10 students were reclassified from junior secondary to senior years. In 2008 Year 7 students were reclassified from primary to middle years which accounts for the large increase in middle years enrolments in 2008. There was a slight decrease in non-Indigenous secondary school enrolments (-1.7 per cent) from 2009 to 2010.
In 2010, Indigenous students represented 39.8 per cent of all secondary students (middle and senior years).
45 PERFORMANCE REPORTING
PERSUASIVE TEXT GOES TO THE CIRCUS A class of Year 5/6 English Second Language (ESL) students at Sadadeen Primary School have offered to join the circus. To develop their persuasive writing ability, the students wrote to Circus Oz, describing their hula- hoop skills, hip-hop talents, gymnastics and juggling, to persuade the circus to offer them a job. The students received letters back from Circus Oz who responded from Granada in Spain, where they were performing at the time. While impressed with the students’ skills, initiative and persuasive ability, the circus (luckily for Sadadeen) did not ask the students to audition at this stage. The exercise proved a great example of writing for a real purpose and the ESL students treasure their letters from Circus Oz. [T2030:ED1.2]
Figure 26: Middle years enrolments by Indigenous status (government schools) 2007 to 2010
8000
7000 6172 5867 6012 6000
5000 4090 4000 3360 3367 3333 Enrolments 3000 2267 2812 2679 2000 2500 1823 1000
2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
In 2010, Indigenous students represented 44.6% of all middle years students in government schools. For the first time, this was the same as the overall proportion of Indigenous students in government schools. In previous years there was always a smaller proportion of Indigenous students in secondary education.
46 DET ANNUAL REPORT 2010–11
SENIOR YEARS EDUCATION [T2030:ED2.3;2.4] The department provides access to full-time or part-time secondary schooling in government schools for students from Year 10 to Year 12. This includes delivery of quality education to promote and enhance the intellectual, personal and social development of students, including VET.
Table 10: Senior years education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Total senior years student enrolments 54161 4909 52122 Indigenous senior years student enrolments 19053 1674 17844 Schools providing senior years education or 56 57 56 senior-aged programs Students enrolled in one or more VET subjects 1827 1924 1730 VET modules undertaken 16 804 17 301 14 609 Quality Average attendance rates Non-Indigenous 88% 89% 87.3% Indigenous 72% 73% 68.6% Students attending over 80% Non-Indigenous 100% 100% 82.8% Indigenous 30% 31% 24.9% Students who qualified for the Northern Territory 752 765 739 Certificate of Education Indigenous students who qualified for the Northern 103 105 99 Territory Certificate of Education
Source: DET Performance and Data Management Age Grade Census, and 2010–11 and 2011–12 budget papers. Note: Dual enrolled students at NTOEC have been included from 2009–10 onwards. 1 Budget Paper 3 excludes NTOEC enrolments (731 total students) but they have been included in this report. 2 Budget Paper 3 excludes NTOEC enrolments (628 total students,) but they have been included in this report. 3 Budget Paper 3 excludes NTOEC enrolments (405 Indigenous students) but they have been included in this report. 4 Budget Paper 3 excludes NTOEC enrolments (320 Indigenous students) but they have been included in this report.
47 PERFORMANCE REPORTING
Figure 27: Senior years enrolments by Indigenous status (government schools) 2007 to 2010
6000 5416 5212 5165 4881 5000
4000
3511 3000 3529 3428
Enrolments 3363
2000
1636 1518 1905 1784 1000
2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
In 2010, 34.2 per cent of senior years students were Indigenous. This is a decrease of one per cent from 2009. This is also significantly lower than the number of Indigenous students in middle years education and the overall proportion of Indigenous students in government education (44.6 per cent).
Figure 28: Secondary school students (government schools) enrolled in VET 2006 to 2010
2000 1800 1827 1600 1762 1690 1730 1400 1437 1200 1000
Enrolments 800 600 400 200 0 2006 2007 2008 2009 2010
Source: DET Curriculum, Teaching and Phases of Learning using Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) data
Figure 28 shows secondary school students enrolled in VET subjects in government schools from 2006 to 2010. In 2010 there was a decrease of 97 students enrolled in VET subjects (-5.3 per cent).
48 DET ANNUAL REPORT 2010–11
Figure 29: VET units undertaken by government students 2006 to 2010
18 000 16 000 16 804 14 000 15 807 15 197 14 609 12 000 14 256 10 000 8 000 6 000 Number of VET Units 4 000 2 000
2006 2007 2008 2009 2010
Source: DET Curriculum, Teaching and Phases of Learning using AVETMISS data
Figure 29 shows the number of VET units undertaken by secondary school students from 2006 to 2010. In 2010 there was a decrease of 2195 VET units undertaken (-13.1 per cent) in line with the decrease in number of students enrolled.
APPARENT RETENTION RATE
Apparent retention rate is based on the assumption that the same cohort of students will continue to progress from one year to the next. It does not consider:
movement of students in and out of the NT movement of students between government and non-government sectors part-time students students repeating a year students completing their Northern Territory Certificate of Education (NTCE) over three years rather than two participation in VET and other training.
Figures 30 and 31 show the apparent retention rate of students in government schools as a percentage of students. For the 2010 data, the Year 12 enrolments at August 2010 are compared with the Year 8 enrolments at August 2006, and the Year 10 enrolments at August 2008. The proportion of how many enrolments remain is then calculated. Apparent retention is an aggregate and not constructed by tracking individual students.
49 PERFORMANCE REPORTING
Figure 30: Year 8 to Year 12 apparent retention 2006 to 2010
100% 92.3% 88.3% 90% 85.8% 81.1% 80% 79.3% 74.4% 70.9% 70% 65.1% 63.3% 61.8% 60% 50% 44.1% 43.5% 41.8% 40% 36.9% 33.0% 30% 20% Apparent Retention Rate 10% 0% 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
The apparent retention rate for Year 8 to 12 has consistently decreased since 2006. The apparent retention rate for Year 8 to 12 Indigenous students has consistently decreased since 2007.
Figure 31: Year 10 to Year 12 apparent retention 2006 to 2010
100% 97.3% 88.4% 90% 87.8% 86.6% 86.6% 86.2% 79.8% 80% 75.7% 75.0% 70.9% 70% 64.6% 59.4% 60% 54.3% 54.4% 50% 44.6% 40% 30% 20% Apparent Retention Rate 10% 0% 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
The apparent retention rate for Year 10 to 12 students decreased from 2006 to 2009, and increased in 2010. The apparent retention rate for Year 10 to 12 Indigenous students decreased by 20 per cent between 2006 and 2009, but increased by nearly 10 per cent in 2010.
50 DET ANNUAL REPORT 2010–11
NORTHERN TERRITORY CERTIFICATE OF EDUCATION [T2030:ED2.3]
The NTCE generally takes a minimum of two years to complete. It requires students to complete a pattern of studies in Stage 1 (usually Year 11) and Stage 2 (usually Year 12) subjects. To qualify for a NTCE, students must record achievement in 22 units and achieve satisfactory results in at least 16 of them.
The 2010 year was the final year of the NTCE. From 2011, students will complete the NT Certificate of Education and Training (NTCET) which utilises performance standards in assessment. Students must record satisfactory achievement at a C grade or better in 140 of 200 credits as well as gain a C grade or better for the compulsory literacy, numeracy and Personal Learning Plan subject. Recognised learning (including VET) can count for up to 160 credits at both Stage 1 and 2 towards a NTCET.
Figure 32: NTCE completions in government schools by Indigenous status 2006 to 2010
900 755 752 739 800 724 730 700 600 632 656 649 649 640 500 400 300
Number of Completions 200 106 103 92 74 99 100 0 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Curriculum, Teaching and Phases of Learning using South Australian Certificate of Education (SACE) Board of South Australia (SA) data
There has been a steady increase in the number of students in government schools achieving the NTCE in the past five years. Between 2009 and 2010 there was an overall decrease of 1.7 per cent (13 students). Since 2006 there has been a net increase of 2.1 per cent. In 2010 the number of Indigenous students receiving the NTCE was 99 students, a decrease of 3.9 per cent since 2009. The number of non-Indigenous students achieving the NTCE decreased by 1.4 per cent for the same period.
51 PERFORMANCE REPORTING
Improving NTCE completion rates is a priority for the department and there is a range of strategies and initiatives being implemented to increase the number of students who complete their senior secondary education. The new NTCET (the first certificates will be awarded in 2011) provides more options for students who want a more direct path into the workforce. The NTCET remains the main credential for entry into university and further training. Students wanting to gain entry to university will still need to complete the correct combination of subjects required for an Australian Tertiary Admission Rank (ATAR) (formerly known as a Tertiary Entrance Rank) and any pre-requisite subjects stipulated by the university course for which they are applying.
The NTCET also offers senior secondary students a wide range of accredited activities to achieve their NTCET, including school subjects, VET and vocational training courses, university subjects, online courses, regular experience in a work environment, and community-based activities. Young people are able to leave school well on the way to a trade or para-professional qualification.
Students who are active in their community gain valuable work and citizenship skills and the NTCET enables them to count certain forms of community learning towards their NTCET. This may include recognised volunteer training such as Country Fire Service training or the Duke of Edinburgh’s Award. It may also include work experience and other roles such as being a caregiver or volunteering for a community service organisation.
Figure 33: Average Tertiary Entrance Rank comparison 2006 to 2010 (government and non-government schools)
74 71.6 72.2 70.9 70.9 71.8 72
70
68 66.1 68.1 65.6 66 64.7 67.0 Average TER 64
62
60 2006 2007 2008 2009 2010
NT SA
Source: DET Curriculum, Teaching and Phases of Learning using SACE Board of South Australia data
Figure 33 shows an increase in the average Tertiary Entrance Rank12 (TER) score for NT students from 2006 to 2010 (+2.5 points). This increase is greater than the improvement in average TER scores of SA students for the same period (+1.3 points).
12 In 2010, all Australian states and territories (except Qld) introduced the Australian Tertiary Admission Rank (ATAR) to describe their Year 12 rank. There is no change from the way in which the previous TER was calculated
52 DET ANNUAL REPORT 2010–11
INTERNATIONAL EDUCATION [T2030:ED3.7] The department provides policy advice, facilitates teacher and student exchanges, manages the fee-paying overseas student program and hosts and organises study tour groups.
Table 11: International education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Fee paying overseas students 63 60 60 Study tours 0 3 3 Student and teacher exchange program 9 12 61 Quality International students achieving minimum 90% 90% 90% requirement
Based on figures from the 2010–11 and 2011–12 budget papers, and data collected by DET Training and Higher Education 1 The number of students and teachers participating in the NT/Indonesia Teacher and Student Exchange Program was less than anticipated because the Indonesian provinces of Bali and Nusa Tenggara Barat chose not to send representatives in 2010.
Figure 34: Number of international students by sector in the NT 2006 to 2010
80 71 70 63 60 55 51 46 60 50 55 50 40 46 44 30
Number of Students 20
10
0 2006 2007 2008 2009 2010
Government Non-Government
Source: DET Training and Higher Education Division (International Services Branch)
The number of international student enrolments in NT Government schools remained relatively steady despite a decline in student numbers in all sectors Australia-wide. Vietnam remains the major source of international students that enrol in NT Government schools.
53 PERFORMANCE REPORTING
TERTIARY EDUCATION [T2030:ED2.5] The department provides funding to CDU and assistance to tertiary level students. The department also manages the accreditation of higher education courses and approval processes, ensuring the NT higher education sector achieves and maintains high standards that are recognised nationally and internationally.
Table 12: Tertiary education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Operating grant to CDU $7.45M $7.67M $7.66M Other tertiary assistance $0.4M $1.12M $0.4M1 Timeliness Payment of grant as scheduled 100% 100% 100%
Based on the 2010–11 and 2011–12 budget papers 1 A change in the profile of teaching scholarship holders decreased the cost impacts of qualification completions ie, more students are undertaking a one year program rather than a four year program. The number of scholarships holders is averaged at 21 per year.
The department continues to be engaged in negotiations and planning with the Australian Government and the NT higher education sector to implement national reforms that help achieve economic, cultural and social outcomes for Territorians through better access to, and delivery of, high quality education and training.
A key reform is the establishment of the Tertiary Education Quality and Standards Agency (TEQSA) to oversee regulation of the higher education sector undertaken by states and territories, and for the quality assurance activities currently undertaken by the Australian Universities Quality Agency. The department continued to work with the Australian Government and other states and territories to establish TEQSA.
At 30 June 2011, two registered non-self accrediting institutions were operating in the NT, offering three higher education courses under mutual recognition arrangements — Graduate Diploma of Legal Practice, Graduate Diploma of In-house Legal Practice and Graduate Diploma in Chartered Accounting.
The department continues to provide support for the two self accrediting public institutions, CDU and BIITE, in addition to financial support for the CDU Institute of Advanced Studies and to host the United Nations University Centre of Excellence in Traditional Knowledge.
54 DET ANNUAL REPORT 2010–11
OUTPUT GROUP: NON-GOVERNMENT EDUCATION
The department provides financial and other support to help non-government schools to deliver quality education across the NT.
OUTCOME Access to quality education alternatives for NT students.
PRIMARY EDUCATION [T2030:ED2.2] The department administers policies and Australian and NT Government grants for non-government schools that provide primary education.
Table 13: Non-government primary education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Total primary student enrolments 5042 5135 5171 Indigenous primary student enrolments 1269 1329 1346 Schools providing primary education 29 29 28 Quality Grants administered in accordance with policy 100% 100% 100%
Source: DET Performance and Data Management Age Grade Census, and 2010–11 and 2011–12 budget papers.
Figure 35: Primary enrolments by Indigenous status (non-government schools) 2006 to 2010
6 000
5 000 5461 5507 4922 5042 5171 4 000 4065 4127 3773 3825 3 000 3605 Enrolments
2 000
1 000 1396 1380 1317 1269 1346
2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total Source: DET Performance and Data Management Age Grade Census
Figure 35 shows primary enrolments by Indigenous status in non-government schools from 2006 to 2010. In 2008, with the change to middle years education in the NT, approximately 1000 Year 7 students were reclassified from primary school to middle school (secondary). This accounts for the large drop in primary enrolments in 2008. In 2010, Indigenous students represented 26.0% of the primary students in non-government primary schools. This compares with 48.0% Indigenous students in government primary schools in 2010.
55 PERFORMANCE REPORTING
MIDDLE YEARS EDUCATION [T2030:ED2.2] The department administers policies and Australian and NT Government grants for non-government schools that provide middle years education.
Table 14: Non-government middle years education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Total middle years student enrolments 3183 3236 3250 Indigenous middle years student enrolments 1036 1049 1028 Schools providing middle years education 23 23 24 Quality Grants administered in accordance with policy 100% 100% 100%
Source: DET Performance and Data Management Age Grade Census, and 2010–11 and 2011–12 budget papers.
Figure 36: Middle years enrolments by Indigenous status (non-government schools) 2007 to 2010
3500
3000 3218 3183 3250 2500
2000 2237 2103 2147 2222 1500 Enrolments 1335 1000 1115 1036 1028 902 500
0 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
Figure 36 shows secondary enrolments in middle years by Indigenous status in non-government schools from 2007 to 2010. With the introduction of middle years in 2007, approximately 800 non-government Year 10 students were re-classified from junior secondary to senior years. In 2008, approximately 1000 Year 7 students were re-classified from primary to middle years, which accounts for the large increase in middle years enrolments in 2008.
Enrolments have remained relatively steady since 2008. Where there has been an increase in non-Indigenous enrolments, there has been a slight decrease in Indigenous enrolments.
Indigenous students represented 31.6 per cent of all middle years students in non-government secondary schools in 2010. This compares to 44.6 per cent Indigenous middle years students in government secondary schools.
56 DET ANNUAL REPORT 2010–11
SENIOR YEARS EDUCATION [T2030:ED2.3] The department administers policies and Australian and NT Government grants for non-government schools that provide senior years education.
Table 15: Non-government senior years education performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Total senior years student enrolments 1685 1779 1829 Indigenous senior student enrolments 472 540 559 Schools providing senior education 17 17 19 Students enrolled in one or more VET subjects 448 419 354 VET modules undertaken 3659 3015 2948 Quality Students who qualified for the NTCE 297 282 302 Indigenous students who qualified for the 51 51 40 NTCE Grants administered in accordance with policy 100% 100% 100%
Source: DET Performance and Data Management Age Grade Census, 2010–11 and 2011–12 budget papers and data collected by DET Curriculum, Teaching and Phases of Learning.
Figure 37: Senior years enrolments by Indigenous status in non-government schools 2007 to 2010
2000 1800 1829 1600 1775 1686 1685 1400 1200 1175 1192 1213 1270 1000
Enrolments 800 600 583 400 559 511 472 200 0 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
Figure 37 shows senior years enrolments by Indigenous status in non-government schools from 2007 to 2010. In 2010 there was an increase in both Indigenous and non-Indigenous students. Of the senior years cohort in 2010, 30.6 per cent of students were Indigenous. This is only slightly lower than the proportion of Indigenous senior years students in government schools, which is 34.2 per cent.
57 PERFORMANCE REPORTING
Figure 38: Non-government students enrolled in one or more VET subjects 2006 to 2010
500 450 400 447 448 350 404 300 340 354 250 200 150 Number of Students 100 50 0 2006 2007 2008 2009 2010
Source: DET Curriculum, Teaching and Phases of Learning using AVETMISS data
Figure 39: VET units undertaken by non-government school students 2006 to 2010
4 500 4 000 4266 3 500 3659 3 000 3224 2 500 2927 2948 2 000 1 500 Number of VET Units 1 000 500
2006 2007 2008 2009 2010
Source: DET Curriculum, Teaching and Phases of Learning using AVETMISS data
58 DET ANNUAL REPORT 2010–11
Figure 40: Total enrolments (all year levels including preschool) by Indigenous status in non-government schools 2006 to 2010
12 000
10 000 10 063 10 173 10 516 9684 8 000 9368
6 000 7272 7480 6609 6736 6915 Enrolments 4 000
2 000 2759 2948 3148 2901 3036
2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Performance and Data Management Age Grade Census
Figure 41: Enrolments by level in non-government schools 2006 to 2010
12 000
10 000 1829 1775 1685 3766 1686 8 000 3183 3250 2237 3218 6 000
Enrolments 5461 5507 5042 5171 4922 4 000
2 000 141 254 148 263 266
2006 2007 2008 2009 2010
Preschool Primary Secondary Middle Years Senior Years
Source: DET Performance and Data Management Age Grade Census
59 PERFORMANCE REPORTING
Figure 42: NTCE completions in non-government schools by Indigenous status 2006 to 2010
350 297 302 300 264 255 250 209 246 262 200 203 213 150 175 100
Number of Completions 52 51 51 34 40 50
0 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Total
Source: DET Curriculum, Teaching, and Phases of Learning using SACE Board of SA data
60 DET ANNUAL REPORT 2010–11
NON-GOVERNMENT EDUCATION SIGNIFICANT ACTIVITIES AND ACHIEVEMENTS The Non-Government Schools Ministerial Advisory Council provides strategic cross-sectoral governance on implementation of legislation, programs and initiatives that relate to the non-government school sector, including the Smarter Schools National Partnerships. Regular meetings are held with the council to advise of progress on cross-sectoral initiatives and address any issues arising with the implementation and monitoring of the Smarter Schools National Partnerships.
In 2010 a major achievement of the council was the commencement of new legislation and regulations covering the non-government school sector. The Education Act amendment relating to non-government schools increased registration and operational requirements of non-government schools and included establishment of policies and structures for the registration of schools, and establishment of an Assessment and Investigation Panel and associated processes and policies. The council oversaw establishment of a pilot program for routine assessments to refine the procedures for the five-yearly assessments of non-government schools.
Representatives from the department attended the annual Non-Government School Program Managers Meeting, held in Canberra in October 2010. This national meeting is designed to help state and territory government officials contribute to policy development and improve the management of non-government school programs in the states and territories. Meetings are hosted by each jurisdiction on a rotational basis.
FINANCIAL ASSISTANCE
The Capital and Interest Subsidy scheme helps non-government schools with funding for planned capital works in priority areas. The Capital and Interest Subsidy scheme policy was refined in 2010.
In 2010–11, three new or revised infrastructure projects were approved for funding under the scheme:
Palmerston Christian College Sattler Christian College (formerly Litchfield Christian School) middle school facilities for The Essington School Darwin.
Non-government schools received funding under the Back to School scheme which provides a $75 voucher per eligible student to offset the cost of textbooks, uniforms and other items.
FUTURE PRIORITIES
The Non-Government Schools Ministerial Advisory Council will continue to monitor the progress of the Smarter Schools National Partnerships implementation across the non government school sector. The Non-Government Schools Ministerial Advisory Council will monitor the implementation of policies for the registration, accreditation and review of non-government schools. Service provision arrangements and resourcing for non-government schools will be reviewed.
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OUTPUT GROUP: TRAINING
The department provides VET to meet the present and future needs of industry and the community, and which is nationally recognised to ensure ongoing compliance with the Australian Quality Training Framework. The department also regulates and funds registered training organisations (RTOs) to deliver responsive training programs leading to employment, particularly for Indigenous Territorians living in regional and remote areas of the NT.
OUTCOME [T2030:ED1.4;2.4;2.5;2.6;2.8] Maximised training opportunities for Territorians.
Table 16: Training performance measures
Performance measures 2009–10 actual 2010–11 estimate 2010–11 actual Quantity Annual hours of curriculum delivered 3.9M 3.7M 4.3M1 (DEEWR EAED)* Number of students enrolled in VET2 23 500 24 000 24 054 Apprentice and trainee commencements2,3 2630 2750 3034 Apprentice and trainees in training2 3700 3800 4000 Quality Registered training organisations’ compliance 100% 100% 100% with Australian Quality Training Framework (Audit) Proportion of invalid student enrolments (audit)4 2% 2% 1.6% Successful training completions2,5 70% 70% 75% Timeliness Resource agreements issues and monitored 95% 95% 95% within appropriate timeframe Agreed timeframes met for submission of 100% 100% 100% information to national agencies
Source: DET Training and Higher Education Division. Based on 2010–11 and 2011–12 budget papers. * DEEWR Enrolment Activity End Date 1 From 2010 this figure incorporates more than just recurrent funding and caution should be used when comparing to previous years. 2 Relates to calendar year. 3 Commencements relate to contract registrations for the calendar year. 4 Public providers only. 5 Successful unit enrolment completions include apprentices, trainees and students undertaking short VET courses.
The department continued to fund the six industry Training Advisory Councils (TACs) in 2010–11. The TACs:
provide input on behalf of NT industry into the development, maintenance and review of training packages advise government on training package implementation in the NT
62 DET ANNUAL REPORT 2010–11
provide a link between business, industry and government on labour market policy, planning and workforce issues and VET planning, policy and practice undertake activities to increase awareness of the VET system across their industry sectors.
The NT achieved a record number of apprentices and trainees in-training in 2010–11 — over 4700. At least 41 per cent of apprentices/trainees in training are in traditional trades in skill shortage areas.
Over the last three years, more than 3895 Territorians completed an apprenticeship or traineeship, 1485 of which were in occupations on the NT Occupation Shortage List.
Figure 43: Apprentice and trainee numbers (’000) 2006 to 2010
4.5 4.1 3.9 4.0 3.3 3.3 3.5 3.5 3.0 3.1 2.9 2.5 2.8 2.9 2.6 2.0 1.5 1.0
0.5 Number of Apprentices and Trainees 0.0 2006 2007 2008 2009 2010
In-training Commencements
Source: DET Training and Higher Education using AVETMISS data
Apprenticeship and traineeship commencements increased by seven per cent from 2009 to 2010, and there was a five per cent increase in numbers in training for the same period.
Figure 44: Annual hours of curriculum for VET 2006 to 2010 (millions)
5.0
4.5 4.346 4.0 3.872 3.763 3.804 3.684 3.5
3.0
2.5
2.0
Number of Hours 1.5
1.0
0.5
0.0 2006 2007 2008 2009 2010
Source: DET Training and Higher Education using AVETMISS data Note: from 2010 this figure incorporates more than just recurrent funding and caution should be used when comparing to previous years.
63 PERFORMANCE REPORTING
Figure 44 shows the total number of hours of VET delivered in the NT from 2006 to 2010. The number of training hours has continued to increase since 2008, with an 18 per cent increase between 2008 and 2010.
The DEEWR Enrolment Activity End Date excludes students continuing their unit enrolment into the following calendar year. It includes the full number of annual hours of curriculum activity undertaken through Recognition of Prior Learning.
Figure 45: Annual hours of curriculum for VET 2006 to 2010 by Indigenous status (millions)
3.0
2.5 2.627
2.0 2.286 2.280 2.186 2.138 1.5 1.672 1.592 1.536 1.580 1.684 1.0 Number of Hours
0.5 0.041 0.018 0.020 0.047 0.035 0.0 2006 2007 2008 2009 2010
Indigenous Non-Indigenous Not Stated
Source: DET Training and Higher Education using AVETMISS data Notes: Figures for 2008 exclude invalid enrolment rates. Exclusion of invalid enrolment rates does not apply to figures in previous years.
Figure 45 shows the total number of hours of VET delivered to Indigenous and non-Indigenous students in the NT from 2006 to 2010. Curriculum hours for both Indigenous and non-Indigenous students increased between 2009 and 2010.
WORLD OF WORK Twenty-one students from Casuarina Senior College were recently given the opportunity to participate in the World of Work program. This national initiative builds the skills and beliefs necessary for young people to make a successful transition into the workforce. Students gained valuable skills and received some meaningful insights about life beyond school. [T2030:ED2.4]
64 DET ANNUAL REPORT 2010–11
PROGRESS AGAINST DEPARTMENT OF EDUCATION AND TRAINING STRATEGIC PLAN 2011–14
This section provides an overview of the department’s activities in 2010–11 that contributed to achieving key initiatives identified under the DET Strategic Plans 2009–12 and 2011–14.
A review of the DET Strategic Plan 2009–12 was done in November 2010. The refreshed DET Strategic Plan 2011–14 was released in March 2011. It contains several initiatives carried over from the 2009–12 plan, but also includes several new strategic priorities and initiatives.
Quality Strategies and Programs
ALL STAGES OF LEARNING
PERFORMANCE IMPROVEMENT [T2030:ED3]
The department refreshed the Accountability and Performance Improvement Framework (APIF) for schools. Schools and regional directorates worked to align their improvement planning to the refreshed APIF. This included developing whole-school literacy and numeracy planning and identifying explicit targets in their operational plans around literacy and numeracy, which align to regional and systemic targets.
LITERACY AND NUMERACY [T2030:ED1.2]
The Prioritising Literacy and Numeracy 2010–12 strategy was launched on 1 July 2010. It aims to improve students’ literacy and numeracy achievement by working at a whole of school level to develop professional learning communities led by the principal and school leadership team. Schools were supported through their regional structures to: » implement literacy and numeracy support materials for teachers of students in remote and very remote schools » de-clutter and prioritise curriculum offerings and analyse their performance data through coaching and mentoring professional learning approaches » apply planning tools such as the T-9 Net.
The department developed the Evidence Based Literacy and Numeracy Practices Framework to guide system endorsement of literacy and numeracy programs and to support schools and regions to select quality, evidence-based approaches that support their whole-of-school improvement and classroom program development. In late 2010, Professor Geoff Masters at the Australian Council for Educational Research was commissioned to do a review and evaluation of initiatives being undertaken by the department to improve educational outcomes of students — particularly in the areas of literacy and numeracy. Preliminary strategic advice resulting from this review will play a key role in identifying strategies and directions in relation to improving literacy and numeracy outcomes for Territory students.
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DIAGNOSTIC KEYPOINTS [T2030:ED1.2]
Following completion of the National Literacy and Numeracy Diagnostic Assessment Project, the department endorsed a range of diagnostic assessment tools to help allocate resources and target effective interventions for students identified as being ‘at risk’. A dedicated and comprehensive assessment website is being constructed to support teachers to develop and improve their assessment literacy. This website will house a Diagnostic Assessment Selector function to support schools in making informed choices regarding diagnostic assessments. Schools across all regions were supported to implement the mandatory Assessment of Student Competencies for students on entry to Transition, which started in 2011. All Transition students are to be screened using this instrument enabling early identification of students ‘at risk’ of not progressing in their learning. Using National Partnership funding from the Australian Government, a position was established to undertake research and development on common assessment tasks and marking guides for teachers of students nearing the end of Year 1 to identify students potentially ‘at risk’ of not meeting national minimum standards in Year 3. The initial focus of this work will be dedicated to developing oral language (listening and speaking) common assessment tasks and associated marking guides.
STRONG SUPPORT FOR LEARNERS OF ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) AND ENGLISH AS A SECOND LANGUAGE (ESL) [T2030:ED1.2;3.3]
The department continued to offer the Graduate Certificate Education (Teachers of English to Speakers of Other Languages for Indigenous Learners — or TESOL) as part of a joint initiative with CDU. This included offering the course to teachers who are new to the NT and working in remote schools. In 2011, the course was offered through orientation recall so teachers, having experienced the demands of working in remote schools, could apply specific context knowledge to their learning program. Thirty-nine teachers pursued this option. The department worked to finalise an agreement with CDU for the ongoing provision of the qualification. A range of tools, including a website, online discussion forum and newsletter have been established to encourage teachers to network and share practice as well as provide and seek support and assistance. The ESL for Indigenous Language Speaking Students (Early Childhood) Program continued to provide professional learning on teaching spoken English, with a focus on Year 1 students and, using a regional support model. Regional project officers were involved in moderation and validation processes to ensure accurate measurement of progress of English as an additional language or dialect (EAL/D) learners and informed school planning through timely and accurate feedback. Regional departmental project officers continued to work with remote schools on whole school approaches to ESL teaching across the curriculum to support teachers’ professional development and students’ improved outcomes. The department continued to have strong involvement with the Australian Curriculum and Reporting Authority (ACARA) on developing and refining Phase 1 of the Australian Curriculum (encompassing Foundation to Year 10) in the learning areas of English, mathematics, science and history. A pilot of the Phase 1 Australian Curriculum commenced in Term 2, 2011 involving 22 schools across the NT. Pilot school focus groups were established to identify key implementation issues and identify systemic support required for full implementation. A phased implementation of the Australian Curriculum is planned, with English and mathematics in 2012, and science and history in 2013. NT educators were involved in the early development of Phase 2 of the Australian Curriculum encompassing geography, languages and the arts.
66 DET ANNUAL REPORT 2010–11
SPECIALIST SERVICES [T2030:SOC3.6]
The department introduced a new special education support services (SESS) model. The SESS provides a range of services and case management for students who require support to access learning programs. A new funding model for access to learning programs was developed for students with additional support requirements. The model is consistent with the department’s regionalisation agenda and provides schools with the flexibility to respond to a diverse range of student needs. The proposed model will be fully implemented in 2011–12. The department increased support for students with conductive hearing loss, providing school leaders and teachers with induction, training and ongoing assessment to ensure learning environments meet the needs of students with conductive hearing loss. Professional learning was improved for staff through the use of interactive online technologies and the continuation of forums provided through the department’s Student Services team. A total of 343 teachers attended forums held in the major regional centres across the NT. One hundred and thirty-eight teachers, support staff and school leaders completed an online module focusing on catering for the needs of students with Autism Spectrum Disorder. A new behaviour module is under development and due for release in Semester 2, 2011.
CHILD PROTECTION [T2030:SOC4.3]
The Keeping Safe Child Protection Curriculum (KSCPC) is part of a protective education strategy funded in 2010–11 by the Australian Government to provide protective behaviour programs for all children. Training in the KSCPC was provided to over 40 school communities across the NT during 2010–11. The implementation of protective behaviours has a number of key elements, including:
training school staff to implement protective behaviour programs engaging community members in the protective behaviour strategy developing a support network for school-based trainers providing train the trainer programs and tutor training developing key staff as instructors. In 2011–12 the curriculum will incorporate the Mandatory Reporting of Child Harm and Exploitation training package. The new package will provide staff across all schools with not only the reporting obligations but also practical and effective strategies to support schools in addressing child protection issues. School counsellors support training in the department’s mandatory reporting program and implementation of the KSPC for remote schools.
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EARLY YEARS (UP TO YEAR 3)
UNIVERSAL ACCESS [T2030:ED2.1]
The department continued to work with schools and communities to implement the Bilateral Agreement on Achieving Universal Access to Early Childhood Education which aims, by 2013, to provide access to preschool for every child in the year before full-time schooling. Preschool programs are to be delivered by a four-year university qualified early childhood teacher in accordance with the Early Years Learning Framework for 15 hours a week, 40 weeks a year.
Evaluation of the Universal Access pilot programs conducted in 2010 is nearing completion and will inform development of policy and resourcing models to achieve full implementation by 2013. The department now operates eight mobile preschool hubs and Universal Access has established a number of outreach and homelands preschool programs, most notably from Sadadeen Primary School to some of the Alice Springs town camps and at Nama.
The number of schools across the NT delivering a preschool program for 15 or more hours per week increased to 70 in 2010–11. This represents 55 per cent of preschools in the NT. In 2010, 36 per cent of preschoolers attended a preschool that offered 15 hours or more per week and on average preschools were offering 13.9 hours per week.
STRONG START [T2030:ED1.1;2.1]
MEN MAKE A MEAL OF IT AT Through the Families as First Teachers GAPUWIYAK — Indigenous Parenting Support Services (FaFT — IPSS), early learning Families as First Teachers-Indigenous Parent Support and parenting support programs were Services (FaFT — IPSS) staff held a successful established in 20 communities across the cooking session for 10 local men at Gapuwiyak in NT to provide mentoring for families to March 2011. It was so successful that by the end support their children’s early literacy and of the session about 20 men requested a follow up numeracy development. In 2011, 1470 session. FaFT — IPSS works with communities and children and 850 parents participated families to build skills and knowledge to improve in FaFT — IPSS programs. A transition child development outcomes. Cooking and nutrition to preschool strategy was introduced knowledge helps families to support the healthy in each FaFT — IPSS site to help early development of their children. [T2030:ED1.1] identification of the potential preschool cohort, collection of enrolment details and increased school readiness of children and initial participation in preschool programs. The Books in Homes strategy provided 806 Indigenous families with children aged from birth to three years with valuable book experience and early language stimulation with participant children receiving nine free books a year. Professional staff coach parents to use books effectively with their children from birth.
68 DET ANNUAL REPORT 2010–11
PRIMARY AND MIDDLE YEARS (4-9) MAKING MUSIC IN ALICE SPRINGS SCHOOLS AS POSITIVE LEARNING The NT Music School hosted a visit from PLACES [T2030:ED3.3] Mt Isa’s Spinifex State College band in Alice Springs. The visit included an The department continued to increase the evening workshop in the refurbished NT number of schools using School-Wide Positive Music School rooms at Centralian Middle Behaviour Support (SWPBS), which is a School and performances at Ross Park decision making framework that aims to improve and Larapinta primary schools. The 40 student academic and behaviour outcomes. visiting Mt Isa students were later joined Training in SWPBS was delivered to 36 schools by NT Music School students and the in 2010–11, including several remote and very Alice Springs Town Band for a shared remote schools. meal and renditions of The Pink Panther, Lady Marmalade and The Pirates of the POSITIVE LEARNING CENTRES Caribbean. [T2030:KC&I:2.4] [T2030:SOC4.1;4.6]
Four Positive Learning Centres (PLC) provided interventions and specialist programs to students with severe and persistently disruptive behaviour in 2010–11. Access to these programs was developed to be consistent with the department’s SESS model and managed through the department’s regional structures. Students accessed PLC programs through a combination of outreach, focus group and individual programs.
VET IN THE MIDDLE [T2030:ED3.5;3.6]
The department worked with industry partners to develop alternative curriculum offerings to provide VET pathways and opportunities for students in the middle years of schooling. VET in the Middle extends vocational opportunities and work experience into years 7 to 9. In 2010–11, students were trained in three qualifications across 10 remote and urban schools. As at June 2011, 10 schools across the NT offered VET in the Middle programs.
ENGAGING WITH SUCCESS [T2030:ED2.4]
The Sporting Chance Program partially funds school-based academies that use sport as a vehicle to engage Indigenous secondary students in school to improve their school attendance, education and life outcomes. The remainder of funding is provided by the NT Government and private sector partners. In 2010–11 the department worked with the Clontarf Foundation and Role Models and Leaders Australia to expand these programs. The Yirrkala Clontarf Academy was established and the Palmerston Girls Academy was expanded to include Rosebery Middle School. Scoping was also undertaken for possible further expansion of the Clontarf and girls academies at middle schools in the Darwin region. At the end of Term 2, 2011, more than 900 students were enrolled in Clontarf Academies across 12 schools in the NT and 290 students were enrolled in girls academies.
69 PERFORMANCE REPORTING
SENIOR YEARS (10-12)
CENTRES FOR EXCELLENCE [T2030:ED3.5]
Centres for Excellence began operating at Darwin High School (mathematics/science/engineering) and Casuarina Senior College (health sciences) in January 2011. Seventy students were selected for Year 10 or Stage 1 Centres for Excellence programs at both sites. The centres provide specialised learning opportunities through partnerships with CDU and industry. The department started preliminary planning in collaboration with Palmerston Senior College and Centralian Senior College to establish Centres for Excellence in the arts and solar energy and sustainable futures to begin in 2011–12. Scoping for the establishment of Centres for Excellence in two remote sites was also undertaken. Barkly College and Katherine High School were identified as the two sites for the centres to be based.
GET VET, GET A FUTURE [T2030:ED2.3;2.4;2.6]
The department worked with industry and employers to target VET training in areas of need and increase the number of school-based apprenticeships and traineeships. Recognition of VET at both Stage 1 and 2 in the NTCET began in 2011 and schools made steps to increase opportunities for students to complete full VET certificates at Certificate II, and above, through their operational planning processes. A completed VET qualification at Certificate III can be used to calculate an ATAR with appropriate NTCET completion. As at June 2011, 55 schools in the NT offered VET in Schools programs, of which 36 were in remote areas. In 2010, 1938 students achieved at least one unit of competency. A total of 377 students received a full qualification, of which 84 students were Indigenous. Of the qualifications funded in 2011, 64 per cent of the funding went to qualifications aligned to the key industry areas of construction, automotive and transport, engineering and mining, and utilities). VET offerings were expanded in communities where Strong Start Bright Future colleges are to be piloted. These remote schools were Yirrkala, Yuendumu, West Arnhem College, Groote Eylandt College and Ntaria.
WORKPLACE LITERACY AND NUMERACY [T2030:ED2.6]
The department, in consultation with industry, developed a series of workplace literacy and numeracy resources as part of the Australian Government’s Expanding Literacy and Numeracy initiative. These tools will be selectively rolled out to schools from 2012 and include: » Pre VET — a vocationally contextualised support identification tool (SIT) for literacy and numeracy targeted at the middle years. » workplace literacy and numeracy online nodes to complement Certificate I and II level courses. Hospitality Certificate I and II nodes are currently in development. Together with Group Training NT, the department expanded the WorkReady program into remote schools. The program develops work readiness skills including workplace literacy and numeracy and enables structured work placement aligned to VET certificates. This program brokers successful transition to full-time work for students. As at June 2011, 338 students were engaged in the WorkReady program — 136 of whom are Indigenous. The WorkReady program will be offered at 10 urban schools in 2011. It is anticipated that 10 remote schools will offer a WorkReady program in Semester 2.
70 DET ANNUAL REPORT 2010–11
LEARNING OR EARNING PATHWAYS [T2030:ED3.4]
The Education Act was amended in late 2009 to extend the compulsory years of schooling to the completion of Year 10 and now requires young people to remain in education or participate in eligible options of training or employment to age 17. The department communicated with schools, industry and businesses about the new requirements, data collection and monitoring processes. The department established a corporate partnerships unit to build partnerships with industries to further expand pathways to employment for young people.
SENIOR SECONDARY PATHWAYS — BEYOND SCHOOL [T2030:ED3.4]
The Beyond School Guarantee service was established to provide support and pathways to work, university or training for NTCE/NTCET completers in 2010. The service was offered to 1046 students in 2011. This is complemented by the Jobs Guarantee, which is designed to support graduates from Territory Growth Towns which guarantees a pathway to employment within the NT Public Sector (NTPS). All 2010 NTCE/NTCET graduates in Territory growth towns were offered job guarantee support, with five students now employed by NT Government departments and a further six at various pre-employment stages.
INDIGENOUS SCHOOL LEAVERS [T2030:ED3.4]
The Indigenous Students Leadership and Mentorship Program was replaced with the Young Indigenous Leaders Program in 2011. Delivered by the Foundation for Young Australians, the program is targeted at Indigenous students in Years 10 to 12. The program fosters skills in leadership, community contribution and future pathways. Students are supported in the program over a three-year period. In Term 1, 2011, fifteen students commenced the first stage of the program.
SKILLING TERRITORIANS
PATHWAYS TO EMPLOYMENT [T2030:ED2.4;2.5]
Three of six programs funded under the Equity Training Grants Program in 2010 were completed, with the remainder progressing well with high levels of student participation. An additional four programs were funded in 2011 to support learners experiencing barriers to achieving successful training and employment outcomes. Activities under the programs range from case management support for students in job placements, tutoring support, specific skills training, and mentoring and life skills training, including literacy and numeracy. Participants in the various programs include people with a disability, mature-aged Territorians, parents returning to work, migrants and the very long-term unemployed. In 2010, 177 Indigenous response training programs were delivered to over 2340 Indigenous participants located across 49 communities throughout the NT. The program has an annual budget of $2.6 million and supports training for Indigenous people in regional and remote locations in areas such as civil construction, driving training and licensing, heavy equipment and machinery operations, horticulture and pastoral, land management, first aid and occupational health and safety, tour guiding and hospitality, sport and recreation, retail, textile and fibre arts. The Pre-Employment Program provided funding for specific industry training for unskilled and semi-skilled people to help them gain essential skills that will lead to increased opportunities to take up and successfully complete an apprenticeship, traineeship or gain employment. Programs funded in 2010–11, included general and civil construction, electrotechnology (career start), Taste of Trades program, transport and logistics and a marine ranger course.
71 PERFORMANCE REPORTING
MAKING AN IMPACT The IMPACT — Young Leaders Making it Happen program held its second workshop in Darwin. The IMPACT program works to develop a community of young Indigenous students, and helps foster their skills in leadership, community contribution and future pathways. All IMPACT students participated in the workshop in person or by video conference where the focus was on public speaking and presentation. [T2030:ED2.5]
RE-SKILLING AND UP-SKILLING [T2030:ED2.4;2.5]
The Buildskills Program aims to minimise the effect of current and emerging skill shortages and increase the productivity of the NT workforce by providing funding for industry specific up-skilling and re-skilling training for existing workers. A number of training programs were funded in 2010–11 including environmental management, building and construction, pesticide and chemical use, governance, international welding and up-skilling for licensed gas fitters and plumbers.
In 2010–11 under the Productivity Places Program, over 180 job seekers completed qualifications in community services and health, tourism and hospitality, finance, telecommunications, and building and construction. Of these, 10 participants identified as having a disability, 21 were from a non-English speaking background and 37 were Indigenous. More than 600 training places were allocated to job seekers in 2011 and more than 450 existing workers completed qualifications in community services and health, tourism and hospitality, engineering, mining, primary industry, utilities, telecommunications, and building and construction. More than 900 training places were allocated to existing workers.
72 DET ANNUAL REPORT 2010–11
Quality People and Partnerships
GETTING THE RIGHT PEOPLE
NT EARLY CHILDHOOD WORKFORCE DEVELOPMENT PLAN [T2030:ED3.1]
Through the NT Early Childhood Workforce Development Working Group, the department led a cross-government project to identify reforms and strategies to address issues affecting the early childhood workforce. A workforce development pilot project, Building the Remote Workforce, was developed in consultation with partner agencies including the NT Government departments of Business and Employment, Health, and Children and Families for a draft NT Early Childhood Workforce Development Plan. Consultation with stakeholders on the draft plan took place in November 2010 and a NT Early Childhood Development Workforce Report was finalised. The plan is expected to be released in late 2011.
REMOTE TEACHING SERVICE [T2030:ED3.3;3.6]
Through the Remote Teaching Service (RTS), the department developed and implemented new screening and selection processes to attract, select and retain suitable quality teachers for remote schools across the NT. A website for remote teachers provided information and support in the areas of preparing for, living and teaching in remote contexts and induction programs were provided for RTS recruits. During 2010, the RTS achieved significant progress locally including establishment of:
» a “Teach Remote” marketing campaign to attract teachers to work in remote schools » a refined online application process to allow candidates to specifically apply to teach in RTS schools » an enhanced teacher recruitment website that includes comprehensive information for applicants interested in teaching at NT remote schools » innovative screening and assessment tools to assess the suitability of applicants to work in remote locations » remote teacher support officers to provide dedicated and personal support to remote teachers » tailored professional development through recall conferences and online professional support, as well as national conferences specifically targeting remote teachers and school leaders. RTS Online, a one-stop shop was also developed to support the well-being and professional learning of RTS teachers. The site incorporates a three-tiered induction program (system, region and school) developed around three themes (preparing, living, teaching) and includes contextual orientation, pre-service training and online professional and personal support for teachers in remote schools. Under an excellence program, high performing RTS teachers have the opportunity to be recognised for innovative approaches to literacy and numeracy and attendance improvement in remote schools. A total of 12 RTS staff were sponsored to attend the Teaching for Learning conference in Melbourne in Term 2, 2011. This program will be expanded to provide top leadership aspirants in RTS schools with exclusive professional development opportunities to further support their careers. The department worked with tertiary institutions to implement a remote pre-service placement program to increase the potential pool of quality teachers suitable for remote school contexts. Information sessions were held at four institutions across Australia in 2010–11 and 30 teaching students were selected for a sponsored four-week teaching practicum in a very remote school.
73 PERFORMANCE REPORTING
DEVELOPING PEOPLE
LEADING LEARNING [T2030:ED3.3]
The department continued its focus on building the capacity of principals and school leaders to drive school improvement and deliver improved outcomes for students. Through the Centre for School Leadership, Learning and Development high-quality professional learning and development programs and activities were provided for school leaders to build leadership capability of current and aspiring school leaders. Through the centre, research was initiated to provide advice about innovative leadership and professional learning program content and design to respond to workforce capacity demands in the NT.
During 2010–11, through the Centre for School Leadership, Learning and Development, several key professional development initiatives were coordinated: » Arriving in the Territory teacher orientation program, held in January 2011, with 180 participants » Preparation for School Leaders program in the Barkly, Alice Springs, Katherine, Palmerston and Rural and Darwin regions, with 70 aspiring school leaders currently participating in these programs » Highly Accomplished and Lead Teacher (HALT) program, with 35 participants » 2011 School Leaders’ Conference — Leading Technology for Learning: Time to Refresh was attended by 260 school leaders from across the NT » High Potential School Leaders Program with eight participants from across the NT » research-based professional learning by two principals who received grants as part of a high performing principal program.
The department also: » Trialled a range of site-specific inclusive leadership models in very remote schools that provide enhanced support to principals to develop strong partnerships with local community leaders/families and enhance the cultural connections with the school and education. » Introduced a strengthened organisational structure to enhance support for principals through a regional service delivery model. This included six regionally based Directors of School Performance to support principals to drive school improvement and enhance performance to deliver improved outcomes for students. » Assisted principals to lead school improvement through enhanced regional and school-based support for literacy and numeracy learning, teaching of multilingual learners, data literacy, diagnostic systems and business support systems. » Developed regional plans aligned to system priorities that aim to provide enhanced clarity to principals about their performance targets and measures of success expected of their schools.
74 DET ANNUAL REPORT 2010–11
RAMINGINING EDUCATORS GRADUATE Congratulations to five assistant teachers at Ramingining School who became the first Territorians to complete their Diplomas in Education Support. Rosita Gaykamangu, Shirley Nulumburrpurr, Jane Miyatatawuy, Sophia Yinakarrangar and Linda Wulamana received their graduation diplomas at a community celebration in December 2010. [T2030:ED3.1]
GROWING OUR OWN [T2030:ED3.3;3.6]
The department developed an Indigenous Employment and Career Development Strategy, incorporating a range of site-based learning programs including qualification upgrade programs to allow staff to continue working and living in their home communities throughout the duration of their course. These include:
» The More Indigenous Teachers initiative providing fellowship, cadetship and scholarship opportunities to help Indigenous Territorians to become teachers in the NT. In 2010–11, 12 recipients of these programs graduated. Currently there are 24 participants in the program. » The Remote Indigenous Teacher Education (RITE) program, an intensive site-based Bachelor of Teaching and Learning pre-service teacher program combining formal study with full time employment for Indigenous assistant teachers. The course was delivered at two sites in 2010–11 and there are currently nine pre-service teachers in this program. » The Indigenous Teachers Upgrade Program, which assists Indigenous teachers with an Associate Diploma or Diploma of Teaching to upgrade to a bachelor degree. As at 30 June 2011, eight participants had graduated from this program. » Support for sixty Indigenous school based para-professionals across the NT to complete certificates in Education Support, Children’s Services and Indigenous Education Work. » Support for 31 FaFT Family Liaison Officers in the 20 Territory Growth Towns who were enrolled in Certificate III in Community Services Work. About 20 participants are due to graduate in October 2011. » A total of 20 FaFT Family Liaison officers completed Indigenous Parent Factor training with early childhood representatives from schools in the 20 Territory Growth Towns. This training was aligned to the Certificate III Education Support. Participants are now accredited to deliver the course to parents in their communities.
75 OVERVIEW
RECOGNISING QUALITY TEACHING [T2030:ED3.3]
The department introduced the Highly Accomplished and Leading Teacher (HALT) program to acknowledge practising teachers who achieve a high standard of teaching leading to improved student outcomes, through remuneration and career opportunities. Developed and coordinated by the Centre for School Leadership, Learning and Development, the transition period from the existing Teacher of Exemplary Practice program is expected to be completed by the end of 2013. The first HALT certification will be granted from 2012.
PARTNERSHIPS
STRONG COMMUNITY ENGAGEMENT [T2030:ED2.2]
The department started partnership work with 55 focus schools identified under the National Aboriginal and Torres Strait Islander Education Action Plan and numerous community members across the NT to develop school community partnership agreements. The agreements aim to develop a shared vision for education at the local level, mapping out stakeholder roles accountabilities for educating young people. They set out the preferred ways of working together and the mechanisms required for implementation. As at 30 June 2011, eight agreements had been finalised, nine were under negotiation and 38 were being developed.
INDUSTRY DRIVEN [T2030:ED2.2;2.4;2.6;3.5]
NIGHTCLIFF The department worked with local industry across the REWARDED FOR NT to place students in formal structured work placements COMMUNITY as part of their VET studies. The department also began an intense program of corporate engagement with PARTNERSHIP industry across the NT and Australia to inform industry Congratulations to Nightcliff Primary of the department’s activities and establish formal and which has won the $100 000 informal partnerships. The Peak Industry Advisory Group Schools First Territory Impact award. was established to provide advice on industry training The award recognises developing needs, skill requirements, workforce development partnerships between schools and priorities and vocational education and training sector their communities that improve the issues. The Peak Industry Advisory Group met five times education of young people. This in 2010–11 and had major input into the review of the award celebrated Nightcliff Primary’s Productivity Places Program. partnership with Darwin’s Melaleuca A Frequent Attender Program comprising a developing Refugee Centre. Nightcliff is now set of rewards for school attendance was launched, in the running for the National targeted at NT Government schools in the 20 growth Impact Award to be announced in towns. Telstra is a major corporate partner in this program November 2011. together with Outback Stores and the Arnhem Land Progress Association.
The department concluded a three year agreement with the MacArthur River Mine Community Benefits Trust totalling $1.012 million. The trust provided funding for an embedded trainer, uniforms, travel to and from the mine and a Frequent Attender Program for Borroloola, Kiana Station and Robinson River schools.
76 DET ANNUAL REPORT 2010–11
Negotiation to establish the Maurice Rioli Scholarship between Tiwi College and the Richmond Football Club were successful.
The department worked in consultation with key stakeholders including Job Services Australia providers, peak industry associations, Training Advisory Councils, employers and community organisations to develop the priority qualifications list for the 2010 and 2011 Productivity Places Program.
CROSS-SECTORAL AND CROSS-JURISDICTIONAL
The department continued its involvement with the Tri Border Attendance Strategy. This joint venture between the NT, WA and SA to share enrolment and attendance information through a centralised database will allow jurisdictions to effectively map and monitor student enrolment and attendance within and across borders. A tracking system was developed and piloted in early 2011, that included participation by a small proportion of NT schools located close to the WA and SA borders. The success of the database for internal NT tracking has led to a decision to expand the system to include all NT schools. [T2030:ED2.2]
The Targeting Health, Improving Engagement pilot commenced in Alice Springs in Term Two 2011 — in focus schools identified under the National Aboriginal and Torres Strait Islander Education Action Plan. The program was developed in partnership with the Central Australian Aboriginal Congress and the NT Department of Health to improve school attendance through better student health. It is established on the premise that kids who are healthy are happy to attend school. Under the jointly funded program, a comprehensive primary health care service is provided that includes school visits by Central Australian Aboriginal Congress health officers. Early signs of success include increased student attendance at participating schools and a decline in the number of students coming to school with common and easily treatable health issues. [T2030:ED2.2]
The department worked with the Australian Government to supply data for the School Enrolment and Attendance Measure trial. This involved liaising with the Department of Families, Housing, Community Services and Indigenous Affairs and Centrelink to streamline processes and agree on standard business rules to enable efficient and accurate reporting.
Strong cross-sectoral working relationships were maintained with the non-government schools sector. The department worked together with the Non-Government Schools Ministerial Advisory Council to progress the Council of Australian Governments’ education reform agenda through the common direction set out in the Smarter Schools National Partnerships NT Implementation plan. The department worked with the council and non-government schools to implement a range of common cross-sectoral initiatives.
77 PERFORMANCE REPORTING
Quality Systems and Support
TRANSPARENCY AND DATA DRIVEN DECISION-MAKING
CONTEMPORARY SYSTEMS [T2030:ED3.6]
The department contributed to a national approach to improve the quality and availability of teacher workforce data through participation on taskforces associated with the Teacher Quality reform agenda and representation on the National Teacher Dataset sub-group. Increasing the availability of workforce data to improve the quality, coverage and completeness of staff demographics, occupancy and payroll information was implemented through: » developing a professional development database to capture professional learning » improving the Staff Management System to collect and report on more granular datasets » improved reporting functionality in the Teaching in the Territory online recruitment application » cleansing of datasets to allow for longitudinal workforce reporting on metrics such as length of stay (within school/organisation) and teacher turnover » establishing a dedicated team to report on workforce metrics » developing a repository to capture data on training undertaken by Indigenous staff. Development was progressed on a school planning and improvement system to provide a ‘one stop shop’ web-based system for schools to plan, monitor and report on strategic priorities, actions, targets and compliance requirements. This will provide an easy-to-use space where school leaders can access a range of data to inform and underpin their school improvement processes. The system will streamline existing school-level and system-level planning and reporting processes under the APIF. The department scoped and piloted an improved application for managing and reporting systemic budget forecast information to streamline associated processes, improving efficiency and increasing accuracy of reporting. The new Budget Forecast Estimate System interfaces with the department’s business intelligence platform and gives budget managers access to more current information and greater autonomy in generating reports. The department, in collaboration with Menzies School of Health Research, produced a NT-specific report on data collected through the Australian Early Development Index (AEDI) survey. The report titled Northern Territory Results for the Australian Early Development Index 2009 provides an analysis of the AEDI data within the NT’s unique context and aims to provide a useful tool for a range of early childhood stakeholders. The report is available from the department’s website at http://www.det.nt.gov. au/parents-community/early-childhood-services/aedi. [T2030:ED1.1]
78 DET ANNUAL REPORT 2010–11
RESEARCH AND EVALUATION [T2030:ED3.6]
The department worked with Menzies School of Health Research on the Strong Start, Bright Future evaluation to assess the impact of the Indigenous education reform agenda in very remote NT schools. The evaluation’s focus is on local and systemic reforms and will help target resourcing to areas that will make the most difference to students as they prepare for and participate in school and transition to further education, employment or training pathways. This work is longitudinal and has been started in three of the five Strong Start, Bright Future pilot sites. An evaluation program of a number of Smarter Schools National Partnerships initiatives was started. The first evaluation on the Engaging Urban Students initiative was completed in early 2011 and the findings from this work have been used to inform the future direction of the program. An evaluation is underway to identify enabling factors for accelerated literacy and numeracy achievements in schools participating in the Maximising Indigenous Literacy and Numeracy program. The findings will help target resources and contribute to a national Smarter Schools National Partnerships evaluation and evidence base under development by DEEWR.
ALIGNMENT AND COHERENCE [T2030:ED3.6]
ALIGNED BUSINESS PLANNING
The department’s corporate areas were supported to embed the APIF through their strategic and operational business planning and reporting processes. The department is working to design an integrated web-based strategic planning and reporting system to streamline processes and align systemic initiatives to operational activity. Implementation of this system is scheduled for Semester 2, 2011.
STRATEGIC POLICY ALIGNMENT
A policy framework was developed to improve policy governance and accountability within the department and ensure a consistent approach to planning, developing and implementing departmental policy. Professional learning opportunities helped give policy makers an understanding of the context for policy development, promote good practice in policy making and provide resources to support quality policy making. The policy framework clearly identifies the role of the DET Strategic Plan in the policy hierarchy. The plan was refreshed to align with emerging strategic priorities. The department developed processes and systems to ensure alignment of systemic, regional and school-level targets with Council of Australian Governments and Territory 2030 targets in relation to attendance, participation and student achievement, and mapped projected incremental progress towards meeting those targets. Reporting against National Partnerships was provided to the Australian Government through annual reports on implementation progress.
REGIONALISATION
In January 2011, regionalised service delivery commenced with more localised and integrated support for schools. Regional plans were introduced to align specific regional focus areas and operations to the department’s priorities and directions. Regional offices are staffed with a range of curriculum, student services, early childhood, human and financial resources support staff who provide coaching and assistance and help to progress initiatives and reforms at a local and system level.
79 PERFORMANCE REPORTING
REGULATORY AND CROSS-AGENCY
INTEGRATED CHILD AND FAMILY SERVICES [T2030:ED1.1;2.1]
Through its membership on the Integrated Family Services Working Group, the department helped to develop an implementation plan and continued work on an integrated model for the delivery services for children and families. The plan features community-led partnerships to improve service delivery at the local level. The department continued to establish processes to help integrate services at the department, government and sector-wide levels, while child and family leaders worked at the community level. In 2010–11, the department held community consultations on the design of child and family centres to be established across the NT using funding provided under the National Partnership on Indigenous Early Childhood Development. The centres will support a range of integrated services to reduce the gap between Indigenous and non-Indigenous children’s development outcomes including: » early learning and care » parenting and family support services » mothers and babies health care » targeted intervention services for vulnerable children and families.
An Indigenous reference group provided guidance on development of the FaFT — IPSS program. This group represents the interests of the major remote regions and convenes four times a year to respond to and guide policy and program development. A collaborative project with the Department of Health, Department of Children and Families and the Menzies School of Health Research was undertaken to trial the Care for Child Development program developed by the World Health Organization and UNICEF. This project provided interagency training and two remote pilots were facilitated through FaFT — IPSS at Yirrkala and Galiwinku.
NON-GOVERNMENT SCHOOLING [T2030:ED3.6]
Following the commencement of the new Part 7 of the Education Act in 2010 relating to non-government schools, the department in consultation with the non-government school sector developed a five-yearly schedule for routine school assessments. A register of non-government schools is published on the department’s website. A review of the way funding to non-government schools is determined by the department was initiated and is expected to be finalised in 2011–12.
80 DET ANNUAL REPORT 2010–11
SYSTEMIC TARGETS BY 2012
The DET Strategic Plan 2009–12 was launched in July 2009. Seven systemic targets by 2012 were included in the plan, relating to attendance and student outcomes. Baseline data has been set for each target. The plan has since been refreshed for 2011–14. The 2012 attendance and participation targets were revised and set as ‘at least 90 per cent for every child at school’, regardless of geolocation of students.
The 2009 NAPLAN results are used as the baseline data for all NAPLAN related targets. Targets for NTCE completions, VET in Schools certificate completions and attendance use 2008 data as a baseline as 2009 data was not available at the time of publishing the DET Strategic Plan.
An anticipated improvement trajectory has been plotted as a curve for the systemic targets. These reflect a possible rate of improvement in results as the momentum of programs and initiatives implemented under the DET Strategic Plan begins to take effect.
ATTENDANCE [T2030:ED2.2]
Target — at least 90 per cent in provincial schools
Figure 46: Systemic targets by 2012 — attendance in provincial schools
100% Year Actual 2008 88.6% 90% 2009 88.7% 90.0% 88.6% 88.7% 88.7% 2010 88.7% 80%
70% Average Attendance Rate
60% 2008 2009 2010 2011 2012
Target Actual Curve
Source: DET Performance and Data Management
81 PERFORMANCE REPORTING
Target — at least 90 per cent in remote schools
Figure 47: Systemic targets by 2012 — attendance in remote schools
100% Year Actual 2008 86.4% 90% 2009 86.5% 90.0% 2010 86.1% 86.4% 86.5% 86.1% 80%
70% Average Attendance Rate
60% 2008 2009 2010 2011 2012
Target Actual Curve
Source: DET Performance and Data Management
New target — at least 90 per cent in very remote schools (revised from 2009–10 target of 80 per cent)
Figure 48: Systemic targets by 2012 — attendance in very remote schools
100% Year Actual 2008 65.4% 90% 2009 65.2% 90.0% 2010 62.3% 80%
70% Average Attendance Rate 62.3% 65.4% 65.2% 60% 2008 2009 2010 2011 2012
Target Actual Curve
Source: DET Performance and Data Management
82 DET ANNUAL REPORT 2010–11
NTCE COMPLETIONS [T2030:ED1.3;2.3]
Target — 20 per cent increase in NTCE completions
Figure 49: Systemic targets by 2012 — NTCE completions
1000 900 Year Actual 906 800 2008 755 700 2009 752 755 752 739 600 2010 739 500 400 300 Number of Completions 200 100 0 2008 2009 2010 2011 2012
Target Actual Curve
Source: DET Curriculum, Teaching, and Phases of Learning
VET IN SCHOOLS [T2030:ED2.3;2.4;2.6]
Target — 20 per cent completion rate for attaining a VET certifi cate in schools
Figure 50: Systemic targets by 2012 — completion rate for attaining a VET in schools certifi cate
25% Year Actual 2008 11.7% 20% 17.1% 20.0% 2009 12.3%
15% 2010 17.1%
10% 11.7% 12.3% Completion Rate
5%
0% 2008 2009 2010 2011 2012
Target Actual Curve
Source: DET Curriculum, Teaching, and Phases of Learning
83 PERFORMANCE REPORTING
NAPLAN [T2030:ED1.2]
Target — 3 per cent increase in proportion of non-Indigenous students at or above national minimum standard (NMS) in all NAPLAN tests
READING
Figure 51: Systemic targets by 2012 — proportion of non-Indigenous Year 3 students at or above NMS in reading
100% Year Yr 3 95% Actual 88% 88% 91% 90% 2009 88% 2010 88% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 3 Target Yr 3 Actual Yr 3 Curve
Source: DET Performance and Data Management
Figure 52: Systemic targets by 2012 — proportion of non-Indigenous Year 5 students at or above NMS in reading
100% Year Yr 5 95% Actual
90% 2009 86% 86% 89% 85% 2010 85% 85%
80% % Achieving NMS 75% 2009 2010 2011 2012
Yr 5 TargetYr 5 Actual Yr 5 Curve
Source: DET Performance and Data Management
84 DET ANNUAL REPORT 2010–11
Figure 53: Systemic targets by 2012 — proportion of non-Indigenous Year 7 students at or above NMS in reading
100% Year Yr 7 95% Actual 88% 89% 91% 90% 2009 88% 2010 89% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 7 TargetYr 7 Actual Yr 7 Curve
Source: DET Performance and Data Management
Figure 54: Systemic targets by 2012 — proportion of non-Indigenous Year 9 students at or above NMS in reading
100% Year Yr 9 95% Actual 2009 86% 90% 86% 89% 86% 2010 86% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 9 TargetYr 9 Actual Yr 9 Curve
Source: DET Performance and Data Management
85 PERFORMANCE REPORTING
WRITING
Figure 55: Systemic targets by 2012 — proportion of non-Indigenous Year 3 students at or above NMS in writing
100% Year Yr 3 95% Actual 91% 91% 94% 2009 91% 90% 2010 91% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 3 TargetYr 3 Actual Yr 3 Curve
Source: DET Performance and Data Management
Figure 56: Systemic targets by 2012 — proportion of non-Indigenous Year 5 students at or above NMS in writing
100% Year Yr 5 95% Actual 2009 86% 90% 86% 86% 89% 2010 86% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 5 TargetYr 5 Actual Yr 5 Curve
Source: DET Performance and Data Management
86 DET ANNUAL REPORT 2010–11
Figure 57: Systemic targets by 2012 — proportion of non-Indigenous Year 7 students at or above NMS in writing
100% Year Yr 7 95% Actual 2009 85% 90% 85% 88% 2010 82% 85% 82%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 7 TargetYr 7 Actual Yr 7 Curve
Source: DET Performance and Data Management
Figure 58: Systemic targets by 2012 — proportion of non-Indigenous Year 9 students at or above NMS in writing
100% Year Yr 9 95% Actual
90% 2009 79% 2010 79% 85% 79% 79% 82%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 9 TargetYr 9 Actual Yr 9 Curve
Source: DET Performance and Data Management
87 PERFORMANCE REPORTING
NUMERACY
Figure 59: Systemic targets by 2012 — proportion of non-Indigenous Year 3 students at or above NMS in numeracy
100% Year Yr 3 95% 92% Actual 90% 93% 90% 2009 90% 2010 92% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 3 Target Yr 3 Actual Yr 3 Curve
Source: DET Performance and Data Management
Figure 60: Systemic targets by 2012 — proportion of non-Indigenous Year 5 students at or above NMS in numeracy
100% Year Yr 5 95% 91% 91% 94% Actual 90% 2009 91% 2010 91% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 5 Target Yr 5 Actual Yr 5 Curve
Source: DET Performance and Data Management
88 DET ANNUAL REPORT 2010–11
Figure 61: Systemic targets by 2012 — proportion of non-Indigenous Year 7 students at or above NMS in numeracy
100% Year Yr 7 95% Actual 91% 90% 94% 2009 91% 90% 2010 90% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 7 Target Yr 7 Actual Yr 7 Curve
Source: DET Performance and Data Management
Figure 62: Systemic targets by 2012 — proportion of non-Indigenous Year 9 students at or above NMS in numeracy
100% Year Yr 9 95% 95% 92% Actual 2009 92% 90% 87% 2010 87% 85%
% Achieving NMS 80%
75% 2009 2010 2011 2012
Yr 9 Target Yr 9 Actual Yr 9 Curve
Source: DET Performance and Data Management
89 PERFORMANCE REPORTING
READING
Target — 9 per cent increase in proportion of Indigenous students at or above NMS in all NAPLAN tests
Figure 63: Systemic targets by 2012 — proportion of Indigenous Year 3 students at or above NMS in reading
70% 54% Year Yr 3 60% Actual 44% 53% 50% 2009 44% 40% 2010 54%
% Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 3 TargetYr 3 Actual Yr 3 Curve
Source: DET Performance and Data Management
Figure 64: Systemic targets by 2012 — proportion of Indigenous Year 5 students at or above NMS in reading
70% Year Yr 5 60% Actual 50% 2009 33% 42% 40% 2010 33%
% Achieving NMS 30% 33% 33% 20% 2009 2010 2011 2012
Yr 5 TargetYr 5 Actual Yr 5 Curve
Source: DET Performance and Data Management
90 DET ANNUAL REPORT 2010–11
Figure 65: Systemic targets by 2012 — proportion of Indigenous Year 7 students at or above NMS in reading
70% Year Yr 7 60% Actual 50% 49% 2009 40% 40% 2010 39% 40% 39% % Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 7 TargetYr 7 Actual Yr 7 Curve
Source: DET Performance and Data Management
Figure 66: Systemic targets by 2012 — proportion of Indigenous Year 9 students at or above NMS in reading
70% Year Yr 9 60% Actual 50% 2009 35% 44% 35% 36% 40% 2010 36%
% Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 9 TargetYr 9 Actual Yr 9 Curve
Source: DET Performance and Data Management
91 PERFORMANCE REPORTING
WRITING
Figure 67: Systemic targets by 2012 — proportion of Indigenous Year 3 students at or above NMS in writing
70% Year Yr 3 60% Actual
50% 49% 2009 40% 40% 42% 40% 2010 42%
% Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 3 Target Yr 3 Actual Yr 3 Curve
Source: DET Performance and Data Management
Figure 68: Systemic targets by 2012 — proportion of Indigenous Year 5 students at or above NMS in writing
70% Year Yr 5 60% Actual 50% 2009 30% 39% 40% 2010 31% 30% 31%
% Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 5 Target Yr 5 Actual Yr 5 Curve
Source: DET Performance and Data Management
92 DET ANNUAL REPORT 2010–11
Figure 69: Systemic targets by 2012 — proportion of Indigenous Year 7 students at or above NMS in writing
70% Year Yr 7 60% Actual 50% 2009 30% 39% 40% 2010 27% 30% 27% % Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 7 Target Yr 7 Actual Yr 7 Curve
Source: DET Performance and Data Management
Figure 70: Systemic targets by 2012 — proportion of Indigenous Year 9 students at or above NMS in writing
70% Year Yr 9 60% Actual 50% 2009 27% 40% 2010 29% 27% 29% 36% % Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 9 Target Yr 9 Actual Yr 9 Curve
Source: DET Performance and Data Management
93 PERFORMANCE REPORTING
NUMERACY
Figure 71: Systemic targets by 2012 — proportion of Indigenous Year 3 students at or above NMS in numeracy
70% Year Yr 3 60% 52% Actual 52% 50% 2009 43% 40% 2010 52% 43%
% Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 3 TargetYr 3 Actual Yr 3 Curve
Source: DET Performance and Data Management
Figure 72: Systemic targets by 2012 — proportion of Indigenous Year 5 students at or above NMS in numeracy
70% 61% Year Yr 5 60% 52% Actual 50% 42% 2009 52% 40% 2010 42%
% Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 5 TargetYr 5 Actual Yr 5 Curve
Source: DET Performance and Data Management
94 DET ANNUAL REPORT 2010–11
Figure 73: Systemic targets by 2012 — proportion of Indigenous Year 7 students at or above NMS in numeracy
70% Year Yr 7 60% Actual 47% 56% 50% 2009 47% 40% 2010 41% 41%
% Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 7 TargetYr 7 Actual Yr 7 Curve
Source: DET Performance and Data Management
Figure 74: Systemic targets by 2012 — proportion of Indigenous Year 9 students at or above NMS in numeracy
70% Year Yr 9 60% 57% Actual 48% 50% 2009 48% 40% 2010 40% 40% % Achieving NMS 30%
20% 2009 2010 2011 2012
Yr 9 TargetYr 9 Actual Yr 9 Curve
Source: DET Performance and Data Management
95 PERFORMANCE REPORTING
PERFORMANCE OF NT STUDENTS — 2010 NATIONAL ASSESSMENT PROGRAM LITERACY AND NUMERACY
PARTICIPATION IN NATIONAL COMMON ASSESSMENT Since 2008, NT students have participated in a common national assessment of literacy and numeracy skills (National Assessment Program, Literacy and Numeracy, or NAPLAN). This national assessment program replaced the previous NT multi-level assessment program (MAP) in 2008. Students in Years 3, 5, 7 and 9 participate annually in tests covering reading, writing, language conventions (spelling, grammar and punctuation) and numeracy skills and understandings. Each year more than a million students in Years 3, 5, 7 and 9 across Australia participate in the tests, and provide an important measure of how all Australian students are performing against national achievement bands.
The NAPLAN tests also provide valuable information about what students know, to inform and support teaching practice and help students improve their learning outcomes. This report is based on the 2010 NAPLAN results.
Participation by NT students in NAPLAN assessments increased dramatically in 2009 (ranging from 87.5 per cent to 96.3 per cent participation rate), but dropped in 2010 (ranging from 82.7 per cent to 90.5 per cent).
In 2010, Year 7 spelling and grammar and punctuation students had the highest participation rate in the NT with 90.5 per cent of students participating. Year 9 numeracy students had the lowest participation rate in the NT with 82.7 per cent of students participating in the test. This was 9.8 per cent lower than the Australian average.
For Indigenous students in 2010, Year 5 spelling and grammar and punctuation had the highest participation rate with 81.1 per cent of Indigenous students participating in the test while Year 9 numeracy had the lowest participation with 63.9 per cent of Indigenous students participating in the test. For non-Indigenous students, Year 7 spelling had the highest participation rate with 97.4 per cent of students participating in this test, which was 0.7 per cent higher than the Australian average. Year 9 numeracy had the lowest participation rate with 94.7 per cent of non-Indigenous students participating in the test, which was still 1.4 per cent higher than the Australian average rate of non- Indigenous students participating in the test.
NAPLAN results are not comparable to MAP results in previous years due to differences in testing methods and the change in the timing of the test from August to May. NAPLAN tests were equated so the 2010 results can be compared with those for 2009 and 2008. Equating enables the results from NAPLAN tests in different years to be reported in the same achievement scale.
Equating one test with another is a complex process and involves some degree of statistical error. For this reason, there may appear to be minor fluctuations in the average NAPLAN test results from year to year which are not statistically significant. It is only when there has been a meaningful change in the results from one year to the next, or where there has been a consistent trend over several years that statements can be confidently made about meaningful change. As such this report contains additional information
96 DET ANNUAL REPORT 2010–11
about confidence intervals, that indicate whether changes from 2009 to 2010 are significant (see page 99 for further information. The results are presented by assessment area and year level, by Indigenous status and by geolocation. Indigenous students include students who have identified as Aboriginal or Torres Strait Islander or both. Students for whom Indigenous status was not stated are excluded from the data that is presented by Indigenous status. All students who sat the test at government and non-government (Catholic, independent and Christian) schools are included.
The following results include government and non-government schools because nationally comparable data is only available at state or territory level and not disaggregated by sector. LITERACY AND NUMERACY PERFORMANCE OF NT PRIMARY SCHOOL STUDENTS — WHAT THE 2010 RESULTS SHOW
The following figures and tables show the achievement of NT Year 3 and Year 5 students, including by Indigenous status, in 2008, 2009 and 2010, compared to results at the Australian level. Across year levels and all assessment areas, the proportion of NT students achieving the NMS remains consistently lower than other states and territories, and the Australian average.
Across Australia Indigenous students did not perform as well as non-Indigenous students. In the NT, Indigenous students achieved significantly lower than non-Indigenous students. However, provincial Indigenous students in years 3, 5 and 7 performed comparably to provincial Indigenous students across Australia.
Year 3 writing students were the highest achievers in the NT with 72.6 per cent achieving NMS. Non-Indigenous students achieved their best results in Year 3 writing with 94.2 per cent achieving NMS. Similar to the previous year, 2010 Year 3 spelling students were the lowest achievers in the NT with 59.5 per cent.
EXPLANATORY NOTES Participation rates are calculated as all assessed and exempt students as a percentage of the total number of students in the year level which includes absent and withdrawn students.
Achievement rates are calculated as all students who were at or above the NMS as a percentage of the total number of students assessed. Students for whom Indigenous status was not stated are not included in data which is provided by Indigenous status.
Scaled scores tell you how much students’ scores deviate from the mean or average score. That is, by looking at a scaled score, you can tell immediately how far above or below the mean a student’s score is. Mean scale scores are the average scaled score of a particular group of students and it can indicate the average performance of this cohort, and how much better or worse they performed than the average of all students who sat the test (ie comparison to the national mean).
A feature of gain in NAPLAN performance is that the size of the gain tends to be associated with the level of prior performance: the lower the prior performance, the more likely the possibility of greater gain. This is evident in the results for Year 3 students in the NT, who registered some of the largest gains in 2010 of any students (as measured by increases in mean scale scores from one year to the next). This was the case particularly in the results for its most educationally disadvantaged students, who are often Indigenous.
97 PERFORMANCE REPORTING
This report includes some key comparisons. Where the significance of differences in performance is indicated it relates to the comparison of the mean scale score across the 2008 and 2010 testing years. If the significance of difference is not indicated, care should be taken when comparing results over time or between groups of students.
Mean scale score significantly higher, statistically, than in 2008. No significant difference, statistically, than 2008 mean scale score.
Mean scale score significantly lower, statistically, than in 2008.
Figure 75: Year 3 and Year 5 reading participation 2008 to 2010
100% 90% 93.5% 95.7% 80% 88.0% 89.7% 82.7% 14.3% 84.9% 70% 60% 50% 40%
% Participating 30% 20% 10% 0% Year 3 Year 5
2008 2009 2010
Source: Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA), 2010 NAPLAN Report
Figure 76: Year 3 and Year 5 numeracy participation 2008 to 2010
100% 90% 92.2% 94.5% 87.7% 80% 85.0% 88.4% 83.1% 14.3% 70% 60% 50% 40%
% Participating 30% 20% 10% 0% Year 7 Year 9
2008 2009 2010
Source: MCEECDYA, 2010 NAPLAN Report
98 DET ANNUAL REPORT 2010–11
Figure 77: Year 3 and Year 5 writing participation 2008 to 2010
100%
90% 94.5% 96.2% 89.0% 89.6% 80% 84.3% 81.9% 14.3% 70% 13.2% 60% 50% 40%
% Participating 30% 20% 10% 0% Year 3 Year 5
2008 2009 2010
CONFIDENCE INTERVALS In the achievement graphs that follow, the intervals shown at the top of 80% each bar are 95 per cent confidence intervals. 68.3% As an example, the bar here shows that 68.3 per cent of the student 70% cohort achieved the NMS. The interval in this case is 2 per cent, 60% indicating a 95 per cent chance that the true percentage lies between 66.3 per cent and 70.3 per cent. 50%
99 PERFORMANCE REPORTING
Figure 78: Year 3 reading achievement 2008 to 2010
100% 90% 92.1% 93.7% 93.9% 80% 70% 60% 68.5% 69.7% 50% 62.7% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 79: Percentage of Year 3 students achieving NMS in reading 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 17: 2008 to 2010 change in mean scale scores — Year 3 reading by Indigenous status
Indigenous Status Year Mean scale scores Signifi cance of difference in mean scale scores* 2008 208.1 Indigenous 2010 246.3 2008 382.5 Non-Indigenous 2010 392.0
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
100 DET ANNUAL REPORT 2010–11
Figure 80: Year 5 reading achievement 2008 to 2010
100% 90% 91.0% 91.7% 91.3% 80% 70% 60% 50% 62.5% 65.4% 64.4% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 81: Percentage of Year 5 students achieving NMS in reading 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS 20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 18: 2008 to 2010 change in mean scale scores — Year 5 reading by Indigenous status
Indigenous Status Year Mean Scale Score Signifi cance of difference in mean scale scores* 2008 307.3 Indigenous 2010 326.7 2008 474.5 Non-Indigenous 2010 475.4
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
101 PERFORMANCE REPORTING
Figure 82: Year 3 numeracy achievement 2008 to 2010
100% 90% 92.7% 94.2% 93.7% 80% 70% 60% 73.5% 69.1% 69.2% 50% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 83: Percentage of Year 3 students achieving NMS in numeracy 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 19: 2008 to 2010 change in mean scale scores — Year 3 numeracy by Indigenous status
Indigenous Status Year Mean Scale Score Signifi cance of difference in mean scale scores* 2008 275.0 Indigenous 2010 266.0 2008 386.9 Non-Indigenous 2010 377.0
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
102 DET ANNUAL REPORT 2010–11
Figure 84: Year 5 numeracy achievement 2008 to 2010
100% 90% 95.0% 94.0% 94.3% 80% 70% 60% 77.0% 70.4% 72.4% 50% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 85: Percentage of Year 5 students achieving NMS in numeracy 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 20: 2008 to 2010 change in mean scale scores — Year 5 numeracy by Indigenous status
Indigenous Status Year Mean Scale Score Signifi cance of difference in mean scale scores* 2008 355.9 Indigenous 2010 351.6 2008 459.4 Non-Indigenous 2010 472.7
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
103 PERFORMANCE REPORTING
Figure 86: Year 3 writing achievement 2008 to 2010
100% 90% 95.4% 95.7% 95.5% 80% 70% 60% 73.7% 74.0% 72.6% 50% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 87: Percentage of Year 3 students achieving NMS in writing 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS 20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 21: 2008 to 2010 change in mean scale scores — Year 3 writing by Indigenous status
Indigenous status Year % achieved NMS Signifi cance of difference in mean scale scores* 2008 258.2 Indigenous 2010 252.9 2008 398.3 Non-Indigenous 2010 391.1
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
104 DET ANNUAL REPORT 2010–11
Figure 88: Year 5 writing achievement 2008 to 2010
100% 90% 92.6% 93.0% 93.1% 80% 70% 60% 66.2% 50% 66.3% 63.8% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 89: Percentage of Year 5 students achieving NMS in writing 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 22: 2008 to 2010 change in mean scale scores — Year 5 writing by Indigenous status
Indigenous Status Year Mean Scale Score Signifi cance of difference in mean scale scores* 2008 325.4 Indigenous 2010 313.6 2008 471.2 Non-Indigenous 2010 463.9
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98. 105 PERFORMANCE REPORTING
Students attending schools in remote and very remote areas experience educational disadvantage in a variety of ways. In remote areas, some of the major issues include recruiting and retaining teachers, barriers to accessing educational services and issues surrounding access to, costs and use of ICT.
These geographic locations (geolocations) have been coded using the MCEECDYA Schools Geographic Location Classification.
Geolocations are determined by a combination of physical distance from the nearest services and the Accessibility/Remoteness Index of Australia (ARIA). The NT is mapped as follows:
Metropolitan There are no areas in the NT classified as metropolitan
Provincial Darwin, Palmerston and rural areas as far as and including Bees Creek
Alice Springs, Katherine, Darwin rural beyond Bees Creek including Batchelor, Adelaide Remote River and Jabiru
Very Remote All other areas of the NT
Figures 90 to 95 show the proportion of students, by geolocation, achieving the NMS for all government and non-government schools in the NT, compared with Australia, for Years 3 and 5 in reading, numeracy and writing in 2010.
106 DET ANNUAL REPORT 2010–11
Figure 90: Year 3 reading achievement 2010 by geolocation
100% 90% 94.9% 93.1% 80% 87.2% 85.6% 70% 76.8% 60% 50% 58.6% 40% 30% 36.5% % Achieving NMS 20% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 91: Year 5 reading achievement 2010 by geolocation
100% 90% 92.7% 90.0% 80% 85.5% 70% 78.6% 71.1% 60% 50% 40% 47.3% 30% % Achieving NMS 20% 23.4% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 92: Year 3 numeracy achievement 2010 by geolocation
100% 90% 95.1% 93.7% 80% 89.7% 88.8% 83.6% 70% 60% 60.5% 50% 40% 30% % Achieving NMS 37.0% 20% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
107 PERFORMANCE REPORTING
Figure 93: Year 5 numeracy achievement 2010 by geolocation
100%
90% 94.8% 93.0% 90.1% 80% 83.5% 70% 76.3% 60% 50% 52.2% 40% 30% % Achieving NMS 20% 28.4% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 94: Year 3 writing achievement 2010 by geolocation
100% 90% 96.3% 95.4% 91.0% 80% 90.1% 84.4% 70% 60% 50% 58.1% 40% 30% % Achieving NMS 35.0% 20% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 95: Year 5 writing achievement 2010 by geolocation
100% 90% 94.4% 92.1% 80% 86.3% 81.3% 70% 60% 69.6% 50% 40% 48.9% 30% % Achieving NMS 20% 21.1% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
108 DET ANNUAL REPORT 2010–11
INFLUENCES IN THE NT
National and international studies consistently demonstrate that three major demographic factors have a strong impact on student performance:
Indigenous status geolocation socio-economic status.
These patterns are particularly evident in NT student NAPLAN outcomes.
INDIGENOUS STATUS
The NT NAPLAN results show clearly that Indigenous disadvantage is still a significant issue for all of Australia and particularly for the NT. While Indigenous students as a group have lower NAPLAN results than non-Indigenous students, NT Indigenous student results are lower than Indigenous student results Australia wide.
GEOLOCATION
The national NAPLAN results show a consistent and strong relationship between performance and geolocation. That is, metropolitan students have the highest outcomes and very remote students the lowest. This is obviously a factor for the NT where there are no centres categorised as metropolitan and where 46.5 per cent of students live in remote or very remote geolocations.
SOCIO-ECONOMIC STATUS
While there is no national data on the specific correlation between socio-economic status (SES) and NAPLAN results, most jurisdictions have done this assessment at state level (using different SES source data) and have found a high correlation. The NT has a significantly higher proportion of students in the bottom 10 per cent of SES (based on ABS data).
MULTIPLE AND OVERLAPPING DISADVANTAGE FACTORS
Several influences impact on student outcomes, particularly in the NT, including that 40.6 per cent of students are Indigenous compared to the Australian average of 4.6 per cent. Furthermore, 44.0 per cent of students live in remote or very remote areas compared to the NSW figure of 0.6 per cent or the WA figure of 6.5 per cent. These striking facts are complicated further when combined. Most of the NT’s low SES students are also Indigenous and live in remote or very remote locations
National and international research shows a longstanding relationship between education outcomes and student background (especially SES, Indigenous status and, to a lesser extent, geolocation). However, more recent education research demonstrates that this is not an inevitable relationship. The research shows that education systems that put in place coherent, consistent and comprehensive reform agendas, which prioritise supporting schools to undertake rigorous evidence-based whole school improvement, can disrupt this relationship, given time. The evidence also suggests that one of the most significant barriers to achieving this is beliefs and expectations of teachers, parents, principals and system administrators.
109 PERFORMANCE REPORTING
LITERACY AND NUMERACY PERFORMANCE OF MIDDLE YEARS STUDENTS — WHAT THE 2010 RESULTS SHOW In 2010, the highest participation rate for numeracy was achieved by Year 7 students, with 90.0 per cent of NT students participating. For numeracy, Year 7 students were closest to the Australian average participation rate in 2010.
In 2010, the highest participation rate for writing was also achieved by Year 7 students, with 90.2 per cent of NT students participating. For writing, Year 7 students were the closest to the Australian average participation rate in 2010.
In 2010, 93.1 per cent of non-Indigenous Year 7 students achieved NMS in reading, compared to 92.4 per cent in 2009 — an increase of 0.7 per cent. For the same test, 40.4 per cent of NT Indigenous Year 7 students achieved NMS in reading, compared to 36.4 per cent in 2009. This represents an increase of 4.0 per cent.
Overall in 2010, 68.1 per cent of NT Year 9 students achieved NMS in reading. A total of 91.1 per cent of NT non-Indigenous Year 9 students achieved NMS in reading, compared to 90.7 per cent in 2009. This represents an increase of 0.4 per cent. For the same test, 32.1 per cent of NT Indigenous Year 9 students achieved NMS in reading.
The following figures and tables show the achievement of NT Year 7 and Year 9 students, including by Indigenous status, in 2008, 2009 and 2010, compared to results at the Australian level.
110 DET ANNUAL REPORT 2010–11
Figure 96: Year 7 and Year 9 reading participation 2008 to 2010
100% 90% 93.0% 80% 89.1% 87.6% 84.3% 79.5% 14.3% 79.9% 70% 13.2% 60% 50% 40% % Participating 30% 20% 10% 0% Year 7 Year 9
2008 2009 2010
Source: MCEECDYA, 2010 NAPLAN Report
Figure 97: Year 7 and Year 9 numeracy participation 2008 to 2010
100% 90% 92.6% 80% 90.0% 87.5% 82.7% 80.5% 14.3% 79.3% 70% 13.2% 60% 50% 40% % Participating 30% 20% 10% 0% Year 7 Year 9
2008 2009 2010
Source: MCEECDYA, 2010 NAPLAN Report
Figure 98: Year 7 and 9 writing participation 2008 to 2010
100%
90% 94.1% 90.2% 80% 89.5% 84.3% 14.3% 70% 78.8% 78.5% 60% 50% 40% % Participating 30% 20% 10% 0% Year 7 Year 9
2008 2009 2010
Source: MCEECDYA, 2010 NAPLAN Report
111 PERFORMANCE REPORTING
Figure 99: Year 7 reading achievement 2008 to 2010
100% 90% 94.2% 94.0% 94.9% 80% 70% 60% 70.9% 71.5% 50% 67.1% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT Source: MCEECDYA, 2010 NAPLAN Report
Figure 100: Percentage of Year 7 students achieving NMS in reading 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 23: 2008 to 2010 change in mean scale scores — Year 7 reading by Indigenous status
Indigenous Status Year Mean scale score Signifi cance of difference in mean scale scores* 2008 386.1 Indigenous 2010 412.4 2008 531.0 Non-Indigenous 2010 539.2
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
112 DET ANNUAL REPORT 2010–11
Figure 101: Year 9 reading achievement 2008 to 2010
100% 90% 92.9% 92.2% 80% 90.8% 70% 60% 69.9% 69.1% 68.1% 50% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT Source: MCEECDYA, 2010 NAPLAN Report
Figure 102: Percentage of Year 9 students achieving NMS in reading 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 24: 2008 to 2010 change in mean scale scores — Year 9 reading by Indigenous status
Indigenous Status Year Mean scale score Signifi cance of difference in mean scale scores* 2008 446.5 Indigenous 2010 445.1 2008 578.1 Non-Indigenous 2010 572.7
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
113 PERFORMANCE REPORTING
Figure 103: Year 7 numeracy achievement 2008 to 2010
100% 90% 95.4% 94.8% 95.1% 80% 70% 75.9% 74.8% 60% 72.4% 50% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT Source: MCEECDYA, 2010 NAPLAN Report
Figure 104: Percentage of Year 7 students achieving NMS in numeracy 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 25: 2008 to 2010 change in mean scale scores — Year 7 numeracy by Indigenous status
Indigenous Status Year Mean Scale Score Signifi cance of difference in mean scale scores* 2008 428.3 Indigenous 2010 416.5 2008 534.2 Non-Indigenous 2010 534.1
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
114 DET ANNUAL REPORT 2010–11
Figure 105: Year 9 numeracy achievement 2008 to 2010
100% 90% 93.6% 95.0% 93.1% 80% 70% 74.1% 76.2% 60% 70.5% 50% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 106: Percentage of Year 9 students achieving NMS in numeracy 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 26: 2008 to 2010 change in mean scale scores — Year 9 numeracy by Indigenous status
Indigenous Status Year Mean Scale Score Signifi cance of difference in mean scale scores* 2008 470.5 Indigenous 2010 456.9 2008 575.4 Non-Indigenous 2010 575.2
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98.
115 PERFORMANCE REPORTING
Figure 107: Year 7 writing achievement 2008 to 2010
100% 90% 91.8% 92.5% 92.6% 80% 70% 60% 66.7% 50% 63.6% 62.7% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 108: Percentage of Year 7 students achieving NMS in writing 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 27: 2008 to 2010 change in mean scale scores — Year 7 writing by Indigenous status
Indigenous Status Year Mean Scale Score Signifi cance of difference in mean scale scores* 2008 362.2 Indigenous 2010 356.4 2008 526.1 Non-Indigenous 2010 511.9
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98. 116 DET ANNUAL REPORT 2010–11
Figure 109: Year 9 writing achievement 2008 to 2010
100% 90% 80% 87.2% 87.8% 87.2% 70% 60% 50% 63.3% 63.1% 59.6% 40%
% Achieving NMS 30% 20% 10% 0% 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 110: Percentage of Year 9 students achieving NMS in writing 2008 to 2010 by Indigenous status
100%
80%
60%
40% % Achieving NMS
20%
0% Indigenous Indigenous Indigenous
Non-Indigenous Non-Indigenous Non-Indigenous 2008 2009 2010
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Table 28: 2008 to 2010 change in mean scale scores — Year 9 writing by Indigenous status
Indigenous Status Year Mean Scale Score Signifi cance of difference in mean scale scores* 2008 417.0 Indigenous 2010 386.9 2008 569.2 Non-Indigenous 2010 553.2
Source: MCEECDYA, 2010 NAPLAN Report * Refer to explanatory notes about mean scale scores on pages 97–98. 117 PERFORMANCE REPORTING
Figures 111 to 116 show the proportion of students, by geolocation, achieving the NMS for all government schools in the NT, compared with Australia, for Years 7 and 9 in reading, numeracy and writing in 2010.
Figure 111: Year 7 reading achievement 2010 by geolocation
100%
90% 95.6% 94.6% 80% 88.8% 87.9% 80.1% 70% 60% 50% 58.4% 40% 30% % Achieving NMS 20% 29.0% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 112: Year 9 reading achievement 2010 by geolocation
100% 90% 91.9% 89.7% 80% 83.2% 70% 78.9% 74.9% 60% 50% 40% 45.0% 30% % Achieving NMS 20% 22.1% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
118 DET ANNUAL REPORT 2010–11
Figure 113: Year 7 numeracy achievement 2010 by geolocation
100% 90% 95.9% 94.6% 80% 89.5% 87.7% 70% 78.0% 60% 60.6% 50% 40% 30% % Achieving NMS 32.6% 20% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 114: Year 9 numeracy achievement 2010 by geolocation
100% 90% 94.0% 92.2% 80% 84.9% 82.9% 70% 77.5% 60% 50% 52.2% 40% 30% % Achieving NMS 20% 26.7% 10% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
119 PERFORMANCE REPORTING
Figure 115: Year 7 writing achievement 2010 by geolocation
100%
90% 94.0% 91.0% 80% 81.1% 83.0% 70% 72.5% 60% 50% 40% 50.4% 30% % Achieving NMS 20% 10% 17.2% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
Figure 116: Year 9 writing achievement 2010 by geolocation
100% 90% 89.0% 80% 84.2% 70% 75.6% 72.8% 60% 64.5% 50% 40% 30% 39.7% % Achieving NMS 20% 10% 13.2% 0% Metro Provincial Remote Very Remote
Australia NT
Source: MCEECDYA, 2010 NAPLAN Report
120 DET ANNUAL REPORT 2010–11
CORPORATE GOVERNANCE
The department is led and managed in an accountable and responsible way through effective corporate governance at all levels to achieve its strategic goals and operational objectives. Through corporate governance we: understand our roles and responsibilities continually improve our performance and minimise risks enhance stakeholder and public confidence meet our legal, ethical and public service obligations.
The department achieves good governance through the application of a framework of sound principles and practices underpinned by values.
Corporate Governance Framework
Practices Principles
Accountable management Accountability
Effective planning Integrity
Ethical decision making Due diligence
Stakeholder engagement Transparency
Performance improvement Economy and efficiency
Information management
Management of risk and opportunity
Compliance and internal control
Robust reporting
Values: Professionalism, Respect, Innovation, Diversity, Excellence.
All elements are effectively integrated into a coherent corporate approach by individuals and business units and applied throughout the department.
121 CORPORATE GOVERNANCE
OUR ORGANISATION (30 JUNE 2011)
Chief Executive
Senior Advisor Executive Director Head School Education Transforming Corporate Services and Training Operations Indigenous Education
Senior Director Centre for Director School Operations, Chief Financial Officer School Leadership, Learning Performance and Review and Development
Executive Director Director Corporate Director Strategic Policy Literacy and Numeracy Accounting and Capability Taskforce
Director Financial Policy General Manager Executive Director School and Projects Participation and Pathways Education Services
Senior Director Industry General Manager Senior Director Engagement and Human Resources ICT for Learning Employment Pathways
General Manager Student Director Client Services Director Online Education Services
Director Staffing Director Policy and Director VET in Schools and Reporting Performance
General Manager Director Workforce Senior Director Strategy Curriculum, Teaching and Operations and Implementation Phases of Learning
Director Workforce Director Youth Attainment Director Capability and Transitions Curriculum
Director Enrolment, General Manager Chief Information Attendance and Early Childhood Policy Officer Participation and Regulations
Director Director Integrated eLearning Systems Family Services
Executive Director Executive Director Director IT Services Central Australia Darwin and Katherine
Senior Director Planning Director School Director School Support and Infrastructure Performance Katherine
Building Education Director School Director School Revolution Program Performance Performance Darwin Director Alice Springs
Director School Director Community Performance Barkly Engagement
122 DET ANNUAL REPORT 2010–11
Executive Director Executive Director General Manager Office Director Strategic Projects Training and Strategic Policy of the Chief Executive Higher Education and Planning
Director Planning, Director Director Audit and Research and Strategic Policy Ethical Standards Non Government Schools
Director Internal Director Performance Director Training Services Communications, and Data Management Media and Marketing
Consulting Principal Transforming Indigenous Director Ministerial Liaison Education Policy and Research
Director Strategic Policy Director Strategic Initiatives and Projects
Director Legal
Director Student Services
Director Indigenous Director NT Regulatory Chair Indigenous Director Early Childhood Early Learning Program Authority Education Council
Executive Director Arnhem, Director Teacher Palmerston and Rural Registration Board
Director School Performance Arnhem
Director School Performance Palmerston and Rural
123 CORPORATE GOVERNANCE
2010–11 SENIOR MANAGEMENT TEAM
GARY BARNES, CHIEF EXECUTIVE
Gary Barnes was appointed to the position of Chief Executive in May 2009. Gary has a long association with schools and has a particular interest in developing people, Indigenous education, rural and remote education (including distance learning) and the use of ICT to promote learning. His philosophy is built on three important cornerstones — strong leadership and quality teachers, connected communities, innovation and hard work. Gary is the founding chair of NARIS. He also sits on the boards of CDU, Menzies School of Health Research and the Australian Institute for Teaching and School Leadership.
KEVIN GILLAN, HEAD, SCHOOL EDUCATION AND TRAINING OPERATIONS
Kevin is Head of School Education and Training Operations. He was a former District Director and principal in various regions throughout WA before joining the department in 2007. He has also taught in New Zealand and the United Kingdom. In the NT he has previously been General Manager of Schools (Palmerston and Rural), and Executive Director Schools North. Kevin has had a long-term research interest in Indigenous education, in which he completed his PhD. He believes that successful schools are those that have a real focus on optimising relationships at all levels throughout the school community and having an unrelenting focus on quality pedagogy.
MARCIA HOFFMANN, EXECUTIVE DIRECTOR CORPORATE SERVICES Marcia started in her position as Executive Director Corporate Services in early 2011. Marcia’s prior role was with the Qld Department of Transport and Main Roads where she was responsible for facilities and infrastructure, occupational health and safety and human resources. Marcia has experience in many portfolios including health, lands and planning, roads, transport, public works, shared services and Indigenous affairs. She has a wealth of executive management experience in corporate services, strategic direction setting, government relations, social and employment policy, major change and commercialisation initiatives and property and facilities management.
EVA LAWLER, EXECUTIVE DIRECTOR, CENTRAL AUSTRALIA REGION
Eva is a born and bred Territorian who undertook her schooling and university studies in Darwin. Eva has a Masters of Education (Curriculum Development) and a Masters in International Management. Eva has been employed with the department since 1983, starting her career as a teacher and working as a classroom teacher for 15 years before moving into curriculum writing and implementation. Eva returned to schools to work as an assistant principal and then principal. This was followed by working as the Education Adviser to two NT Ministers of Education. Eva took up the position of Executive Director Central Australia Regions in April 2010. She strongly believes that every decision she makes must be through the lens of how it will benefit NT students. She is passionate about the importance of the early years of a child’s life and the impact this has on their future.
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DEBBIE EFTHYMIADES, EXECUTIVE DIRECTOR, STRATEGIC POLICY AND PERFORMANCE
Debbie started her role as Executive Director Strategic Policy and Performance early in 2009. Prior to this Debbie held a range of roles in the curriculum area including General Manager of Teaching, Learning and Standards from 2004–08. Debbie started her career as a primary teacher in South-Western Sydney and spent a number of years as a lecturer in mathematics education at the University of New South Wales. She came to the NT in 1998. Her current passion is providing rigorous evidence and strategic advice to support the substantial improvement agenda underway within the department — with a particular emphasis on evaluating success. Debbie is currently the NT Education and Training Minister’s nominee on the ACARA Board.
KIM JENKINSON, EXECUTIVE DIRECTOR, TRAINING AND HIGHER EDUCATION
Kim came to the NT in 1987, starting his career as a science teacher at Casuarina Secondary College and then Darwin High School where he held roles as the Science Faculty Senior and as the Assistant Principal Senior School. After a year in the private sector in 2001, Kim returned to the department as the General Manager Employment and Training. In 2008 he moved to the Department of Business and Employment as the Executive Director Employment and Policy Coordination. He came to his current role as Executive Director Training and Higher Education in January 2011. His major focus for 2011 is to ensure training and employment initiatives are aligned to respond to occupational skills shortages for emerging major projects.
JOHN HASSED, DEPUTY CHIEF EXECUTIVE, TERTIARY, CORPORATE AND PORTFOLIO SERVICES
John was the Deputy Chief Executive Tertiary, Corporate and Portfolio Services until taking up a 12 month secondment as Pro Vice-Chancellor, Vocational Education and Training with CDU in January 2011. He held several positions with the department since he started in May 2004. Before this, John held executive positions in the Qld Public Service, including General Manager Training Services, General Manager Workforce Services and Director Workplace Relations. He has also held senior management positions in the Qld Department of Education and has business and industrial relations qualifications.
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THE DEPARTMENT OF EDUCATION AND TRAINING STRATEGIC PLAN 2009–12
The DET Strategic Plan 2011–14 outlines the department’s strategic direction and priorities. It provides our collective vision, values, commitments, shared beliefs and strategies. These lay the foundations for activities and functions of all areas in the department. The DET Strategic Plan 2011–14, together with the NT Government’s Budget Paper No. 3, provide the framework for reporting our performance in this report.
A review of the DET Strategic Plan 2009–12 was undertaken in November 2010. The refreshed DET Strategic Plan 2011–14 was released in March 2011.
OUR VISION: To achieve real and improved student outcomes through access to, and participation in, quality strategies, programs, people, partnerships and systems.
WE VALUE: Professionalism, respect, innovation, diversity and excellence.
WE ARE COMMITTED TO: Delivering education and training that will grow educated and smart Territorians.
OUR GOALS: A Good Start — quality care and education for all NT children to build strong foundations for life and learning. Every Child a Learner — primary and middle years schooling to ensure attendance, engagement and attainment. Bright Futures — education and training that meets the diverse needs of young Territorians and maximises their post-school options. Skilled Territorians — providing skills for jobs to enable Territorians to contribute to and benefit from the NT’s economic growth.
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OUR PEOPLE
WORKFORCE PROFILE [T2030:ED3.1;3.3] On 24 June 2011, the number of staff (headcount) employed by the department was 5145, an increase of 235 (or 4.8 per cent) compared to the same time in 2010. The average full-time equivalent (FTE) for these employees was 4428.3, an increase of 206.5 (or 4.9 per cent). These increases were primarily due to additional Australian Government funded initiatives and the opening of new schools.
Table 29: Workforce at a glance, 2009–10 and 2010–11
2009–10 2010–11 Number (headcount) 4910 5145 Average FTE 4221.7 4428.3 Part-time employees 10.9% 11.1% Temporary employees 28.5% 30.1% Average age (years) 43.8 43.6 Female employees 76.7% 77.2% Male employees 23.3% 22.8%
Source: PIPS 2009–10 and 2010–11 Employees on paid and unpaid leave are included in calculating the headcount and FTE
Figure 117 shows the number of employees and the actual paid FTE for each pay period during 2009–10 and 2010–11.
Figure 117: Number of employees and actual paid FTE, 2009–10 and 2010–11
5200
5000
4800
4600
4400
4200
4000 Employees 3800
3600
3400
3200
3000 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526
Pay Period
2009–10 Headcount 2010–11 Headcount 2009–10 FTE 2010–11 FTE
Source: PIPS 2009–10 and 2010–11
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The seasonal trends for both the number of employees and the actual paid FTE were consistent between both financial years — with decreases during the school holiday periods.
For 2010–11, the percentage of employees who were part-time was 11.1 per cent (an increase of 0.3 per cent) and the percentage of employees with temporary contracts increased by 1.6 per cent to 30.1 per cent. Additional Australian Government funded positions contributed to the latter increase.
AGE-GENDER PROFILE
The average age of employees decreased slightly from 43.7 years to 43.6 years in 2010–11.
The department’s workforce continues to be predominantly female, with 3973 female and 1172 male employees. The proportion of female employees in 2010–11 was 77.2 per cent — an increase of 0.5 per cent.
Figure 118: Number of employees by age group and gender, 2009–10 and 2010–11
700
600
500
400
300
Number of Employees 200
100
0 16 to 20 21 to 25 26 to 30 31 to 35 36 to 40 41 to 45 46 to 50 51 to 55 56 to 60 61 to 65 66 to 70 71 to 75
Age Group
2010 Female 2010 Male 2011 Female 2011 Male
Source: PIPS last day of Term 2, 2010 and 2011
Although there was no significant change in the average age of all employees, there were some noticeable changes in various age groups. There have been significant increases in the number of female employees in the 26 to 30, 36 to 40 and 51 to 55 age groups. There has been virtually no change in the number of female or male employees in the 41 to 45 age group, the number of male employees aged less than 40 years has increased and the number aged over 40 has decreased.
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AGE–GENDER PROFILE — EXECUTIVE CONTRACT OFFICERS
The department has more female employees than male employees in executive contract positions.
Of the department’s entire female workforce, 2.1 per cent are in executive contract positions. Of the department’s entire male workforce, 6.3 per cent are in executive contract positions.
Figure 119: Number of executive contract officers by age group and gender, 2009–10 and 2010–11
30
25
20 plo yee s m E f 15 er o
10 Numb
5
0 26 to 30 31 to 35 36 to 40 41 to 45 46 to 50 51 to 55 56 to 60 61 to 65 66 to 70
Age Group
2010 Female 2010 Male 2011 Female 2011 Male
Source: PIPS last day of Term 2, 2010 and 2011
In 2011, there was an increase in the number of female executive contract officers in the 51 to 55 age group and a decline in each of the higher age groups. For male executives, there was a significant increase in the number of officers in the 36 to 40 age group.
Generally, there were more male executive contract officers in the lower age groups (41 to 45 and below) and more female executives in the higher age groups (46 to 50 and above).
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RETENTION
The year-to-year retention rate is calculated by identifying the staff employed at the end of the second school term and determining the percentage of these employees who are still employed by the department at the end of the second term in the following year. For example, of the 4616 staff members employed at the end of Term 2, 2010, there were 3558 who continued to be employed at the end of Term 2, 2011 — giving a year-to-year retention rate within the department for 2010–11 of 77.1 per cent.
Figure 120: Year-to-year retention rate, 2008–09 to 2010–11
100%
79.2% 76.1% 79.1% 76.5% 78.1% 77.8% 76.0% 77.1% 80% 71.0%
60%
Retention 40%
20%
0% 2008 to 2009 2009 to 2010 2010 to 2011
Teacher Non-Teacher All Staff
Source: PIPS last day of Term 2, 2008 to 2011
The retention rate for the department’s employees from 2009–10 to 2010–11 was 77.1 per cent. There was a 2.0 per cent increase in retention rate from 2008–09 to 2009–10 followed by a 1.0 per cent decrease from 2009–10 to 2010–11.
For teaching staff, the retention rate for 2010–11 was 77.8 per cent (a decrease of 1.3 per cent from the previous year) and for non-teaching staff, the retention rate was 76.0 per cent (a decrease of 0.5 per cent).
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RETENTION OF TEACHING STAFF IN VERY REMOTE SCHOOLS [T2030:ED3.3]
For the start of the 2011 school year, new selection and screening processes were implemented for the first time as part of the RTS initiative. Analysis of data relating to employees recruited during the first semester of this school year indicated significant improvements in the retention of new recruits to very remote schools.
Table 30: Retention of teaching staff in very remote schools, Semester 1, 2010 and 2011
2009–10 2010–11 Difference Retained in department 86.4% 94.7% 8.3% Retained at school 76.8% 87.6% 10.8%
Source: PIPS 2009–10 and 2010–11
Table 30 shows the retention rates for teaching staff recruited to very remote schools during the first term that were retained within the department and within the individual schools at the end of Term 2 for each year. For these schools, the retention rate within the department improved by 8.3 per cent and within individual schools the retention rate improved by 10.8 per cent.
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OUR SCHOOLS
On 24 June 2011, the number of school-based employees (headcount) was 4242 which was an increase of 172 (or 4.2 per cent) when compared to the same time in 2010. The actual paid FTE for these employees was 3674.6, an increase of 150.8 (or 4.3 per cent). These increases were primarily due to additional Australian Government funded initiatives and the opening of new schools.
Table 31: School-based workforce at a glance, 2009–10 and 2010–11
School 2009–10 2010–11 Number (headcount) 4070 4242 Average FTE 3523.8 3674.6 Part-time employees 11.0% 11.3% Temporary employees 28.4% 29.9% Average age (years) 43.8 43.6 Female employees 76.7% 77.2% Male employees 23.3% 22.8%
Source: PIPS Pay 26, 2009–10 and 2010–11
For 2010–11, the percentage of school-based employees who were part-time was 11.3 per cent (an increase of 0.3 per cent) and the percentage of employees with temporary contracts increased by 1.5 per cent to 29.9 per cent. Additional Australian Government funded positions contributed to these increases.
On 24 June 2011, the number of classroom teachers (headcount) was 2317 which was an increase of 83 (or 3.7 per cent) when compared to the previous year. The actual paid FTE for these employees was 2007.6, an increase of 41.6 (or 2.1 per cent). These increases were primarily due to additional Australian Government funded initiatives and the opening of new schools.
Table 32: Classroom teachers at a glance, 2009–10 and 2010–11
Classroom teachers 2009–10 2010–11 Number (headcount) 2234 2317 Average FTE 1966.0 2007.6 Part-time employees 9.2% 10.9% Temporary employees 28.3% 28.8% Average age (years) 42.5 42.4 Female employees 77.5% 78.3% Male employees 22.5% 21.7%
Source: PIPS Pay 26 2010–11
For 2010–11, the percentage of classroom teachers who were part-time was 10.9 per cent (an increase of 1.7 per cent) and the percentage of employees with temporary contracts increased by 0.5 per cent to 28.8 per cent.
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EQUITY AND DIVERSITY [T2030:ED3.1]
The department values the diversity of its workforce and is committed to the principle of Equal Employment Opportunity and to creating inclusive work environments where people are valued for their diverse cultures, experiences, skills, knowledge and capabilities to provide culturally inclusive and responsive services.
EQUAL EMPLOYMENT OPPORTUNITY
In this section please note that nominating equal employment opportunity status is voluntary for all NTPS staff. All generic Indigenous classifications, such as assistant teachers, Aboriginal health workers, Indigenous trainee teachers and cadets on the National Indigenous Cadetship Project, are deemed to be Indigenous whether self-identified or not.
Table 33: Equal employment opportunity, 2009–10 and 2010–11
Department of Department of Equal employment opportunity NTPS Year Education and Education and categories percentage Training total Training percentage Indigenous employees 627 12.1% 8.1% 2010–11 People with a disability 77 1.5% 1.4% Non-English speaking background 162 3.1% 3.6% Indigenous employees 592 12.1% 8.1% 2009–10 People with a disability 83 1.7% 1.8% Non-English speaking background 156 3.2% 4.0%
Source: PIPS last day of Term 2, 2009–10 and 2010–11
The number of Indigenous employees in the department during 2010–11 was 627 (an increase of 5.9 per cent). The proportion of the department’s workforce classified as Indigenous remained constant at 12.1 per cent and continued to be higher than across the NTPS.
In 2010–11, the number of employees with a disability decreased to 77 and the number of employees from a non-English speaking background increased to 162.
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INDIGENOUS EMPLOYEES
At the end of Term 2, 2011, there were 627 Indigenous employees across a wide range of classifications within the department. The most common classification was Assistant Teacher with 273 employees (or 43.5 per cent). A large proportion of the Indigenous employees are female — 515 or 82.1 per cent.
Table 34: Indigenous employees by classifi cation, 2010 to 2011
Female Male Total Administrative Officer 1 1 0 1 Administrative Officer 2 30 3 33 Administrative Officer 3 22 6 28 Administrative Officer 4 61 15 76 Administrative Officer 5 6 0 6 Administrative Officer 6 7 2 9 Administrative Officer 7 7 5 12 Assistant Teacher 240 33 273 Classroom Teacher 75 10 85 Executive Contract Principal Level 3 0 1 1 Executive Contract Officer 1 0 1 1 Executive Contract Officer 2 1 0 1 Executive Contract Officer 3 0 1 1 Indigenous Cadetship Support 10 2 12 Indigenous Training Teacher 1 3 2 5 Indigenous Training Teacher 2 3 3 6 Indigenous Training Teacher 3 2 0 2 NTPS Adult Apprentice 2 1 3 NTPS Apprentice 2 4 6 Physical 2 3 18 21 Physical 3 2 1 3 Principal Level 1 3 0 3 Professional 3 2 0 2 Senior College Teacher 1 0 1 Senior Teacher 1 20 0 20 Senior Teacher 2 1 0 1 Senior Teacher 3 1 1 2 Senior Teacher 4 2 0 2 Senior Administrative Officer 1 6 1 7 Senior Administrative Officer 2 2 1 3 Technical 2 0 1 1 TOTAL 515 112 627
Source: PIPS last day of Term 2, 2011
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NON SCHOOL-BASED ADMINISTRATIVE OFFICERS
Figure 121 compares the proportion of Indigenous employees in the corporate (non-school) section of the department by administrative classification with the proportion for non-Indigenous employees. There was a large proportion of Indigenous employees at the Administrative Officer (AO) 7 classification.
Figure 121: Non school-based administrative offi cers by Indigenous status, 2010 to 2011
25% 21.64% 22.2%
20% 18.5% 18.49% 16.7% 14.8% 14.08% 15% 13.45% 10.92% 11.1% 10% 8.19% 8.82% 7.4%
5% 3.7% 3.7% 3.78% 1.9% 0.63% 0% AO1 AO2 AO3 AO4 AO5 AO6 AO7 SA01 SA02
Indigenous Non-Indigenous
Source: PIPS last day of Term 2, 2011
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OCCUPATIONAL HEALTH AND SAFETY
The department continues its commitment to providing a healthy and safe environment to all staff, students and visitors. A renewed focus on the Occupational Health and Safety Management System through the department’s Occupational Health and Safety (OHS) Management Plan sees implementation at a strategic and operational level. The high level OHS Coordination Committee is made up of representatives from across the department and unions. Employee engagement will be further strengthened through the consolidation of workgroups and full functioning of health and safety representatives.
WORKERS’ COMPENSATION
A 22 per cent reduction in the number of injures since last year, as well as reduction in claims and costs, reflect the effort being made in this important area.
Table 35: Workers’ compensation costs and number of injuries and claims 2007–08 to 2010–11
TOTAL COST 2007–08 2008–09 2009–10 2010–11 $5 015 315 $4 115 262 $4 333 915 $4 266 246 NEW 2007–08 2008–09 2009–10 Injuries 319 281 317 247 Claims 92 115 118 104 STRESS 2007–08 2008–09 2009–10 Claims 18 19 29 20
Source: DET Human Resources Services
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HUMAN RESOURCE DEVELOPMENT
The department values the contribution of its employees and considers investing in training and development of our people to be a priority to ensure we deliver on our strategic priorities. The Human Resources Services (HRS) team provides a range of professional development services to its school based and corporate workforce, including:
Capability and Leadership Framework Organisational management and Job Evaluation System Community Development Employment Project transition Employment and early career programs More Indigenous teachers Workforce planning and development Cross cultural awareness Orientation programs Indigenous remote workforce development Studies assistance
Individual corporate business areas within the department are responsible for managing employees’ training and development based on their skill needs and available resources. The HRS team supports corporate business areas with staff management, training and development. The department recognises that providing equitable training and development opportunities to employees in remote and isolated locations is a particular challenge. The use of ICT is helping to overcome this.
Throughout 2010–11 the department provided a range of training and professional development programs that both support the department’s strategic objectives and aim to value and enhance the individual contributions and capabilities of staff.
LEARNING AND DEVELOPMENT [T2030:ED3.3]
Table 36: Expenditure on learning and development
Learning and Development Expenditure 2009–10 2010–11 Total employees (actual headcount number) 4910 5145 Total learning and development expenditure $6 903 424 $9 604 887 Total employee expenditure $373 264 361 $406 377 744 Learning and development costs as a percentage 1.85% 2.36% of employee expenditure Average training expenditure per employee $1406 $1867
Source: DET Financial Services
LEADERSHIP DEVELOPMENT
The department sponsored more than 12 employees to attend The Regional Leadership Journey — run by Women and Leadership Australia. This one-day skills development program specifically targeted at women, covered themes including ethics, communication and resilience. The program aims to empower women and develop their leadership potential by bringing them together to explore their challenges and experiences in a supportive and empathetic environment.
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The Office of the Commissioner for Public Employment (OCPE) offers accredited programs Kigaruk (for Indigenous males) and Lookrukin (for Indigenous females) at the AO4 level or above who are currently working as supervisors, front-line managers, coordinators, project managers or in similar roles across the sector. Three male employees of the department started Kigaruk in March 2011 and will graduate in February 2012. Four female employees started Lookrukin in April 2011. Upon completion these employees will be awarded a Diploma of Business (Frontline Management). In addition, one Indigenous female is currently enrolled in the Discovery Women as Leaders program (non-accredited) also run by OCPE.
APPRENTICESHIPS AND TRAINEESHIPS
Eight Indigenous people participated in the NTPS Apprenticeship Program across departmental workplaces. The program provided Territorians with an opportunity to gain a qualification through structured employment and training within the NTPS and is coordinated through the Department of Business and Employment.
INDIGENOUS EMPLOYMENT AND CAREER DEVELOPMENT
The department is committed to improving Indigenous career outcomes. This commitment is highlighted in the department’s four year Indigenous Employment and Career Development Strategy, which has set a target of 15 per cent for the total number of Indigenous employees. Currently, the department has 12.1 per cent Indigenous employees. Within the Human Resources Services division, a dedicated Indigenous Workforce Development team is co-ordinating a range of Indigenous employment and career pathway initiatives.
SUPPORTING WORK-LIFE BALANCE
The department recognises the importance of achieving balance between work and the personal lives for all employees. Flexible arrangements such as part-time work, flexible working hours, purchased leave, leave without pay and part-time work all contribute to positive, healthy work sites and ultimately to productive work environments.
EMPLOYEE RELATIONS The Employee Relations team provided advice and resources to implement various commitments arising from enterprise agreements, and supported the OCPE in the development of the NTPS 2010–13 Teacher and Educator Enterprise Agreement. The team monitored national trends in terms and conditions for teachers and educators in other jurisdictions to ensure that the salaries and employment conditions of teachers remain among the best in Australia. The new agreement came into effect on 29 December 2010 and delivered significant benefits for NT teachers including:
restructure of classroom teacher classification, including the introduction of a ninth increment for staff in the Classroom Teacher classification improved non-contract principal structure introduction of the new Highly Accomplished and Lead Teacher scheme introduction of the new Specialist Teacher classification.
138 DET ANNUAL REPORT 2010–11
These initiatives enhanced the package of options available to teachers when choosing a career pathway in the department.
The Human Resources team also facilitated implementation of new initiatives under the NTPS 2010–13 Enterprise Agreement. Key initiatives included introducing of the Senior Administrative Officer and Senior Professional Officer classifications and substantial changes to parental leave provisions.
A new Executive Contract Principal classification and structure was introduced and included changes to remuneration levels. The new structure addressed limitations of the previous framework and is expected to enhance the recruitment of principals by providing the flexibility necessary to attract high calibre applicants. The new structure is more equitable and efficient and allows for organic growth over time. All Executive Contract Principal positions were evaluated and their levels determined in the new structure.
A pilot scheme for the advertising and selection of executive contract principals was developed. The pilot is in the process of implementation to establish a pool of prospective candidates for appointment as executive contract principals for vacancies that occur during the year.
The department’s Human Resources Delegations were reviewed, amended and republished as required throughout the year to reflect structural changes and the new enterprise agreements.
During the year preparations continued for the implementation of Working with Children clearance notices (Ochre Cards). From 1 July 2011, section 187 of the Care and Protection of Children Act will require all Territorians in child-related work to have a Working with Children Clearance Notice, also known as an Ochre Card. Accordingly all school-based departmental employees, as well as corporate staff involved in child-related work, require an Ochre Card. Many school council employees and volunteers also require an Ochre Card. Recruitment procedures were also revised to accommodate the new requirement.
The Human Resources Consultancy Services team continued to coach managers in best practice and provide guidance and support in preliminary and formal processes in accordance with the Public Sector Employment and Management Act.
Cases managed included:
Inability 2 Medical incapacity 3 Discipline 13 Grievances 34 Requests for compassionate transfer 40 Complaints of bullying or harassment 1
The team addressed complaints by or against staff, responded to queries on entitlements and facilitated approvals of requests from individual staff where required to senior delegated officers. Eleven staff were also seconded to a range of external organisations.
Development of the Human Resources Case Management Database continued, with testing to begin in August 2011.
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STANDING COMMITTEES
The department has several internal standing committees that help to ensure good governance and effective leadership and management. Each committee is chaired by a member of the Executive Board.
The committees are:
AUDIT AND RISK STANDING COMMITTEE
The primary objective of this committee is to help the Chief Executive and the Senior Executive Group to meet statutory and accountability responsibilities relating to internal control and risk management.
The committee is chaired by the General Manager, Office of the Chief Executive, and is made up of senior departmental officers, a member external to the public sector and an observer from the NT Auditor-General’s Office.
The committee met four times in 2010–11 to oversee the internal and external audit program and the Strategic Risk Register Action Plan, reporting to the department’s Executive Board.
BUDGET COMMITTEE
This committee ensures effective resource allocation, controls and measures to prevent any deficit and ensure outcomes are achieved. The committee is made up of select members of the department’s Executive Board. The committee met nine times in 2010–11.
INFORMATION MANAGEMENT COMMITTEE
This committee manages the strategic directions and operational priorities for information management and information technology across the department. It meets regularly and is chaired by a senior executive staff member.
OCCUPATIONAL HEALTH AND SAFETY COORDINATION COMMITTEE
This committee is made up of members representing the interests of employees across the department. It is responsible for implementing, reviewing and suggesting modifications to occupational health and safety policies and procedures. The committee is chaired by a senior executive staff member and met four times in 2010–11.
EMERGENCY MANAGEMENT COMMITTEE
This committee develops and reviews risk, emergency and recovery management to improve the ability to act upon and recover from a major disruptive event, emergency or disaster. A member of the department’s Executive Board chairs the committee.
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ADVISORY BOARDS, COUNCILS AND COMMITTEES
Several independent advisory boards, councils and committees have been established under Acts of The NT Parliament to support the Minister for Education and Training, the Chief Executive and the department’s Executive Board. These board, councils and committees report directly to the Minister.
NORTHERN TERRITORY BOARD OF STUDIES
The Northern Territory Board of Studies has 16 members representing parents, employers, principals, teachers, post-school educators, unions, government and non-government schools and the Indigenous community. It has an independent chair appointed by the Administrator of the NT.
The board advises the Minister for Education and Training and the Chief Executive on curriculum policy. It also works with other authorities on education matters, issues certificates of educational attainment and maintains records of student assessment.
In 2010–11 the board met four times.
Members at 30 June 2011 were:
Professor Steven Larkin (Chair) Saraswathi Griffiths-Chandran Judith Austin Wendy Troe Sharon Duong Pauline Schober Susan Crowe Jenny Nash Rodney Smith Susan Bandias Shelley Martin David Cannon John Emslie Christopher Young Henry Gray Peter Kell
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NORTHERN TERRITORY INDIGENOUS EDUCATION COUNCIL
The Northern Territory Indigenous Education Council, established on 5 December 2007, is an Indigenous representative advisory body consisting of 13 Indigenous people with expertise in education, health, housing and business. The council provides strategic policy advice and recommendations to NT and Australian Government ministers on education for Indigenous students in the NT.
A key role of the council is to consult directly with Indigenous people across the NT on a regular basis and reflect Indigenous people’s views, aspirations and concerns on education services and outcomes for Indigenous students.
The council’s 2010–12 Strategic Plan identified areas on which members would focus their attention in 2010:
engagement and connections attendance and retention.
Since its inception the council has held 14 meetings and 12 rounds of community consultations including school visits. In 2010 the council made 11 recommendations from the community consultation and community forums conducted throughout 2010. A total of 118 recommendations have been made to the NT and Australian Government ministers for education on various matters.
Members at 30 June 2011 were:
Mark Motlop (Chair)
Patrick Anderson
Ian Woods
Dr Miriam Rose Ungunmerr-Baumann AM
Donna McMasters
Patrick Browne
Nalwarri Ngurrwutthun
Jannette McCormack
Marius Puruntatameri
John Morgan
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NON-GOVERNMENT SCHOOL MINISTERIAL ADVISORY COUNCIL
The Non-Government School Ministerial Advisory Council advises the Minister for Education and Training on matters relating to the non-government schools sector, including funding and registration. The council was formally established under Section 19 of the Education Act on 9 December 2002, to provide policy advice to the Minister on the registration, regulation, and standards of non-government schools.
Membership of the Council comprises:
an independent Chair one nominee from the Association of Independent Schools of the NT one nominee from the Catholic Education Office one nominee from the NT Christian Schools Association two nominees from the department’s Executive, school planning or quality assurance areas.
Each of the three non-government school organisations nominated a representative for membership of the council, and the department nominated two representatives. The term of these positions is not time-limited. The Minister is responsible for appointing members to the council, and for appointing the independent Chair. The appointment of the Chair is for a limited term, and John Cossons commenced a new three-year term on 27 January 2009.
The Minister reserves the authority to accept or reject a nominee. The Chair of the council may determine whether substitute delegates to council meetings are acceptable. Proxies have not been accepted into the council.
An executive officer and administrative officer support the council. The council met six times in 2010–11. Members at 30 June 2011 were:
John Cossons (Chair) Gail Barker, Association of Independent Schools of the NT Greg O’Mullane, Catholic Education Office Geoff Bateman, NT Christian Schools Association Eva Lawler, DET Debbie Efthymiades, DET Joanne Schilling (Executive Officer — non-member), DET
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LEGISLATIVE FRAMEWORK
The department, on behalf of the Minister for Education and Training, is responsible for administering several Acts of the NT Parliament and subordinate legislation relating to education, children’s services and training. They are:
Education Act
Education (Board of Studies) Regulations
Education (College and School Councils) Regulations
Education (Infringement Notice) Regulations
Education (Non-Government Schools) Regulations
Higher Education Act
Higher Education Regulations
Care and Protection of Children Act with respect to Chapter 4 of the Act — Regulation of Children’s Services
Care and Protection of Children (Children’s Services) Regulations
Northern Territory Employment and Training Act
Teacher Registration (Northern Territory) Act
Teacher Registration (Northern Territory) Regulations.
The department, on behalf of the Australian Government, is responsible for administering the Education Services for Overseas Students Act.
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COMPLIANCE WITH THE INFORMATION ACT
During 2010–11 the department’s Freedom of Information and Privacy policy officer managed the department’s compliance with the Information Act. Information as required by section 11 of the Information Act is published on the department’s website.
INFORMATION ACCESS AND CORRECTION
The department has policies and procedures for accessing information and making requests to correct personal information under the Information Act. These are available online at: http://www.det.nt.gov.au/ about-us/foi/access-information.
The following table shows the total number of formal applications accepted between 1 July 2010 and 30 June 2011 in line with the access and correction provisions of the Information Act.
Table 37: Information requests, 2006–07 to 2010–11
Application type 2006–07 2007–08 2008–09 2009–10 2010–11 Access government information 1 6 5 10 9 Access personal information 6 7 7 5 3 Correct personal information 2 2 - - - Internal review 2 4 2 1 1
Note: Only applications that met the formal requirements for acceptance under the Information Act are counted. Although some applications may be dealt with and finalised over several reporting periods, applications are only counted in the reporting period in which they were accepted.
PRIVACY
The department’s privacy statement is available on its website. Other resources for clients and employees are also available via the website.
During the year there was a focus on updating privacy policies as well as providing advice to business areas regarding the use and disclosure of personal information. There were also professional learning sessions conducted for staff and on-line training in Freedom of Information and Privacy was developed.
In 2010–11 the department did not receive any privacy complaints.
RECORDS AND INFORMATION MANAGEMENT
The department’s Records Management Unit provides the policy and operational framework for continuing improvements in the way information and records are managed throughout the department, with a focus on the management, storage and disposal of records. The unit administers the TRIM database for the department, providing user training, account management and compliance monitoring. The unit also provides internal mail services and courier services to government and non-government schools via a contracted service provider.
145 CORPORATE GOVERNANCE
RISK MANAGEMENT
Good corporate governance requires processes and practices to manage, in an integrated way, all significant risks associated with the department’s operations and the achievement of its goals.
The department has adopted processes from AS/NZS ISO 31000: 2009 Risk Management — Principles and Guidelines in the conduct of risk management, as an ongoing process and applied in context at many levels of the department.
A strategic risk assessment is used to identify whole-of-department risk issues. This relates to risks associated with the department carrying out its business objectives as articulated in the DET Strategic Plan. It is undertaken every two years and reviewed regularly, and was last conducted in April 2011. The risks are identified and documented in the Strategic Risk Assessment and monitored through the Strategic Risk Register and Strategic Action Plan by the Audit and Risk Standing Committee.
146 DET ANNUAL REPORT 2010–11
INSURANCE
In accordance with Treasurer’s Directions R2.1 — Insurance Arrangements, the following information provides an overview of the department’s insurance arrangements and details the key mitigation strategies and processes in each insurable risk category identified in the Treasurer’s Directions.
In accordance with NT Government policy, the department self insures for risk exposures under the categories of:
Workers’ compensation Property and assets Public liability Indemnities
NT Government departments may procure commercial insurance if after undertaking a thorough risk assessment a net benefit from the commercial insurance arrangements can be demonstrated. The department procures commercial insurance for school council employees and volunteers covering risk exposures under the categories of:
Public liability Workers’ compensation Personal injury volunteer insurance Personal injury work experience insurance.
The following table details the mitigations strategies in relation to the insurance risk categories identified in Treasurer’s Direction R2.1.
Table 38: Insurance risk and mitigation strategies
Insurable risk Mitigation strategies category Workers’ Occupational health and safety (OH&S) policy and procedures; application of early compensation intervention principles; and orientation and training for employees covering areas such as OH&S, appropriate workplace behaviours, job specific training and support. Property and The department’s capital works program is managed by DCI. Construction is assets governed by NT Government construction contracts, ensuring contractors and service providers have appropriate levels of skill and insurance in place. A repairs and maintenance program is in place for the department’s property and asset management. Public Liability Commercial insurance is procured by the department on behalf of school councils to cover other school council activities. Processes and procedures are in place to regulate use of NT Government school assets by the broader community. Indemnities Risk assessment conducted for each new agreement, legal review, and policies and processes for recording, monitoring and reporting.
147 CORPORATE GOVERNANCE
Table 39: Claims — self-insured risks
Total value of Average cost claims Number of claims of claims Self-insured risk $’000 $’000 Workers compensation 2009–10 4400 118 17.7 2010–11 4266 104 16.3 Property and Assets – Vehicles 2009–10 4.4 3 1.5 2010–11 24.9 7 3.6 Property and Assets – Buildings 2009–10 - - - 2010–11 695.1 78 8.9
1 Information in relation to claimable damage to buildings is not reported for 2009–10. Costs form part of repairs and maintenance expenditure but could not be reliably quantified at reporting date.
Table 40: Claims — commercially insured risks
Total value of Average cost Premium* claims* Number of of claims Commercially insured risk $’000 $’000 claims* $’000 Workers Compensation 2009–10 730 101 15 6.7 2010–11 786.2 276.9 24 11.2 Public Liability 2009–10 85.5 1.8 1 1.8 2010–11 57.4 Nil Nil Nil Personal Injury Insurance 2009–10 37.8 Nil Nil Nil 2010–11 22.0 0.6 1 0.6
* Values are exclusive of taxes and charges.
148 DET ANNUAL REPORT 2010–11
AUDITS UNDERTAKEN 2010–11
Audits and reviews are scheduled as part of the department’s internal and external audit program, and reported to the Audit and Risk Management Committee, followed by a report to the department’s Executive Board.
INTERNAL AUDITS
Financial and compliance audit — Yirrkala School A financial and compliance audit was completed to confirm that the financial records of Yirrkala School comply with the policy, guidelines and procedures of school finance as set out by the department, and to receive recommendations for improving budget, financial and procurement management and controls, school council reporting and the administrative support structures for this school.
Financial audit — Centralian Middle School A financial audit was conducted to confirm the financial records of Centralian Middle School comply with the policy, guidelines and procedures of school finance as set out by the department.
Review the 2010 Audited Financial Statements of schools. A review was conducted on the 2010 audited financial statements of schools to examine compliance with specific requirements of financial management as contained in the Education Act and Education (College and School Council) Regulations and the level of financial risk of individual schools was assessed. The review made recommendations to improve the management of financial risk, as it pertains to school accounts.
EXTERNAL AUDITS
End of year review A compliance audit was undertaken to review the adequacy of selected aspects of end-of-year financial controls, reporting, accounting and material financial transactions and balances. The purpose is to provide support to the audit of the Treasurer’s Annual Financial Statement.
AVETMISS fi nancial data acquittal An audit of VET financial data acquittal for the period ending 31 December 2010 was undertaken in July 2011. Reporting on public funds is part of the AVETMISS requirements. The AVETMISS financial data collection requires an external audit of key data elements within that collection, including financial data.
Agency compliance audit An agency compliance audit was conducted in April 2011 to assess and test the adequacy of the systems developed by the Accountable Officer to achieve compliance with their accountability and control requirements.
149 CORPORATE GOVERNANCE
COMMUNICATION
The department recognises the importance of effective, transparent and timely communication systems and networks. A number of systems are used to communicate with staff and other stakeholders.
INTERNAL COMMUNICATIONS
Chief Executive’s messages In 2010-11, 43 messages from the Chief Executive were delivered to all staff by email.
Executive communications The department’s senior executives regularly use this group email function to deliver information about high level departmental issues to all staff.
Critical communications In the event of an emergency, the affected school or business unit is contacted by any available means for immediate action.
Principal’s Weekly Update The Principal’s Weekly Update is now in its fifth year and continues to effectively streamline and highlight information for principals.
Staff intranet The staff intranet site is a hub of news and information for school and corporate staff. It is updated several times a day and a weekly Staff eNews summary is emailed to all staff. The consistent management of the staff intranet has significantly reduced the need for group emails on routine matters.
Media monitoring News clippings, radio alerts and online news articles referencing issues and activities within NT education are posted to the staff intranet daily.
EXTERNAL COMMUNICATIONS
Online presence The department’s website provides positive stories and updates on achievements, activities, strategic direction, policy and projects. It provides accountable and transparent information to the public in line with Australian Government requirements. The website is used as a tool for feedback and comment from the community. The department’s website homepage received more than 157 000 page visits in 2010–11.
Electronic student profi le Parents and carers can log onto their child’s student profile and find up-to-date records of enrolment history, attendance records, assessments, achievements, certificates, awards and samples of work. This is a first for government schools in Australia.
150 DET ANNUAL REPORT 2010–11
Media releases Media releases from the department, schools, Minister for Education and Training and other NT and Australian Government parliamentarians are accessible from the department’s website. A total of 111 media releases were posted to the website in 2010–11.
Media enquiries Internal Communications, Media and Marketing received an average of 10 media enquiries per week, fluctuating from five during the school holiday period to 20 enquiries during peak times.
School websites Schools may choose to host a website through ntschools.net or via an independent service provider. The schools are responsible for maintaining their own websites.
151 FINANCIAL REPORT
FINANCIAL STATEMENT OVERVIEW
FOR THE YEAR ENDED 30 JUNE 2011
CHIEF FINANCIAL OFFICER’S REPORT
The 2010–11 budget and financial statements for DET have been prepared on an accrual basis and provide information in respect of the financial operations, balance sheet, changes in equity and cash flow of the department for the year.
Budgets and performance are established by output, ensuring that resource allocation decisions are directed towards achieving the results intended by Government. Details of the department’s performance by output group are provided at Note 3 of the financial statements. Performance against budget by output group is provided in the Performance Reporting section of the Annual Report.
Key results at year end for the department were:
An operating deficit of $22.8 million which is slightly less than the budget of $20.812m1, but an increase of $3.4 million on last year’s deficit of $19.4 million. The deficit is due to depreciation expense, which is an expected outcome under the NT Government financial framework.
equity of $906.7 million as at 30 June 2011, an improvement of $157.1 million on 2009–10 primarily due to:
» completed infrastructure of $133.4 million being transferred from the Department of Construction and Infrastructure, which largely relates to the new Rosebery Primary and Middle Schools and projects funded under the BER program » an increase in asset values of $48.8 million due to land and building revaluations
cash of $50.2 million at year end, an increase of $3.5 million from 2009–10
OPERATING STATEMENT The operating result for 2010–11 was in line with the department’s budget targets. Revenue was within 0.1% of budget and expense was within 0.2% of budget.
1 Increase of $3.8 million since Budget Paper No. 3 due to increase in Commonwealth appropriation.
152 DET ANNUAL REPORT 2010–11
Table 1: Operating Statement Summary
2010–11 Original Revised budget budget Change Actuals Variance $M $M % $M % Revenue NT Government output appropriation 592.9 591.9 (0.2) 591.9 0.0 Commonwealth appropriation* 236.9 273.0 15.2 273.0 (0.0) Commonwealth specific purpose grant revenue 4.7 21.8 363.8 20.0 (8.3) Commonwealth capital grant revenue 0.0 0.0 0.0 0.2 0.0 Fees, charges and other revenue 13.2 16.6 25.8 17.7 6.3 Total income 847.7 903.3 6.6 902.8 (0.1)
Expenses Operating expenses 885.6 924.1 4.3 925.6 0.2 Total expenses 885.6 924.1 4.3 925.6 0.2
Net operating result (defi cit) (37.9) (20.8) 45.2 (22.8) (9.9)
* Increase of $3.7 million since Budget Paper No. 3 due to increased Commonwealth appropriation
OPERATING INCOME
Total operating income for 2010–11 was $902.8 million, an increase of $43.1 million over 2009–10 and in line with planned budget. This was primarily comprised of output appropriation (65% — $559.3 million) from the NT Government, Commonwealth appropriation (30% — $254.3 million) and income from grants and subsidies (4% — $31.4 million) mainly from the Australian Government. In addition, there was notional income to recognise the corporate service value, provided free of charge, by the Department of Business and Employment of $12.6 million. Other minor sources of income amounted to $2.1 million.
Operating income $902.8 million
2% 2%
30%
66%
Miscellaneous revenue Grants and subsidies NT output appropriation Commwealth output appropriation Services received free of charge Sales of goods and services Interest revenue
153 FINANCIAL REPORT
OPERATING EXPENSES
Total operating expenses for 2010–11 was $925.6 million. The main components of these costs are employee expenses of $405.9 million (42%) and grants and subsidies expenses of $375.7 million (41%).
Table 2 summarises expenditure trends by category. There was an overall growth in expenditure during the year of 5.3% (compared to growth of 13.1% in 2009–10). This is attributed to:
Employee expenses being higher by $32.6 million in 2010–11, representing 70% of the total increase in expenses. The increase is the result of enterprise bargaining agreement salary increases and increased staffing in remote schools.
Purchases of goods and services expenses higher by $7.0 million in 2010–11, primarily due to consumer price index increases and a planned move from leasing to purchasing of information technology equipment resulting in a one-off increase in expenditure in 2010–11.
An increase in repairs and maintenance expenses by $7.6 million in 2010–11, in line with an increased approved program to meet the repairs and maintenance needs on both an increasing and aging asset base.
An increase in current grants and subsidies by $31.8 million in 2010–11, which reflected planned changes in expenditure within the department’s budget.
A decrease in capital grants and subsidies by $37.6 million over 2009–10, primarily due to a decrease in funding under the BER initiative and the Teaching and Learning Capital Fund for VET.
Table 2: Expenditure Trend
2008–09 2009–10 2010–11 Actuals Change Actuals Change Actuals Change $M % $M % $M % Operating expenses Employee expenses 347.7 6.5 373.3 7.4 405.9 8.7 Purchases of goods and services 60.9 17.8 60.8 (0.2) 67.8 11.5 Repairs and maintenance 31.6 39.2 26.9 (14.9) 34.5 28.3 Depreciation and amortisation 21.2 9.8 23.6 11.3 27.5 16.5 Other administrative expenses 13.5 11.6 13.0 (3.7) 14.2 9.2 Grants and subsidies — current 278.7 12.4 313.9 12.6 345.7 10.1 Grants and subsidies — capital 23.5 16.9 67.6 187.7 30.0 (55.6) Total 777.1 11.0 879.1 13.1 925.6 5.3
Movement year on year 76.8 102.0 46.5
154 DET ANNUAL REPORT 2010–11
Operating expenses $879.1 million
41% 44%
12%
3% Employee expenses Depreciation and amortisation Administrative expenses Grants and subsidies
BALANCE SHEET
The Balance Sheet shows the department’s financial position. The balances reported are the net worth to the NT Government of the department’s asset holdings (what is owned) against liabilities (what is owed). A positive balance in the Balance Sheet indicates that the department owns sufficient assets to meet any debts it owes as a result of operation. This balance is known as Net Equity. The majority of the department’s assets comprise of land and buildings, which are used by NT Government schools.
TABLE 3a: Balance Sheet Trend
2006–07 2007–08 2008–09 2009–10 2010–11 actuals actuals actuals actuals actuals $M $M $M $M $M Financial position Total assets 622.4 698.2 745.5 805.8 970.2 Total liabilities 39.4 55.2 53.8 56.3 63.4 Net equity 583.0 643.0 691.7 749.6 906.7
Table 3b: Balance sheet trend – percentage change
2006–07 2007–08 2008–09 2009–10 2010–11 change change change change change % % % % % Financial position Total assets 2.9 12.2 6.8 8.1 30.1 Total liabilities 7.7 40.1 (2.5) 4.6 17.9 Net equity 2.6 10.3 7.6 8.4 31.1
155 FINANCIAL REPORT
The majority of the department’s assets comprise of land and buildings which are used by NT Government schools. The principal reason for the increase in the value of the department’s assets is due to capitalised school construction projects for the new Rosebery Primary and Middle Schools and projects funded by the Australian Government under the BER initiative and increase to the values of land and buildings upon revaluation.
No assets impairment was recorded in 2010–11.
The department held liabilities totalling $63.4 million at 30 June 2011, an increase of $7.1 million from 2009–10 predominantly reflecting an increase in payables and employee provisions.
In 2010–11, the department continued to maintain a strong financial position, with liabilities representing less than seven per cent of total assets.
STATEMENT OF CASH FLOW
The statement of cash flows shows how cash was received and applied during the year impacting on the cash balances held at year end. Table 4 summarises the movement of cash over the year.
Table 4: Statement of cash flow summary
2009–10 2010–11 actuals actuals Variance Variance $M $M $M % Cash Flow Cash at beginning of year 43.8 46.7 2.9 6.7 Cash received 888.7 918.6 29.9 3.4 Less cash spent (885.8) (915.1) (29.3) 3.3 Cash at end of reporting period 46.7 50.2 3.5 7.6
Cash at bank of $50.2 million at the end of 2010–11 was $7.6 million higher than the previous year. The cash and deposits held will be utilised in 2011–12 to meet the department’s obligations under externally funded programs.
David Ryan Chief Financial Officer 16 September 2011
156 DET ANNUAL REPORT 2010–11
CERTIFICATION OF THE FINANCIAL STATEMENTS We certify that the attached financial statements for the department have been prepared from proper accounts and records in accordance with the prescribed format, the Financial Management Act and Treasurer’s Directions.
We further state that the information set out in the Comprehensive Operating Statement, Balance Sheet, Statement of Changes in Equity, Cash Flow Statement, and notes to and forming part of the financial statements, presents fairly the financial performance and cash flows for the year ended 30 June 2011 and the financial position on that date.
At the time of signing, we are not aware of any circumstances that would render the particulars included in the financial statements misleading or inaccurate.
…………………………………. ……………………………….
GARY BARNES DAVID RYAN Chief Executive Chief Financial Officer 31 August 2011 31 August 2011
157 FINANCIAL REPORT
DEPARTMENT OF EDUCATION AND TRAINING COMPREHENSIVE OPERATING STATEMENT As at 30 June 2011
2011 2010 NOTE $’000 $’000 INCOME Grants and subsidies revenue Current 19 956 27 003 Capital 228 4 434 Appropriation Output 591 945 559 277 Commonwealth 273 000 254 327 Sales of goods and services 653 1 071 Interest revenue 2 202 - Goods and services received free of charge 4 13 593 12 606 Assets acquired for nil consideration 5 17 308 Other income 1 227 706 TOTAL INCOME 3 902 821 859 732
EXPENSES Employee expenses 405 884 373 264 Administrative expenses Purchases of goods and services 7 66 018 58 063 Repairs and maintenance 34 529 29 946 Property management 1 796 2 578 Depreciation and amortisation 11,12 27 456 23 523 Services received free of charge (1) 4 13 593 12 558 Other administrative expenses 573 584 Grants and subsidies expenses Current 345 685 313 945 Capital 30 041 67 631 Community service obligations TOTAL EXPENSES 3 925 575 879 092 NET SURPLUS/(DEFICIT) (22 754) (19 360)
OTHER COMPREHENSIVE INCOME Asset revaluation reserve (48 751) (9 379) Changes in accounting policies Correction of prior period errors
TOTAL OTHER COMPREHENSIVE INCOME (48 751) (9 379)
COMPREHENSIVE RESULT 25 997 (9 981)
The Comprehensive Operating Statement is to be read in conjunction with the notes to the financial statements.
1 Includes DBE service charges.
158 DET ANNUAL REPORT 2010–11
DEPARTMENT OF EDUCATION AND TRAINING BALANCE SHEET As at 30 June 2011
2011 2010 NOTE $’000 $’000 ASSETS Current assets Cash and deposits 9 50 235 46 717 Receivables 10 9 330 3 300 Prepayments 1 265 709 Total current assets 60 830 50 726 Non-current assets Property, plant and equipment 11 909 322 755 089 Heritage and cultural assets 12 11 11 Total non-current assets 909 333 755 100 TOTAL ASSETS 970 163 805 826
LIABILITIES Current liabilities Deposits held 73 Payables 13 13 639 9 969 Provisions 14 42 022 36 000 Total current liabilities 55 668 45 972 Non-current liabilities Provisions 14 7 762 10 288 Total non-current liabilities 7 762 10 288 TOTAL LIABILITIES 63 430 56 260
NET ASSETS 906 733 749 566
EQUITY Capital 1 017 705 886 535 Asset revaluation reserve 15 97 416 48 665 Accumulated funds (208 388) (185 634) TOTAL EQUITY 906 733 749 566
The Balance Sheet is to be read in conjunction with the notes to the financial statements.
159 FINANCIAL REPORT
DEPARTMENT OF EDUCATION AND TRAINING STATEMENT OF CHANGES IN EQUITY For the year ended 30 June 2011
Transactions with Equity at Comprehensive owners in their Equity at 1 July result capacity as owners 30 June NOTE $’000 $’000 $’000 $’000 2010–11 Accumulated funds (185 634) (22 754) - (208 388) Changes in accounting policy Correction of prior period errors Transfers from reserves Other movements directly to equity (185 634) (22 754) - (208 388) Reserves 15 48 665 48 665 Asset revaluation reserve - 48 751 48 751 48 665 48 751 - 97 816
Capital — transactions with owners 886 535 886 535 Equity injections Capital appropriation 1 000 1 000 Equity transfers in 133 773 133 773 Other equity injections Specific purpose payments National partnership payments Commonwealth – capital Equity withdrawals Capital withdrawal (3 400) (3 400) Equity transfers out (203) (203) 886 535 131 170 1 017 705
Total equity at end of fi nancial year 749 566 25 997 131 170 906 733
2009–10 Accumulated funds (166 275) (19 360) - (185 634) Changes in accounting policy Correction of prior period errors Transfers from reserves Other movements directly to equity (166 275) (19 360) - (185 634) Reserves 15 39 286 39 286 Asset revaluation reserve - 9 379 9 379 39 286 9 379 - 48 665 Capital — transactions with owners 818 676 818 676 Equity injections Capital appropriation Equity transfers in 81 343 81 343 Other equity injections Specific purpose payments National partnership payments Commonwealth – capital Equity withdrawals Capital withdrawal (12 414) (12 414) Equity transfers out (1 070) (1 070) 818 676 - 67 859 886 535
TOTAL EQUITY AT END OF 691 687 (9 981) 67 859 749 566 FINANCIAL YEAR
160 This Statement of Changes in Equity is to be read in conjunction with the notes to the financial statements. DET ANNUAL REPORT 2010–11
DEPARTMENT OF EDUCATION AND TRAINING CASH FLOW STATEMENT For the year ended 30 June 2011
2011 2010 NOTE $’000 $’000 CASH FLOWS FROM OPERATING ACTIVITIES Operating receipts Grants and subsidies received Current 19 956 34 762 Capital 228 4 434 Appropriation Output 591 945 559 277 Commonwealth 273 000 254 327 Receipts from sales of goods and services 30 771 35 854 Interest received 1 700 - Total operating receipts 917 600 888 654 Operating payments Payments to employees 400 691 366 496 Payments for goods and services 135 269 124 919 Grants and subsidies paid Current 345 685 313 945 Capital 30 041 67 631 Total operating payments 911 686 872 991 Net cash from/(used in) operating activities 16 5 914 15 663
CASH FLOWS FROM INVESTING ACTIVITIES Investing payments Purchases of assets - 365 Total investing payments - 365 Net cash from/(used in) investing activities - (365)
CASH FLOWS FROM FINANCING ACTIVITIES Financing receipts Deposits received 4 - Equity injections Capital appropriation 1 000 - Total financing receipts 1 004 - Financing payments Equity withdrawals 3 400 12 414 Total financing payments 3 400 12 414 Net cash from/(used in) fi nancing activities (2 396) (12 414) Net increase/(decrease) in cash held 3 518 2 884 Cash at beginning of financial year 46 717 43 833 CASH AT END OF FINANCIAL YEAR 9 50 235 46 717
The Cash Flow Statement is to be read in conjunction with the notes to the financial statements.
161 FINANCIAL REPORT
DEPARTMENT OF EDUCATION AND TRAINING NOTES TO THE FINANCIAL STATEMENTS For the year ended 30 June 2011
INDEX OF NOTES TO THE FINANCIAL STATEMENTS 1. Objectives and funding 2. Statement of significant accounting policies 3. Comprehensive operating statement by output group
INCOME 4. Goods and services received free of charge 5. Assets acquired for nil consideration
EXPENSES 6. Employee expenses 7. Purchases of goods and services 8. Depreciation and amortisation
ASSETS 9. Cash and deposits 10. Receivables 11. Property, plant and equipment 12. Heritage and cultural assets
LIABILITIES 13. Payables 14. Provisions
EQUITY 15. Reserves
OTHER DISCLOSURES 16. Notes to the cash flow statement 17. Financial instruments 18. Commitments 19. Contingent liabilities and contingent assets 20. Events subsequent to balance date 21. Write-offs, postponements, waivers, gifts and ex gratia payments 22. Schedule of Territory items
162 DET ANNUAL REPORT 2010–11
1. OBJECTIVES AND FUNDING
The role of the department is to improve the educational and training outcomes and options for Territorians from their early years through to adulthood, by these key functional responsibilities:
access to quality day care facilities and early learning and development programs delivering high quality education services through government and non-government schools to maximise student learning providing pathways for school aged students aligned with their further education and work/career aspirations providing an Australian standard VET system that allows Territorians to gain and retain employment and build lifelong skills capacity supporting NT institutions delivering tertiary education.
Additional information in relation to the department and its principal activities may be found in earlier sections of this report.
The department is predominantly funded by, and is dependent on the receipt of parliamentary appropriations. The financial statements encompass all funds through which the department controls resources to carry on its functions and deliver outputs. For reporting purposes, outputs delivered by the department are summarised into several output groups. Note 3 provides summary financial information in the form of an operating statement by output group.
2. STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES
a) Basis of accounting
The financial statements have been prepared in accordance with the requirements of the Financial Management Act and related Treasurer’s Directions. The Financial Management Act requires the department to prepare financial statements for the year ended 30 June based on the form determined by the Treasurer. The form of the financial statements is to include:
(i) Certification of the Financial Statements
(ii) Comprehensive Operating Statement
(iii) Balance Sheet
(iv) Statement of Changes in Equity
(v) Cash Flow Statement
(vi) applicable explanatory notes to the financial statements.
The financial statements have been prepared using the accrual basis of accounting, which recognises the effect of financial transactions and events when they occur, rather than when cash is paid out or received. As part of the preparation of the financial statements, all intra departmental transactions and balances have been eliminated.
163 FINANCIAL REPORT
Except where stated, the financial statements have also been prepared in accordance with the historical cost convention.
The form of the financial statements is also consistent with the requirements of Australian Accounting Standards. The effects of all relevant new and revised standards and interpretations issued by the Australian Accounting Standards Board (AASB) that are effective for the current annual reporting period have been evaluated. The standards and interpretations and their impacts are:
AASB 2009-5 Further Amendments to Australian Accounting Standards arising from the Annual Improvements Project [AASB 5, 8, 101, 107, 117, 118, 136 & 139]
A number of amendments are largely technical, clarifying particular terms or eliminating unintended consequences. Other changes include current/non-current classification of convertible instruments, the classification of expenditure on unrecognised assets in the cash flow statement and the classification of leases of land and buildings. The standard does not impact the financial statements.
b) Australian accounting standards and interpretations issued but not yet effective
At the date of authorisation of the financial statements, the standards and interpretations listed below were in issue but not yet effective.
Effective for annual reporting periods Impact on beginning fi nancial Standard/interpretation Summary on or after statements AASB 124 Related Party Government-related entities are granted 1 Jan 2011 No impact Disclosures (Dec 2009) partial exemption from related party disclosure requirements. AASB 2009-12 amendments Amends AASB 8 Operating Segments to require 1 Jan 2011 No impact to Australian Accounting an entity to exercise judgement in assessing Standards [AASB 5, 8, whether a government and entities known to 108, 110, 112, 119, 133, be under the control of that government are 137, 139, 1023 & 1031 and considered a single customer for purposes of interpretations 2, 4, 16, 1039 certain operating segment disclosures. & 1052] This standard also makes numerous editorial amendments to other Standards. AASB 2010-4 further Key amendments include clarification of content 1 Jan 2011 No impact amendments to Australian of statement of changes in equity (AASB 101) and Accounting Standards arising financial instrument disclosures (AASB 7). from the annual improvements project [aasb 1, 7, 101 & 134 and interpretation 13]
164 DET ANNUAL REPORT 2010–11
Effective for annual reporting periods Impact on beginning fi nancial Standard/interpretation Summary on or after statements AASB 2010-5 amendments Makes numerous editorial amendments to a range 1 Jan 2011 No impact to Australian Accounting of standards and interpretations. Standards [AASB 1, 3, 4, 5, 101, 107, 112, 118, 119, 121, 132, 133, 134, 137, 139, 140, 1023 & 1038 and interpretations 112, 115, 127, 132 & 1042] Interpretation 4 determining Provides guidance on identifying lease 1 Jan 2011 No impact whether an arrangement arrangements contains a lease AASB 9 Financial instruments, AASB 9 simplifies requirements for the 1 Jan 2013 No impact AASB 2009-11 amendments classification and measurement of financial to Australian Accounting assets and liabilities resulting from Phase 1 of Standards arising from AASB the IASB’s project to replace IAS 39 Financial 9, AASB 2010-7 amendments instruments: recognition and measurement to Australian Accounting (AASB 139 Financial Instruments: recognition and Standards arising from AASB 9 measurement). (Dec 2010)
165 FINANCIAL REPORT
c) Department and Territory Items
The financial statements of the department include income, expenses, assets, liabilities and equity over which the department has control (department items). Certain items, while managed by the department, are controlled and recorded by the Territory rather than the department (Territory items). Territory items are recognised and recorded in the Central Holding Authority as discussed below.
Central Holding Authority
The Central Holding Authority is the parent body that represents the NT Government’s ownership interest in government controlled entities.
The Central Holding Authority also records all Territory items, such as income, expenses, assets and liabilities controlled by the NT Government and managed by departments on behalf of the NT Government. The main Territory item is Territory income, which includes taxation and royalty revenue, Australian Government general purpose funding (such as GST revenue), fines, and statutory fees and charges.
The Central Holding Authority also holds certain Territory assets not assigned to departments as well as certain Territory liabilities that are not practical or effective to assign to individual departments such as unfunded superannuation and long service leave.
The Central Holding Authority recognises and records all Territory items, and as such, these items are not included in the department’s financial statements. However, as the department is accountable for certain Territory items managed on behalf of government, these items have been separately disclosed in note 22 — Schedule of Territory Items.
d) Comparatives
Where necessary, comparative information for the 2009–10 financial year has been reclassified to provide consistency with current year disclosures.
e) Presentation and rounding of amounts
Amounts in the financial statements and notes to the financial statements are presented in Australian dollars and have been rounded to the nearest thousand dollars, with amounts of $500 or less being rounded down to zero.
f) Changes in accounting policies
There have been no changes to accounting policies adopted in 2010–11 as a result of management decisions.
g) Accounting judgements and estimates
The preparation of the financial report requires the making of judgements and estimates that affect the recognised amounts of assets, liabilities, revenues and expenses and the disclosure of contingent liabilities. The estimates and associated assumptions are based on historical experience and various other factors that are believed to be reasonable under the circumstances, the results of which form the basis for making judgements about the carrying values of assets and liabilities that are not readily apparent from other sources. Actual results may differ from these estimates.
The estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised if the revision affects
166 DET ANNUAL REPORT 2010–11
only that period, or in the period of the revision and future periods if the revision affects both current and future periods.
Judgements and estimates that have significant effects on the financial statements are disclosed in the relevant notes to the financial statements. Notes that include significant judgements and estimates are:
Employee benefits — Note 2(v) and Note 14: non-current liabilities in respect of employee benefits are measured as the present value of estimated future cash outflows based on the appropriate government bond rate, estimates of future salary and wage levels and employee periods of service. Contingent liabilities — Note 19: the present value of material quantifiable contingent liabilities are calculated using a discount rate based on the published 10-year government bond rate. Allowance for impairment losses — Note 2(o), 10: receivables & 17: financial Instruments Depreciation and amortisation — Note 2(k), Note 11: property, plant and equipment and Note 12. h) Goods and Services Tax
Income, expenses and assets are recognised net of the amount of Goods and Services Tax (GST), except where the amount of GST incurred on a purchase of goods and services is not recoverable from the Australian Tax Office (ATO). In these circumstances the GST is recognised as part of the cost of acquisition of the asset or as part of the expense.
Receivables and payables are stated with the amount of GST included. The net amount of GST recoverable from, or payable to, the ATO is included as part of receivables or payables in the Balance Sheet.
Cash flows are included in the Cash Flow Statement on a gross basis. The GST components of cash flows arising from investing and financing activities which are recoverable from, or payable to, the ATO are classified as operating cash flows. Commitments and contingencies are disclosed net of the amount of GST recoverable or payable unless otherwise specified. i) Income recognition
Income encompasses both revenue and gains.
Income is recognised at the fair value of the consideration received, exclusive of the amount of GST. Exchanges of goods or services of the same nature and value without any cash consideration being exchanged are not recognised as income.
Grants and other contributions
Grants, donations, gifts and other non-reciprocal contributions are recognised as revenue when the department obtains control over the assets comprising the contributions. Control is normally obtained upon receipt.
Contributions are recognised at their fair value. Contributions of services are only recognised when a fair value can be reliably determined and the services would be purchased if not donated.
Appropriation
Output appropriation is the operating payment to each department for the outputs they provide and is calculated as the net cost of department outputs after taking into account funding from department income. It does not include any allowance for major non-cash costs such as depreciation.
167 FINANCIAL REPORT
Commonwealth appropriation follows from the Intergovernmental Agreement on Federal Financial Relations, resulting in special purpose payments and national partnership payments being made by the Australian Treasury to state treasuries, in a manner similar to arrangements for GST payments. These payments are received by Treasury on behalf of the Central Holding Authority and then on passed to the relevant agencies as Commonwealth Appropriation.
Revenue in respect of appropriations is recognised in the period in which the department gains control of the funds.
Sale of goods
Revenue from the sale of goods is recognised (net of returns, discounts and allowances) when:
the significant risks and rewards of ownership of the goods have transferred to the buyer the department retains neither continuing managerial involvement to the degree usually associated with ownership nor effective control over the goods sold the amount of revenue can be reliably measured it is probable that the economic benefits associated with the transaction will flow to the department the costs incurred or to be incurred in respect of the transaction can be measured reliably.
Rendering of services
Revenue from rendering services is recognised by reference to the stage of completion of the contract. The revenue is recognised when:
the amount of revenue, stage of completion and transaction costs incurred can be reliably measured; and it is probable that the economic benefits associated with the transaction will flow to the entity.
Interest revenue
Interest revenue is recognised as it accrues, taking into account the effective yield on the financial asset.
Goods and services received free of charge
Goods and services received free of charge are recognised as revenue when a fair value can be reliably determined and the resource would have been purchased if it had not been donated. Use of the resource is recognised as an expense.
Contributions of assets
Contributions of assets and contributions to assist in the acquisition of assets, being non-reciprocal transfers, are recognised, unless otherwise determined by government, as gains when the department obtains control of the asset or contribution. Contributions are recognised at the fair value received or receivable.
j) Repairs and maintenance expense
Funding is received for repairs and maintenance works associated with department assets as part of output revenue. Costs associated with repairs and maintenance works on department assets are expensed as incurred.
168 DET ANNUAL REPORT 2010–11
k) Depreciation and amortisation expense
Items of property, plant and equipment, including buildings but excluding land, have limited useful lives and are depreciated or amortised using the straight-line method over their estimated useful lives.
Amortisation applies in relation to intangible non-current assets with limited useful lives and is calculated and accounted for in a similar manner to depreciation.
The estimated useful lives for each class of asset are in accordance with the Treasurer’s Directions and are determined as follows:
2010 2009 Buildings Public buildings 50 Years 50 Years Sheds/demountables 10–20 Years 10–20 Years Plant and equipment 4–10 Years 4–10 Years Computer hardware 4 Years 4 Years Leased plant and equipment 1–5 Years 1–5 Years Transport equipment 5 Years 5 Years Heritage and cultural assets 100 Years 100 Years
Assets are depreciated or amortised from the date of acquisition or from the time an asset is completed and held ready for use. l) Cash and deposits
For the purposes of the Balance Sheet and the Cash Flow Statement, cash includes cash on hand, cash at bank and cash equivalents. Cash equivalents are highly liquid short-term investments that are readily convertible to cash. Cash at bank includes monies held in the Accountable Officer’s trust account that are ultimately payable to the beneficial owner. m) Receivables
Receivables include accounts receivable and other receivables and are recognised at fair value less any allowance for impairment losses.
The allowance for impairment losses represents the amount of receivables the department estimates are likely to be uncollectible and are considered doubtful. Analyses of the age of the receivables that are past due as at the reporting date are disclosed in an aging schedule under credit risk in Note 17 financial instruments. Reconciliation of changes in the allowance accounts is also presented.
Accounts receivable are generally settled within 30 days. n) Property, plant and equipment
Acquisitions
All items of property, plant and equipment with a cost, or other value, equal to or greater than $10 000 are recognised in the year of acquisition and depreciated as outlined below. Items of property, plant and equipment below the $10 000 threshold are expensed in the year of acquisition.
The construction cost of property, plant and equipment includes the cost of materials and direct labour, and an appropriate proportion of fixed and variable overheads.
169 FINANCIAL REPORT
Complex assets
Major items of plant and equipment comprising a number of components that have different useful lives, are accounted for as separate assets. The components may be replaced during the useful life of the complex asset.
Subsequent additional costs
Costs incurred on property, plant and equipment subsequent to initial acquisition are capitalised when it is probable that future economic benefits in excess of the originally assessed performance of the asset will flow to the department in future years. Where these costs represent separate components of a complex asset, they are accounted for as separate assets and are separately depreciated over their expected useful lives.
Construction (work in progress)
As part of the Financial Management Framework, the NT DCI is responsible for managing general government capital works projects on a whole of government basis. Therefore appropriation for the department’s capital works is provided directly to DCI and the cost of construction work in progress is recognised as an asset of that department. Once completed, capital works assets are transferred to the department.
o) Revaluations and impairment
Revaluation of assets
Subsequent to initial recognition, assets belonging to the following classes of non-current assets are revalued with sufficient regularity to ensure that the carrying amount of these assets does not differ materially from their fair value at reporting date:
land buildings
Fair value is the amount for which an asset could be exchanged, or liability settled, between knowledgeable, willing parties in an arms length transaction.
Plant and equipment are stated at historical cost less depreciation, which is deemed to equate to fair value.
Impairment of assets
An asset is said to be impaired when the asset’s carrying amount exceeds its recoverable amount.
Non-current physical and intangible department assets are assessed for indicators of impairment on an annual basis. If an indicator of impairment exists, the department determines the asset’s recoverable amount. The asset’s recoverable amount is determined as the higher of the asset’s depreciated replacement cost and fair value less costs to sell. Any amount by which the asset’s carrying amount exceeds the recoverable amount is recorded as an impairment loss.
Impairment losses are recognised in the Comprehensive Operating Statement. They are disclosed as an expense unless the asset is carried at a revalued amount. Where the asset is measured at a revalued amount, the impairment loss is offset against the asset revaluation surplus for that class of asset to the extent that an available balance exists in the asset revaluation surplus.
170 DET ANNUAL REPORT 2010–11
In certain situations, an impairment loss may subsequently be reversed. Where an impairment loss is subsequently reversed, the carrying amount of the asset is increased to the revised estimate of its recoverable amount. A reversal of an impairment loss is recognised in the Comprehensive Operating Statement as income, unless the asset is carried at a revalued amount, in which case the impairment reversal results in an increase in the asset revaluation surplus. Note 15 provides additional information in relation to the asset revaluation surplus. p) Leased assets
Leases under which the department assumes substantially all the risks and rewards of ownership of an asset are classified as finance leases. Other leases are classified as operating leases.
Finance leases
Finance leases are capitalised. A leased asset and a lease liability equal to the present value of the minimum lease payments are recognised at the inception of the lease.
Lease payments are allocated between the principal component of the lease liability and the interest expense.
Operating leases
Operating lease payments made at regular intervals throughout the term are expensed when the payments are due, except where an alternative basis is more representative of the pattern of benefits to be derived from the leased property. Lease incentives under an operating lease of a building or office space is recognised as an integral part of the consideration for the use of the leased asset. Lease incentives are to be recognised as a deduction of the lease expenses over the term of the lease. q) Payables
Liabilities for accounts payable and other amounts payable are carried at cost which is the fair value of the consideration to be paid in the future for goods and services received, whether or not billed to the department. Accounts payable are normally settled within 30 days. r) Employee benefi ts
Provision is made for employee benefits accumulated as a result of employees rendering services up to the reporting date. These benefits include wages and salaries and recreation leave. Liabilities arising in respect of wages and salaries and recreation leave and other employee benefit liabilities that fall due within twelve months of reporting date are classified as current liabilities and are measured at amounts expected to be paid. Non-current employee benefit liabilities that fall due after twelve months of the reporting date are measured at present value, calculated using the government long term bond rate.
No provision is made for sick leave, which is non-vesting, as the anticipated pattern of future sick leave to be taken is less than the entitlement accruing in each reporting period.
Employee benefit expenses are recognised on a net basis in respect of the following categories:
wages and salaries, non-monetary benefits, recreation leave, sick leave and other leave entitlements other types of employee benefits.
171 FINANCIAL REPORT
As part of The Financial Management Framework, the Central Holding Authority assumes the long service leave liabilities of government departments, including the department and as such no long service leave liability is recognised in the financial statements.
Special remote study leave
According to the Public Sector Employment and Management Determination 2 of 2003, employees who have undertaken periods of service in designated remote localities since 1 January 1990 are eligible to accumulate credit points towards special remote study leave at the rates specified in the determination. Employees can accumulate a maximum of 40 credit points and must have accumulated a minimum of 20 credit points before applying for leave under this provision. The leave cannot be cashed out and ceases with the departure of the employee from the NTPS.
Twenty credit points is the equivalent of taking leave on full pay for one school semester, or on half pay for two school semesters. Forty credit points is the equivalent of taking leave on full pay for two school semesters.
The department recognised a liability for employees who have accumulated points since 1 January 2005 (excludes points for leave already taken) and has been measured at and restricted to the following:
(i) liability calculated for those employees who have accrued 20 or 40 study leave points
(ii) no recognition for probability and actuarial estimates of staff availing the benefit, mortality, employee turnover, disability, retirement etc
(iii) non-inclusion of data from prior years
(iv) current liability represents the value of leave that is representative of that taken in a 12 month period, whereas noncurrent liability encompasses study leave points accrued at 30 June 2010 less current liability.
s) Superannuation
Employees’ superannuation entitlements are provided through the:
NT Government and Public Authorities Superannuation Scheme Commonwealth Superannuation Scheme non-government employee nominated schemes for those employees commencing on or after 10 August 1999. The department makes superannuation contributions on behalf of its employees to the Central Holding Authority or non-government employee nominated schemes. Superannuation liabilities related to government superannuation schemes are held by the Central Holding Authority and as such are not recognised in the financial statements.
t) Contributions by and distributions to government
The department may receive contributions from government where the NT Government is acting as owner of the department. Conversely, the department may make distributions to government. In accordance with the Financial Management Act and Treasurer’s Directions, certain types of contributions and distributions, including those relating to administrative restructures, have been designated as contributions by, and distributions to, government. These designated contributions and distributions are treated by the department as adjustments to equity.
172 DET ANNUAL REPORT 2010–11
The Statement of Changes in Equity provides additional information in relation to contributions by, and distributions to, government. u) Commitments
Disclosures in relation to capital and other commitments, including lease commitments are shown at Note 18 and are consistent with the requirements contained in AASB 101, AASB 116 and AASB 117.
Commitments are those contracted as at 30 June where the amount of the future commitment can be reliably measured.
173 FINANCIAL REPORT 2010 $’000 2011 $’000 2010 $’000 Training Total 2011 $’000 2010 $’000 (1) Includes DBE service charges education Non–government 2011 $’000 2010 $’000 education Government $’000
Note 2011 Grants and subsidies revenue Current Capital Appropriation Output revenue Commonwealth Sales of goods and services Interest revenueGoods and services received free of chargeAssets acquired for nil costs Other/miscellaneous income INCOME TOTAL EXPENSES 4Employee expenses Administrative expenses Purchases of goods and services 852 11 Repairs and maintenance Property management 10 986 Depreciation and amortisation 5 306 Services received free of charge 17 976 458 912 Other administrative expenses 1 291 140 973 Grants and subsidies 433 453 26 320 15 0 821 Current 109 330 671 7 Capital 2 202 62 601 1 204 EXPENSES OPERATING TOTAL 847 112 SURPLUS/(DEFICIT) NET OPERATING 235 78 100 56 162 16 11,12 607 632 907 450 51 172 OTHER COMPREHENSIVE INCOME 128 025 0 49 841Asset revaluation reserve 394 275 581 852 25 610 70 432 2 COMPREHENSIVE INCOME 0 19 180 432 TOTAL 34 191 416 57 177 267 COMPREHENSIVE SURPLUS/(DEFICIT) 361 920 852 7 11 21 831 7 453 74 652 13 593 16 972 0 1 235 26 388 1 902 591 945 273 000 511 10 949 12 606 180 635 5 274 331 73 97 (21 965) 559 277 0 537 254 327 6 215 1 904 654 872 626 92 647 10 1 291 (18 362) 276 243 0 124 5 423 19 956 228 2 403 600 214 0 97 245 512 41 27 003 902 821 653 (48 751) ( 40) 26 786 177 307 6 335 1 193 4 334 2 007 36 0 859 732 2 4 1 309 1 071 0 130 138 66 018 (9 379) (8 983) 5 921 (48 751) 181 051 228 450 1 227 ( 416) 32 58 063 1 180 885 405 884 112 328 898 0 309 17 93 396 4 434 (9 379) 373 264 ( 40) 27 456 ( 749) 706 138 028 416 0 520 2 202 14 220 97 827 554 308 23 523 13 593 26 ( 582) 925 575 34 529 123 211 ( 416) 24 637 12 558 (22 754) 642 879 092 0 26 946 (19 360) 77 519 0 ( 1) ( 749) 1 796 44 152 77 849 573 2 578 ( 582) 345 685 0 4 506 25 997 313 945 584 (9 981) 9 259 0 30 041 (48 751) 67 631 (9 379) (48 751) (9 379) INCOME This Comprehensive Operating Statement by output group is to be read in conjunction with the notes financial statements.
3. GROUP OUTPUT BY STATEMENT OPERATING
174 DET ANNUAL REPORT 2010–11
2011 2010 $’000 $’000 4. GOODS AND SERVICES RECEIVED FREE OF CHARGE Corporate and information services 13 593 12 558 Agency goods and services free of charge 48 13 593 12 606
5. ASSETS ACQUIRED FOR NIL CONSIDERATION Assets acquired for nil consideration 17 308 17 308
6. EMPLOYEE EXPENSES Salaries and related expenses 345 209 318 199 Payroll tax 22 900 20 028 Fringe benefits tax 3 658 2 968 Superannuation expenses 30 048 27 914 Workers compensation 4 069 4 155 Total employee expenses 405 884 373 264
7. PURCHASES OF GOODS AND SERVICES The net surplus/(deficit) has been arrived at after charging the following expenses: Goods and services expenses: Consultants (1) 3 171 1 504 Advertising (2) 16 25 Marketing and promotion (3) 1 121 952 Document production 810 1 385 Legal expenses (4) 99 407 Recruitment (5) 2 574 3 150 Training and study 2 960 2 342 Official duty fares 3 287 3 627 Travelling allowance 1 437 1 393 Information technology charges, hardware & software expenses 30 998 24 804 Motor vehicle expenses 7 210 7 084 Relocation expenses 2 147 1 476 Other goods and services 10 188 9 914 66 018 58 063
(1) Includes marketing, promotion and IT consultants. (2) Does not include recruitment advertising or marketing and promotion advertising. (3) Includes advertising for marketing and promotion but excludes marketing and promotion consultants’ expenses, which are incorporated in the consultants’ category. (4) Includes legal fees, claim and settlement costs. (5) Includes recruitment related advertising costs.
175 FINANCIAL REPORT
2011 2010 $’000 $’000 8. DEPRECIATION AND AMORTISATION Buildings 25 870 22 015 Plant and equipment 1 514 1 755 Computer hardware 50 (270) Transport equipment 22 22 Cultural assets -1 27 456 23 523
9. CASH AND DEPOSITS Cash on hand 10 10 Cash at bank 50 225 46 707 50 235 46 717
10. RECEIVABLES Current Accounts receivable 2 094 762 Less: allowance for impairment losses (498) (119) 1 596 6v43 Interest receivables 502 - GST receivables 6 669 2 651 Other receivables 563 6 7 734 2 657
Total receivables 9 330 3 330
11. PROPERTY, PLANT AND EQUIPMENT Land At fair value 65 620 42 517 65 620 42 517 Buildings At fair value 1 465 719 1 058 176 Less: accumulated depreciation (627 080) (352 186) 838 639 705 990 Plant and equipment At fair value 10 732 10 667 Less: accumulated depreciation (5 822) (4 308) 4 912 6 359 Computer hardware At fair value 221 234 Less: accumulated depreciation (80) (43) 141 191
176 DET ANNUAL REPORT 2010–11
2011 2010 $’000 $’000 Leased plant and equipment At capitalised cost 101 101 Less: accumulated depreciation (101) (101) -- Transport equipment At cost 112 112 Less: accumulated depreciation (102) (80) 10 32
Total property, plant and equipment 909 322 755 089
Property, plant and equipment valuations
The latest revaluations as at 30 June 2011 were independently conducted. The valuer was Australian Valuation Office. The revaluation was based on either market value or fair value which was assessed with reference to the asset’s replacement cost less accumulated depreciation where there was no established, identifiable market for the asset.
Impairment of property, plant and equipment
Property, plant and equipment assets were assessed for impairment as at 30 June 2011. No impairment adjustments were required as a result of this review.
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11. PROPERTY, PLANT AND EQUIPMENT (CONTINUED)
2010 property, plant and equipment reconciliations
A reconciliation of the carrying amount of property, plant and equipment at the beginning and end of 2010–11 is set out below:
Plant & Computer Transport Land Buildings equipment hardware equipment Total $’000 $’000 $’000 $’000 $’000 $’000 Carrying amount as at 1 July 2010 42 517 705 990 6 359 191 32 755 089 Additions ------Depreciation - (25 870) (1 514) (50) (22) (27 456) Additions/(disposals) from asset transfers (25) 132 896 67 - - 132 938 Revaluation increments/ (decrements) 23 128 25 623 - - 48 751 Impairment losses ------Carrying amount as at 30 June 2011 65 620 838 639 4 912 141 10 909 322
178 DET ANNUAL REPORT 2010–11
11. PROPERTY, PLANT AND EQUIPMENT (CONTINUED)
2010 property, plant and equipment reconciliations
A reconciliation of the carrying amount of property, plant and equipment at the beginning and end of 2009–10 is set out below:
Plant & Computer Transport Land Buildings equipment hardware equipment Total $’000 $’000 $’000 $’000 $’000 $’000 Carrying amount as at 1 July 2009 38 745 632 387 4 979 2 383 - 678 494 Additions - - 167 198 - 365 Depreciation - (22 015) (1 755) 270 (22) (23 522) Additions/(disposals) from asset transfers (700) 90 968 2 968 (2 660) 112 90 688 Revaluation increments/ (decrements) 4 472 4 907 - - - 9 379 Impairment losses - (257) - - (58) (315) Carrying amount as at 30 June 2010 42 517 705 990 6 359 191 32 755 089
179 FINANCIAL REPORT
2011 2010 $’000 $’000 12. HERITAGE AND CULTURAL ASSETS Carrying amount At valuation 22 22 Less: accumulated depreciation (11) (10) Written down value — 30 June 11 12 Reconciliation of movements Carrying amount at 1 July 11 12 Depreciation - (1) Carrying amount as at 30 June 11 11
13. PAYABLES Accounts payable 5 478 671 Accrued expenses 8 161 9 298 Total payables 13 639 9 969
15. PROVISIONS Current Employee benefi ts Recreation leave 25 474 23 148 Special remote study leave 5 466 3 097 Leave loading 3 100 2 694 Recreation leave fares 947 1 048
Other current provisions Employer super contribution 2 792 2 705 Fringe benefits tax 1 287 1 079 Payroll tax 2 956 2 229 42 022 36 000
Non-current Employee benefi ts Recreation leave 5 877 5 222 Special remote study leave 1 885 5 066 7 762 10 288
Total provisions 49 784 46 288 The department employed 4430 employees as at 30 June 2011 (4222 employees as at 30 June 2010).
180 DET ANNUAL REPORT 2010–11
2011 2010 $’000 $’000 15. RESERVES Asset revaluation reserve (i) Nature and purpose of the Asset Revaluation Surplus The asset revaluation surplus includes the net revaluation increments and decrements arising from the revaluation of non-current assets. Impairment adjustments may also be recognised in the Asset Revaluation Surplus. (ii) Movements in the Asset Revaluation Surplus Balance as at 1 July 48 665 39 286 Increment/(decrement) — land 23 128 4 472 Increment/(decrement) — buildings 25 623 4 907 Balance as at 30 June 97 416 48 665
16. NOTES TO THE CASH FLOW STATEMENT Reconciliation of cash The total of department cash and deposits of $50.235 million recorded in the Balance Sheet is consistent with that recorded as ‘cash’ in the Cash Flow Statement.
Reconciliation of net surplus/(defi cit) to net cash from operating activities
Net surplus/(defi cit) (22 754) (19 360) Non-cash items: Depreciation and amortisation 27 456 23 523 Asset write-offs/write-downs - 315 Assets acquired for nil consideration (17) (308) R&m – minor new works non cash 650 212 Changes in assets and liabilities: Decrease/(increase) in receivables (5 529) 8 246 Decrease/(increase) in cha receivables (501) 501 Decrease/(increase) in prepayments (557) 84 (Decrease)/increase in payables 3 169 (2 435) (Decrease)/increase in cha payables 501 (501) (Decrease)/increase in provision for employee benefits 2 474 4 560 (Decrease)/increase in other provisions 1 022 826 Net cash from operating activities 5 914 15 663
181 FINANCIAL REPORT
2011 2010 $’000 $’000 17. FINANCIAL INSTRUMENTS A financial instrument is a contract that gives rise to a financial asset of one entity and a financial liability or equity instrument of another entity. Financial instruments held by the department include cash and deposits, receivables and payables. The department has limited exposure to financial risks as discussed below.
(a) Categorisation of fi nancial instruments The carrying amounts of the department’s financial assets and liabilities by category are disclosed in the table below.
Financial assets Cash and deposits 50 235 46 717 Receivables GST receivable 6 669 2 651 Accounts receivable 1 596 643 Other receivables 563 6 Interest receivables 502 - Total fi nancial assets 59 565 50 017
Financial liabilities Payables 13 639 9 969 Deposits held 7 3 Total fi nancial liabilities 13 646 9 972
(b) Credit risk
The department has limited credit risk exposure (risk of default). In respect of any dealings with organisations external to government, the department has adopted a policy of only dealing with credit worthy organisations and obtaining sufficient collateral or other security where appropriate, as a means of mitigating the risk of financial loss from defaults.
The carrying amount of financial assets recorded in the financial statements, net of any allowances for losses, represents the department’s maximum exposure to credit risk without taking account of the value of any collateral or other security obtained.
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Receivables
Receivable balances are monitored on an ongoing basis to ensure that exposure to bad debts is not significant. A reconciliation and aging analysis of receivables is presented below.
Ageing of Ageing of impaired Net receivables receivables receivables $’000 $’000 $’000 18. FINANCIAL INSTRUMENTS (CONTINUED) 2010–11 Not overdue 1 234 - 1 234 Overdue for less than 30 days 154 2 152 Overdue for 30 to 60 days 3 - 3 Overdue for more than 60 days 703 496 207 Total 2 094 498 1 596
Reconciliation of the allowance for impairment losses(a) Opening 119 Written off during the year - Recovered during the year - Increase/(decrease) in allowance recognised in profit or loss 379 Total 498
2009–10 Not overdue 264 - 264 Receivable to Central Holding Authority (501) - (501) Overdue for less than 30 days 163 - 163 Overdue for 30 to 60 days 530 - 530 Overdue for more than 60 days 306 119 187 Total 762 119 643
Reconciliation of the allowance for impairment losses(a) Opening 255 Written off during the year (32) Recovered during the year 1 Increase/(decrease) in allowance recognised in (105) profit or loss Total 119
183 FINANCIAL REPORT
17. FINANCIAL INSTRUMENTS (CONTINUED)
(c) 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. It comprises interest rate risk, price risk and currency risk.
i) Interest rate risk
The department is not exposed to interest rate risk as financial assets and financial liabilities are non-interest bearing. The department currently has no finance lease arrangements.
(d) Net fair value
The fair value of financial instruments is estimated using various methods. These methods are classified into the following levels:
Level 1 — derived from quoted prices in active markets for identical assets or liabilities.
Level 2 — derived from inputs other than quoted prices that are observable directly or indirectly.
Level 3 — derived from inputs not based on observable market data.
Total Net fair Net fair Net fair Net fair carrying value value value value amount level 1 level 2 level 3 level 1 2011 $’000 $’000 $’000 $’000 $’000 Financial assets Cash and deposits 50 235 50 235 50 235 Receivables 9 330 9 330 9 330 Total financial assets: 59 565 59 565 59 565 Financial liabilities Payables 13 639 13 639 13 639 Deposits held 7 7 7 Total financial liabilities: 13 646 13 646 13 646
Total Net fair Net fair Net fair Net fair carrying value value value value amount level 1 level 2 level 3 level 1 2010 $’000 $’000 $’000 $’000 $’000 Financial assets Cash and deposits 46 717 46 717 46 717 Receivables 3 300 3 300 3 300 Total financial assets: 50 017 50 017 50 017 Financial liabilities Payables 9 969 9 969 9 969 Deposits held 3 3 3 Total financial liabilities: 9 972 9 972 9 972
The net fair value of cash, deposits, receivables, payables and deposits held are based on their carrying amounts. 184 DET ANNUAL REPORT 2010–11
2010 2009 $’000 $’000 18. COMMITMENTS (i) Capital expenditure commitments Capital expenditure commitments primarily relation to the construction of buildings. Capital expenditure commitments contracted for at balance date but not recognised as liabilities are payable as follows: Within one year 00 Later than one year and not later than five years 0 0 Later than five years 0 0 00
(ii) Other expenditure commitments Other non-cancellable expenditure commitments not recognised as liabilities are payable as follows: Within one year 115 039 87 354 Later than one year and not later than five years 46 276 68 096 Later than five years 15 468 13 017 176 783 168 467
(iii) Operating lease commitments The department leases property under non-cancellable operating leases. Leases generally provide the department with a right of renewal at which time all lease terms are renegotiated. The department also leases items of plant and equipment under non-cancellable operating leases. Future operating lease commitments not recognised as liabilities are payable as follows: Within one year 3 851 8 081 Later than one year and not later than five years 3 220 3 655 Later than five years 46 0 7 117 11 736
19. CONTINGENT LIABILITIES AND CONTINGENT ASSETS
a) Contingent liabilities
The department had no contingent liabilities as at 30 June 2011 or 30 June 2010.
b) Contingent assets
The department had no contingent assets as at 30 June 2011 or 30 June 2010.
20. EVENTS SUBSEQUENT TO BALANCE DATE
No events have arisen between the end of the financial year and the date of this report that require adjustment to, or disclosure in these financial statements.
185 FINANCIAL REPORT trans. No. of 2010 $’000 trans. No. of 2011 $’000 trans. No. of 2010 $’000 trans. No. of Department Department items Territory items Territory 2011 $’000 Financial Management Act Financial Management Financial Management Act Financial Management Write-offs, postponements and waivers under the Write-offs, Act Financial Management Represented by: postponed and waived by delegates Amounts written off, or a department Territory Irrecoverable amounts payable to the written off Losses or deficiencies of money written offPublic property written off or postponement of right to receive recover money Waiver property written off, postponed and waived by delegatesTotal Treasurer postponed and waived by the Amounts written off, or a department Territory Irrecoverable amounts payable to the written off - -Losses or deficiencies of money written offPublic property written off or postponement of right to receive recover money Waiver - -property written off, postponed and waived by the TreasurerTotal - - postponements and waivers authorised Write-offs, under other legislation (a) 1 1 - -Gifts under the -Ex gratia payments under the - 19 18 3 2 - - 1 1 WRITE-OFFS, POSTPONEMENTS, WAIVERS, GIFTS WRITE-OFFS, POSTPONEMENTS, WAIVERS, PAYMENTS AND EX GRATIA 21.
186 DET ANNUAL REPORT 2010–11
22. SCHEDULE OF TERRITORY ITEMS
The following Territory items are managed by the department on behalf of the NT Government and are recorded in the Central Holding Authority (refer Note 2(c)).
2011 2010 $’000 $’000 TERRITORY INCOME AND EXPENSES
Income Grants and subsidies revenue Capital 640 4 582 Fees from regulatory services 504 520 Total income 1 144 5 102
Expenses Central Holding Authority income transferred 1 144 5 102 Total expenses 1 144 5 102
Territory income less expenses --
TERRITORY ASSETS AND LIABILITIES
Assets Grants and subsidies receivable - 501 Total assets - 501
Liabilities Central holding authority income payable - 501 Total liabilities - 501
Net assets -0
187 FINANCIALAPPENDICES REPORT
APPENDIX 1: ALL STAFF BY CLASSIFICATION
Headcount FTE Headcount FTE 2009–10 2009–10 2010–11 2010–11 Administrative Officer 1 9 4.98 12 4.44 Administrative Officer 2 389 307.09 373 308.36 Administrative Officer 3 269 226.39 201 172.49 Administrative Officer 4 241 213.32 370 323.06 Administrative Officer 5 122 109.37 130 118.1 Administrative Officer 6 118 104.89 128 115.24 Administrative Officer 7 49 44.42 65 59.4 Administrative Officer 8 60 53.44 3 NTPS Adult Apprenticeship AQ3S Level A 4 2 4 3 NTPS Adult Apprenticeship AQ3S Level B 1 1 NTPS Adult Apprenticeship AQ3S Level C 1 1 1 1 NTPS Apprenticeship AQF3 Level A 5 4.25 11 10.55 NTPS Apprenticeship AQF3 Level B 1 1 NTPS Apprenticeship AQF4 Level A 1 1 NTPS Apprenticeship AQF4 Level C 1 1 Assistant Teacher 271 163.36 273 163.45 Classroom Teacher 2234 1920.6 2317 2007.23 Executive Contract Principal 1 18 16.85 Executive Contract Principal 1A 35 31.96 3 2.5 Executive Contract Principal 2 31 27.6 1 0.5 Executive Contract Principal 3 13 13 5 5 Executive Contract Principal Level 2 59 59 Executive Contract Principal Level 3 24 23 Executive Contract Principal Level 4 9 9 Executive Contract Principal Level 5 3 3 Executive Officer 1 15 13.55 Executive Officer 1C 29 29 24 23 Executive Officer 2C 14 12.8 18 17.7 Executive Officer 3C 9 9 8 7 Executive Officer 4C 3 3 3 3 Executive Officer 6C 1 1 1 1 Graduate Trainee 3 3 5 5 Indigenous Cadet Support 11 0.5 12 0 Indigenous Trainee Teacher 1 7 5.74 5 4.88 Indigenous Trainee Teacher 2 3 3 6 4.95 Indigenous Trainee Teacher 3 10 10.89 2 2 Professional 2 29 28.38 1 1 Professional 3 5 4.47 39 35.5
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Headcount FTE Headcount FTE 2009–10 2009–10 2010–11 2010–11 Professional 4 2 1.5 Physical 2 65 38.03 69 41.91 Physical 3 36 24.83 33 26.78 Physical 4 29 26.2 28 26 Principal Level 1 6 5.5 Senior Administrative Officer 1 62 57.61 Senior Administrative Officer 2 22 22 School based Apprentice 0.39 School College Administrator 2 9 7.2 8 6.1 School College Administrator 5 2 2 3 2.5 Senior College Teacher 41 33.8 40 34.75 Senior Professor Officer 1 7 7 Senior Professor Officer 2 1 1 Senior Teacher 1 468 405.76 433 392.53 Senior Teacher 2 75 70.88 70 67.41 Senior Teacher 3 108 93.81 112 107.82 Senior Teacher 4 59 55.42 62 60.63 Senior Teacher 5 3 4 2 2 Senior Teacher 6 7 6 2 2 Senior Contract Teacher 8 2 2 Technical 2 1 1 2 1.45 Technical 3 2 2 2 2 Teaching Principal 1 51 47.5 Teaching Principal 2 15 14 Total 4918 4144.67 5149 4424.84
Source: PIPS Pay 26, 2009–10 and 2010–11 NB: In 2010–11 several classification codes were replaced with new classification codes and several others were created.
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APPENDIX 2: COMPLIANCE WITH THE CARERS RECOGNITION ACT
The department recognises that carers are an integral part of the community, and is committed to abiding by the NT Carers Charter. The department involves carers in the same way as parents and guardians in providing services to students with special needs.
Carers receive communications from schools such as newsletters and, where appropriate, are consulted in the development and implementation of student individual education plans. Carers are considered in school processes such as school-level strategic planning, in the same way as parents, guardians and other members of the community.
190 DET ANNUAL REPORT 2010–11
APPENDIX 3: HOW TO CONTACT US
Department of Education and Training Internet: www.det.nt.gov.au GPO Box 4821 Intranet (staff only): intranet.det.nt.gov.au DARWIN NT 0801
MITCHELL CENTRE LEVEL 12 55–59 Mitchell Street Information Services DARWIN NT 0800 Ph: (08) 8999 5980
General enquiries: (08) 8999 5659 Finance Ph: (08) 8901 4949 LEVEL 10 Human Resources Planning and Infrastructure Ph: (08) 8999 5659 Ph: (08) 8901 4933
Audit and Ethical Standards LEVEL 13 Ph: (08) 8901 4994 Schools Operations, Performance and Review Ph: (08) 8999 5630 Records Information Management Ph: (08) 8999 5787 Early Childhood Policy and Regulations Ph: (08) 8901 4906 LEVEL 11 Training and Higher Education LEVEL 14 Ph: (08) 8901 1366 Office of the Chief Executive Ph: (08) 8999 5858 Legal Services Ph: (08) 8999 5886 School Education and Training Operations Ph: (08) 8999 3534 Internal Communications, Media and Marketing Ph: (08) 8901 4910 Strategic Policy and Performance Ph: (08) 8999 5793 International Services Ph: (08) 8901 4905 Freedom of Information and Privacy Ph: (08) 8999 5623
Transforming Indigenous Education Ph: (08) 8901 4997
Ministerial Liaison and Executive Services Unit Ph: (08) 8999 5762
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OTHER LOCATIONS Barkly Regional Offi ce 99 Patterson Street Participation and Pathways Level 1, Harbour View Plaza PO Box 696 McMinn Street TENNANT CREEK NT 0861 Ph: (08) 8962 4566 GPO Box 4821 DARWIN NT 0800 Ph: (08) 8944 9351 GROUP SCHOOLS
School Education and Early Childhood Services Katherine Group School Level 1, Harbour View Plaza MacFarlane Primary School McMinn Street Grevillea Road
GPO Box 4821 PO Box 1546 DARWIN NT 0800 KATHERINE NT 0851 Ph: (08) 8999 4161 Ph: (08) 8972 8777
VET in Schools Lasseter Group School Taminimin College 56 Milner Road Challoner Ct PO Box 1420 PO Box 21 ALICE SPRINGS NT 0870 HUMPTY DOO NT 0836 Ph: (08) 8950 4200 Ph: (08) 8988 0000 Arnhem Group School Arnhem Education Offi ce Alyangula Area School Matthew Flinders Way Cnr Flinders Street and Ayawarra Crescent
PO Box 446 PMB 3 Alyangula NHULUNBUY NT 0881 Groote Eylandt NT 0885 Ph: (08) 8987 0807 Ph: (08) 8987 6366
Katherine Offi ce Sandover Group School Level 1, Government Centre Remote Schools Resource Centre First Street 56 Milner Road
PO Box 1246 PO Box 1420 Katherine NT 0851 ALICE SPRINGS NT 0870 Ph: (08) 8972 5389 Ph: (08) 8950 4260
Central Australia Offi ce Tanami Group School Level 1, Alice Plaza, Todd Mall Remote Schools Resource Centre 56 Milner Road PO Box 1420 ALICE SPRINGS NT 0871 PO Box 1420 Ph: (08) 8951 3400 ALICE SPRINGS NT 0870 Ph: (08) 8950 4230
192 DET ANNUAL REPORT 2010–11
Top End Group School TRAINING CENTRES Ludmilla Education Campus 1st Floor, Ludmilla Primary School Nhulunbuy Training Centre 41 Bagot Road Chesterfield Circuit
PO Box 39946 PO Box 1435 WINNELLIE NT 0801 NHULUNBUY NT 0881 Ph: (08) 8999 3208 Ph: (08) 8987 0488
Gulf Group School Katherine Training Centre Borroloola CEC 19 Second Street Robinson Road Locked Bag 200 PMB 5 KATHERINE NT 0852 BORROLOOLA NT 0854 Ph: (08) 8972 5300 Ph: (08) 8975 8780 Tennant Creek Training Centre 65 Staunton Street
PO Box 29 TENNANT CREEK NT 0861 Ph: (08) 8962 4350
Jabiru Training Centre Van Delft Street
PO Box 645 JABIRU NT 0880 Ph: (08) 8979 2442
Alice Springs Training Offi ce Level 1, Alice Springs Plaza
PO Box 1420 ALICE SPRINGS NT 0871 Ph: (08) 8951 1626
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APPENDIX 4: ACRONYMS
AASB Australian Accounting Standards Board ABS Australian Bureau of Statistics ACARA Australian Curriculum and Reporting Authority ACT Australian Capital Territory AEDI Australian Early Development Index AO Administrative Officer APIF Accountability and Performance Improvement Framework ARIA Accessibility/Remoteness Index of Australia ATAR Australian Tertiary Admission Rank ATO Australian Tax Office AVETMISS Australian Vocational Education and Training Management Information and Statistical Standard BER Building the Education Revolution BIITE Batchelor Institute of Indigenous Tertiary Education CCB Child Care Benefit CDU Charles Darwin University DCI Department of Construction and Infrastructure DEEWR Department of Employment, Education and Workplace Relations DET Department of Education and Training EAED Enrolment Activity End Date EAL/D English as an additional language or dialect EUS Engaging Urban Students ESL English as a Second Language FaFT Families as First Teachers FTE Full Time Equivalent GEBIE Groote Eylandt Bickerton Island Enterprise GST Goods and Services Tax HALT Highly Accomplished and Lead Teacher HLC Homeland Learning Centre HRS Human Resources Services ICT Information and Communications Technology IPSS Indigenous Parenting Support Services IRSD Index of Relative Socio-economic Disadvantage KSCPC Keeping Safe Child Protection Curriculum LBOTE Language Background Other than English MAP Multilevel Assessment Program
194 DET ANNUAL REPORT 2010–11
MCEECDYA Ministerial Council for Education, Early Childhood Development and Youth Affairs NAPLAN National Assessment Program Literacy and Numeracy NARIS National Alliance for Remote Indigenous Schools NMS National Minimum Standard NQF National Quality Framework NSP National School Pride NSW New South Wales NT Northern Territory NTCE Northern Territory Certificate of Education NTCET Northern Territory Certificate of Education and Training NTOEC Northern Territory Open Education Centre NTPS Northern Territory Public Sector OCPE Office of the Commissioner for Public Employment OHS Occupational Health and Safety OSHC Outside School Hours Care PLC Positive Learning Centres P21 Primary Schools for the 21st Century Qld Queensland RITE Remote Indigenous Teacher Education ROGS Report on Government Services RTO Registered Training Organisation RTS Remote Teaching Service SA South Australia SACE South Australian Certificate of Education SEIFA Socio-economic Indexes for Areas SES Socio-economic Status SESS Special education support services SLC Science and Language Centre SWPBS School Wide Positive Behaviour Support Program T2030 Territory 2030 Tas Tasmania TEQSA Tertiary Education Quality and Standards Agency TER Tertiary Entrance Rank TESOL Teaching English as a second Language VET Vocational Education and Training WA Western Australia
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APPENDIX 5: LIST OF TERRITORY 2030 EDUCATION AND RELATED TARGETS
A list of education and other targets from the Territory 2030 Strategic Plan referenced throughout this report is included below. For a full list of targets, visit: http://www.territory2030.nt.gov.au
T2030:ED1 – Education Objective 1: Territorians meet or exceed the national standards for education and training. Communities across the Territory have improved the proportion of children who start school T2 030:ED1.1 with the skills for life and learning as measured by the AEDI. By 2020, halve the gap in NT students achieving national reading, writing and numeracy T2030:ED1.2 standards against the national average and, by 2030, Territory students will comfortably meet the national achievement rates for both literacy and numeracy. T2030:ED1.3 Improve Year 12 achievement among Territory students. Continue to increase the number of students who are completing higher education or VET T2030:ED1.4 courses at Territory institutions. Improve understanding of Indigenous culture: by 2020 all Territory students demonstrate T2030:ED1.5 achievement in Indigenous Studies as part of the NT Curriculum Framework. T2030:ED2 – Education Objective 2: Promote lifelong participation in education. Increase preschool participation: by 2020 participation by young Territorians in preschool will T2030:ED2.1 meet, and by 2030 exceed, national levels. T2030:ED2.2 Increase school participation among Indigenous Territorians. T2030:ED2.3 Improve Year 11 and 12 enrolments in Territory schools by 2020. Increase the proportion of young people aged 15–24 participating in post-school education, T2030:ED2.4 training or employment by 2020. By 2030, double the number of people undertaking higher-education study at a Territory T2030:ED2.5 institution. T2030:ED2.6 Improve participation in VET. Expand the availability of education and training in the prison system, creating the T2030:ED2.7 opportunity for a better life outside prison. T2030:ED2.8 Increase the number of Territorians participating in adult education.
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T2030:ED3 – Education Objective 3: Develop a world class education system. T2030:ED3.1 By 2030, the DET education workforce reflects the cultural profile of the student population. Students from regional and remote areas have access to residential facilities that are closer T2030:ED3.2 to home. The Territory will have a highly-skilled and stable education workforce, home-grown as much T2030:ED3.3 as possible. In 2010, commence implementation of a sophisticated approach to fund schools based on T2030:ED3.4 enrolment and need. By 2030, all students can access high-quality education and more curriculum choices across T2030:ED3.5 the Territory. The Territory is recognised as a world leader in providing education and training in remote T2030:ED3.6 settings, built around evidence-based practice and maximising the innovative use of information and communication technology. By 2030, Darwin will be recognised as a university town and a hub for international T2030:ED3.7 education and Alice Springs as a national hub for remote education. T2030:SOC – Society Objective 3: The Territory maintains an enviable lifestyle. T2030:SOC3.6 People with a disability have access to a wide range of opportunities. T2030:SOC4 – Society Objective 4: Ensuring public safety. T2030:SOC4.1 Ensure citizens feel safe from the risk of assault and property crime. T2030:SOC4.3 Keep Territory children safe from all forms of abuse. T2030:SOC4.6 Improve workplace safety across the Territory. T2030:KC&I – Knowledge, Creativity and Innovation Objective 2: Participation in arts and cultural activities and events. T2030:KC&2.4 Establish the Territory as a major centre for creative industries.
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FEEDBACK FORM
We welcome your feedback on the 2010–11 Annual Report.
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Thank you for participating in the survey.
Please return completed form by email to: [email protected] or in person to: Strategic Policy and Performance Department of Education and Training Level 14 Mitchell Centre or by post to: GPO Box 4821 DARWIN NT 0801 or by fax: (08) 8999 5788
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